• To accurately decode words with Vowel Team Syllables.
• To build recognition of Heart Words: head, friends, mountains, against, and certain
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 2
Student Materials
• SyllaBoards™ Kit
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• Unit 14 Home Connection Letter –printed and copied (Supply Room HQ)
• pencil
What You Need to Know
Long Vowel Phonemes
• For the long vowel phonemes, /ā/, /ē/, /ī/, /ō/, and /y/, the letter names and the phonemes are the same. However, the name of the letter u is actually two phonemes: the consonant sound /y/ and the vowel sound //. Because of this, some disagreement exists about whether to teach the long u sound as /y/ or //. Orbit follows the more common method used by reading teachers by assigning the term “long u” to the sounds /y/. Many reading teachers have found that teaching the phoneme for long u as /y/ makes understanding phonics patterns easier than trying to be technical and teaching long u as two sounds.
– The phoneme // is taught as a part of a group of vowel phonemes known as “Other Vowels” in Unit 16.
• The RGR Sound-Spelling Wall (found in Orbit’s Supply Room HQ) is an excellent resource for sound production, vowel spellings, and visual support. The Advanced Vowel Valley section includes a mouth formation picture, a guideword icon, a sound box (pronunciation key), and the most common spellings for the phoneme.
• Long vowel phonemes are most often spelled with a single vowel in an Open Syllable (he, g o, began, hotel), followed by the VCe syllable (five, la ke).
Vowel Teams
– long u: none
• When two vowels are together in a word, sometimes they combine to spell a single vowel phoneme. These are often called “vowel teams.” This feature is sometimes called “vowel digraphs” because, like consonant digraphs, two letters combine to produce a single phoneme. However, vowel teams can contain more than two letters.
• A vowel team can represent a long, short, or diphthong vowel sound.
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• The next most frequent group of long vowel spellings is common Vowel Teams:
– long a: ai, ay (paint, play)
• ai within syllable, ay at end of syllable
– long e: ee, ea (feet, beans)
– long i: igh (night) –
long o: oa, ow (boat, grow)
• Some vowel teams include consonants, such as y in ay (say), ey (key), oy (boy), and uy (buy); w in aw (saw), ew (few), and ow (bow/bow); gh in -augh (caught), - ough (though), -igh (sight); and al spelling /aw/ in walk
• Orbit Unit 14 reviews the common Vowel Teams taught in second grade and introduces some of the less common Vowel Teams:
– long a: ea (steak), ei (vein), eigh (weigh), ey (obey)
– long e: ie (piece), ey (key), ei (ceiling)
– long i: eigh (height), ye (bye), ie (pie)
– long o: oe (toe), ough (dough)
– long u: ew (few), ue (cue)
The table below shows how often each long vowel spelling occurs in English. Some spellings are so rare that research hasn’t assigned a frequency percentage. Orbit still introduces these spellings because some frequently used words include them.
Spelling Words with Long Vowel Phonemes
Spelling words with long vowel phonemes can be tricky as there are many ways to spell each long vowel phoneme. In some instances, there are fairly clear guidelines on which spelling is correct. For example, if you hear the long a phoneme at the end of a word,
What You Need to Know
single-syllable or multisyllabic, the spelling will most likely be ay. However, this is not the case with most long vowel phoneme spellings. For example, if you hear the long a phoneme and then a consonant phoneme after it at the end of a word, the spelling may be a_e, ai, eigh, or ei. Students in Orbit will focus on the four most frequent spellings. These are listed in the 2nd and 3rd columns in the chart below.
When assisting students with spelling long vowel phonemes, it is important to teach them to focus on the most common spellings and, often, to treat some long vowel phonemes as they do the tricky
parts of Heart Words. Students should always use all the phonics knowledge at their disposal to spell, but there are some instances where they will need to memorize a long vowel spelling for a particular word. Homophones are one example of where a memorized spelling is associated with meaning. Way and weigh are homophones. The spelling alone determines meaning. Vein and vain, sole and soul, and cue and queue are other examples. As students are exposed to more and more printed material in and out of the classroom, they will begin to see patterns and remember spellings. Encourage and offer support as needed.
Long Vowel Sound Open and VCe Syllables Common Vowel Teams Less Common Vowel Teams
long a
a = 45% (vacation)
a-e = 35% (mate)
ai = 9% (bait)
ay = 6% (stay)
long e
y = 41% (muddy)
e = 40% (zero)
*e-e (compete)
long i i = 37% (pilot)
i-e = 37% (hide)
y & y-e = 14% (try, type)
long o o = 73% (go)
o-e = 14% (hope)
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long u u = 62% (cupid)
u-e = 21% (mute)
ee = 6% (feet)
ea = 6% (meat)
igh = 6% (sigh)
oa = 5% (boat)
ow = 5% (grow)
none
*ea (steak)
*ei (vein)
*eigh (weigh)
*ey (obey)
*ie (chief)
*ey (key)
*ei (ceiling)
*eigh (height)
*ye (bye)
*ie (tie)
*oe (toe)
*ough (dough)
ew = 7% (few)
ue = 4% (cue)
*Frequency percentages not included in research due to the small number of words that include these spellings.
Start Teaching
Vowel Team Syllables
1. State Objectives
OPEN Orbit Online to Unit 14, Lesson 1, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– read words with Vowel Team Syllables.
– recognize five new Heart Words.
Click the Comprehension Boost icon after you have done the “say” portion and students have observed the words on the screen.
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Then, click on the icon again as needed once students have discussed the similarities and differences of each word.
• Let’s start off by observing a new group of words.”
Optional
2. Word Observatory
CLICK TO DISPLAY Word Observatory.
SAY “Take a moment to carefully observe these words: beak , roam , paint , few, right , low, keep, and stray. Look for things that all or a few of the words have in common.”
ASK “What do all or some of these words have in common?”
• Possible answers include words that have long vowels, words that have two vowels together, and single-syllable words.
SAY:
• “ The common feature of all these words that we will focus on in this unit is two or more letters working together to spell one vowel phoneme.
• N ote that some of the ‘vowel teams’ often have two vowels together, such as the ea in beak and the oa in roam , and sometimes a consonant is one of the teammates, such as the igh in right and the ow in low
• I n this unit, we will review the most common vowel teams and learn about some less common vowel teams.”
3. View Common Vowel Teams Animation
CLICK TO DISPLAY Common Vowel Teams animation.
Phonics
SAY “Watch this animation to review long vowels and the common vowel teams that can spell them.”
CLICK TO PLAY the Common Vowel Teams animation.
4. Review Common Vowel Teams
CLICK TO DISPLAY Long a Spellings Chart.
SAY:
• “We heard that long vowels are most often spelled with the vowel as an Open Syllable or the VCe spelling. Long vowels can also be spelled with vowel teams. Make the vowel team hand signal with me.
• Open your workbooks to page 58.
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• Let’s quickly go over some long vowel phoneme spellings.
– a spells long a in an Open Syllable. The guideword is acorn. (Click to add to chart. Students write acorn in 1st row.)
– a-consonant-e spells long a in a VCe Syllable. The guideword is ape (Click to add to chart. Students write ape in 2nd row.)
– ai spells long a in the middle of a Vowel Team Syllable. The guideword is nail. (Click to add to chart. Students write nail in 3rd row.)
– ay spells long a at the end of a Vowel Team Syllable. The guideword is hay (Click to add to chart. Students write hay in 4th row.)
• We’ll fill in the rest of long a later.”
CLICK TO DISPLAY Long e Spellings Chart.
SAY:
• “Let’s look at some of the spellings of long e
– y spells long e in an Open Syllable. The guideword is candy. (Click to add to chart. Students write candy in 1st row.)
– e spells long e in an Open Syllable. The guideword is equal (Click to add to chart. Students write equal in 2nd row.)
– ee spells long e in a Vowel Team Syllable. The guideword is teeth (Click to add to chart. Students write teeth in 3rd row.)
– ea spells long e in a Vowel Team Syllable. The guideword is eagle (Click to add to chart. Students write eagle in 4th row.)
– e-consonant- e spells long e in a VCe Syllable. The guideword is the name Eve
(Click to add to chart. Students write Eve in 5th row.)
• We’ll fill in the rest of long e later.”
CLICK TO DISPLAY Long i Spellings Chart.
SAY:
• “Let’s look at some of the spellings of long i
– i-consonant-e spells long i in a VCe Syllable. The guideword is ice. (Click to add to chart. Students write ice in 1st row.)
– i spells long i in an Open Syllable. The guideword is icicle. (Click to add to chart. Students write icicle in 2nd row.)
– y spells long i in an Open Syllable. The guideword is cry (Click to add to chart. Students write cry in 3rd row.)
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– y-consonant-e spells long i in a VCe Syllable. The guideword is type. (Click to add to chart. Students write type in 4th row.)
– igh spells long i in a Vowel Team Syllable. The guideword is thigh. (Click to add to chart. Students write thigh in 5th row.)
• We’ll fill in the rest of long i later.”
CLICK TO DISPLAY Long o Spellings Chart.
SAY:
• “Let’s look at some of the spellings of long o
– o spells long o in an Open Syllable. The guideword is open (Click to add to chart. Students write open in 1st row.)
– o-consonant-e spells long o in a VCe Syllable. The guideword is cone. (Click to add to chart. Students write cone in 2nd row.)
– oa spells long o in the middle of a Vowel Team Syllable. The guideword is boat (Click to add to chart. Students write boat in 3rd row.)
– ow spells long o at the end of a Vowel Team Syllable most of the time, but it can also appear before consonants l and n and before digraph th. The guideword is snow (Click to add to chart. Students write snow in 4th row.)
• We’ll fill in the last two spellings of long o later.”
CLICK TO DISPLAY Long u Spellings Chart.
SAY:
• “Let’s look at some of the spellings of long u.
Phonics
– u spells long u in an Open Syllable. The guideword is unicorn (Click to add to chart. Students write unicorn in 1st row.)
– u-consonant-e spells long u in a VCe Syllable. The guideword is cube.” (Click to add to chart. Students write cube in 2nd row.)
• We’ll fill in the last two spellings of long u later.
• The vowel teams we just listed are the most common ones you probably learned about in second grade. There are also less common vowel teams that are useful to know for reading and spelling because, even though they are rare, we see them in some very common words.”
5. View Less Common Vowel Team Syllables Animation
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CLICK TO DISPLAY Less Common Vowel Teams animation.
SAY “Watch this animation to review some less common vowel teams that can spell long vowel phonemes.”
CLICK TO PLAY the Less Common Vowel Teams animation.
6. Review Words with Less Common Vowel Teams
CLICK TO DISPLAY Long a Spellings Chart.
SAY “Let’s add to the less common vowel team guidewords to the charts, starting with long a.
• ea spells long a in a Vowel Team Syllable. The guideword is break . (Click to add to chart. Students write break in 5th row.)
• ei spells long a in a Vowel Team Syllable. The guideword is vein. (Click to add to chart. Students write vein in 6th row.)
• eigh spells long a in a Vowel Team Syllable. The guideword is eight (Click to add to chart. Students write eight in 7th row.)
• ey spells long a in a Vowel Team Syllable. The guideword is hey.” (Click to add to chart. Students write hey in 8th row.)
CLICK TO DISPLAY Long e Spellings Chart.
SAY “Now let’s add three more long e spellings.
• ie spells long e in an Open Syllable. The guideword is yield. (Click to add to chart. Students write yield in 6th row.)
• ey spells long e in an Open Syllable. The guideword is key (Click to add to chart. Students write key in 7th row.)
Phonics
• ei spells long e in a Vowel Team Syllable. The guideword is ceiling.” (Click to add to chart. Students write ceiling in 8th row.)
CLICK TO DISPLAY Long i Spellings Chart.
SAY “Long i has three more less common spellings as well.
• eigh spells long i in a Vowel Team Syllable. The guideword is height (Click to add to chart. Students write height in 6th row.)
• ye spells long i in a Vowel Team Syllable. The guideword is bye (Click to add to chart. Students write bye in 7th row.)
• ie spells long i in a Vowel Team Syllable. The guideword is pie.” (Click to add to chart. Students write pie in 8th row.)
CLICK TO DISPLAY Long o Spellings Chart.
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Include the long vowel movements to reiterate the sound as you sort each word. For each vowel letter, the long vowel movement is to write the lowercase letter in the air with two fingers.
SAY “Long o has two more spellings to add.
• oe spells long o at the end of a Vowel Team Syllable. The guideword is toe. (Click to add to chart. Students write toe in 5th row.)
• ough spells long o at the end of a Vowel Team Syllable. The guideword is dough.” (Click to add to chart. Students write dough in 6th row.)
CLICK TO DISPLAY Long u Spellings Chart.
SAY “Lastly, we’ll add two more spellings for long u
• ew spells long u in a Vowel Team Syllable. The guideword is few (Click to add to chart. Students write few in 3rd row.)
• ue spells long u in a Vowel Team Syllable. The guideword is cue.” (Click to add to chart. Students write cue in 4th row.)
SAY “We will be coming back to this chart later in this unit. You can also use this as a reference for spelling.”
Optional
7. Word Sort
SAY “Now we are going to sort words into five groups, one for each long vowel phoneme. I’ll read the word, and you tell me which long vowel phoneme the vowel team spells in the word.”
CLICK TO DISPLAY Word Sort.
SAY “The headers are /ā/, /ē/, /ī/, /ō/, and /y/. The first word is fifteen.”
CLICK TO REVEAL the word fifteen.
ASK “Look for a vowel team spelling. Which long vowel phoneme does
Phonics the vowel team make in this word?” (A: /ē/)
CLICK TO MOVE the word fifteen under the /ē/ heading.
CLICK TO REVEAL , read aloud, and then CLICK TO SORT the remaining words.
ASK INDIVIDUAL STUDENTS to look for a vowel team spelling and then determine which long vowel phoneme the vowel team spells. (Answers are below the words in the table.)
CHECK SORT by reading the words in each column aloud together and stating what all the words in the column have in common. For example, fifteen and receive have vowel teams that make the long e phoneme.
Note: The word height is the only common English word where eigh spells long i, but it is a useful word, so it is included here.
disbelief
dis belief dis b e l i ef
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8. Read Real Words with Vowel Teams Using the Multisyllabic Word Reading Procedure
I DO disbelief
SAY:
• “I’ll break down a word with a Vowel Team Syllable as an example, and then we’ll do some together.
• I’m going to show a word, but please do not read it out loud if you know it.”
CLICK TO DISPLAY Review: disbelief
ASK “Do you see a prefix or suffix?” (A: yes, dis-)
SAY “Yes, dis- is a prefix that means not or the opposite of. Let’s cover it up so we can focus on the base.”
ASK “How many vowels are in the rest of the word?” (A: three)
CLICK TO UNDERLINE the e, i, and e.
ASK:
• “Are the vowels together or apart?” (A: apart, and together)
Phonics
• “Do you see a vowel-consonant-e?” (A: no)
• “Do you see an r-controlled spelling?” (A: no)
• “Do you see a vowel team?” (A: yes)
• “Which vowels work together as a team?” (A: i and e)
SAY “The i and e are a vowel team that makes the long e phoneme in this word.”
CLICK TO UNDERLINE the ie with one line.
ASK:
• “How many vowel spellings in this word?” (A: two)
• “How many syllables in this word?” (A: two)
CLICK TO ADD two SyllaBoards™ under the word belief.
SAY “I’ll add the vowel spellings, e and ie, to the boards. Remember, i and e stick together on one board because they work together as a vowel team.”
CLICK TO ADD e and ie to the boards.
SAY:
• “Thinking about the syllable types helps me place consonants on the boards.
• I could put the l on the first board after b-e, which would make the first syllable /b ĕ l/, but thinking about the Double Trouble rule I know makes me think there would be two l s.
• I’ll try the l on the seconds board, which leaves the Open Syllable /b ē/ or /buh/ as the first syllable.”
CLICK TO ADD the consonant letters to the boards.
ASK:
• “What kind of vowel do we expect to hear in the first syllable?” (A: long or schwa, Open Syllable)
• “In the second syllable?” (A: long, Vowel Team Syllable)
• “How do we pronounce the base then?” (A: belief)
SAY “Let’s uncover the prefix.”
CLICK TO UNCOVER the prefix, and box it in.
SAY “I know dis- is a prefix that is usually on its own, so I’ll add one board before belief.”
CLICK TO ADD a SyllaBoard™ before the current boards.
Phonics
SAY:
• “And now I’ll add the prefix to the board. (Click to add dis-.)
• This word has three syllables because there are three vowel spellings that are not next to each other.
• Remember when we see a vowel team spelling, the vowel team goes on one SyllaBoard™. It is a Vowel Team Syllable.”
POINT TO and read each SyllaBoard™, /dĭs/ /buh/ /lēf/, disbelief
CLICK TO REVEAL the contextual image for disbelief
SAY “ Disbelief means that something is not accepted as true. For example, ‘I stared in disbelief as my brother ate the last cookie that I had been saving for dessert.’”
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WE DO neighbor, meadow
SAY:
• “Let’s break down some words with Vowel Team Syllables together.
• Place your SyllaBoards™, dry erase marker, and eraser on your desk.
• Please do not read this word out loud if you know it.”
CLICK TO DISPLAY Review: neighbor.
ASK:
• “Do we see a prefix or suffix?” (A: no)
• “How many vowel letters are in the word?” (A: three)
CLICK TO UNDERLINE the e, i, and o.
ASK:
• “Are the vowels together or apart?” (A: together and apart)
• “Do we see a vowel-consonant-e?” (A: no)
• “Do we see an r-controlled spelling?” (A: yes, or)
• “Do we see a vowel team?” (A: yes)
• “Which vowels work together as a team?” (A: e and i)
SAY “The e, i, g, and h are a four-letter vowel team that spells the long a phoneme in this word, and the o and r are an r-controlled vowel spelling.”
CLICK TO UNDERLINE the eigh with one line and or with another line.
ASK:
• “How many vowel spellings in this word?” (A: two)
Phonics
neigh bor
neigh bor
eigh or
neigh bor
neigh bor
• “How many syllables in this word?” (A: two)
CLICK TO ADD two SyllaBoards™ under the word neighbor, and have students put down two SyllaBoards™
SAY “We’ll add the vowel spellings, eigh and or, to the boards. Remember, the letters eigh stick together on one board because they work together as a team, just like or.”
CLICK TO ADD eigh and or to the boards, and have students write them on their boards.
ASK “Just based on the vowel spellings here, can we see any specific syllable types?” (A: yes, eigh is a Vowel Team Syllable and or is an R-Controlled Syllable)
SAY:
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• “Thinking about the syllable types helps us place consonants on the boards.
• The n obviously goes on the first board.
• Now, we need to decide where to put the b
• The vowel team eigh is going to spell a long vowel phoneme whether the b is at the end or not, so I think we should put it on the second board. Even though the g and h are a part of the vowel spelling, we often still split between consonants.”
CLICK TO ADD the consonant letters to the boards, and have students do the same.
ASK:
• “What vowel phoneme do we expect to hear in the first syllable?” (A: long a)
• “In the second syllable?” (A: /or/)
POINT TO and read each SyllaBoard ™, /nā/ /bor/, neighbor (Intentionally mispronounce with /or/ instead of /er/.)
ASK “So, the word is /n ā/ /bor/, neighbor?” (Intentionally mispronounce with /or/ instead of /er/.) (A: no, it should be /nā/ /ber/, neighbor)
SAY “Yes, remember that or often spells /er/ at the end of longer words.”
CLICK TO REVEAL the contextual image for neighbor
SAY “In the mornings, I go next door and get a ride to school with my neighbor.”
CLICK TO DISPLAY We Do: meadow
SAY “Do not say the word if you know it. We will use our questions to help us read the word.”
ASK:
• “Do we see a prefix or suffix?” (A: no)
• “Do we see vowel-consonant-e pattern?” (A: no)
• “Do we see an r-controlled spelling?” (A: no)
• “How many vowels are in this word?” (A: three)
• “Are the vowels together or apart?” (A: together, apart)
CLICK TO UNDERLINE the e, a, and o
ASK “Do we see a vowel team spelling (show the vowel team hand signal)?” (A: yes, ea and ow)
SAY “Let’s underline the e and a together and the o and w together to show they are each one vowel spelling.”
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CLICK TO UNDERLINE the ea and the ow together.
ASK:
• “How many syllables in this word?” (A: two)
• “How many SyllaBoards™ will we need?” (A: two)
CLICK TO PLACE two SyllaBoards™ under the word meadow, and ask students to put two boards on their desks.
SAY “Let’s add the ea on the first board, and the ow on the second board.”
CLICK TO ADD the vowels to the boards.
SAY “Next, we’ll add the consonants to surround the vowel spellings.”
ASK:
• “Which consonants would you add to the first board?” (A: m and d, or just m)
• “Does it matter where the d gets placed?” (A: no, because the ea is a vowel team and will make the same sound whether there is a consonant after it or not)
SAY “It doesn’t really matter for this word, so let’s just add it to the end of the first board.”
CLICK TO ADD the consonant letters to the first board.
SAY:
• “I see that the first syllable is a Vowel Team Syllable; ea usually makes the long e phoneme, but I know the ea team can be tricky and make the short e phoneme, and very rarely the long a phoneme.
• The second syllable is also a Vowel Team Syllable. When the letter w
m
mea
Phonics
comes right after a vowel, it acts as part of the team.”
ASK “What sound does the vowel team ow usually spell?” (A: long o)
SAY:
• “We can use Touch & Say to read the syllables, one at a time. Read them with me.
– /m/ /ē/ /d/, meed (mispronounce the syllable with a long e phoneme)
– /ō /, o
– /mēd/ /ō/, meedo – That is not a word I know. I’ll try a different sound that ea can make.
– Let’s try short e – /m/ /ĕ/ /d/, med, /ō/
– /mĕd/ /ō/, meadow.”
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CLICK TO REVEAL the contextual image for meadow.
SAY:
• “A meadow is a piece of land covered with grass, possibly for making hay.
• Clear your boards for the next word.”
YOU DO chimney, continue, doughlike
SAY “Now it’s your turn to follow the routine on your own. Clear your boards.”
For each word:
• show the word,
• allow students time to complete the procedure independently,
• circulate to check student boards and note any misconceptions,
• and review after each word to segment and read the words correctly by clicking through the procedure until you reach the confirming image if students are struggling.
– *If students do not need a step-by-step review of a particular word, click through the procedure quickly to reach the confirming image.
HELP students remember that if the word they read does not make sense, they should flex the placement of one of the consonants or one of the vowels to the schwa phoneme.
CLICK TO DISPLAY You Do.
chimney – Underline the vowel spellings i and ey, put down two boards, add c h i m n e y i ey chim ney
Phonics
ough ike dough like
Answer Key
1. Which two words have a vowel team spelling with the long u phoneme? value, argue
2. Which two words have a common vowel team spelling the short e phoneme? breaded, dreading
3. Which two words have the vowel team ie that spells the long e phoneme? yield, retrieving
4. Which word has two vowel teams? trainload
the vowel spellings to the boards [i] [ey], add the consonants [chim] [ney].
Contextual Sentence: “A chimney is the part of a building that provides a vertical path for smoke to rise out of the building.”
continue – Underline o, i, and ue, put down three boards, add the vowel spellings to the boards [o] [i] [ue], add the consonants [con] [tin] [ue].
Contextual Sentence: “I need to continue my chores until I am finished.”
doughlike – Underline ough, i, and e, and scoop the i and e, put down two boards, add the vowel spellings to the boards [ough] [ike], add the consonants [dough] [like].
Contextual Sentence: “The slime felt soft and doughlike as I stretched and squished it in my hands.”
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REVIEW student boards after each word and walk through the procedure above if students are struggling to segment and read the word correctly. Provide Positive Error Correction as needed.
9. Word Hunt
PAIR STUDENTS and have them sit together.
SAY “Now we’ll read words with Vowel Team Syllables. Then, you will hunt for words with your partner. Open your workbooks to page 60, and then swap books with your partner so they will be marking up your book for you.”
CLICK TO DISPLAY Word Hunt.
SAY “Each partner will read one box of words aloud while the other partner checks if the word is being pronounced correctly. Then we will check the words together.”
PROVIDE students time to read the two boxes. Then, have a pair of students read the words to the class, checking for proper pronunciation.
STUDENTS SWAP workbooks back to their owners.
SAY “Read through the Hunt & Answer questions with your partner and answer them together. Write your answers on the lines.”
REVIEW answers as a whole class and have students adjust answers as necessary.
10. Decodable Passage Teacher Read
SAY:
• “Turn to page 61.
• Our passage for this unit is nonfiction, and it’s called ‘Nature Is Good
Phonics
for You!’ It includes our Heart Words and words with Vowel Team Syllables.
• Today, I’m going to read it aloud to you while you follow along in your books.
• Let’s answer a few questions first.”
CLICK TO DISPLAY Activating Prior Knowledge. Read the title and the questions and quickly discuss the answers.
CLICK TO DISPLAY Words to Preview. Read through the words and have students repeat them. Read the definitions and quickly discuss any connections to the words.
CLICK TO DISPLAY Point and Say Words. Read through the words and have students repeat them.
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CLICK TO DISPLAY Heart Words. Read through the words and have students repeat them.
SAY “Now pay attention to the way I read with accuracy and how I read smoothly, with fluency, and intonation, how my voice changes to help the listener understand the text.”
READ ”Nature Is Good for You!” aloud with appropriate fluency and intonation.
ASK “Were your predictions on what the passage was going to be about correct?”
POINT OUT the compound words in the passage and ask students to read them and to break them into their smaller component words: sunshine, outside, sunscreen, sunburn, indoor, barefoot, and outdoors.
CLICK TO DISPLAY Heart Word Review.
SAY:
• “Let’s go back through and find those Heart Words before we learn more about spelling them.
• Look at the underlined words in the passage and put your finger on the word against .” (Continue having students identify the remaining Heart Words.)
If time allows, explain anything new you have learned from the text and allow students to do the same.
11. Heart Word Magic
CLICK TO DISPLAY Heart Word Magic.
SAY “Let’s watch our Heart Word Magic animation for the Unit 14 words: head, mountains, against, friends, and certain.”
Curricular Crossover!
Task students with identifying these Heart Words in other texts throughout their week. Keep them posted in the room to help students remember the words they are looking for.
12. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
13. Quick Check
CLICK TO DISPLAY Quick Check.
Answer Key
Closed shrimp rest
Open pro why
VCe brave same
R-Controlled shirt harsh
Vowel Team pie cue
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DISTRIBUTE the Unit 14, Lesson 1 Quick Checks.
SAY “For today’s Quick Check, you will determine the syllable type of the words in the bank. Write each word in the column of its syllable type.”
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Unit 14 Lesson 2
Self-Assessment and “Step Outside: Why Nature Is Good for Everyone” First Reading Vocabulary
Objectives
• To determine word knowledge of a new set of words through self-assessment.
• To preview a text by activating prior knowledge, making connections to personal experiences, and defining unfamiliar words.
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Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 2
Student Materials
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• blank sheet of paper OR 3x5 card
• pencil
Vocabulary
What You Need to Know
InferCabulary
Full Word Set for Module 4
Words will fit in more than one category but are placed with the category that is most prominent.
Words related to nature bluff brook cavern cliff creature delta dune foliage habitat lagoon leisure marsh meandering peninsula recreation scampering summit teeming trails urban suburban
Words used to describe nature beneficial dangerous gloomy hectic idyllic isolated perilous remote rural secluded serene tranquil treacherous
Words that include target morphology patterns aquarium aquatic biotic botanical external interchangeable intersection isolated solo solitude submerged subterranean superb superior terrace territory
Expanding Kernel Sentences
• In previous lessons, when students answered Think and Search questions, they were presented with the question, and then they formed a complete sentence by combining the information they found in the text. Beginning in Lesson 4, students will be presented with a kernel sentence in addition to the Think and Search question. A kernel sentence is a complete sentence, but it contains only the necessary components of a complete sentence and no additional details. Students will begin to practice expanding kernel sentences with their answers to Think and Search questions. They will do this by writing down the phrases they find in the text that help to answer the question. After writing down the phrases, they will combine them and add them to the kernel sentence to expand it into a fuller, more informative and accurate sentence.
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• Expanding sentences is an essential, foundational writing skill that reinforces grammar, syntax, and punctuation concepts in context.
• When students answer Think and Search questions by expanding kernel sentences, they apply their understanding of WH questions, word meaning and function, semantic connections, and syntax—all within the context of reading comprehension.
Cloze Passage Answer Key
• To prepare for the second reading of “Step Outside: Why Nature Is Good for Everyone” in Unit 17, Lesson 2, you may fill in the missing words in the Vocabulary Passage on page 65 of your blank copy of the Orbit Student Workbook 2 using the answers provided in Orbit Online.
own | er | sh i p
*This word can also be segmented as ow-ner-ship. The pronunciation would remain the same.
Answer Key
com | *pl ai n
d i s | a | *gree
Start Teaching
Self-Assessment and “Step Outside: Why Nature Is Good or Everyone” First Reading
Phonics Warm-Up
SAY “Let’s start our lesson with a short phonics warm-up. Our first word includes a syllable that is a Heart Word that we can read just using our phonics knowledge. If you know this word, don’t say it.”
WRITE the word ownership on the board.
SAY:
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• “I see three vowel spellings in this word, the vowel team ow, the r-controlled er, and i (underline each), and they are apart, so I know this word has three syllables.
• I’m going to make the first segment o - w - n because that is a Heart Word I know. (Draw a line after the n.)
• Next, I see the r in the r-controlled e - r before a digraph, sh . I can’t split up a digraph, so I’ll segment after the r (Draw a line between r and s .)
• Now I have three syllables to read, /ōn/ /er/ /shĭp/, ownership
• I’m going to write two more words that include a Vowel Team Syllable on the board. If you know the words, don’t say them.”
WRITE the words complain and disagree on the board.
GROUP students in pairs, or by desk/table group.
SAY:
• “With your partner(s), read each word and identify the Vowel Team Syllable in the word.
• I will be asking for students to come up to:
– underline the vowels,
– segment the syllables by drawing a vertical line between them,
– read the word correctly, and
– star the Vowel Team Syllable.”
STUDENTS WORK with their partner(s) and then participate in marking up the words on the board. They should show their work on paper.
Model the self-assessment process with one example word on the board, for example sympathetic, and think aloud to show how to decide which mark to use.
Provide sentence frames to support reflection:
“I know this word because I have heard it in .”
“This word is new to me.”
“I think this word means .”
Note: Add in any anecdotal observations from the Module 3 Self-Assessment such as, “I remember how challenging it was for many of you the first time you went through the words at the start of Module 3 compared to how many you knew at the end.” Or, “I noticed many of you started with mostly checkmarks in Module 3 but ended with several more plus signs.”
1. State Objectives
OPEN Orbit Online to Unit 14, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– identify how much you already know about certain words and use this information to track your own word learning progress.
– prepare to read an opinion essay by making connections to your experiences, identifying the meanings of new words, and identifying the part of speech of vocabulary words.”
2. Self-Assessment
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CLICK TO DISPLAY Module 4 Self-Assessment.
STUDENTS OPEN their workbooks to page 64, Word Knowledge SelfAssessment.
SAY:
• “Let’s begin module 4 with the self-assessment.
• Here are the words we will encounter throughout the next four weeks.
• You will see these words in InferCabulary, as well as in other activities, throughout the module.
• The goal is to deeply learn these words so that we can remember them in other activities and use them when we read and write.
• Remember to use a plus sign next to each word that you recognize and know well enough to also think of 2-3 semantically related words.
• Put a checkmark next to the words that you recognize but do not know deeply enough to be able to talk about with 2-3 semantically related words.
• Finally, put a dash next to words that you are not familiar with or do not remember hearing before.
– Remember that this is all part of your word-learning journey. It is okay that there might be words you are unfamiliar with or words that you do not know deeply. That means we are in the right spot for learning.
• I also want you to remember that we will come back to these words in a few weeks when you will be able to measure your progress.”
READ each of the words aloud as the students follow along in their workbooks and complete the self-reflection.
3. “Step Outside: Why Nature Is Good for Everyone” Reading
CLICK TO DISPLAY Opinion Writing.
SAY:
• “An opinion text states the author’s opinion on a topic. An opinion is someone’s thoughts, beliefs, and feelings about something. It is not a fact.
• An opinion text provides reasons for the author’s opinion (click to add second bullet), and it uses transition words (click to add third bullet).
• Transition words help a writer or speaker to connect and organize their ideas. Because, also, for example, and first, second, and last are examples of transition words.
• Authors might express their opinions in letters, essays, or articles. (Click to add fourth bullet .)
• Today, we will read an opinion essay about nature.”
CLICK TO DISPLAY What Do You Already Know?
SAY “Before we begin reading, we will think about what we already know about the topic and make connections to our experiences with nature and what we have read about nature.”
ASK the following questions to activate students’ prior knowledge and encourage discussion:
• “What is nature?” (A: things that are not man-made and are normally found outdoors)
• (Click to replace with new question.) “Can you describe nature where you live? What does it look like? What does it sound like? What does it smell like?”
Vocabulary
• (Click to replace with new question.) “What are your favorite activities to do in nature? Can you talk about a time you had fun in nature?”
• (Click to replace with new question.) “What can we do to take care of nature?”
CLICK TO DISPLAY Words to Preview.
SAY:
• “Before I begin reading, let’s preview some words that may be new to you.
• Like we just talked about, nature is something that is not man-made and it is usually found outdoors. Examples of nature include trees, dirt, animals, clouds, mountains, and creeks.”
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ASK “What is something from nature you have seen recently?” (Call on 1-2 student volunteers to share.)
CLICK TO ADD admire
SAY “Admire is an action word. To admire someone or something means to look at it or them with respect and approval.”
ASK “What is something, or who is someone, you admire?” (Call on 1-2 student volunteers to share.)
CLICK TO ADD first, next, and last
SAY “ First, next, and last are words that show order. We call these transition words. Writers can use these words to put their ideas in order.”
DIRECT three student volunteers to stand in the front of the room in a line. PROMPT the rest of the class to name the student who is first in line, then the student who is next in line, then the student who is last in line.
CLICK TO DISPLAY Time to Read!
STUDENTS OPEN their workbooks to page 65, Vocabulary Passage –“Step Outside: Why Nature Is Good for Everyone.”
SAY:
• “In an opinion essay, the writer will give their opinion in the first paragraph. They will also list the reasons for their opinion in the first paragraph.
• I will read the opinion essay aloud as you follow along with me. As I read, see if you can find the writer’s opinion.
• Remember, we will not start filling in the blanks until the next lesson.”
READ “Step Outside: Why Nature Is Good for Everyone” aloud without the missing words. Take this opportunity to model fluent reading with expression.
CLICK TO DISPLAY Paragraph #1.
Vocabulary
TPR (Total Physical Response):
When sorting, students can:
- Point to self or object for nouns.
- Act out verbs with gestures.
- Show a feeling or describe for adjectives. For example, smile for kind or gesture large for big
Answer Key
beneficial - description
creatures - thing
foliage - thing
gloomy - description
habitats - place
hectic - description
stroll - thing
teeming - description trails - thing
tranquil - description
ASK “What is the writer’s opinion?” (A: everyone should spend more time in nature) (Click to underline the opinion.)
DIRECT students to underline the opinion in their workbooks.
ASK:
• “Was that a Right There question or a Think and Search question?” (A: Right There question)
• “How do you know that was a Right There question?” (A: because the answer can be found in one place in the text)
• “Were there any words in the paragraph that helped you identify the writer’s opinion?” (A: I think)
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SAY “An opinion is not a fact. It is a person’s thoughts, beliefs, and feelings about something. So, when someone says, ‘I think,’ they are about to give their opinion.”
CLICK TO DISPLAY Sort the Words.
SAY:
• “In the next Vocabulary lesson, we will look closely at the first two paragraphs of this opinion essay and use semantic links, parts of speech, and our vocabulary words to fill in the blanks.
• To get ready, let’s sort the vocabulary words that will be in our word bank by their word class. Knowing each word’s job will help us choose the right ones when it is time to fill in the blanks.”
CALL ON a student to read the first word.
ASK “Is beneficial a person, place, or thing, or does it describe?” (A: it describes) (Click to move the word beneficial to the description column.)
REPEAT THIS ROUTINE with the remaining vocabulary words in the list. Use the answer key to support students.
4. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
Answer Key
tree, outside, birds, wilderness
5. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 14, Lesson 2 Quick Checks.
SAY “First, you will circle the words that are related to nature. Next, you will choose the sentence that is using the word admire correctly. Finally, you will find the runner that comes next after the runner in green.”
Unit 14 Lesson 3
Vowel Team Syllables
Objectives
• To accurately decode and encode multisyllabic words with Vowel Team Syllables.
• To recognize and accurately decode and encode the Heart Words: head, mountains, against, friends, and certain
• To practice oral reading fluency with decodable text.
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Teacher Materials
• Orbit Online and Teacher Dashboard
• InferCabulary and Reading Arcade
• Blank copy of Orbit Students Workbook 2
Student Materials
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• “At the end of today’s lesson, you will be able to:
– read and spell multisyllabic words with Vowel Team Syllables.
– spell our Unit 14 Heart Words.
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– read words, sentences, and our passage with greater fluency.”
2. Practice Heart Word Spelling
CLICK TO DISPLAY Heart Word Review.
SAY:
• “Each of our Heart Words in this unit has a vowel team spelling.
• Let’s look at the words, how they are spelled, and their meanings.”
ASK:
• “Where is the word against?” (A: top right) *Have students identify the remaining words in random order.
• “What is the first word and what letter, or letters, is not making the sound we expect?” (A: head, e and a)
CLICK TO CHANGE the ea from black to red and add a heart above it.
SAY “We expect the ea to spell /ē/, but it says /ĕ/ in this word. We practiced a few words like this in our last Phonics lesson.”
REVIEW each of the four remaining words, asking the same questions as above and noting the unexpected sounds.
mountains = ai says / ih/ instead of the expected /ā/ against = ai says /ĕ/ instead of the expected /ā/ friends = ie says /ĕ/ instead of the expected /ē/ certain = ai says / ih/ instead of the expected /ā/
CLICK TO DISPLAY Heart Word Spelling.
Phonics
Answer Key
tain
SAY “Turn to page 66 in your workbooks, and we’ll practice the Heart Words we just went over.”
DICTATE the words, one at a time, reading the contextual sentence:
1. head – The model of the human head was used to design wigs.
2. friends – The boys had been friends since kindergarten.
3. mountains – We saw snow on the top of the mountains during our trip.
4. against – I propped my bike up against the tree.
5. certain – We can be certain that the sun will rise every morning.
For each word, students:
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• FILL IN a dot for each sound/syllable they hear.
• WRITE a grapheme/syllable for each box with a dot.
• FILL IN/DRAW a heart above the tricky part.
• WRITE the whole word on the final line.
REMIND STUDENTS to use their phonics knowledge to spell the phonetically predictable parts of each word and to write legibly in print. Students should write the final word in cursive.
After students have spelled each single-syllable word, CLICK TO HIGHLIGHT THE ROWS AND REVEAL the answers and review them, one at a time. (Click once for each dot representing a phoneme, then once for each grapheme, a third time to display the hearts over the tricky graphemes, and then once again to display the completed word.)
After students have spelled each multisyllabic word, CLICK TO HIGHLIGHT THE ROWS AND REVEAL the answers and review them, one at a time. (Click once for each dot representing a syllable, then once to add each syllable, a third time to display the hearts over the tricky graphemes, and then once again to display the completed word.)
3. Review
CLICK TO DISPLAY Long a Spellings Chart.
SAY:
• “Next, we’re going to quickly review the long vowel phoneme spellings and learn a sentence for each long vowel phoneme that will help us remember the most common spellings.
• Turn back to page 58.
• Let’s read the long vowel spelling and then the guideword for each long a spelling together.
Click to display the visual supports for acorn, ape, nail, and hay
Click to display the visual supports for candy, equal, teeth, and eagle
Click to display the visual supports for ice, icicle, cry, type, and thigh
– a, acorn
– a-consonant-e, ape
– ai, nail
– ay, hay
– ea, break
– ei, vein
– eigh, eight
– ey, hey
• Draw a neat box around the first two spellings and guidewords. Those are the most common spellings. (Click to box in first two rows.)
• Now, draw a neat circle around the ai and ay spellings and their guidewords. These are the next most common. (Click to circle rows three and four.)
• If you get stuck spelling a long a word, these top four are the most common spellings you should try.
• Let’s look at the next page page and use these top four guidewords to create a complete sentence that might be helpful for remembering the most common long a spellings.”
CLICK TO ADD the Long a Sentence and work with students to fill in the blanks in order. Each subsequent click will fill in one blank at a time.
Long a: The acorn-loving ape found a nail in the hay
CONTINUE with the remaining charts in the same manner.
Long e
• y, candy
• e, equal
• ee, teeth
• ea, eagle
• e-consonant-e, Eve
• ie, yield
• ey, key
• ei, ceiling
Long e: Lots of candy is equal to rotten teeth for the eagle.
Long i
• i-consonant-e, ice
• i, icicle
• y, cry
Phonics
Note: The long i spellings y and y-consonant- e are often lumped together in research, so both spellings are included in the top four. Igh is included in the sentence because of its usefulness.
Click to display the visual supports for open, cone, boat, and snow
Click to display the visual supports for unicorn and cube
• y-consonant-e, type
• igh, thigh
• eigh, height
• ye, bye
• ie, pie
Long i: Ice or icicle—don’t cry about the type on your injured thigh
Long o
• o, open
• o-consonant-e, cone
• oa, boat
• ow, snow
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• oe, toe
• ough, dough
Long o: Open the cone on the boat to collect the snow
Long u
• u, unicorn
• u-consonant-e, cube
• ew, few
• ue, cue
Long u: The unicorn drew a cube
4. Partner Phrase Reading
CLICK TO DISPLAY Partner Phrase Reading.
SAY:
• “Turn to page 67 for Partner Phrase Reading.
• Quietly read the phrases to yourself. If you get stuck on a word, underline the vowel spellings and break up the syllables to help you figure it out. If something doesn’t sound quite right, go back and reread.”
STUDENTS READ QUIETLY TO THEMSELVES as many phrases as they can in the time given.
ASSIGN PAIRS OF STUDENTS to work together to read phrases fluently to each other and check each other’s work. Determine which
Phonics
student will act as the Reader first and which will be the Checker.
STUDENTS TRADE workbooks before the beginning of the paired activity.
Words with Long o Vowel Spelling ow bungalow (1) showcase (2) snowdrift (4) borrow (6) follow, hollow (8)
Words with Long u Vowel Spellings ew Matthew (6) ue venue (1)
5. Detect & Decode
SAY “Now, we will examine complete sentences to look for particular spellings, or syllable types, and then read them with fluency.”
CLICK TO DISPLAY Detect & Decode. Read the tasks aloud.
SAY “Read each sentence and complete your tasks. When you are finished, we will discuss what you found and then we’ll all have a few chances to read sentences aloud.”
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After students have had time to complete their Detect tasks, DISCUSS their findings.
SAY:
• “Let’s read!
• Remember, our goal is to read each sentence accurately the first time.
• Our secondary goal is to read fluently, as if we were talking to a friend.
• Readers, make sure you read loudly enough for everyone to hear.
• Checkers, that is everyone who is not reading, pay careful attention to the Reader and the text.
• Quietly mark any errors in your workbook. Remember to make your marks light.” CALL ON INDIVIDUAL STUDENTS to read sentences, one at a time.
DIRECT CHECKERS to give a thumbs up if the Reader reads all of the words correctly or a thumbs to the side if the Reader misreads a word(s). If the Reader misreads any words, follow Positive Error Correction instructions.
6. Split It!
CLICK TO DISPLAY Split It!
SAY:
• “We are going to spell some longer words in our workbooks using Whale Talk to help us hear the number of syllables so we can spell them one at a time.
• Let’s Whale Talk and spell the first word together. Turn to page 68.”
CLICK TO HIGHLIGHT row #1.
Phonics
SAY:
• “ Uploaded. Repeat. (Students repeat uploaded.)
• Uploaded, as in, ‘He uploaded his homework to the classroom website.’
• Now, let’s Whale Talk uploaded together.” (Whale Talk uploaded by holding your lips together and shouting up - load - ed . Students Whale Talk with you.)
ASK “How many syllables do you hear in uploaded ?” (A: three)
SAY:
• “Since uploaded has three syllables, up -load- ed, we will fill in dots in the first three boxes.
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• As you fill in each dot, say the syllables in uploaded with me.
• /ŭ p/ (click to fill in 1 st dot), /l ō d/ (click for 2nd dot), /ihd/ (click for 3rd dot).
• Now, let’s spell each syllable in uploaded by listening to the sounds in that syllable.
• The first syllable is up - /ŭ p/, up.”
ASK “How do we spell the syllable, /ŭp/?” (A: u-p)
CLICK TO ADD the syllable up to the first box.
SAY:
• “The second syllable is load - /l/ /ō/ /d/, load.
• I hear the long o sound in the syllable. If it were at the end, I’d think about spelling the long o with ow, but since the long o sound has a /d/ after it, I will use the oa vowel team spelling.”
ASK “How do we spell the syllable, /lōd/?” (A: l-o-a-d)
CLICK TO ADD the syllable load to the second box.
SAY “The third syllable is ed - /ih/ /d/, ed.”
ASK “How do we spell the suffix /ihd/?” (A: e-d)
CLICK TO ADD the syllable ed to the third box.
SAY:
• “Let’s check our work by using Touch & Say. We’ll touch each section as we read the syllable, and then we’ll blend the whole word together: up -load- ed, uploaded.
• Write the whole word together on the line on the right.”
CLICK TO ADD the word uploaded to the final line.
Phonics
Encoding Support:
Spelling long vowel phonemes is difficult because there are so many options. Encourage students to try the most common spellings first and to think about the patterns they have encountered. For example, in spelling containers, we can hear that the second syllable is /tān/. The long a phoneme is most often spelled ai in the middle of a syllable, so this would be the most logical choice.
CONTINUE the above process for the remaining words, one at a time. Review the answers at the end. Provide Positive Error Correction if needed.
REMIND students to write legibly. They should write the complete word in cursive.
The vowels spelling the schwa phoneme are underlined in the words below. The spelling of schwa can be provided if needed .
2. constrain - [con] [strain]
– “The small box will constrain how many toys we can pack.”
3. fewest - [few] [e st]
– “This book has the fewest pages with the smallest words.”
4. unsightly - [un] [sight] [ly]
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–“ The big stain on his shirt was unsightly, which means it looked messy and not nice to see.”
5. passkey - [pass] [key]
– “We needed a passkey, similar to a code, to open the locked doors.”
7. Sentence Dictation Practice
SAY:
• “Now, we’re going to put our vowel team spelling practice into use writing whole sentences.
• I’ll say a sentence, and then I’ll repeat it slowly several times while you write it down.”
For each sentence:
CLICK TO DISPLAY Dictation Sentence Images, one at a time.
READ each sentence once with appropriate fluency and intonation.
STUDENTS REPEAT the sentence and count the number of words in the sentence. They write the number of words at the end. This will help them check that they’ve written each word.
REPEAT the sentence several times slowly as students write.
1. The backlight cast a shadow that gave me an eerie feeling. (11)
2. The containers of grain were sealed tightly. (7)
3. Did they try to lift the heavy load with a pulley? (11)
CLICK TO DISPLAY Dictation Sentences. Review as necessary.
Phonics
Helpful Hint:
Remind students that when they see an underlined word in the passage, it is a Heart Word, and they should use their phonics knowledge to help them decode the word. Using the phonemes they do know can help them decode the whole word even though it has a tricky part.
Students then make any necessary corrections.
8. Decodable Passage Practice
SAY “You heard me read the passage ‘Nature Is Good for You!’ earlier this week. Now, it’s your turn to get some practice reading the passage with a partner. Let’s go back to page 61.”
CLICK TO DISPLAY Words to Preview. Review Quickly.
CLICK TO DISPLAY Point and Say Words. Review Quickly.
C LICK TO DISPLAY Heart Words. Review Quickly.
GROUP students in pairs and determine which student will be Reader 1 and which student will be Reader 2.
Procedure:
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• Each Reader will read one section as the Checker provides support when prompted.
• Remind students to underline the vowel spellings and segment the syllables of words they struggle with before asking their partner for help.
SAY:
• “With your partner, find four words with vowel team spellings in the passage. Write those on your workbook page at the end of the passage.
• Use your best legible cursive handwriting. I should easily be able to read your words as I walk around.”
REVIEW student answers as a class.
TIME PERMITTING, HAVE STUDENTS LOOK FOR other words with the target concepts. The lists below contain vowel team spellings.
Vowel Team Words Sound
Vowel Team Words Sound
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Answer Key
long a display
long e screamed speechless
long o elbow
9. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
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10. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 14, Lesson 3 Quick Checks.
SAY “For today’s Quick Check, I will say four words with Vowel Teams. Write each word under the header for the long vowel phoneme in the word. For example, if the word is sleep, I would write it under long e and use the correct long e vowel team, ee.”
1. screamed – The kids screamed with joy when they saw the roller coaster.
2. display – We will display our science projects in the hallway.
3. elbow – His arm cast went from his fingers to his elbow
4. speechless – Grandma was speechless when she arrived at her surprise party.
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Unit 14 Lesson 4
Semantic Reasoning and “Step Outside: Why Nature Is Good for Everyone” Cloze & Questions Vocabulary
Objectives
• To use semantic reasoning to identify related words.
• To use related words to construct a definition.
• To use semantic links, parts of speech, and word meanings to find missing words in a cloze passage.
• To answer Think and Search questions while reading an opinion essay to support and demonstrate comprehension.
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Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 2
Student Materials
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• SyllaBoards™ Kit OR blank sheet of paper OR 3x5 cards
• pencil
Start Teaching
Semantic Reasoning and “Step Outside: Why Nature Is Good for Everyone” Cloze &
Questions
Phonics Warm-Up
SAY:
• “For our phonics warm-up today, we’ll spell a few words with Vowel Team Syllables.
• The first word is the decodable high-frequency word contain.
• First, I need to figure out how many syllables I need to spell, so I’ll Whale Talk the word. (Whale Talk con-tain.)
• I felt two pushes of breath, so there are two syllables.”
WRITE two lines on the board in a row.
SAY “The first syllable is /kuhn/. That is a prefix spelled c- o -n.”
WRITE c- o -n on the first line.
SAY:
• “The second syllable is /tān/.
• That starts with t and then I hear a long a phoneme and then an n
• The long a could be spelled with the vowel-consonant-e spelling a-n- e or with the vowel team a-i
• I’m thinking of other words I know ending in /ān/ and most of them end in a-i-n, like rain, strain, complain, so I’ll try that spelling.
• So, I’ll write t-a-i-n on the second line.”
WRITE t-a-i-n on the second line.
SAY:
• “Now, I’ll read what I wrote using Touch & Say, con tain, contain.
• Remember, this strategy of thinking about other words you know how to spell can be helpful, but it will not work every time. Spelling phonemes that have multiple ways to spell them is tricky, but the more you read, the more you will notice patterns and will be able to use them in your own spelling.
• It’s your turn to spell two longer words that include Vowel Team Syllables.
Vocabulary
Answer Key
*goal tend er be * tween
• Get out your SyllaBoards™.” (Students may also write on notecards or on a sheet of paper.)
GROUP students in pairs, or by desk/table group.
SAY:
• “With your partner(s), listen to each word, get out the correct number of boards, and spell the word one syllable at a time.
• After, I will be asking for students to come up to:
– write the correct number of lines,
– spell each syllable,
– star the Vowel Team Syllable, and
– read the word correctly.”
DICTATE the following words, one at a time, and repeat as necessary as students follow the above process with their partner: goaltender and between
STUDENTS WORK with their partner(s) and then participate in spelling the words on the board.
1. State Objectives
OPEN Orbit Online to Unit 14, Lesson 4, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– use related words to build a definition of the word peninsula.
– use semantic links, word classes, and vocabulary words to find the missing words in an opinion essay.
– answer Think and Search questions by using information from different parts of the text and putting it together to make one strong answer.”
Optional
2. Semantic Reasoning Word Work –Peninsula
STUDENTS OPEN their workbooks to page 69, Word Work Worksheet – Peninsula.
SAY:
• “ We will complete another Word Work worksheet to collect
Vocabulary
For an additional support, use TPR and have students gesture peninsula by:
- Using one hand as land and the other hand forming a “U” shape around the top of it to show water on three sides.
- Saying “land surrounded by water on three sides” while gesturing.
semantically related words for the word peninsula
• Remember that you will need to find either the category or an example AND three other related words. If you find more than three related words, choose the three that will be the most helpful in defining the word.
• O nce you have found the related words you want to use, you will write a strong definition.”
CLICK TO DISPLAY Peninsula Basecamp.
SAY “The word you will be studying is peninsula.”
ASK “What is the first step in this process?” (A: Look at all six pictures and make observations about how they are similar.)
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SAY “We can also use our prior knowledge to decide what these pictures might tell us about the word peninsula.”
CALL ON student volunteers to share their observations. Validate all logical connections that might relate to the images. Redirect or request clarification as needed.
SAY “Listen to each caption as I read it out loud. As I read each caption, write down the semantically related words on your worksheet.” (Click to reveal all captions.)
• READ each of the following captions. After reading the captions, give students 1-2 minutes to write related words.
• “ This thin area of land is still connected, but it sticks out and is surrounded by water on three other sides.”
• “ This landform provides beautiful views of the sunrise over the ocean.”
• “ We drove along the narrow strip of land all the way to the end where there was shoreline on all three sides.”
• “Ancient explorers often settled in places that stuck out into the sea to have easy access to trade.”
• “ Florida is a unique landform because it is surrounded by water on three sides.”
• “ Because it is nearly surrounded by water, this area has a cooler climate in the summer.”
SAY:
• “ Let me know if you need me to reread any of the captions.
• O nce you have chosen the most helpful related words, use them to draft your definition.
• Read it over and decide what words you should add or remove.
Vocabulary
Don’t forget to add punctuation.
• When everyone has finished, you will turn to the person next to you and compare your definitions.”
GIVE STUDENTS four minutes to complete their sentences. As you walk around the room, look to see that they have selected helpful related words in their checklists. Redirect as necessary to ensure the definitions will be accurate.
SAY:
• “ Now I want you to turn to your partner and compare definitions.
• Circle the items you chose that were similar and talk about the related words you chose that were different.
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• If you or your partner chose a word that was not strongly related, use this time to go back and find one that will make your definition stronger.
• Remember, in our classroom, everyone’s voice matters. People share in different ways—some talk, some use sign language, some use devices, and some need a little extra time to get their words out.
• Our job is to listen carefully, take turns, stay on topic, and keep the room calm so every voice can be heard and respected.”
When students are finished, CALL ON volunteers to share their definitions with the whole group. Provide feedback as needed using the answer key.
Link Related Words from Pictures and Captions (not an exclusive list — accept all logical related suggestions.)
category landform example Florida, Baja Peninsula whole continent, country, region, mainland part three sides, beaches, shore, roads description narrow, thin, connected action sticks out, juts out location lake, ocean, water composition n/a synonym n/a antonym island (no connection to land)
3. Cloze and Questions: “Step Outside: Why Nature Is Good for Everyone”
CLICK TO DISPLAY Read: “Step Outside: Why Nature Is Good for Everyone.”
Vocabulary
Note: Moving forward, you may choose to have students read the paragraphs aloud with you prior to completing the cloze procedure activity.
Click to display “Step Outside: Why Nature is Good for Everyone” visual support.
Answer Key
“Being in nature is beneficial because it makes people feel happy.”
“These things help people feel relaxed and tranquil.”
“If someone is feeling gloomy, going outside can help them feel better.”
“Time outdoors can help them escape a hectic, busy day.”
STUDENTS OPEN their workbooks to page 65, Vocabulary Passage –“Step Outside: Why Nature Is Good for Everyone.”
SAY:
• “You will use the word bank, semantic links, and word classes to fill in the blanks.
• I will read the two paragraphs first as you follow along.” (Read the paragraphs aloud as students follow along.)
CLICK TO DISPLAY Fill In the Blanks.
STUDENTS WORK in pairs to find the four missing words. When students have finished, review the correct answers as a whole group.
C ALL ON student volunteers to read each sentence and to fill in the blank with the missing word. Once the correct missing word is identified, CLICK TO ADD it.
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USE the following prompts to encourage students to explain their thinking:
• “How did you know the missing word was ?” (Sample response: “The linking word is/feeling /feel came before the blank, and that helped me realize the missing word is a description.”)
• “What words helped you decide?” (Sample responses: “ Feeling happy is an example of a benefit .” “ Nature can be described as beneficial.” “ Relaxed means almost the same as tranquil.” “Gloomy is a type of feeling.” “ Busy means almost the same as hectic .”)If students fill in the blank with the incorrect word, redirect them with the following questions:
Redirection:
“What type of word is needed to fill in the blank?”
“How do you know it should be a [person, place, or thing; or description]?”
“What are the [people, places, or things; descriptions] in our word bank?”
“Tell me what you have learned about [incorrect word]. Does the sentence make sense if you use its definition to fill in the blank? If not, what other word would match the meaning of the sentence?”
“What words are related to the missing word? How are the words semantically linked?”
CLICK TO DISPLAY Question Words.
SAY “So far, you have used the question words who, what, when, where, and how to ask Right There questions and Think and Search questions.”
CLICK TO DISPLAY Why.
Vocabulary
SAY “Another useful question word is why. I’ve added some more information to our sentence about Lexie that we’ve been using to learn question words.”
CALL ON a student volunteer to read the sentence: “Lexie plays happily at the park after school every Friday because she loves being outside with her friends.”
CLICK TO ADD the question “Why does Lexie play at the park?”
SAY:
• “We can use the question word why to ask for a reason. (Call on a student volunteer to read the question.)
• This question is asking for Lexie’s reason for playing at the park. (Click to add the why icon and underline ‘because she loves being outside with her friends.’ )
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• ‘Lexie plays at the park every Friday because she loves being outside with her friends.’” (Click to add the answer.)
ASK “Did the word because help you when you were looking for the answer to the ‘why’ question? If yes, how did the word because help you answer the ‘why’ question?” (A: the word because tells us a reason is about to be given) (Click to make the word because red.)
SAY “When looking for the answer to a ‘why’ question, the word because might not always be used in the text. But when it is, it can be a helpful key word when looking for reasons in a text.”
CLICK TO DISPLAY Answering Think and Search Questions.
ASK:
• “What do you do first when answering a Think and Search question?” (A: think about the key words in the question and underline them)
• “What do you do next?” (A: search the text for information related to those words that can help answer the question; underline those words)
• “What do you do last?” (A: put the information together to form the answer)
STUDENTS TURN their workbooks to page 71, Think and Search Questions.
CLICK TO DISPLAY Question #1.
SAY:
• “Below each Think and Search Question, you will see a short sentence, called a kernel sentence. This kernel sentence is a starting point for your answer.
• Think of it as a popcorn kernel that hasn’t popped yet. It’s your job to add information to the sentence to help it pop into a more interesting
Vocabulary and informative sentence.
• To do this, you will add the information you find in the text to the kernel sentence to help you answer the question.
• Let’s do two together. Follow along with me in your workbooks.”
CALL ON a student volunteer to read the first question: “Why does nature help people?“ and then to read the kernel sentence below it: “Nature helps people.“
SAY “Let’s underline nature and help as the key words in the question.” (Click to underline the key words and to add the icon above “why.” )
CLICK TO DISPLAY Paragraph #1.
SAY “Last time, we found the author’s opinion. It was in the first paragraph.”
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ASK “What is the author’s opinion?” (A: everyone should spend more time outside)
SAY:
• “If the author thinks everyone should spend more time outside, the author must think being outside in nature is a good thing. Based on my own prior knowledge, I know that when something is considered ‘good’ it can also be considered ‘helpful.’
• The question I need to answer is ‘Why does nature help people?’ I remember that the question word why asks for a reason.
• To find the reasons why, I know I can look in the first paragraph.
• I’m going to be on the lookout for the word because since it introduces reasons, and I’m going to search for words and ideas related to nature and help.”
CLICK TO UNDERLINE the word because
CALL ON a student volunteer to read the sentence containing the word because.
SAY:
• “We found a reason! In your workbook, write down ‘makes people feel happy.’ (Click to underline ‘makes people feel happy.’ )
• There will rarely be just one reason in an opinion essay. I think we can find more reasons to answer the why question.”
CLICK TO UNDERLINE the remaining two reasons.
SAY “The key word helps tells me I’m looking for actions—things nature can do. The next two sentences say that nature can give people chances to explore, and it can teach people how to care for the Earth.”
STUDENTS UNDERLINE the two remaining reasons in their workbooks.
Vocabulary
CLICK TO DISPLAY Question #1.
SAY “Now we can add these reasons to the kernel to expand it into a better sentence. ‘Nature helps people because it makes them happy, it gives them chances to explore, and it can teach them how to care for the Earth.’”
STUDENTS WRITE the expanded sentence in their workbooks.
CLICK TO DISPLAY Question #2.
CALL ON a student volunteer to read the second question: “How does nature help people feel happy and calm?” and then to read the kernel sentence below it: “Nature helps people feel happy and calm.“
ASK:
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• “What key words should we underline in this question?” (A: nature, helps, happy, calm) (Click to underline the key words.)
• “What kind of words could we look for in the text related to happy and calm?” (A: synonyms)
• “What does the question word how ask about?” (A: the way or process in which something is done, or it can ask for the degree or extent of something, such as how much, how long, how often, or how big)
• “If how is asking about a process in which something is done, what kind of words should we look for in the text—people, places, or things; actions; or descriptions?” (A: actions)
CLICK TO DISPLAY Paragraph #2.
ASK “Do you see any synonyms for happy and calm?” (A: relaxed, tranquil, cheerful)
CLICK TO ADD icons.
ASK “What are some actions that you see in the paragraph?” (A: hear, feel, breathe, escape, sitting, walking)
CLICK TO UNDERLINE the action phrases and add icons. DIRECT students to underline them and then write them down in their workbooks.
CLICK TO DISPLAY Question #2.
SAY:
• “Now we can add these reasons to the kernel to expand it into a better sentence.
• But wait a minute. Can nature sit under a tree, walk on soft grass, hear birds chirping, or feel or breathe? No!
• It is a location where people can do these things.
• I think we’ve learned enough about semantic links to help us explain this in our own words.”
Vocabulary
ASK “How can we expand the kernel sentence with information from the text in a clear and correct way?” (Answers will vary. Sample response: “Nature helps people feel happy and calm by giving them a place to escape a busy day, sit under a tree, hear birds chirping, and walk on grass.”)
CLICK TO ADD expanded kernel.
STUDENTS WRITE the expanded sentence in their workbooks.
4. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
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For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
5. Complete Expedition Assignment in InferCabulary
CLICK TO DISPLAY Expedition Time.
SAY “Please open your assignment area and complete the assignment titled Orbit Module 4 Expedition Pretest. When you are finished, you may use the rest of the time to climb the mountain.”
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 14, Lesson 4 Quick Checks.
SAY “First, you will choose the word that does not belong in each group. Then, you will choose the sentence that is using the word peninsula correctly.”
Unit 14 Lesson 5
Knowledge Checkpoint: Vowel Team Syllables Phonics
Objectives
• To accurately decode and encode multisyllabic words with Vowel Team Syllables.
• To recognize and accurately decode and encode the Heart Words: head, mountains, against, friends, and certain
• To practice oral reading fluency with decodable text.
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Teacher Materials
• Orbit Online and Teacher Dashboard
• InferCabulary and Reading Arcade
• Blank copy of Orbit Students Workbook 2
Student Materials
• Spelling and Dictation page –printed and copied (Supply Room HQ or page 501 in the Appendix)
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• “At the end of today’s lesson, you will be able to:
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– show that you can identify, read, and spell words with vowel team spellings by themselves and in phrases and sentences.
– show that you can spell our Unit 14 Heart Words.”
2. Optional Warm-Up Activity
CLICK TO DISPLAY Warm Up: Vowel Team or No Vowel Team?
SAY:
• “To warm up, let’s play Vowel Team or No Vowel Team?
• I’m going to show a word, and if you see a vowel team in it, move to the vowel team side of the room. If you do not see a vowel team in the word, move to the no vowel team side of the room.”
ASK “What is a vowel team?” (A: two vowels that work together to make one sound)
SAY “The first word is shallow.”
CLICK TO DISPLAY the word shallow
STUDENTS MOVE to the vowel team side because the ow in shallow is a vowel team.
REPEAT rounds of the game with the remaining words: twelve (no vowel team), carpet (no vowel team), painful (vowel team), blemish (no vowel team), toasty (vowel team), lucky (no vowel team), seaweed (vowel team), value (vowel team), and exactly (no vowel team).
3. Spelling and Dictation
CLICK TO DISPLAY Spelling & Dictation.
Phonics
SAY “We have been practicing spelling Heart Words and words with Vowel Team Syllables. For today’s spelling test, write the words in your best handwriting on our Spelling & Dictation paper.”
DISTRIBUTE a Spelling & Dictation page to each student.
REMIND students to use the handwriting lines for letter formation, using the Moon and Star lines to size letters.
READ aloud the sixteen words and two dictation sentences to students.
• For spelling words, use the contextual sentences below to ensure students have heard the word correctly.
• For dictation sentences, have students repeat the sentence and count the number of words in the sentence before writing.
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1. repeat – The song was so good that I had it on repeat all afternoon.
2. unsightly – We covered the unsightly stain on the carpet with a chair.
3. complain – I may complain if they don’t turn their music down.
4. approach – The dog had a friendly approach and wagged its tail when it saw us.
5. nephew - My nephew is my sister’s son.
6. weightless – The astronaut felt weightless as she floated inside the spaceship.
7. disagree – The partners disagree about the answer to the problem.
8. continue – He will continue reading his book before bedtime.
9. shielded – She shielded her eyes from the sun with her hand.
10. regrowth – After the fire, the forest showed signs of regrowth with small green plants.
11. thorough – She did a thorough job cleaning her room, making sure everything was in its place.
12. mountains – Hiking in the mountains is one of my favorite activities.
13. against – We leaned against the wall to rest.
14. certain – She was certain it would rain because the clouds were so dark.
15. head – Wearing a hat on your head helps you stay warm.
16. friends – Friends help each other when times are tough.
Dictation Sentences:
1. The blowfish swims through the seaweed by the reef. (9)
2. Turn right after the roadside stand to reach the cornfield. (10)
4. Decodable Passage Fluency and Comprehension
CLICK TO DISPLAY Decodable Passage.
SAY:
• “We have read ‘Nature Is Good for You!’ twice this week. Now, it’s your turn to read the passage accurately and fluently. You’ll add another column to your tracking chart.
• Open your workbooks to page 61.
• Your goal is to read with greater accuracy than the first time you read the passage, aiming for 98% accuracy or higher, but remember that you can always reread if you notice you made a mistake or if something you read doesn’t make sense.
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• Remember that accuracy is more important than speed. Read carefully.”
GROUP students into the same reading pairs as earlier in the week. The student who was Reader 1 in Lesson 3 will be Reader 1 today for a repeated reading. Reader 2 will begin as Checker.
Procedure:
1. CLICK TO DISPLAY AND BRIEFLY REVIEW the “Words to Preview,” “Point and Say,” and “Heart Words” at the top left of the passage with students.
2. READERS SWAP WORKBOOKS and follow the procedure on page 491 in the Appendix as students take turns being the Reader and Checker while tracking miscues, timing a one-minute reading (click to display the timer for each reader), and rereading any misread sentences.
3. EACH STUDENT CHARTS their own Accuracy Percentage & Words Correct Per Minute using the chart at the end of their workbook.
ASK:
• “What is something you did well in the oral reading compared to your practice read?”
• “What is something to improve in your oral reading?”
• “Would a few students share their growth?”
SAY:
• “With practice, we can improve our reading accuracy, prosody, and speed. Improving these skills allows us to better understand what we are reading.
• Let’s see what we understood by answering the Investigate the Text questions.”
1. What does vitamin D do for your body?
READ ALOUD OR HAVE STUDENTS READ INDEPENDENTLY the Investigate the Text questions. Students will underline their answers to questions #1-4 directly in the passage and write the question number at the beginning of the answer sentence. Students will write answers to questions #5-6 on the handwriting lines. Their answers should be complete sentences written in legible cursive handwriting.
CLICK TO DISPLAY answers and review with students after they have completed all questions in their workbooks, asking for volunteers to read their answers to questions #5-6.
Answer Key
This helps your bones grow strong and keeps you from feeling weak or sick.
2. What type of exercise might you get outside?
You might climb a hill or run.
3. What may help you feel better if you are sad?
If you feel melancholy, roaming through the trees might help you feel better.
4. Why should you wear
and a hat on
5. What do you think the author meant by “open the door to nature?”
6. Write a sentence about your favorite things to do in nature.
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5. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 14, Lesson 5 Quick Checks.
SAY “For today’s Quick Check, you will determine the syllable types in the names of a few states. Write the syllables in the correct columns. The states are: Maine, Delaware, Tennessee, and Vermont .”
Answer Key
Del-a-ware Del a ware
Ten-nes-see Ten / nes see
Ver-mont mont Ver
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Unit 14 Handwriting
Capital Cursive Letters: A, C, E, O
Objectives
• To use proper pencil grip, posture, and paper positioning for legible cursive handwriting.
• To trace and write capital cursive A , C, E, and O with proper formation using verbal pathways.
• To write letter connections and decodable words in cursive.
• To alphabetize words to the third letter and write them in cursive.
Teacher Materials
• Orbit Online
Student Materials
• Orbit Student Workbook 2
• pencil
Start Teaching
Capital Cursive Letters: A, C, E, and O
1. State Objectives
OPEN Orbit Online to Unit 14, Handwriting.
CLICK TO DISPLAY Objectives.
SAY:
• “ Today, we will begin learning how to write capital cursive letters.
• At the end of today’s lesson, you will be able to:
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- trace and write capital cursive A , C, E, and O with proper formation using verbal pathways.
- write letter connections and decodable words in cursive.
- a lphabetize three words and write them in cursive.”
2. Learn Capital Cursive Letters A, C, E, and O
CLICK TO DISPLAY Cursive A animation.
SAY “Open your workbook to page 73. Now that you have learned all the lowercase cursive letters, it’s time to learn capital cursive letters.”
ASK “When do we use capital letters?” (A: the first word in a sentence, proper nouns, headlines, abbreviations)
CLICK TO PLAY animation.
C LICK TO DISPLAY Capital Cursive A Formation image.
SAY “Watch as I trace capital cursive A .”
CLICK TO DISPLAY Tracing Capital Cursive A . (Optional if you would like to show students the formation by tracing over the letter or another animated tracing of it.)
TRACE the letter with two fingers as you say the pathway:
• Star line. Orbit Planet O. Fall to Earth with a swoop.
SAY:
• “ Now it’s your turn. Check your pencil grip, posture, and workbook slant.
• Put your pencil on the first dot in row 1 Trace the capital A as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 1 and trace capital A one more time.”
ASK:
• “ What states begin with a capital A?” (A: Alabama, Alaska, Arkansas, Arizona)
• “ Do any months of the year begin with a capital A?” (A: April, August)
SAY “Write the capital A three more times in row 1 . Use the dot at the Star line to help you start the letter.” (Repeat the pathway as needed.)
CLICK TO DISPLAY Capital Cursive C animation.
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive C Formation image.
SAY “Watch as I trace capital cursive C.”
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CLICK TO DISPLAY Tracing Capital Cursive C. (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE the letter with two fingers as you say the pathway:
• Star line. Orbit Planet O. Stop.
SAY:
• “ Now it’s your turn. Put your pencil on the dot at the beginning of row 2 and trace the capital C as I say the pathway. (Repeat the pathway above.)
• M ove to the second dot in row 2 and trace capital C one more time.”
ASK “What state names begin with a capital C ?” (A: California, Colorado, Connecticut)
SAY “Write the capital C three more times in row 2. Use the dot at the Star line to help you start the letter.” (Repeat the pathway as needed.)
CLICK TO DISPLAY Capital Cursive E animation.
SAY “The next capital letter we will learn is the capital cursive E. Pay attention to the formation to understand why it is considered a Planet O letter.”
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive E image.
SAY “Watch as I trace capital cursive E.”
CLICK TO DISPLAY Tracing Capital Cursive E. (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
Self-Assessment: Have students look over their individual cursive letters and circle the one they like best and have them fix one that needs work.
TRACE the letter with two fingers as you say the pathway:
• Star line. Orbit to the moon. Loop and orbit to Earth.
SAY:
• “Capital cursive E is considered a Planet O letter because of the orbits it takes from the Star line to the Moon line and then from the Moon line to the Earth line.
• N ow it’s your turn. Put your pencil on the dot at the beginning of row 3. Trace the capital E as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 3 and trace capital E one more time.”
ASK “Can you think of any names that begin with a capital E ?”
(A: Elizabeth, Esty, Emma, Eric…)
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SAY “Write the capital E three more times in row 3. Use the dot at the Star line to help you start the letter.” (Repeat the pathway as needed.)
CLICK TO DISPLAY Capital Cursive O animation.
SAY “The final capital letter we will learn is the capital cursive O.”
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive O Formation image.
SAY “Watch as I trace capital cursive O.”
CLICK TO DISPLAY Tracing Capital Cursive O. (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE the letter with two fingers as you say the pathway:
• Star line. Orbit Planet O. Finish with a loop.
SAY:
• “ Now it’s your turn. Put your pencil on the dot at the beginning of row 4 Trace the capital O as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 4 and trace capital O one more time.”
ASK “What three states begin with a capital O?” (A: Ohio, Oklahoma, Oregon)
SAY “Write the capital O three more times in row 4. Use the dot at the Star line to help you start the letter.” (Repeat the pathway as needed.)
Note: Students have practiced cursive connections and should be able to complete a cursive word without the verbal pathway. If needed, use the verbal pathways chart from page 502 of the Appendix.
Click the Comprehension Boost icon to display an image that corresponds with each cursive word.
3. Writing Cursive Words
CLICK TO DISPLAY Cursive Word: Atlantic image.
SAY:
• “ Now we will practice writing cursive words with the capital letters A , C, E, and O.
• Look at the word in row 5, A-t-l-a-n-t-i-c, Atlantic
• Atlantic is a proper noun, mostly to describe the ocean to the east of the United States. It can also be used in the names Atlantic Coast, Atlantic City, and Atlantic salmon.
• Watch me trace the word Atlantic and pay attention to the connection between the capital A and the lowercase t
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• Remember that we do not pick up our pencil for the lowercase t s and i until the whole word is written.”
TRACE the word Atlantic
SAY:
• “ Now you will trace the word Atlantic in row 5 without lifting your pencil to cross the t and i until the whole word is written.
• N ext, write the word Atlantic in cursive in the same row. Make sure to include a finger space in between the word you traced and the word you write.”
CLICK TO DISPLAY Cursive Word: Olympus image.
SAY:
• “ The word Olympus comes from the name Mount Olympus. This comes from tales of the Greek Gods like Zeus; in many tales, they live on Mount Olympus
• Let’s learn to write Olympus.
• Look at the word in row 6, O-l-y-m-p-u-s, Olympus
• Watch me trace the word Olympus and take notice that we do not connect the capital O and the lowercase l.”
TRACE the word Olympus
SAY:
• “ Now you will trace the word Olympus in row 6
• N ext, write the word Olympus in cursive in the same row. Make sure to include a finger space in between the word you traced and the word you write.”
CLICK TO DISPLAY Cursive Words: El Capitan image.
SAY:
• “ We are reading passages about nature and learning vocabulary that describes parts of nature. In this example we are looking at a cliff in nature named El Capitan (/ĕl/ /kŏp-ē-tahn/). This cliff is located in California.
• Look at the words in row 7, E-l, El, C-a-p-i-t-a-n, Capitan
• B ecause both words are a part of the name, they both begin with a capital letter.
• Watch me trace the words El Capitan and pay attention to the transition between the capital letters and the lowercase ones.”
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TRACE the words El Capitan.
SAY:
• “ Now you will trace the words El Capitan in row 7 without lifting your pencil to dot the i and cross the t in Capitan until the whole word is written.
• N ext, write the words El Capitan in cursive in the same row. Make sure to include a finger space in between the word you traced and the word you write.”
4. Alphabetizing
SAY “Let’s alphabetize three names beginning with capital E Look at row 8.”
CLICK TO DISPLAY Alphabetizing: Emma, Emily, Edie image.
ASK:
• “Can you read these three names?” (A: Emma, Emily, Edie)
• “ What do you notice about these three names?” (A: they all start with capital E)
SAY “Because they all begin with capital E, we’ll need to look at the next letter to figure out which word would be listed first on a class list.”
ASK:
• “ Look at the letter after E in each word. What letters do you see?” (A: m, m, and d)
• “ Which of those letters comes first in the alphabet?” (A: d)
• “ So, which name should come first if we are alphabetizing these names?” (A: Edie)
SAY “Let’s write the number 1 above Edie.” (Click to add the number 1.)
ASK:
• “ What letter comes second in the names Emma and Emily?” (A: m)
• “ We will have to look at the third letter. What are the third letters of Emma and Emily?” (A: m and i)
• “ Which letter appears first in the alphabet?” (A: i)
• “ Which name is second?” (A: Emily)
SAY:
• “ Let’s write the number 2 above Emily and the number 3 above Emma. (Click to add the numbers 2 and 3.)
• N ow, trace the three names in row 8
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• Lastly, write the three names in alphabetical order in cursive in row 9 with a comma between each name.”
5. Editing Routine
CLICK TO DISPLAY Editing Routine.
SAY:
• “ The editing routine you see on the screen is the same checklist that is at the bottom of your workbook page.
• We did not write sentences today, so you will not need to check off punctuation.”
CLICK TO ERASE the punctuation box.
SAY:
• “ In this lesson, we learned some capital cursive letters and wrote cursive proper nouns.
• U se the checklist at the bottom of your workbook page to check for the sizing of your letters, the spacing between connections and words, whether your writing is legible, if you used capitals at the beginning of each word, and if you took your time.
• Look at the words we have completed in this lesson. Fix any mistakes if necessary.
• O nce you are finished, put your pencil down.” (Allow students time to check their work using the editing checklist at the bottom of each workbook page they have completed. Guide students through the checklist if necessary.)
Optional Additional Words for Cursive Writing
• U se the following words for more practice or during small groups.
• Follow the same routine as above, clicking through Orbit Online as before.
Cursive Word: Can
ASK:
• “Can you read this cursive word?” (A: Can)
• “Can isn’t a proper noun, so when would we see it written with a capital letter?” (A: in the first word of a sentence)
SAY “Watch me trace the word Can, as in ‘Can you please hand that pencil to me?’”
TRACE the word Can
SAY:
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• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Cursive Word: Apple
ASK “Can you read this cursive word?” (A: Apple)
SAY:
• “ Typically, we do not use Apple as a proper noun because it is a type of fruit. We will see it capitalized at the beginning of a sentence or when it is used as the name of the company.
• Watch me trace the word Apple, as in ‘Apple trees are ready to pick in the fall.’”
TRACE the word Apple
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Cursive Word: Over
ASK:
• “Can you read this cursive word?” (A: Over)
• “Is a proper noun?” (A: no)
• “ When will we see Over with a capital O being used?” (A: at the beginning of a sentence)
SAY “Watch me trace the word Over, as in ‘Over by the pool, we have lounge chairs.’”
TRACE the word Over
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Cursive Word: Eating
ASK:
• “Can you read this cursive word?” (A: Eating)
• “Is Eating a proper noun?” (A: no)
• “ So, when would we see it capitalized?” (A: in the first word of a sentence)
SAY “Watch me trace the word Eating, as in ‘ Eating lunch with my friends makes me happy.’”
TRACE the word Eating
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Remember not to cross your t or dot your i until you’ve written the whole word. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
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Unit 15 Lesson 1
Directional Prefixes trans-, inter-, over-
Objectives
• To define the directional prefixes trans-, inter-, and over-.
• To determine the meanings of words using the target prefixes.
• To apply knowledge of morphemes and contextual clues to use newly defined words in connected text.
• U nit 15 Home Connection Letter – printed and copied (Supply Room HQ)
• pencil
Morphology
What You Need to Know
Prefixes trans-, inter-, and over-
• Prefix trans- /trănz/ comes from Latin and means across, through, or beyond. It appears in many English words that describe movement or change from one place or state to another. For example, transport means to carry across, transmit means to send across, and transform means to change form. This prefix often signals that something is moving from one side to another or is changing completely.
• Prefix inter- /ĭn/ /ter/ comes from Latin and means between or among. It shows up in many words that describe connections or interactions between people, places, or things. For example, international means between nations, interact means to act between or with others, and intersect means to cut across or meet. This prefix often signals a link or relationship between more than one person or thing.
• Prefix over- /ō/ /ver/ comes from Old English and means above, too much, or extra. It often shows that something is done to an excessive degree or is positioned higher than something else. For example, overeat means to eat too much, overlook can mean to look over something from above, and overheat means to heat too much. This prefix can have a literal sense (physically above) or a figurative sense (too much of something), so context clues are key for students to figure out which meaning applies.
Suffix -al
Greek Combining Form bio
• Greek combining form bio /bī/ /ō/ means life. It appears in many scientific and everyday words connected to living things. For example, biography means a written story of someone’s life (graph = write), biology means the study of life (-logy = study of), and biome means a community of life in a certain environment. Because bio is a combining form, it usually appears at the beginning of words and connects with other Greek or Latin morphemes. Students can use this combining form to help them figure out unfamiliar science vocabulary.
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• Suffix -al /uhl/ comes from Latin and means related to or like. When added to a base or root, it turns the word into an adjective describing something that has the qualities of or relates to the base. For example, natural means related to nature, magical means related to magic, and personal means related to a person. This suffix is common and typically attached to nouns. It is often used in combination with other suffixes, like in the word magically or statistically
Latin Root aqua
• Latin root aqua /ŏ/ /kwuh/ means water. It appears in words connected to water in nature, science, and everyday life. For example, aquarium means a tank for keeping water animals, aquatic means living in or related to water, and aqueduct means a channel that leads water (duct = lead). This root is often found in scientific and descriptive terms and can also appear in brand or product names. Teaching aqua helps students connect meaning across subjects, especially in science and geography.
After students have sorted words, discuss the syllables vs. morphemes of each word. Have students count the syllables then the morphemes of each word or a few you have chosen. Ask students if these prefixes add more syllables to the words, and ask students to identify the syllable type(s) of each prefix (transClosed; inter - Closed & R-Controlled; over - Open & R-Controlled).
When introducing the morpheme families, add simple gestures for each prefix meaning and model correct pronunciation:
trans- move hand across body
inter-connect hands together
over-raise hand above head
Have students repeat the gestures while saying each prefix aloud.
Start Teaching
Directional Prefixes trans-, inter-, over-
1. State Objectives
OPEN Orbit Online to Unit 15, Lesson 1, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– define the directional prefixes trans-, inter-, and over-.
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– determine the meanings of words using the target prefixes.
– use knowledge of morphemes and context clues to use newly defined words in sentences.”
2. Morpheme Families
CLICK TO DISPLAY Morpheme Families: trans-, inter- and over-.
DIRECT students to turn to page 75 in their Orbit Student Workbook 2.
SAY:
• “Become a word detective. Look for prefixes in these words.
• Write your ideas in the notes section of your workbook.” (Briefly allow students time to write down their ideas.)
CLICK TO REVEAL the words sorted into columns based on the prefixes.
ASK “What similarities do these words have at the beginning?” (A: answers will vary; trans-, in-, inter-, over-)
CLICK TO REVEAL the column headers and highlighted prefixes.
ASK “What are the prefixes in this collection of words? Whisper to your partner.” (A: trans-, inter-, over-; allow students to spell out prefixes if they are having trouble pronouncing them)
I DO trans-
CLICK TO DISPLAY Infer Morphemes: I Do trans-.
READ the captions:
• “She is moving the plant from the pot to the ground.
Morphology
Add Think–Pair–Share moments before wholeclass answers.
- Encourage students to chorally repeat each prefix and example word.
- Provide partner whisper prompts:
“Whisper the prefix you see in this word.”
• The plane flew across the Atlantic Ocean.
• The butterfly went across the threshold from chrysalis to butterfly.”
ASK “What are some ideas and words the captions have in common?” (A: answers will vary; moving from and to, flew across, went across)
CLICK TO REVEAL the common words and ideas.
SAY:
• “Each caption describes a word that uses the prefix t-r-a-n- s, /trănz/.
• Based on that information, I will try to think of a good definition for the prefix trans-.
• There is some type of movement in each caption. For example, ‘the plane flew.’
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• I also see the word across in two of the captions.”
CLICK TO REVEAL the speech bubble.
READ “I think trans- means moving across.”
SAY “Here is a simple sketch depicting moving across.”
CLICK TO REVEAL the sketch.
WE DO inter-
DIRECT students to Prefix inter- in their workbooks.
SAY “Now we will do one together. Find the images and captions for the words with the prefix i-n-t- e-r, /ĭn/ /ter/.”
CLICK TO DISPLAY Infer Morphemes: We Do inter-.
READ the captions:
• “New shades bloom between the colors as they swirl together within clear water.
• The gears lock together, their teeth moving within each groove.
• Conversation flows between rooms through the wall-mounted handset.”
SAY “Underline the common ideas and words in the captions under each image for inter-.” (Allow students time to look at the captions and find common ideas.)
ASK “What are some ideas and words the captions have in common?” (A: answers will vary; between, together, and within)
CLICK TO REVEAL the common ideas and words.
Morphology
SAY:
• “Based on that information, try to interpret the meaning for the prefix inter-.
• Complete the sentence stem in your workbook: I think inter- means .
• Then draw a sketch that will show the meaning.” (Allow students time to complete this work.)
CLICK TO REVEAL the speech bubble and the sketch.
READ “I think inter- means between or together.”
ASK :
• “Are your definition and sketch like these?” (A: answers will vary)
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• “Were they different? If so, why do you think they are different?” (A: answers will vary)
CALL ON one or two students to share their work.
YOU DO over-
CLICK TO DISPLAY Infer Morphemes: You Do over-.
SAY:
• “Work with your partner to complete the same process for the prefix o -v- e-r, /ō/ /ver/.
• Work together to read the captions and underline ideas and words they have in common.
• Write what you think the prefix over- means in your workbook.
• Draw a simple sketch to depict the meaning you wrote.” (Provide students with time to collaborate as partners. Circulate to coach and support as needed.)
CLICK TO REVEAL the common ideas, example definition and sketch.
ASK:
• “Are your definition and sketch like these?” (A: answers will vary)
• “Were they different? If so, why do you think they are different?” (A: answers will vary)
CALL ON one or two students to share their work.
SAY “Now we will learn the definitions for these prefixes. It will be fun to see how close we came to the definitions.”
Morphology
3. Learn Directional Prefixes trans-, inter-, and over-
CLICK TO DISPLAY Learn Directional Prefixes: trans-, inter-, over-.
DIRECT students to the prefix chart on page 76 in their workbook.
SAY:
• “Displayed on this chart are the prefixes trans-, inter- and over-.
• Let’s learn the meaning and an example of each prefix.”
CLICK TO REVEAL the meaning of trans- and the root port
SAY:
• “The first prefix we will learn is trans-.
• This prefix means across
• Write the definition in your workbook.
• The example root we see in our chart is port .”
CLICK TO REVEAL sticky note.
SAY “The root port means to carry or a gate or door.”
CLICK TO REVEAL the example word, image and sample sentence.
SAY:
• “If we add the prefix trans- to the root port we get the word transport
• When you transport something, you carry it across
• Read the example sentence with me, ‘Trains transport boxes of food to different towns. ’
• This tells us that trains carry boxes of food across town borders.
• Write the word transport in your workbook.”
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CLICK TO REVEAL the meaning of inter- and the root rupt .
SAY:
• “The second prefix we will learn is inter-.
• This prefix’s meaning is between, within, or among.
• Write the definitions in your workbook.
• The example root we see in our chart is rupt .”
CLICK TO REVEAL thought bubble.
SAY “The root rupt means to break or to burst.”
Morphology
CLICK TO REVEAL the example word interrupt
SAY:
• “If we add the prefix inter- to the root rupt we get the word interrupt
• If you interrupt an activity, you burst in between it.”
CLICK TO REVEAL the image and sample sentence.
SAY:
• “Read the example sentence with me, ‘Try not to interrupt when someone is answering a question.’
• This tells us that it is important not to break in between someone’s words.
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• Write the word interrupt in your workbook.”
CLICK TO REVEAL the meaning of over- and the free base power.
SAY:
• “This is the prefix over- and it means over or above
• Write the definition in your workbook.
• The example free base we see in our chart is power.”
CLICK TO REVEAL the sticky note.
SAY “ Power means strength, control, authority, or influence.”
CLICK TO REVEAL the example word overpower
SAY:
• “If we add the prefix over- to the free base power, we get the word overpower
• Overpower means to have strength, control, authority, or influence over someone or something.”
CLICK TO REVEAL the image and sample sentence.
SAY:
• “Read the example sentence with me, ‘Loud thunder can overpower a dog’s bark.’
• This tells us that the sound of thunder is much louder and more powerful than the sound of a dog’s bark.
• Write the word overpower in your workbook.”
4. Interpret It
I DO internet
CLICK TO DISPLAY Interpret It: I Do internet
SAY:
• “Let’s determine the meanings of words using the Interpret It routine.
• Remember our first step is to identify the base.”
ASK:
• “What is the base?” (A: net)
• “What is the prefix in this word?” (A: inter-)
CLICK TO SEPARATE the morphemes.
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CLICK TO REVEAL the definition of inter-.
SAY “The meaning of the prefix inter- is between, within, or among.”
CLICK TO REVEAL the definition of net .
SAY “The meaning of the base net is a set of linked pathways .”
CLICK TO REVEAL the image for net
SAY:
• “Now I will put these meanings together to interpret the word internet
• The prefix inter- adds to the meaning between, within, or among
• It is important that I include words from each of the morphemes’ meanings in the new definition.”
CLICK TO REVEAL the sentence stem.
SAY “The sentence stem, ‘ Internet means ,’ will help me state the definition.”
CLICK TO REVEAL the definition.
READ the definition: “ Internet means a connection between multiple linked pathways .”
SAY “Notice that I included key words from the meaning of each morpheme in the definition.”
ASK “What key word did I include for inter-?” (A: between)
CLICK TO HIGHLIGHT the word between
ASK “What key words did I include for net ?” (A: linked pathways)
Morphology
Click to display the visual support for the contextual sentence.
CLICK TO HIGHLIGHT the words linked pathways
S AY “Let’s move from the literal meanings of morphemes to understanding the word on a deeper level. Putting words in context helps us learn more about words.”
CLICK TO SHOW the contextual sentence.
READ “When learning about space, I can use the internet to look up pictures and videos about the different space explorations of scientists all over the world.”
SAY:
• “This means we can use technology to connect to a web of information networks connected through technology that reaches all over the world.
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• The internet is also referred to as the ‘World Wide Web.’ That is why the three letters ‘www’ are found at the start of internet addresses or websites.
• So, let’s make our definition of internet stronger now that we understand the context of the word.”
CLICK TO REPLACE the original definition.
READ “The internet is the network that allows computer users to connect with computers all over the world to communicate and share information.”
ASK “How is the definition different from the original? Talk with your partner about what you notice.” (A: answers will vary) (Walk the room, listening to and supporting students. After a short time, remind students to switch partners.)
CALL ON one or two students to share what they noticed. (Look for possible answers such as the morphemes do not make it clear that the internet is related to computers and technology.)
CLICK TO REVEAL the additional information.
SAY “The prefix inter- means between, within, or among. This definition uses the word connect to indicate information going between computers and sharing information among the different networks.”
WE DO transfer
CLICK TO DISPLAY Interpret It: We Do transfer
S AY “This word is transfer. Look for the word transfer on page 77 of your workbook.”
ASK:
• “What is the prefix in this word?” (A: trans-)
Morphology
trans fer fer to carry trans across
Transfer means
Before showing the definition, use the Sentence Dictation routine to complete the sentence stem.
Transfer means to carry something across.
Click to display the visual support for the We Do contextual sentence.
Click to display the visual supports for the You Do contextual sentences.
• “What is the root?” (A: fer)
C LICK TO SEPARATE the morphemes.
SAY “Write the morphemes under the word transfer in your workbook on the correct line.”
CLICK TO REVEAL the meaning of each morpheme.
SAY:
• “The prefix trans - means across .
• You might remember this root from the MorphStory in Unit 9. The root fer means to carry.
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• Move to the handwriting line in your workbook. Let’s use this sentence stem to help us write the definition of transfer using key words from the meanings of the morphemes.“
C LICK TO SHOW the sentence frame.
SAY:
• “Work with a partner to write a definition for the word transfer using the sentence stem and key words.
• Write the definition on the line in your workbook. Write down the definition you believe makes the most sense.” (Allow students 2-3 minutes to discuss and write their definition.)
ASK “What is your definition of the word transfer ?” (A: answers will vary)
CLICK TO REVEAL the example definition.
ASK “What key word is included for trans -?” (A: across)
CLICK TO HIGHLIGHT the word across .
ASK “What key words are included for fer ?” (A: to carry)
CLICK TO HIGHLIGHT the words to carry
SAY “Let’s read this word in context.”
C LICK TO SHOW the contextual sentence.
READ “Dad showed me how to transfer photos from the phone to the computer.“
SAY:
• “The father did not show him how to physically carry the photos across something to get them from the phone to the computer.
• However, the photos moved from one device to another through invisible connections.”
CLICK TO REPLACE the original definition.
Morphology
Click to display the visual supports for the You Do contextual sentences.
Answer Key
1. Inter/act :
inter : between, among act : to do something
Interact means to do something among people. Our teacher asked us to interact during group work.
Interact means to communicate as people work or spend time together.
2. Over/cook/ed: over : too much cook : food is prepared ed: in the past
Overcooked means food was prepared by heating too much.
Dad threw away the overcooked toast because it was burnt.
Overcooked means food was prepared by heating too much until it became dry, burnt, or inedible.
3. Trans/fix/ed:
trans: across fix : attached, fastened ed: in the past
Transfixed means attached or fastened across something in the past.
We were transfixed by the bright fireworks.
Transfixed means to have been made motionless, especially from shock or admiration.
READ “If you transfer something or someone from one place to another, they go from the first place to the second.”
ASK “How is the dictionary definition different from the original? Talk with your partner about what you notice.” (A: answers will vary) (Walk the room, listening to and supporting students. After a short time remind students to switch partners.)
CALL ON one or two students to share what they noticed. (Look for answers such as, from this definition we know that things are moved, but it doesn’t state that the things must be carried.)
CLICK TO REVEAL the additional information highlighted.
SAY “The definition of the prefix trans - is included in the dictionary definition, but it is implied that something is being carried from the root fer. We do not need to include the verb to carry since that will not always make sense in context.”
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YOU DO interact, overcooked, transfixed
SAY:
• “Work with your partner to complete the same process for each word.
• Work together to write a complete definition using the key words from the meanings of the morphemes.
• Use the provided images and definitions of the affixes we have not learned yet.
• After you have finished interpreting the meaning of each word, we will discuss the context and dictionary definition together.” (Provide students with time to collaborate as partners. Circulate to coach and support as needed.)
CLICK TO DISPLAY Interpret It: You Do.
CLICK TO REVEAL each meaning, contextual sentence and dictionary definition allowing students to check their work if necessary for error correction. Discuss the differences in their definition and the dictionary definition.
5. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
Morphology
Answer Key
1. Transfixed by the sizzle of the pan, Maya barely noticed the timer blinking in the corner.
2. The vegetables soon turned to rubber and were overcooked , sending smoke into the kitchen.
3. Determined to save dinner, she opened her laptop and dove into the internet for ideas.
4. She found a clever trick to transfer the sad vegetables from the pan into the blender to create a tasty sauce.
5. Grateful for the chance to interact and talk with helpful strangers online, she plated the revived meal with a satisfied grin.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 15, Lesson 1 Quick Checks.
SAY:
• “You will complete five cloze sentences.
• Read each sentence and underline the context clues to determine the word that best fits in the blank.
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• Complete the sentence by writing the chosen word on the blank line.”
Unit 15 Lesson 2
Vocabulary Venture and “Step Outside:
Why Nature Is Good for Everyone” Cloze
& Questions Vocabulary
Objectives
• To conduct a full word-level analysis of the structure and meaning of the word interchangeable by identifying its syllables, morphological components (prefix, base, and suffix), and semantically related words.
• To use semantic links, parts of speech, and word meanings to find missing words in a cloze passage.
• To answer Think and Search questions while reading an opinion essay to support and demonstrate comprehension.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 2
Student Materials
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• pencil
What You Need to Know
Analogies
• Now that your students have gained proficiency in recognizing and creating semantic connections between words, they are ready for the next step: making connections between those connections using analogies !
• Understanding and making analogies is a skill that primarily relies on knowledge of semantic word relationships. Your students will also be calling on the critical thinking skills and language flexibility they have practiced in their work with multiple-meaning words, figurative expressions, and language nuances.
• Students will learn to make a correlation between word pairs that share a semantic link. For example, the analogy “ finger is to hand as toe is to foot” compares two sets of words that are connected by a part-whole relationship. This example is easy for beginners to understand as the links “ finger-hand” and “ toe-foot” also belong to the same category—body parts. However, analogies are especially useful for comparing relationships between words from different categories or domains.
• Analogies like “ star is to galaxy as note is to song ” and “cell is to organism as senator is to Congress” both connect word pairs with part-whole links. Yet, they do so across diverse subjects (astronomy-music and biologygovernment). In this way, analogies can help students bridge the gap between known concepts and new ones.
Benefits of Teaching Analogies
• Analogical thinking, or a solid understanding of how analogies work, can have a deep impact on a student’s ability to recall, understand, and critically analyze text, all skills required for effective reading comprehension. Some benefits include improved ability:
– to recall information as it has been stored in a semantically organized way
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• In these lessons, you will guide students through the process of recognizing, matching, completing, and creating analogies. Emphasis is placed on discovering the shared connection between word pairs. After providing full visual and verbal support (providing icons and explanatory phrases), there is a gradual release of responsibility to the students to internalize the thinking process.
– to make inferences and predictions
– to support problem-solving
– to understand complex or abstract concepts by relating them to known ideas and experiences
• By leveraging prior knowledge of semantic word relationships and applying it to their work with analogies, students develop critical thinking skills that will help them recognize patterns, simplify complex ideas, and connect new concepts to known information. These skills will not only support students with text comprehension but can also be applied across the curriculum.
Click to display the visual support for interchangeable .
Answer Key Syllable Type in closed ter r-controlled change soft g; version of VCe syllable a open with schwa ble *consonantle
*Students will learn about Consonant-le Syllables in Unit 18.
Start Teaching
Vocabulary Venture and “Step Outside: Why Nature Is Good for Everyone” Cloze & Questions
1. State Objectives
OPEN Orbit Online to Unit 15, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
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• “At the end of today’s lesson, you will be able to:
– break apart a word to understand what it means and how it is built.
– use semantic links, word classes, and vocabulary words to find the missing words in an opinion essay.
– answer Think and Search questions by using information from different parts of the text and putting them together to make one strong answer.”
2. Vocabulary Venture – Interchangeable
CLICK TO DISPLAY Vocabulary Venture – Syllables.
STUDENTS OPEN their workbooks to page 79, Vocabulary Venture.
SAY “Let’s complete another Vocabulary Venture to apply all the things we are learning about how words work. Follow along with me in your workbooks.”
ASK:
• “What is this word?” (A: interchangeable)
• “How many syllables do you hear?” (A: five)
CLICK TO REVEAL five SyllaBoards™.
ASK “Let’s identify each syllable and what type it is. What is the first syllable?” (A: in, closed syllable) (Click to show the first syllable in.)
IDENTIFY the remaining four syllables. (Click to show each syllable after it has been addressed.)
CLICK TO DISPLAY Morphology.
SAY “Now that we have thought about the sounds, syllables, and letters
Vocabulary in the word interchangeable, our next phase of this venture is to think about the meaningful parts of the word. Make sure to write down the answers in your workbook.”
ASK:
• “What is the base of this word?” (A: change) (Click to show change in the base area.)
• “What does it mean to change something?” (A: to switch or swap) (Click to show the meaning.)
• “Is this a free or a bound base?” (A: free)
• “How can you tell?” (A: It is a word on its own.)
• “What are some other words that contain the free base change?” (A: changed, changes, changing) (Click to show words.)
• “Does this word have a prefix?” (A: yes)
Note: Acknowledge and accept any other words students may share that include the prefix inter-.
Note: Acknowledge and accept any other words students may share that include the suffix -able
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Note: You can decide whether to read the captions aloud or have the students read to themselves.
Note: If students select alarm clock or phone, redirect by pointing out that each one, by itself, is not known to be interchangeable. If students select cookie recipe, wrench, or size, redirect them by explaining that these items are not presented as an example of what is interchangeable
• “What is it?” (A: inter) (Click to show the prefix inter -.)
• “What does this prefix mean?” (A: between or among) (Click to show the meaning.)
• “Can we think of other words that contain this prefix?” (A: internet, interview, international) (Click to show words.)
• “Does this word have a suffix?” (A: yes)
• “What is it?” (A: -able) (Click to show the suffix - able )
• “We have already worked with a word that contained this suffix. What does it mean?” (A: can be done) (Click to show the meaning.)
• “What are some other words that contain this suffix?” (A: flammable, valuable, doable) (Click to show words.)
CLICK TO DISPLAY Semantic Study.
SAY:
• “If anyone has seen this word while working in InferCabulary, you have already encountered many related words.
• Let’s take a moment to look at these images and read these captions.”
ASK:
• “What are some examples of things shown here that are interchangeable?” (A: players, ingredients, grains, parts, tire) (Click to underline words and flash the example icon.)
• “What are the actions of something that is interchangeable?” (A: replace, substitute, exchanged, switched, swap) (Click to underline words and flash the action icon.)
Vocabulary
Note: Acknowledge and accept any other words students may share that answer ‘who or what’ and are related to interchangeable.
• “What are some descriptive qualities of things that are interchangeable?” (A: same, similar, equivalent) (Click to underline words and flash the description icon.)
CLICK TO DISPLAY Semantically Related Words.
SAY “Here are some of the words we found in the captions. I did not write all of them down, but it is a good idea to have at least five copied down in your workbook. These related words will help us write a destination sentence.”
CLICK TO DISPLAY Sentence Planning.
SAY “Let’s go through and plan out how we will use interchangeable.” (Click to show interchangeable .)
ASK:
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• “Does interchangeable answer the question ‘who or what’?” (A: no)
• “Now that we have an answer to the second question, which related word will we use to answer ‘who or what’?” (A: players, ingredients, grains, parts, tire)
SAY “I am going to use ingredients to answer ‘who or what.’ (Click to show ingredients ) Now I am ready to write my sentence.”
CLICK TO DISPLAY Destination Sentence.
SAY:
• “I already have my planning points figured out.
• I will use interchangeable as a description to answer ‘is what?’
• I will use the related word ingredients to answer ‘who or what?’
• When I put them together, I have a complete sentence that correctly uses the word interchangeable
• Using some of the words that we collected, complete your own planning points.
• Interchangeable can only be used as a description, so that part is already done for you.
• Write down who or what your sentence will be about and put it all together.”
Give students a few minutes to create their sentences. As you walk around the room, make sure students have completed their planning points. Use their planning to assess their sentence creation. A strong sentence will include correct syntactical use of the target word with one related word in a complete sentence.
Vocabulary
3. Cloze and Questions: “Step Outside: Why Nature Is Good for Everyone”
CLICK TO DISPLAY Read: “Step Outside: Why Nature Is Good for Everyone.”
STUDENTS OPEN their workbooks to page 65, Vocabulary Passage –“Step Outside: Why Nature Is Good for Everyone.”
SAY:
Click to display the “Step Outside: Why Nature is Good for Everyone” visual support.
• “You will use the word bank, semantic links, and word classes to fill in the blanks.
• I will read the three paragraphs first as you follow along.” (Read the paragraphs aloud as students follow along.)
CLICK TO DISPLAY Fill In the Blanks.
Answer Key
“You might find a creek teeming with fish and want to try fishing.”
“You could see bright tree foliage in fall or colorful blossoms in spring.”
“Some forests have trails that lead to cool places like waterfalls or big open fields.”
“When people watch wild creatures in their habitats and admire flowers and trees, they see why we need to protect them.”
“So put on your walking shoes and take a stroll.”
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STUDENTS WORK in pairs to find the six missing words. When students have finished, review the correct answers as a whole group.
CALL ON student volunteers to read each sentence and to fill in the blank with the missing word. Once the correct missing word is identified, CLICK TO ADD it.
USE the following prompts to encourage students to explain their thinking:
• “How did you know the missing word was a (person, place, thing; description)?”
• “What words helped you decide?” (Sample responses: “Creeks can be described as teeming.” “ Foliage can be described as bright .”
“ Foliage can be found on a tree.” “ Trails can be found in forests.” “Creatures can be described as wild.” “Creatures can be found in habitats.” “ Walking means almost the same as a stroll.”)
Redirection:
If students fill in the blank with the incorrect word, redirect them with the following questions:
• “What type of word is needed to fill in the blank?”
• “How do you know it should be a [person, place, or thing; or description]?”
• “What are the [people, places, or things; descriptions] in our word bank?”
• “Tell me what you have learned about [incorrect word]. Does the sentence make sense if you use its definition to fill in the blank? If not, what other word would match the meaning of the sentence?”
• “What words are related to the missing word? How are the words semantically linked?”
Vocabulary
Redirection:
If students respond with fish or creek , prompt them by asking, “Are there more related details to include about the (fish, creek, etc.)?”
CLICK TO DISPLAY Question Words.
SAY “Now you will answer Think and Search questions with a partner about these three paragraphs. Remember, these are the question words we have learned so far: who, what, when, where, how, and why.”
STUDENTS TURN their workbooks to page 80, Think and Search Questions.
CLICK TO DISPLAY Question #1.
SAY:
• “Below the question, you will see a kernel sentence that you will expand into a more interesting and informative sentence.
• To do this, add the information you find in the text to the kernel sentence to help you answer the question.”
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CALL ON a student volunteer to read the question: “What things might people see in nature?“ then to read the kernel sentence below it: “People might see things.“
STUDENTS WORK in pairs to answer the Think and Search question.
ASK:
• “What key words did you underline in the question?” (Click to underline the key words see and nature and to add the icon.)
• “In which paragraph can we look to find information to help us answer this question?” (A: third paragraph)
CLICK TO DISPLAY Paragraph #3.
ASK “What information in the paragraph can we underline? We’re looking for things people can see in nature.” (A: “creek teeming with fish,” “bright tree foliage,” “colorful blossoms,” “waterfalls,” “big open fields”) (Click to underline related information and add icons.)
CLICK TO DISPLAY Question #1.
CALL ON student volunteers to share their answers to the question. Answers should be complete sentences that expand on the provided kernel. CLICK TO ADD and then read the sample answer on the board.
CLICK TO DISPLAY Question #2.
CALL ON a student volunteer to read the question: “How can people care for the Earth?“ then to read the kernel sentence below it: “People can care for the Earth.“
STUDENTS WORK in pairs to answer the Think and Search question.
ASK:
• “What key words did you underline in the question?” (Click to underline the key words care and Earth and to add the icon.)
Vocabulary
Answer Key
1. Possible responses:
A creek means almost the same as a brook .
A brook means almost the same as a creek
Aquatic describes brook
Aquatic describes creek
Aquatic describes fish
Aquatic can describe a habitat
Aquatic can describe a creature
Teeming can describe a brook .
Teeming can describe a creek
A fish is a type of creature
A brook is a type of habitat
A creek is a type of habitat
A brook is where you can find a fish.
A creek is where you can find a fish.
A habitat is where you can find a creature
• “In which paragraph can we look to find information to help us answer this question?” (A: fourth paragraph)
Optional
CLICK TO DISPLAY Paragraph #4.
ASK “What information in the paragraph can we underline? We’re looking for ways people can care for the Earth.” (A: “protect,” “not to litter,” “be kind to animals,” “keep the Earth clean”) (Click to underline related information and add icons.)
CLICK TO DISPLAY Question #2.
CALL ON student volunteers to share their answers to the question. Answers should be complete sentences that expand on the provided kernel. CLICK TO ADD and then read the sample answer on the board.
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4. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
5. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 15, Lesson 2 Quick Checks.
SAY “Use the word bank to build four connections according to the link icons.”
Unit 15 Lesson 3
Suffix -al
Objectives
• To learn the suffix -al.
• To interpret the meanings of words using knowledge of morphemes.
• To determine the missing words in a sentence using the meanings of morphemes and key words.
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Morphology
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 2
Student Materials
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• pencil
Instruct students to write three words they can read in their workbook. Have students use the Multisyllabic Word Reading procedure to read the words to their partner. Ask students to name the final syllable of each word. They should hear the schwa /uhl/ at the end of each word.
Start Teaching
Suffix -al
1. State Objectives
OPEN Orbit Online to Unit 15, Lesson 3, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– define the suffix -al.
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– interpret the meanings of words using the morphemes.
– determine the missing words in a sentence using the meanings of morphemes and key words.”
2. Morpheme Family : Suffix -al
CLICK TO DISPLAY Morpheme Family: Suffix -al
DIRECT students to turn to page 82 in their Orbit Student Workbook 2.
• “Become a word detective. Silently read each word and look for similarities and differences.
• Write your ideas in the notes section of your workbook. (Briefly allow students time to write down their ideas.)
• Talk with your partner about what you notice. Pay attention to your partner’s response, as I may ask you to share their answer.
• You may use this sentence stem to get you started: I notice the words have .” (Point to the sentence stem at the bottom of the screen.)
CALL ON two to three students to share what similarities and differences they noticed.
SAY “Let’s examine the morpheme family.”
ASK “Do any of the words in this family include morphemes you are familiar with?” (A: external and internal)
CLICK TO HIGHLIGHT the morphemes extern and intern.
SAY “These morphemes are roots, but they do include familiar parts. We have learned the prefixes ex- and in-, which play into the meanings of these roots. We will discuss more about this later in the lesson.”
Morphology
ASK “What did you notice about the ending of each word in this family?” (A: all the words end in a-l, they all have the same suffix)
CLICK TO HIGHLIGHT the suffix -al.
SAY:
• “I will now highlight the rest of the roots and bases in this family. (Click to highlight the roots and bases.)
• Now that I have put the words into the color code for morphemes, take a moment to identify a base you are familiar with.”
ASK “Which base do you recognize? Turn to your partner and whisper your answer.” (A: answers will vary)
SAY “Let’s learn the suffix that is used in this morpheme family and work on interpreting the meanings of some of these words.”
3. Learn the Suffix -al
CLICK TO DISPLAY Suffix -al
Related to: -ial, -tual, -tial serial, factual, substantial person > personal
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SAY “Move your pencil to the Suffix -al chart on page 82 of your workbook.”
• “Read the example sentence with me, ‘I do not show my personal -al like, related to makes an adjective
CLICK TO REVEAL the meaning of suffix -al and the related suffixes.
SAY:
• “The suffix we will learn today is a-l, /uhl/.
• The meaning of this suffix is like or related to.
• This suffix has a few related suffixes or spelling variations we will see in different words. These are the suffixes i-a-l, /ē/ /uhl/, t-u-a-l, /ch / /uhl/, and t -i-a-l, /shuhl/, like in the words serial, factual, and substantial.
• Write the meaning of the suffix -al in the first row and the related suffixes in the second row of the chart in your workbook.” (Allow students time to write the necessary information in their workbook.)
CLICK TO REVEAL the example word personal
SAY:
• “Let’s examine this example word, personal.
• Personal describes something that is related to one person. Often it is something that is not shared with others or is private.”
CLICK TO REVEAL the sentence and image.
SAY:
Morphology
notebook to others; it is full of my feelings I do not want to share!’
• Write personal in your workbook.
• Once you have finished writing, turn to your partner and name one item people might consider personal.”
4. Interpret It
CLICK TO DISPLAY Interpret It: I Do normalize.
SAY:
• “Let’s determine the meanings of words that use the suffix -al using the routine Interpret It.
• The first word is normalize
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• Remember the first step is to identify the base.”
I DO normalize
CLICK TO SHOW the morphemes.
ASK:
• “What is the base in this word?” (A: norm)
• “Based on the color code for morphemes, what kind of base is norm?” (A: a root)
SAY “The root norm is a free root; in the modern English language it can stand alone. It comes from the Latin root norma, /norm/ /uh/.”
ASK:
• “Is there a prefix or suffix in the word normalize?” (A: a suffix, two suffixes)
• “There are two suffixes; what are the suffixes?” (A: -al and -ize)
CLICK TO SHOW the meaning of each morpheme and the image for the root norm
standard of something, typical behavior
norm al ize ize make, show al like, related to norm
SAY:
• “The meaning of the root norm is a standard of something or a typical behavior. The image shows girls in their school uniform; it is the norm for a lot of students to wear a school uniform.
• The meaning of the suffix -al is like or related to
• The meaning of the suffix -ize, /īz/, is to make or show
• I will use the sentence stem to interpret the meaning of normalize.”
Morphology
Normalize describes
Normalize describes something that is related to the standard.
CLICK TO SHOW the sentence stem.
SAY:
• “Sometimes it can be confusing to make a definition when a word has multiple suffixes, so to help I’m going to start with the first suffix and the root.
• This would make the word normal.
• Normal describes something that is related to the standard.”
C LICK TO ADD the definition to the sentence stem.
SAY:
• “Now let’s add the suffix -ize. This turns the word into a verb.
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• Normalize means to make something related to the standard.”
CLICK TO CHANGE the definition of normalize
SAY:
• “Read the definition with me: ‘ Normalize means to make something related to the standard.’
• To normalize something is to treat it as the standard or return something to a normal state.”
CLICK TO HIGHLIGHT the words make, related to, and standard
ASK:
• “What key words did I use to represent the suffixes -al and -ize?” (A: make, related to)
• “What key word did I use to represent the root norm?” (A: standard)
WE DO final, internal
CLICK TO DISPLAY Interpret It: We Do final
SAY “Move to number one of the Interpret It routine on page 83 of your workbook. Now let’s look at the word final.”
CLICK TO SHOW the morphemes.
ASK for a choral response: “What is the suffix in final?” (A: -al)
SAY “The root in final is fin, /fĭn/. It comes from the Latin root finis, /fĭn/ /ĭs/.”
CLICK TO SHOW the meaning of each morpheme and the image for the root fin
Morphology
fin the end of something, the last al like, related to
Final describes .
Before showing the definition, use the Sentence Dictation routine to complete the sentence stem.
Final describes something related to the end.
ASK:
• “What is the meaning of the root fin?” (A: the end of something, the last)
• “What is the meaning of the suffix -al?” (A: like, related to)
SAY:
• “Write the morphemes and the meaning under final in your workbook.
• Let’s use the sentence stem to help us interpret the meaning of final.”
CLICK TO SHOW the sentence stem.
SAY:
• “To complete this sentence stem, we need to take both meanings and put them together.
• Use the sentence stem to discuss the meaning of final with a partner.
• Write your definition on the line in your workbook.” (Briefly allow students time to write the definition of the word.)
CALL ON individual students to share their definitions. (A: Answers will vary. Students can use the literal meaning or interpret the definition based on the discussion of the root.)
CLICK TO REVEAL the example definition of final.
SAY:
• “Read the example sentence with me, ‘ Final describes something related to the end.’
• Remember that the suffix -al makes the word an adjective, so the word will be describing something.
• Final describes the event, thing, or person that is at the end.”
CLICK TO HIGHLIGHT the words related to and end.
ASK :
• “What key words did I use from the definition of the suffix to interpret the meaning of final?” (A: related to)
• “What key word did I use from the definition of the root to interpret the meaning of final?” (A: end)
CLICK TO DISPLAY Interpret It: We Do internal
ASK for choral response:
• “What is the new word?” (A: internal)
• “What is the suffix in the word internal?” (A: -al)
Morphology
intern al intern
within al related to
Internal describes .
Internal describes something related to being within something else.
Instruct students to circle the schwa /uhl/ syllable in each word once they have identified the morphemes. Ask a few students to share their findings.
CLICK TO REVEAL the morphemes.
SAY:
• “The root of this word is intern, which comes from the Latin internus, /ĭn/ /ter/ /nŭs/. This root includes a morpheme that we may recognize.
• The root includes the prefix inter-, which means between, within, or among. The root intern holds the same meaning within.”
CLICK TO REVEAL the meaning of each morpheme and image.
SAY “Write the morphemes and the definition of each morpheme in your workbook for internal.”
CLICK TO SHOW the sentence frame.
SAY:
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• “Use the sentence stem to discuss the meaning of internal with a partner.
• Write your definition in your workbook.” (Briefly allow students time to write the definition of the word.)
CALL ON individual students to share their definitions. (Students can use the literal meaning or interpret the meaning based on the discussion of the root.)
CLICK TO REVEAL the example definition and the key words related to and within
SAY “Read the example definition with me: ‘ Internal describes something related to being within something else.’”
ASK:
• “What key word did I use to represent the meaning of intern?” (A: within)
• “What key words did I use to represent the meaning of -al?” (A: related to)
YOU DO external, personally, musical
SAY “Now it is your turn to use the Interpret It routine with more words. Work on the next three words in your workbook independently. We will come back together to review the answers.”
For each word:
• Allow students time to complete the procedure independently.
• Monitor student work and note any misconceptions.
• If students are struggling, review the Interpret It words and meanings together as a whole group.
Morphology
Answer Key
1. extern/al: External describes something that is on the outside of something else.
2. person/al/ly : Personally describes how something is done in your own way
3. music/al: Musical describes something related to songs or instruments. normalize internal external
The doctor took an X-ray to look for injuries and see the bones inside my body.
CLICK TO DISPLAY Interpret It: You Do.
SAY TO SUPPORT STUDENT UNDERSTANDING:
• “Notice external has a similar root to the word internal. This is the family of morphemes that use the Latin roots externus and internus They have the same meaning as the prefixes that are included within the root: inter- and ex-.
• The literal definition of personally describes the characteristics of ‘one human.’ Think of this as an individual. We use the term personally to describe someone’s individual opinion or thoughts. They are not influenced by the thoughts of others. The final suffix turns the word into an adverb, meaning this word will describe how something is done.
• Notice the word describes is a key word in multiple definitions. This is highlighted because the suffix -al turns the word to an adjective and we use the word describe to explain the adjective.
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• Correct any mistakes in your workbook if necessary.”
5. Cloze Sentences
CLICK TO DISPLAY Cloze Sentences: First Set.
SAY:
• “Now we are going to use the words we defined to complete cloze sentences.
• We practiced using the morphemes of each word to define the words, but once we use them in sentences we can expand on our definitions.
• Go to the Cloze Sentences section of your workbook on page 85.
• Let’s do the first three sentences together.”
WE DO normalize, internal, external
CLICK TO REVEAL the word bank.
SAY:
• “Read the words in the word bank with me: normalize, internal, external
• I will read the first sentence. Listen for key words that will help you find the correct word.
• Once I have finished reading, turn to your partner and tell them which key words help you find the missing word.”
CLICK TO REVEAL the first cloze sentence.
READ the first sentence. PAUSE to let students discuss the key words
Morphology with a partner.
ASK “What are the key words you found to help us determine the correct word?” (A: X-ray, inside)
CLICK TO HIGHLIGHT the words X-ray and inside
SAY:
• “The key words that give us context clues to complete this sentence are X-ray and inside
• I know an X-ray looks within something, so that makes sense with the word internal
• The word inside also relates to something within, giving me another clue to complete the sentence with internal.
The doctor took an X-ray to look for internal injuries and see the bones inside my body.
The turtle’s shell gives it protection from dangers, or anything outside that will hurt it.
The turtle’s shell gives it protection from external dangers, or anything outside that will hurt it.
Teachers should making mistakes, so students know it is okay and a standard part of learning.
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• So, I will choose the word internal to complete this sentence.”
CLICK TO ADD the word internal to the first sentence.
SAY “Write the word internal in the first sentence in your workbook. I will read the second sentence. Listen for key words that will help you find the correct word. Then turn to your partner to discuss which key words you chose.”
CLICK TO REVEAL the second cloze sentence.
READ the second sentence. PAUSE to let students discuss the key words with a partner.
ASK “Which key words help us determine how to complete this sentence?” (A: outside, shell)
CLICK TO HIGHLIGHT the words shell and outside
SAY:
• “The key words I chose are shell and outside.
• I know a turtle’s shell is on the outside of his body as his home, and it is protecting him from dangers that are coming from outside of the shell
• The only word in the word bank that would fit this sentence is external, because the root extern means out
• Write the word external in the second sentence in your workbook.”
CLICK TO ADD the word external to the second sentence.
CLICK TO REVEAL the third cloze sentence.
SAY:
• “Read the third sentence with me: ‘Teachers should making
Morphology mistakes, so students know it is okay and a standard part of learning.’
• Turn to your partner and discuss the key words that help you decide which word completes the sentence. Explain why those clues fit with the word you chose.” (Allow students a moment to discuss their answer with their partner.)
ASK:
• “Which key words help us determine how to complete this sentence?” (A: making, okay, standard)
• “Why did you choose those key words? How do they relate to the morphemes of the words in the word bank?” (A: answers will vary)
CLICK TO HIGHLIGHT the words making, okay, and standard
S AY:
Click to display the visual supports for each sentence.
Teachers should normalize making mistakes, so students know it is okay and a standard part of learning.
The parade was full of drums and trumpets, and the band made everyone want to dance in the street.
The referee blew the whistle to signal the score at the end of the game.
I like ice cream, but it’s my opinion that chocolate is better than vanilla.
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• “The key word making relates back to the suffix -ize.
• The words okay and standard relate to the meaning of the root norm.
• This helps me choose the word normalize to complete this sentence.
• Write the word normalize in the third sentence in your workbook.”
C LICK TO ADD the word normalize to the third sentence.
SAY “Now it is your turn to complete the final three sentences in your workbook. Work with a partner to read the sentence, choose the context clues that relate to a word in the word bank, and complete the sentence.”
YOU DO final, personally, musical
CLICK TO DISPLAY Cloze Sentences: You Do.
For each sentence:
• allow students time to complete the procedure with a partner.
• monitor student work and note any misconceptions.
• if students are struggling, review the Cloze Sentences routine by clicking through the procedure below.
SAY “Look at sentence number four, whisper read the sentence, and underline the context clues that may give us clues as to which word completes the sentence.”
ASK “What key words did you underline?” (A: answers will vary; discuss how answers give clues to one of the words in the word bank)
CLICK TO HIGHLIGHT the words drums, trumpets, and band.
Click to display the visual supports for each sentence.
SAY “Here are some key words that may give us a clue. Write the word on the blank line from the word bank that you think completes this sentence.”
Morphology
Answer Key
The parade was full of drums and trumpets, and the musical band made everyone want to dance in the street.
The referee blew the whistle to signal the final score at the end of the game.
I like ice cream, but personally it’s my opinion that chocolate is better than vanilla.
Answer Key
Morphemes: origin/al
Example Meanings: beginning/related to
Answers will vary for the definition.
ASK “What is the word that completes the sentence?” (A: musical)
CLICK TO ADD the word musical to complete the sentence.
REPEAT this routine with the final two sentences.
6. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
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Example definition: Original means that something is related to the beginning.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
7. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE Unit 15, Lesson 3 Quick Checks.
SAY:
• “Now you will complete a Quick Check to interpret a word with the suffix -al
• Identify the morphemes in the word and write the meaning of each.
• Use the sentence stem to write your definition of the word.”
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Unit 15 Lesson 4
Introduction to Analogies Vocabulary
Objectives
• To identify the semantic link between two words and produce a sentence that explains the relationship.
• To recognize analogies by identifying and matching new word pairs that share the same type of semantic relationship as a given word pair.
• To complete analogies by providing the missing word(s) in the second word pair.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 2
Student Materials
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• blank sheet of paper OR 3x5 card
• pencil
Answer Key
Start Teaching Introduction to Analogies
Phonics Warm-Up
SAY “Let’s start our lesson with a short phonics warm-up. Our first word includes a syllable that is a high-frequency word that we can read just using our phonics knowledge. If you know this word, don’t say it.”
WRITE the word showcase on the board.
SAY:
• “I see two vowel spellings, the vowel team ow and a -consonant- e (underline each and scoop the a and e together), and they are apart, so I know this word has two syllables.
• I’m going to make the first segment s - h - o - w because that is a word I know. (Draw a line after the w.)
• Now I have two syllables to read, /shō/ /kās/, showcase
• This word is a compound word made up of the smaller words show and case . When you come to a longer word, you should look for any parts you may already know. This is very helpful when reading compound words.
• I’m going to write two more words that include a Vowel Team Syllable. If you know the words, don’t say them.”
WRITE the words essay and upload on the board.
GROUP students in pairs, or by desk/table group.
SAY:
• “With your partner(s), read each word and identify the Vowel Team Syllable in the word.
• I will be asking for students to come up to:
– underline the vowels,
– segment the syllables by drawing a vertical line between them,
– read the word correctly, and
– star the Vowel Team Syllable.”
STUDENTS WORK with their partner(s) and then participate in marking up the words on the board. They should show their work on paper.
Click to display the visual support for bright and brilliant
1. State Objectives
OPEN Orbit Online to Unit 15, Lesson 4, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– identify and explain the semantic links between two words.
– recognize analogies and match word pairs that share the same semantic relationship.
– complete the second half of an unfinished analogy.”
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Explain to students that the image in the comprehension boost button shows how brilliant and bright are two different words with the same meaning. The sun is bright and brilliant, and a star can also be bright and brilliant. The image helps students see that even though the objects look different, they share the same quality, just like the two words do.
2. Review of Semantic Links
CLICK TO DISPLAY What’s the Connection?
SAY:
• “You have learned about word relationships called semantic links. We’ve been using this chain (point to link graphic) to represent the connection between a target word and a related word
• The most important link is here (point to the middle link) in the middle, the explanation.”
CLICK TO DISPLAY Synonym Link.
SAY:
• “For example, this synonym link shows the connection between the words bright and brilliant
• In the outer links of the chain, we see a sun with two halves that are a bit different, but they are both still a sun. These suns give us a clue to the semantic relationship between the words.
• Above the center link is an explanation that tells us directly how these words are related: ‘ bright means the same thing as brilliant .’”
Optional
CLICK TO DISPLAY Types of Semantic Links.
SAY:
• “ Here are all the semantic links we learned. Each one has an icon and an explanation that tells us how two words are related.
• A s we continued to work with these links, you likely found that you didn’t need clues from the images or explanations anymore
Vocabulary
because you now understand them so well!”
CLICK TO DISPLAY In Other Words.
SAY:
• “ Remember, this link of the chain (point to center ring) explains exactly how two words are related.
• We’ve learned that any given word can have many connections to other words, so we must be clear about the type of link we are showing.” (Click to add the word connection.)
ASK:
• “ I see the words link and connection below the middle link. Can you think of any other words that mean the same thing?” (Listen to student responses, then click to add the words relationship and association.)
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• “ What is the name for words that have the same meaning?” (A: synonyms) (Click to add the Synonyms icon.)
SAY:
• “ Yes, the words link , connection, relationship, and association are synonyms.
• H ere is a new word for our list: correlation (Click to add the word correlation.)
• G ive me a thumbs-up if you have heard this word before.
• Let’s say it: /kor/ /uh/ /lā/ /shin/.
• N ow let’s explore the word correlation together.”
ASK :
• “Can you find another word in our list that shares a word part with correlation?” (A: relationship)
• “ Yes, I see the word relation inside both relationship and correlation (Click to highlight relation in two words.) Do you see a prefix in our new word?” (A: yes, co)
SAY:
• “ Right, the prefix co - means with, together, or at the same time. (Click to highlight co -.)
• A person who flies a plane is called a pilot and the person who helps to fly the plane is the copilot .
• T hink about the word cooperate.”
ASK :
• “ When your teacher asks you to cooperate with another student
Vocabulary and complete a task, what are you supposed to do?” (A: work together to do the task)
• “ Right. If the main actor in a movie is called the star, what do you call the actor with the second-biggest role?” (A: the costar)
• “ Finally, if an incident is an event, or something that happens, what does the word coincident describe?” (A: things that happen at the same time)
SAY “Look again at our new word correlation. If a relationship between words is called a semantic link, then a correlation can be a connection between two semantic links !”
Use TPR (Total Physical Response) to make word relationships concrete.
Act out “begin/start” with a simple motion:
- Pretend to press a button or take the first step of walking.
- Ask students to copy the gesture.
Act out “yell/shout” with a motion:
- Cup hands around mouth in a “calling” gesture (no actual yelling needed).
- Students mimic silently.
3. Introduction to Analogies
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CLICK TO DISPLAY Connecting One Relationship to Another.
SAY:
• “These correlations between two pairs of words that share a semantic link are called analogies
• Give me a thumbs-up if you have heard this word before.
• Let’s say it: /uh/ /năl/ /uh/ /jēz/.”
CLICK TO DISPLAY Which One Matches?
SAY “When we were learning the different semantic links, we practiced using them with the activity Which Link Should We Use, where we picked the semantic link that connects two words.”
ASK :
• “Look at the words begin and start . Which link connects these two words?”(A: they are synonyms) (Click to add correct answer.)
• “How are loud and quiet related?” (A: they are antonyms) (Click to add correct answer.)
• “How are yell and shout connected?” (A: they are synonyms) (Click to add correct answer.)
• “We decided that begin and start are connected by the synonym link. Which other word pair is linked the same way?” (A: yell and shout) (Click to add an arrow between the word pairs.)
SAY:
• “We can say that begin and start are linked because they are synonyms in the same way that yell and shout are related because they are also synonyms.
• These two word pairs, begin and start , and yell and shout, correlate, or have a shared feature.
Vocabulary
Click to display the visual support for the analogy.
• We can express these related word pairs as an analogy.”
CLICK TO DISPLAY Analogy Structure.
SAY:
• “Analogies have their own special structure that takes away the clues or explanations that we’ve seen in our work with semantic links.
• This is how we would show an analogy using the word pairs we just explored: ‘ begin is to start as yell is to shout .’
• Completing an analogy is like doing a word puzzle, but you must provide the missing pieces!”
CLICK TO DISPLAY Fewer Words, Same Idea.
SAY:
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• “In this example, the completed synonym link is fully explained: begin means the same as start . (Click to add next line of text.)
• You are already familiar with this link, so if I said ‘ begin is related to start,’ you could look at those words and figure out how they are related. (Click to add the next line of text.)
• The analogy structure uses just two words to suggest the same idea: is to. (Click to add the next line of text.)
• Finally, the word as connects the two related word pairs.
• Let’s read this analogy together: ‘ begin is to start as yell is to shout .’”
CLICK TO DISPLAY A Simple Expression.
SAY:
• “Using analogies is a simple way to express some complex thinking about word relationships.
• We still need to think about semantic links and explain how words, or word pairs, are associated to solve these analogy word puzzles, but this whole process can happen inside our brains. (Click to cross out the link graphics.)
• Let’s work together to practice what we’ve learned!”
4. Sorting Word Pairs and Completing Analogies
CLICK TO DISPLAY Sort Analogy Word Pairs.
SAY:
• “Each of these word pairs is one half of an analogy.
Vocabulary
• Each word pair is related by one of three semantic links: synonym , antonym , or part-whole.”
ASK:
• “The first one says, ‘ wet is to dry.’ How are these words related?” (A: wet is the antonym/opposite of dry) (Click to move the words to the antonym column.)
• “Which link describes ‘ large is to big’?” (A: synonym) (Click to move the words to the synonym column.)
• “How about ‘ finger is to hand ’?” (A: part-whole) (Click to move the words to the part-whole column.)
COMPLETE the remaining examples using the same routine and the provided answer key. CLICK TO ADD each word pair to its correct column.
Answer Key
Synonym Analogies
1. large is to big
2. happy is to joyful
3. sad is to unhappy
Antonym Analogies
1. wet is to dry
2. cold is to hot
3. full is to empty
Part-Whole Analogies
1. finger is to hand
2. wheel is to bike
3. page is to book
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Optional
CLICK TO DISPLAY Apples to Oranges.
SAY:
• “ Raise your hand if you have ever heard the expression ‘It’s like comparing apples to oranges.’ People say this when they feel that two things being compared are too different to make a fair comparison.
• H ow could you decide if a video game is better than a pizza? That totally depends on whether you want to play or eat! That’s an example of comparing ‘apples to oranges.’ (Click to add the second row.)
• When you compare ‘apples to apples,’ the two things you compare have more in common. For example, deciding which pizza tastes better, thin crust or deep-dish.”
• A nalogies work the same way. We need to make sure that both word pairs in the analogy are related to each other in the same way.”
(Click to add the third row.)
ASK:
• “ Look at this analogy: ‘ happy is to joyful as wet is to dry.’ How are happy and joyful related?” (A: they are synonyms)
• “ How are wet and dry linked?” (A: they are antonyms)
• “ Do these two word pairs share the same kind of relationship?” (A: no)
SAY “Yes, that’s like comparing apples to oranges! (Click to add red Xs after the first and third rows.)
ASK:
Vocabulary
• “ What kind of link should the second word pair have to make a correct analogy?” (A: they should also be synonyms) (Click to cross out the wrong answer and add the correct one.)
• “ Is this analogy correct? ‘ Happy is to joyful as large is to big.’” (A: yes)
• “ Do the word pairs have the same semantic link?” (A: yes, both pairs are synonyms) (Click to add the fourth row.)
• “ Who can explain whether this analogy is correct?” (Call on a student to respond.)
SAY:
• “ The analogy ‘wheel is to bike as page is to book ’ is correct because both word pairs are connected by the part-whole link.
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• T his is an example of comparing apples to apples!” (Click to add green checkmarks after the second and fourth rows.)
CLICK TO DISPLAY Apples to Apples.
SAY:
• “ Look at the groups of word pairs that we already sorted out.
• Let’s practice completing some analogies by choosing a second word pair that shares a semantic link with the first word pair.
• I n the first analogy, I chose ‘ finger is to hand ’ from the part-whole column.”
ASK:
• “ Where will I look to choose my second word pair?” (A: in the part-whole column)
• “ That’s right. It must have the same semantic link. Who can finish this analogy?” (Call on a student to respond.)
SAY:
• “ There are two correct analogies that we can create for our first item. We can say ‘ finger is to hand as wheel is to bike’ (click to add ) , or we can say ‘ finger is to hand as page is to book ’ (click to replace with new word pair).
Answer Key
1. wheel is to bike / page is to book
2. happy is to joyful / large is to big
3. cold is to hot / wet is to dry
• I n both cases, the word pairs share the part-whole link.”
COMPLETE the remaining examples using the same routine and the provided answer key. CLICK TO ADD each word pair to its correct line.
CLICK TO DISPLAY The Last Word.
SAY:
• “ Let’s practice completing some analogies that are missing a word
Vocabulary at the end.
• Choose a word from the column on the right to finish the second word pair of each analogy. Then explain how those word pairs are correlated
• Let’s do the first one together.”
ASK:
• “ Finish this analogy: ‘unfinished is to complete as crunchy is to…’” (A: smooth) (Click to move the word smooth to the first line.)
• “ How are unfinished and complete linked?” (A: they are antonyms) (Click to add the word antonym to the second line.)
• “ How are crunchy and smooth linked?” (A: they are antonyms)
SAY:
Answer Key
1. a . smooth
b. antonym
2. a. bus
b. part-whole
3. a. caring
b. synonym
4. a. near
b. antonym
5. a. honest
b. synonym
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• “Yes, crunchy is the antonym, or the opposite, of smooth, in the same way that unfinished is the antonym of complete.
• Remember, when words are antonyms, they are still connected to the same idea, even though they are opposites. They show different amounts or levels of the same thing.
• I n this case, crunchy and smooth are opposite textures.”
COMPLETE the remaining examples using the same routine and the provided answer key. CLICK TO ADD each word or explanation to its correct line.
Optional Extra Practice
5. Practice Activity
CLICK TO DISPLAY Completing and Explaining Analogies.
SAY:
• “ You will work with a partner during this activity.
• H ere are four analogies that must be completed.
• Take turns reading an analogy and choosing the correct word to complete it. Then discuss how the word pairs are related.
Answer Key
1. sparse / antonyms
2. neat / antonyms
3. avocado / part-whole
4. clever / synonyms
• Work together to think of another appropriate word pair for the second half of each analogy.”
REVIEW THE ACTIVITY with students. After each item, CLICK TO HIGHLIGHT the correct answer. Ask students to share some of their alternative endings.
6. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
7. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 15, Lesson 4 Quick Checks.
SAY “Circle the word that correctly completes each analogy. Identify how the words are related.” Answer Key
1. secluded; synonyms
2. serene; antonyms
3. tree; part-whole
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Unit 15 Lesson 5
Greek Combining Form bio and Latin Root aqua Morphology
Objectives
• To identify words that include the Greek combining form bio and the Latin root aqua.
• To interpret the meanings of new words using the morpheme meanings.
• To answer comprehension questions using the newly defined words.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 2
Student Materials
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• pencils
Incorporate Total Physical Response when introducing the roots by adding a movement/gestures for each:
bio - hands make a “growing” motion
aqua - wave hands like water
Support students by breaking down the words aquarium, aquatic, biome, and biography into syllables. The morphemes and syllables in these words do not match. Students will not here a clear pronunciation of aqua and bio when reading these words.
a- quar-i-um
a- qua-tic
bi- ome
bi- o - gra-phy
Start Teaching
Greek Combining Form bio and Latin Root aqua
1. State Objectives
OPEN Orbit Online to Unit 15, Lesson 5, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
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– identify words with the Greek combining form bio and the Latin root aqua
– interpret the meanings of the new words using the morphemes.
– answer comprehension questions using the definitions of the new words.”
2. Learn Greek Combining Form bio & Latin Root aqua
CLICK TO DISPLAY Morpheme Categories: bio and aqua.
DIRECT students to turn to page 86 in their Orbit Student Workbook 2.
SAY:
• “Become a word detective. Look for the common morphemes in these words.
• Write your ideas in the notes section of your workbook.” (Briefly allow students time to write down their ideas.)
CLICK TO REVEAL the sorted words.
SAY “Let’s look at the sorted words with a corresponding image to help us interpret the meanings.”
CLICK TO DISPLAY Greek combining form bio
READ the captions:
• “The scientist measures the living matter in the forest for their report.
• It was interesting to read about the life of Benjamin Franklin.
• There are many places on Earth that support different types of life.”
Morphology
ASK “What are some ideas and words the captions have in common?” (A: life, living, nature)
CLICK TO REVEAL the common words and ideas.
SAY:
• “All of the captions describe words that use the Greek combining form b -i- o, /bī/ /ō/.
• Based on that information, let’s try to interpret the meaning of bio
• Turn to your partner and tell them what you think the combining form bio means. Then write what you think in your notes section.” (Allow students a moment to each explain the meaning of bio.)
CLICK TO REVEAL the speech bubble.
READ “ Bio has to do with living things.”
SAY “Let’s look at the next set of words.”
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CLICK TO DISPLAY Latin root aqua
READ the captions:
• “Each tank holds many different types of fish and water plants.
• The captain landed the plane skillfully in the water next to the dock.
• She enjoys water sports in the summer.”
ASK “What are some ideas and words the captions have in common?” (A: water, fish, dock, water sports, things that have to do with water)
CLICK TO REVEAL the common words and ideas.
SAY:
• “All of the captions describe words that use the Latin root a- q-u-a, /ŏ/ /kwuh/.
• Based on that information, let’s try to interpret the meaning of aqua
• Turn to your partner and tell them what you think the root aqua means. Then write what you think in your notes section.” (Allow students a moment to each explain the meaning of aqua.)
CLICK TO REVEAL the speech bubble.
READ “Aqua has to do with water or being in water.”
SAY “Move to the morpheme chart on page 86 of your workbook. We will use the interpretations that we came up with to fill it out.”
CLICK TO DISPLAY Greek combining form bio and Latin root aqua
CLICK TO REVEAL the meaning of the Greek combining form bio.
Morphology
SAY:
• “The Greek combining form bio means life
• Write the meaning in the first row of the chart in your workbook.” (Allow students time to write the necessary information in their workbook.)
CLICK TO REVEAL the example word biology.
SAY:
• “Let’s examine this example word, biology
• The word biology has two combining forms, bio and -logy, /lŏ/ /jē/.
• The combining form -logy is used to describe the study of something, so biology means the study of life.”
CLICK TO REVEAL the sentence and image.
SAY:
• “Read the example sentence with me, ‘In biology class we looked at different organisms under the microscope.’
• Write biology in your workbook.”
CLICK TO REVEAL the meaning of the Latin root aqua
SAY:
• “The Latin root aqua means water
• Write the meaning in the first row of the chart in your workbook.” (Allow students time to write the necessary information in their workbook.)
CLICK TO REVEAL the example word aquatic
SAY:
• “Let’s examine this example word, aquatic
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• The word aquatic has two morphemes, aqua and the suffix -tic .”
CLICK TO SHOW AND READ the thought bubble.
ASK “Now that we know the meanings of the morphemes, what does the word aquatic mean?” (A: relating to water)
CLICK TO REVEAL the sentence and image.
SAY:
• “Read the example sentence with me, ‘The girl loves aquatic sports during the hot summer.’
• Swimming is an aquatic sport because it takes place in the water.
Morphology
Aquatic is a way to describe something that is related to water.
• Write aquatic in your workbook.”
3. MorphStory
CLICK TO DISPLAY MorphStory Paragraph 1.
SAY:
• “Look at the Morpheme Bank in your workbook.
• In this MorphStory we will use the combining form bio and the root aqua to help us understand new words in the passage.
• Whisper read the morphemes and their meanings in your Morpheme Bank.” (Allow students to read the forms independently.)
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READ the passage “Why We Should Save the Ocean.” Students read with you silently in their workbook. (Use your copy of the blank Orbit Student Workbook 2 to read the entire passage.)
CLICK TO SHOW the first paragraph.
SAY “Now you will whisper read the first paragraph again. This time, pay attention to the morphemes in each word. Circle any words that include bio or aqua from the Morpheme Bank.” (Support struggling readers by allowing them to work with a partner or in a small group.)
ASK “What are the words you circled in paragraph one? Whisper to the partner next to you.” (A: biodiversity and aquatic)
CLICK TO REVEAL the circled words.
ASK:
• “Which Greek combining form does the word biodiversity include?” (A: bio)
• “Which Latin root does the word aquatic include?” (A: aqua)
CLICK TO REVEAL the combining form bio and the root aqua
SAY:
• “The next step of the MorphStory is to find context clues in the passage that help us understand the meanings of the words we have identified.
• Even if we do not recognize all the morphemes of the words, we can still interpret the meanings based on the information we have.
• Reread the first paragraph to look for context clues that surround the words biodiversity and aquatic that will help you understand their
Morphology
Sentence Frames:
I circled because it has the morpheme
The word means because of the morpheme
.
The context clue was It helped me know the word means
Answer Key
Paragraph 2
• Biomes
– Context clues: ocean, places where water covers land
– Biomes are places where things live and grow, like the ocean.
• Biosphere
– Context clues: Earth, live on Earth
– Biosphere is the part of Earth where life grows and lives.
Paragraph 3
• Aquarium
– Context clues: ocean, local
– Aquarium is a local place where they keep aquatic life.
meaning.” (Allow students to look for context clues.)
STUDENTS READ the first paragraph and underline context clues that help them understand the new words.
SAY “Discuss with your partner what you underlined and why.”
CLICK TO SHOW the example context clues.
ASK:
• “Did you underline any context clues that are different from the examples? If so, please raise your hand. I am eager to hear your thinking.” (A: answers will vary)
• “How do your context clues and the example clues help you interpret the identified words?” (A: answers will vary)
SAY:
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• “Interpret the meanings of the words biodiversity and aquatic on the first and second lines underneath the MorphStory in your workbook.
• Remember to always start your definition with the word you are defining.”
CLICK TO SHOW the sentence stems. (Allow students to write their definitions in their workbook.)
ASK one or two students to share their definition of each word.
CLICK TO SHOW the example definitions.
SAY:
• “Add anything to your personal definition if you feel it is needed. (Allow students time to make changes.)
• Let’s look at paragraph two.”
CLICK TO DISPLAY MorphStory Paragraph 2.
REPEAT the same routine for Paragraphs 2 and 3. REMIND students that they may recognize words that they have already interpreted in paragraphs two and three. They do not need to write the definition again, but the new context clues may help them add more to their original definition.
SAY:
• “Now let’s answer the comprehension questions.
• After reading the questions together, you will work with a partner to answer the questions using the new words we have defined.”
CLICK TO DISPLAY Comprehension Questions.
READ the first question: “Think of a biome that grows where you live.
Morphology
Encourage students to use Heart Words from Unit 14 (head, mountains, against, friends, certain) in their comprehension question answers. They can refer to page 66 in their workbook for support.
Answer Key
Morphemes: aqua/plane
Meaning: water/flying vehicle (answers will vary)
Sentence: Answers will vary.
Sentence Example: The aquaplane landed safely in the water. (Look for key words that indicate students understand an aquaplane takes off and lands in the water.)
What is the name of the biome and what grows within it ?”
SAY:
• “Take a moment to think about your answer or use the text to help you find the correct answer. Then write your answer in your workbook.
• Once you and your partner have written your answers, turn and talk about what you wrote.
• Pay attention to your partner’s answer so that you can share it with the class when you are finished.”
ASK one or two students to share their partner’s answer with the class. (A: answers will vary)
REPEAT this routine with the next two questions:
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• Based on the meaning of biodiversity, how does this help explain what a coral reef is? (A: a coral reef is a place that is home to many different plants and animals; it is full of biodiversity)
• The author believes you should protect the ocean to protect Earth’s biosphere. What is one reason they give that this is important? (A: answers will vary; students should indicate where they found the answer in the text)
4. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
5. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE Unit 15, Lesson 5 Quick Checks.
SAY:
• “First, you will identify the morphemes in the word aquaplane
• Then you will determine the meanings of the morphemes.
Morphology
• Finally, you will write a sentence that includes the word. Your sentence must show that you understand the word aquaplane.
• Some clues to achieve this might be to include where the plane is, what it is doing, or how it works.”
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Unit 15 Handwriting
Capital Cursive Letters: P, R, B, D
Objectives
• To use proper pencil grip, posture, and paper positioning for legible cursive handwriting.
• To trace and write capital cursive P, R, B, and D with proper formation using verbal pathways.
• To write decodable words in cursive.
• To alphabetize words to the third letter and write them in cursive.
Teacher Materials
• Orbit Online
Student Materials
• Orbit Student Workbook 2
• pencil
Start Teaching
Capital Cursive Letters: P, R, B, and D
1. State Objectives
OPEN Orbit Online to Unit 15, Handwriting.
CLICK TO DISPLAY Objectives.
SAY:
• “ Today, we will learn to write four new capital cursive letters.
• At the end of today’s lesson, you will be able to:
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- trace and write capital cursive P, R, B, and D with proper formation using verbal pathways.
- write decodable words in cursive.
- a lphabetize three words and write them in cursive.”
2. Learn Capital Cursive Letters P, R, B, and D
CLICK TO DISPLAY Capital Cursive P animation.
SAY “The next set of letters begin with a small swoop just below the Star line. Let’s begin with capital P and watch the formation.”
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive P Formation image.
SAY “Watch as I trace capital cursive P.”
CLICK TO DISPLAY Tracing Capital Cursive P. (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE the capital P with two fingers as you say the pathway:
• J ust below the Star line. Swoop up to the stars. Fall to Earth. Take off to the stars. Curve to the moon and loop forward with a swoop.
SAY:
• “Go to page 89 in your workbook.
• N ow it’s your turn. Put your pencil on the dot at the beginning of row 1 Trace the capital P as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 1 and trace capital P one more time.”
ASK:
• “ Which state begins with a capital P ?” (A: Pennsylvania)
• “ We learned the name of an ocean that begins with a capital A . Which ocean begins with a capital P ?” (A: Pacific Ocean)
SAY “Write the capital P three more times in row 1 . Use the dot just below the Star line to help you start the letter.” (Repeat the pathway as needed.)
CLICK TO DISPLAY Capital Cursive R Formation animation.
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive R Formation image.
SAY “Watch as I trace capital cursive R .”
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CLICK TO DISPLAY Tracing Capital Cursive R . (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE capital R with two fingers as you say the pathway:
• J ust below the Star line. Swoop up to the stars. Fall to Earth. Take off to the stars. Curve to the moon and loop. Slope forward with a swoop.
SAY:
• “ Now it’s your turn. Put your pencil on the dot in the beginning of row 2 . Trace the capital R as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 2 and trace capital R one more time.”
ASK “What are some names that start with the capital R ?” (A: Rachel, Rowan, Ruth, Riley…)
SAY “Write the capital R three more times in row 2 . Use the dot just below the Star line to help you start the letter.” (Repeat the pathway as needed.)
CLICK TO DISPLAY Capital Cursive B animation.
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive B Formation image.
SAY “Watch as I trace capital cursive B .”
CLICK TO DISPLAY Tracing Capital Cursive B . (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE the capital B with two fingers as you say the pathway:
• J ust below the Star line. Starting swoop up to the stars. Fall to Earth.
Take off to the stars. Curve to the moon. Curve to Earth and loop forward with a swoop.
SAY:
• “ Now it’s your turn. Put your pencil on the dot in the beginning of row 3 . Trace the capital B as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 3 and trace capital B one more time.”
ASK “Can you think of any names that begin with a capital B?” (A: Ben, Bella, Blake, Brandon, Bailey…)
SAY “Write the capital B three more times in row 3 . Use the dot just below the Star line to help you start the letter.” (Repeat the pathway as needed.)
Self-Assessment: Have students look over their individual cursive letters and circle the one they like best and have them fix one that needs work.
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Note: Students have practiced cursive connections and should be able to complete a cursive word without the verbal pathway. If needed, use the verbal pathways chart from page 502 of the Appendix.
CLICK TO DISPLAY Capital Cursive D Formation animation.
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive D Formation image.
SAY “Watch as I trace capital cursive D.”
CLICK TO DISPLAY Tracing Capital Cursive D. (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE capital D with two fingers as you say the pathway:
• J ust below the Star line. Starting swoop up to the stars. Fall to Earth. Take off to the stars. Curve to Earth and loop forward with a swoop.
S AY:
• “ Now it’s your turn. Put your pencil on the dot at the beginning of row 4 . Trace the capital D as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 4 and trace capital D one more time.”
ASK:
• “ What state begins with a capital D?” (A: Delaware)
• “ What month begins with a capital D?” (A: December)
SAY “Write the capital D three more times in row 4 . Use the dot just below the Star line to help you start the letter.” (Repeat the pathway as needed.)
Click the Comprehension Boost icon to display an image that corresponds with each cursive word.
3. Writing Cursive Words
CLICK TO DISPLAY Cursive Word: Pacific image.
SAY:
• “ Now we will practice writing cursive words with the capital letters P, R , B , and D.
• Look at the word in row 5 , P-a-c-i-f-i-c, Pacific
• The Atlantic Ocean is on the east coast of the United States and the Pacific Ocean is the ocean on the west coast of the United States. This ocean is much bigger than the Atlantic Ocean and the beaches are much rockier.
• Watch me trace the word Pacific and pay attention to the transition between the capital P and the lowercase a .”
TRACE the word Pacific
SAY:
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• “ Now you will trace the word Pacific in row 5 . Remember to keep your pencil on the paper the whole time, not dotting the i s until the whole word is written.
• N ext, write the word Pacific in cursive in the same row. Make sure to include a finger space in between the word you traced and the word you write.”
CLICK TO DISPLAY Cursive Word: Revolution image.
SAY:
• “ The word Revolution can refer to the American Revolution , when America gained its independence from Britain.
• Look at the word in row 6 , R-e-v-o-l-u-t-i-o-n, Revolution
• Watch me trace the word Revolution and pay attention to the connection between the capital R and the lowercase e .”
TRACE the word Revolution
SAY:
• “ Now you will trace the word Revolution in row 6 . Remember to keep your pencil on the paper the whole time, not crossing the t or dotting the i until the whole word is written.
• N ext, write the word Revolution in cursive in the same row. Make sure to include a finger space in between the word you traced and the word you write.”
CLICK TO DISPLAY Cursive Word: Boston image.
SAY:
• “ Boston is the name of a city in Massachusetts. Boston is a city where a lot of early American history took place.
• Look at the word in row 7, B-o-s-t-o-n, Boston
• Watch me trace the word Boston and pay attention to the transition between the capital B and the lowercase o.”
TRACE the word Boston
SAY:
• “ Now you will trace the word Boston in row 7 without lifting your pencil to cross the t until the whole word is written.
• N ext, write the word Boston in cursive in the same row. Make sure to include a finger space in between the word you traced and the word you write.”
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CLICK TO DISPLAY Cursive Word: Detroit image.
SAY:
• “ Detroit is the name of another American city, this time in Michigan.
• Look at the word in row 8 , D-e-t-r-o-i-t, Detroit
• Watch me trace the word Detroit and pay attention to the transition between the capital letter D and the lowercase e .”
TRACE the word Detroit
SAY:
• “ Now you will trace the word Detroit in row 8 without lifting your pencil to cross the two t s and dot the i until the whole word is written.
• N ext, write the word Detroit in cursive in the same row. Make sure to include a finger space in between the word you traced and the word you write.”
4. Alphabetizing
SAY “Let’s alphabetize three names beginning with capital B Look at row 9.”
CLICK TO DISPLAY Alphabetizing: Brynn , Bradley, Brooklyn image.
ASK:
• “ Can you read these three names?” (A: Brynn, Bradley, and Brooklyn)
• “ What do you notice about these three names?” (A: they all start with capital B)
SAY “Because they all begin with capital B , we’ll need to look at the next letter to figure out which word would be listed first on a class list.”
ASK “Look at the letter after B in each word. What letters do you see?” (A: r)
SAY “These names all begin with Br. This requires us to look at the third letter.”
ASK:
• “ Look at each name. What is the third letter in each name?” (A: y, a, o)
• “ Which of those letters appears first in the alphabet?” (A: a)
• “ So, which name should be first if we are alphabetizing these names?” (A: Bradley)
SAY “Let’s write the number 1 above Bradley.” (Click to add the number 1.)
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ASK:
• “ Which name will be second in the series?” (A: Brooklyn)
• “ How do you know this name should be second?” (A: o comes before y in the alphabet)
SAY:
• “ Let’s write the number 2 above Brooklyn and the number 3 above Brynn . (Click to add the numbers 2 and 3.)
• N ow, trace the three names in row 9
• Lastly, write the three names in alphabetical order in cursive in row 10 with a comma between each name.”
5. Editing Routine
CLICK TO DISPLAY Editing Routine.
SAY:
• “ The editing routine you see on the screen is the same checklist that is at the bottom of your workbook page.
• We did not write sentences today, so you will not need to check off punctuation.”
CLICK TO ERASE the punctuation box.
SAY:
• “ In this lesson, we learned new cursive letters and wrote cursive proper nouns.
• U se the checklist at the bottom of your workbook page to check for the sizing of your letters, the spacing between connections and words, whether your writing is legible, if you used capitals at the beginning of each word, and if you took your time.
• Look at the words we have completed in this lesson. Fix any mistakes if necessary.
• O nce you are finished, put your pencil down.” (Allow students time to check their work using the editing checklist at the bottom of each workbook page they have completed. Guide students through the checklist if necessary.)
Optional Additional Words for Cursive Writing
• U se the following words for more practice or during small groups.
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• Follow the same routine as above, clicking through Orbit Online as before.
Cursive Word: Beans
ASK:
• “ Can you read this cursive word?” (A: Beans)
• “ Beans isn’t a proper noun, so when would we see it written with a capital B?” (A: in the first word of a sentence)
SAY “Watch me trace the word Beans , as in ‘ Beans are one of my favorite foods!’”
TRACE the word Beans
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Cursive Word: Round
ASK:
• “Can you read this cursive word?” (A: Round)
• “Is round a proper noun?” (A: no)
• “When will we see Round with a capital R ?” (A: at the beginning of a sentence)
SAY “Watch me trace the word Round , as in ‘ Round basketballs filled the gym.’”
TRACE the word Round .
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Cursive Word: Please
ASK:
• “ Can you read this cursive word?” (A: Please)
• “Is Please a proper noun?” (A: no)
• “ When will we see Please with a capital P ?” (A: at the beginning of a sentence)
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SAY “Watch me trace the word Please, as in ‘ Please finish your homework before you play.’”
TRACE the word Please
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Cursive Word: Don’t
ASK:
• “ Can you read this cursive word?” (A: Don’t)
• “Is Don’t a proper noun?” (A: no)
• “ So, when would we see it capitalized?” (A: in the first word of a sentence)
SAY “Watch me trace the contraction Don’t , as in ‘ Don’t run by the pool. You could slip and fall.’”
TRACE the contraction Don’t
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
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Unit 16 Lesson 1
Other Vowels
Objectives
• To accurately decode words with Other Vowel spellings.
• To build recognition of Heart Words: laugh, through, enough, group, thought, and young
• U nit 16 Home Connection Letter – printed and copied (Supply Room HQ)
• pencil
Phonics
What You Need to Know
Other Vowel Phonemes
Students have learned about common vowel teams, like when long a is spelled ai or ay, r-controlled vowel teams like ar, and less common vowel teams, like when long a is spelled eigh or ea. In this unit, students will learn about additional vowel teams with what Really Great Reading calls “other” vowel phonemes. Some reading programs call these vowel sounds “variant vowels.”
Some “other” vowels are considered diphthongs (from Greek meaning “two sounds”). With most vowel phonemes, the lips, mouth, and jaw stay in one relative position as the phoneme is articulated. A diphthong is different. The position of the mouth changes as a diphthong is articulated. A diphthong is a vowel phoneme that has two parts. Diphthongs are also called “glides” or “gliding vowels” because the mouth glides from one part of the vowel phoneme directly into another. The diphthongs taught in Orbit are /oi/ as in oink and /ou/ as in ouch.
There are five other vowel phonemes:
• // as in ooze: oo (ooze), u-e (rude), ew (grew), ue (true), or u (truth)
- *Note that this sound is different from /y/ like in unicorn, although some of the same spellings apply: u-e (use), ew (few), ue (cue), and u (unicorn).
• /oi/ as in oink : oi (boil) or oy (boy)
RGR Sound-Spelling Wall
The RGR Sound-Spelling Wall is an excellent resource for teachers and students and can be found in Orbit’s Supply Room HQ. Other Vowel spellings are located in the Advanced Vowel Valley portion of the SoundSpelling Wall.
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• /ou/ as in ouch: ou (out) or ow (cow)
• // as in book : oo (hood), u (put), oul (should)
• /aw/ as in awesome: aw (hawk), au (launch), or a+l (hall, talk), awe (awesome), o (frog)
- *Note that in some dialects, some of these spellings are pronounced as more of a short o phoneme.
Hand Motions for Other Vowel Phonemes
Review motions for the “other” vowel phonemes as needed.
• T he motion for // is holding out your hand, palm facing upward, and wiggling your fingers slightly, as if there is green slime oozing through them.
• T he motion for /oi/ is pressing up on the tip of your nose to make a pig nose making the “oink ” sound.
• T he motion for /ou/ is touching the top of your hand as if you are putting a bandage on a cut that makes you say “ouch !”
• T he motion for // is pretending your hands are a book and opening the book in front of your chest.
• T he motion for /aw/ is the American Sign Language sign for “awesome” (as in “fantastic” or “wonderful”), which is holding the hands above the shoulders with palms facing front, and slightly raising the hands toward the ceiling twice.
Other Vowel Phoneme //
• The vowel phoneme // is the first phoneme in the word ooze. Ways to spell the other vowel sound // include oo (boot), u (flu), u_e (flute), ew (news), ou (soup), and ue (due).
• The Vowel Team spelling oo (boot, spoon, igloo) is the most common spelling of //. This spelling
What You Need to Know
of // most often occurs in the middle of onesyllable words (food, scoot) or in the middle of a syllable in a multisyllabic word (ty coon, boom er ang). It occurs less frequently at the end of a syllable (too, zoo, tab oo, kan ga roo).
• The Open Syllable u spelling of // usually occurs at the end of a syllable in multisyllabic words (pe tu ni a, ju ve nile, su perb). It also occurs in some words that have two vowels together, with each vowel spelling a vowel sound in a different syllable (flu ent, ru in, cru el). Words with these vowel patterns (called “split vowels”) are taught in Orbit Unit 20.
• The Vowel-Consonant-e spelling u_e has previously been taught as a spelling of long u, /y/. In this lesson, it is taught as a spelling of //. It is common in one-syllable words (rude, prune) and at the end of multisyllabic words (ex clude, sa lute).
• The Vowel Team ew spelling of // is less common and occurs most often at the end of one-syllable words (crew, yew) and at the end of a syllable in multisyllabic words (re new, stew ard).
• There are some additional, less common ways to spell the phoneme //. These include ou (group) and ue (clue).
• The vowel phoneme // is more troublesome for spelling than for reading. Unfortunately, there are no rules that govern which spelling to use for the sound //. Be sure to stay positive about students’ spelling. Encourage students to either look in a dictionary or ask you if they are not sure which spelling to use for a particular word.
difference is sometimes referred to as a glide deletion because the /oi/ is not pronounced as a diphthong.
• T he spelling oi is most often found in the middle of a syllable in one-syllable and multisyllabic words (broil, point, dis ap point, thy roid).
• The oi spelling of /oi/ is also found at the beginning of a few words (oil, oink , ointment).
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• Very rarely, the oi spelling of /oi/ is found at the end of a syllable (poison, toilet). Most of the time, students should choose the oy spelling if /oi/ is heard at the end of a syllable.
• The oy spelling of /oi/ occurs at the end of a syllable in one-syllable and multisyllabic words (boy, Troy, en joy, flam boy ant). This spelling never occurs in the middle of a syllable.
Other Vowel Phoneme /ou/
• The vowel phoneme /ou/ is the first phoneme in the word ouch. It is a diphthong, just like the “other” vowel phoneme /oi/. The two common ways to spell the sound /ou/ are ou and ow.
• The Vowel Team ou spelling of /ou/ is the most common. It occurs at the beginning of onesyllable words (oust, ouch) and in the middle of a syllable in one-syllable and multisyllabic words (bounce, found, moun tain, a stound). Two exceptions in which the spelling ou occurs at the end of a syllable are the one-syllable word thou and the two-syllable word thou sand
Other Vowel Phoneme /oi/
• T he vowel phoneme /oi/ is the first phoneme in the word oink . It is a diphthong.
• S ome regional dialects, particularly in the South, pronounce this phoneme very differently. The
• The Vowel Team ow spelling of /ou/ is most often used when the phoneme is at the end of a word or syllable (cow, en dow). The letters ow can also spell /ou/ in the middle of a syllable that ends in the letter n or l (clown, brown, growl, scowl). The same spelling patterns apply to multisyllabic words (en dow, row dy, clown ish, be fowl). One common exception is the word owl, in which ow spells /ou/ at the beginning of the word. Students have already learned that ow also spells the long
o phoneme (own, blown).
What You Need to Know
• A much less common spelling of /ou/ is ough (bough, drought). This is also a rare spelling of long o (though).
Other Vowel Phoneme //
• T he vowel phoneme // is the middle phoneme in the word book .
• T he most common way to spell the sound // is oo. The Vowel Team oo spelling of // occurs in the middle of a syllable in one-syllable and multisyllabic words (book , foot, un der stood, rook ie).
• T he Open Syllable u spelling of // is much less common. The letter u spells // in the middle of a syllable in one-syllable and multisyllabic words (put, bush, butch er, bul let).
• T he sound // can also be spelled oul (could, would, should) and o (woman). These spellings are rare.
– The words could, would, and should are high-frequency words that most students already know and the only three words that use this spelling for the sound //.
Other Vowel Phoneme /aw/
letter n, k , or l (lawn, pawn, hawk , squawk , bawl, crawl). The letters aw also spell /aw/ in multisyllabic words (aw ful, awk ward, daw dle).
• Two less common spellings for the sound /aw/ are ough (bought, fought) and augh (caught, taught).
• I n some regional dialects, another spelling of /aw/ is the letter a followed by the letter l, as in tall and walk . Students learned how to read words with the chunk all spelling the sounds /awl/ (also sometimes pronounced as /ŏl/).
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• T he vowel phoneme /aw/ is the first phoneme in the word awesome. Two common ways to spell /aw/ are au and aw
• T he Vowel Team au often spells /aw/ at the beginning of multisyllabic words (au di o, Au gust, au then tic). The au spelling is also used in the middle of a syllable in one-syllable and multisyllabic words (fault, haunt, launch, claus tro pho bi a, laun dry).
• T he Vowel Team aw spells /aw/ at the end of one-syllable words (flaw, law) and in the middle of one-syllable words when followed by the
• T he /aw/ phoneme has been replaced by the short o phoneme in many regional dialects. If you live in one of these regions (generally the South, Southwest, and Midwest), you can teach the spellings au and aw as if they spell short o. You can determine whether you are in a region that uses short o instead of /aw/ if the pairs Dawn and Don, caught and cot, and taught and tot sound the same to you.
• T he /aw/ phoneme is spelled with an a in the -all, -alt, -ald, and -alk word families as well as in some common words like water and walnut
Start Teaching
Other Vowels
1. State Objectives
OPEN Orbit Online to Unit 16, Lesson 1, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
- read words with Other Vowel spellings.
- recognize six new Heart Words.
Click to display images that support comprehension of each Word Observatory word.
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• Let’s start off by observing a new group of words.”
Optional
2. Word Observatory
CLICK TO DISPLAY Word Observatory.
SAY “Take a moment to carefully observe these words: hawk , county, boiling, foolish, author, goodness, power, and joyful. Look for things that all or a few of the words have in common.”
ASK “What do all or some of these words have in common?”
• Possible answers include words that have suffixes, words that have two vowels together, and two-syllable words.
SAY:
• “ The common feature of all these words that we will focus on in this unit is an additional type of vowel group called Other Vowels.
• We have learned about short vowels, long vowels, and r-controlled vowels, and now we will focus on other vowels, which are neither short, long, nor r-controlled.”
3. View Other Vowels Animation
CLICK TO DISPLAY Other Vowels Animation.
SAY ”Watch this animation to review other vowel phonemes and their common spellings. We’ll learn a few other spellings for these phonemes later in this lesson.”
CLICK TO PLAY the Other Vowels animation.
When introducing each sound, provide clear, slow, exaggerated articulation of each new sound. Repeat a few times.
Visually show the mouth shape while pronouncing the sound.
Example: “Listen: //… notice how my lips round.”
4. Review Other Vowels
C LICK TO DISPLAY Other Vowels Spelling Chart: //
SAY:
• “ We heard that other vowel phonemes are most often spelled with vowel teams, but a few can be spelled with single vowel letters or a vowel-consonant-e pattern.
• O pen your workbooks to page 91.
• Let’s quickly go over the other vowel phoneme spellings, starting with /oo/.”
ASK “What are a few words that include the // sound?” (A: food, choose, smooth…)
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SAY:
• “ o - o spells //. The guideword is ooze.
- T he motion for // is holding out your hand, palm facing upward, and wiggling your fingers slightly, as if there is green slime oozing through them.
(Click to add to chart. Students write ooze in 1st row.)
• u- consonant- e spells //. The guideword is dune (Click to add to chart. Students write dune in 2nd row.)
• u spells //. The guideword is flu (Click to add to chart. Students write flu in 3rd row.)
• e-w spells //. The guideword is crew (Click to add to chart. Students write crew in 4th row.)
• u- e spells //. The guideword is glue.” (Click to add to chart. Students write glue in 5th row.)
CLICK TO DISPLAY Other Vowels Spelling Chart: /oi/
ASK “What phoneme do oink and oyster begin with?” (A: /oi/)
SAY:
• “o-i spells /oi/. The guideword is oink
- T he motion for /oi/ is pressing up on the tip of your nose to make a pig nose while making the ‘oink ’ sound.
(Click to add to chart. Students write oink in 1st row.)
• o -y spells /oi/. The guideword is boy.” (Click to add to chart. Students write boy in 2nd row.)
CLICK TO DISPLAY Other Vowels Spelling Chart: /ou/
Phonics
ASK “What phoneme do ouch and owl begin with?” (A: /ou/)
SAY:
• “ o -u spells /ou/. The guideword is ouch
– The motion for /ou/ is touching the top of your hand as if you are putting a bandage on a cut that makes you say ‘ouch ! (Click to add to chart. Students write ouch in 1st row.)
• o -w spells /ou/. The guideword is cow (Click to add to chart. Students write cow in 2nd row.)
• Rarely, o -u- g-h spells long /ou/. The guideword is drought .” (Click to add to chart. Students write drought in 3 rd row.)
CLICK TO DISPLAY Other Vowels Spelling Chart: //
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ASK “What vowel phoneme do book and could have?” (A: //)
SAY:
• “ o - o spells //. The guideword is book
- T he motion for // is pretending your hands are a book and opening the book in front of your chest.
(Click to add to chart. Students write book in 1st row.)
• u spells //. The guideword is bush. (Click to add to chart. Students write bush in 2nd row.)
• o spells //. The guideword is woman (Click to add to chart. Students write woman in 3rd row.)
• o -u-l spells //. The guideword is should.” (Click to add to chart. Students write should in 4th row.)
CLICK TO DISPLAY Other Vowels Spelling Chart: /aw/
ASK “What phoneme do author and awesome begin with?” (A: /aw/)
SAY:
• “ a-w- e spells /aw/. The guideword is awesome. This is not the most common spelling, which is why is it not in the top row.
- T he motion for /aw/ is the American Sign Language sign for ‘ awesome’ (as in ‘fantastic’ or ‘wonderful’), which is holding the hands above the shoulders with palms facing front, and slightly raising the hands toward the ceiling twice.
(Click to add to chart. Students write awesome in 6th row.)
• a-u spells /aw/. The guideword is launch. (Click to add to chart. Students write launch in 1st row.)
• a-w spells /aw/. The guideword is saw
(Click to add to chart. Students write saw in 2nd row.)
• o spells /aw/. The guideword is frog (*This depends on dialect.) (Click to add to chart. Students write frog in 3rd row.)
• a+ll spells /aw/. The guideword is ball (Click to add to chart. Students write ball in 4th row.)
• a-l spells /aw/. The guideword is chalk .” (*This depends on dialect.) (Click to add to chart. Students write chalk in 5th row.)
Optional
5. Word Sort
SAY “Now we are going to sort words into five groups, one for each of the other vowel phonemes. I’ll read the word, and you tell me which vowel phoneme you hear in the word.”
CLICK TO DISPLAY Word Sort.
Answer Key
/aw/ squawking sauna
/ou/ brownies cloudless
/oi/ pointed enjoyed
// barefoot pudding
// baboon consume
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SAY “The headers are /aw/ like in awesome, /ou/ like in ouch , /oi/ like in oink , /oo/ like in book , and /oo/ like in ooze . The first word is baboon .”
CLICK TO REVEAL the word baboon
ASK “Look for an other vowel team spelling and say the word to yourself. Which phoneme does the vowel team make in this word?” (A: //)
CLICK TO MOVE the word baboon under the // heading.
CLICK TO REVEAL , read aloud, and then CLICK TO SORT the remaining words.
ASK INDIVIDUAL STUDENTS to look for other vowel team spellings and then determine which vowel phoneme is in the word. (Answers are below the words in the table.)
CHECK SORT by reading the words in each column aloud together and stating what all the words in the column have in common. For example, brownies and cloudless both include the /ou/ phoneme.
6. Read Real Words with Other Vowels Using the Multisyllabic Word Reading Procedure
I DO cartoonist
SAY:
• “ I’ll break down a word with an Other Vowel spelling as an example, and then we will do some together.
Phonics
• I ’m going to show you a word, but please do not read it out loud if you know it.”
CLICK TO DISPLAY I Do: cartoonist
SAY:
• “I don’t see a prefix, but I see suffix -ist
• The suffix -ist indicates a person who makes something, like an artist makes art.”
CLICK TO COVER the suffix -ist
• “One sound o - o can make is // like in book , but when o - o is cartoon ist c
SAY “Now, I see three vowels in the rest of the word, so I’ll underline those.”
CLICK TO UNDERLINE the a, o, and o.
SAY:
• “The a is apart, but the o and o are together.
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• I don’t see a vowel-consonant-e, but I see the r-controlled spelling, a-r
• I also see that the o and o are a vowel team.”
CLICK TO UNDERLINE ar and oo with one line each.
SAY “So, there are two vowel spellings in this word, which means there are two syllables and I need two boards.”
CLICK TO ADD two SyllaBoards™ under the word cartoon
SAY:
• “ I’ll add the vowel spellings, ar and oo, to the boards.
• The a and r stick together because they are an r-controlled vowel spelling. The o and the o stick together because they are a vowel team.”
CLICK TO ADD ar and oo to the boards.
SAY:
• “ Next, I’ll add the consonants. I’ll add the c to the first board and the n to the last board.
• I k now that the sounds of r-controlled vowels and vowel teams stay the same whether there is a consonant at the end or not, so I can add the t to either board and I should still be able to read the word. I’ll try it on the second board.”
CLICK TO ADD the consonant letters to the boards.
ASK “How do we pronounce this base?” (A: cartoon)
SAY:
Phonics
r
c
r
resounding
followed by the letter n, it spells // like in moon and spoon
• Let’s uncover the suffix.”
CLICK TO UNCOVER the suffix and box it in.
SAY “I know -ist is a suffix that is usually on its own, so I’ll add one board after cartoon.”
• “ Do you see a vowel team?” (A: yes, ou) c
CLICK TO ADD a SyllaBoard ™ after the current boards.
SAY:
• “And now I’ll add the suffix to the board. (Click to add -ist.)
• This word has three syllables because there are three vowel spellings that are not next to each other.
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• Remember when we see a vowel team spelling, the vowel team goes on one SyllaBoard ™. It is a Vowel Team Syllable.”
POINT TO and read each SyllaBoard ™, /kar/ /t n/ /ist/, cartoonist .
CLICK TO REVEAL the contextual image for cartoonist
SAY “A cartoonist is a person who draws cartoons, which are simple drawings used for humor or exaggeration. For example, ‘Snoopy is a famous character created by cartoonist Charles Schulz.’”
WE DO resounding, ointment
SAY:
• “ Let’s break down some words with Other Vowel phonemes together.
• Place your SyllaBoards™, dry erase marker, and eraser on your desk.
• Please do not read this word out loud if you know it.”
CLICK TO DISPLAY We Do: resounding
ASK “Do we see a prefix or suffix?” (A: yes, prefix re-, suffix -ing)
CLICK TO COVER the prefix re- and the suffix -ing.
ASK “How many vowel letters are in the word?” (A: two)
CLICK TO UNDERLINE the o and u
ASK:
• “Are the vowels together or apart?” (A: together)
• “ Do you see a vowel-consonant-e?” (A: no)
• “ Do you see an r-controlled spelling?” (A: no)
Phonics
r e s o u n d iing
r e s o u n d iing
r e s o u n d iing sound
r e s o u n d i n g sound
r e s o u n d i n g sound
r e s o u n d i n g re sound ing
CLICK TO UNDERLINE the ou with one line.
ASK:
• “ How many vowel spellings in this word?” (A: one)
• “ How many syllables in this word?” (A: one)
CLICK TO ADD one SyllaBoard ™ under the word sound.
SAY:
• “ I’ll add the vowel spelling ou to the board.
• The o and u stick together because they work together as a vowel team.”
CLICK TO ADD ou to the board.
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SAY “Next, I’ll add the consonants. Since it is one syllable, all the consonants are added to the one board.”
CLICK TO ADD the consonant letters to the board.
ASK “How do we pronounce this base?” (A: sound)
SAY:
• “ Let’s uncover the prefix and suffix. (Click to uncover.)
• I k now re- is a prefix that means back or again, so I’ll add one board before sound
• A nd -ing is also a whole syllable on its own, so I’ll add one board after sound too.”
C LICK TO ADD one SyllaBoard ™ before the current board and one after.
SAY:
• “And now I’ll add the prefix and suffix to the board. (Click to add reand -ing.)
• This word has three syllables because there are three vowel spellings that are not next to each other.”
ASK a student to read each SyllaBoard ™ and then blend the syllables together, /rih/ /sound/ /ing/, resounding. (Students will likely read the letter s with the /s/ phoneme.)
SAY:
• “ When we add the prefix, the sound of the letter s changes from /s/ to /z/, resounding
• T he prefix changes the meaning of the word, meaning to sound again.
• T he suffix -ing means that this is happening now.”
Phonics
CLICK TO REVEAL the contextual image for resounding
SAY:
• “ We can break this word down by units of meaning, starting with the base, sound, which means to make noise
• When we add the prefix, re-, the meaning changes to sound again
• When we add the suffix, -ing, it means sound again now
• A resounding sound is clear and repetitive. For example, ‘The mallet hit the gong with a resounding boom that filled the room.’
• Let’s do one more word together. Do not read this word out loud if you know it.”
CLICK TO DISPLAY We Do: ointment
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ASK “Do we see a prefix or suffix?” (A: yes, suffix -ment)
C LICK TO COVER the suffix -ment .
ASK “How many vowel letters are in the base?” (A: two)
CLICK TO UNDERLINE the o and i
ASK:
• “Are the vowels together or apart?” (A: together)
• “ Do you see a vowel-consonant-e?” (A: no)
• “ Do you see an r-controlled spelling?” (A: no)
• “ Do you see a vowel team?” (A: yes, oi)
CLICK TO UNDERLINE the oi with one line.
ASK:
• “ How many vowel spellings in this word?” (A: one)
• “ How many syllables in this word?” (A: one)
CLICK TO ADD one SyllaBoard ™ under the word oint
SAY:
• “ I’ll add the vowel spelling oi to the board.
• The o and i stick together because they work together as a vowel team.”
CLICK TO ADD oi to the board.
SAY “Next I’ll add the consonants.”
CLICK TO ADD the consonant letters to the board.
m
mis
SAY:
• “ Let’s uncover the suffix. (Click to uncover and box in the suffix.)
• I k now -ment is a whole syllable, so I’ll add one board after oint .”
CLICK TO ADD a SyllaBoard ™ after the current board.
SAY:
• “And now I’ll add the suffix to the board. (Click to add -ment .)
• T his word has two syllables because there are two vowel spellings that are not next to each other.”
POINT TO and read each SyllaBoard ™, /oint/ /mihnt/, ointment
CLICK TO REVEAL the contextual image for ointment
SAY:
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• “ We can break this word down to find its meaning. Oint is from the verb anoint, which means to smear with an oily substance
• T he suffix -ment makes the word a noun, so ointment is the actual substance that is smeared.
• ‘ The nurse applied a soothing ointment to the burn to reduce the pain and prevent infection.’”
YOU DO brawny, profoundly, misunderstood
SAY “Now it’s your turn to follow the routine on your own. Clear your boards.”
For each word:
• s how the word,
• a llow students time to complete the procedure independently,
• c irculate to check student boards and note any misconceptions,
• a nd review after each word to segment and read the words correctly by clicking through the procedure until you reach the confirming image if students are struggling.
*If students do not need a step-by-step review of a particular word, click through the procedure quickly to reach the confirming image.
HELP students remember that if the word they read does not make sense, they should flex the placement of one of the consonants or one of the vowels to schwa
CLICK TO DISPLAY You Do.
brawny – Cover suffix -y, underline the vowel spelling aw, put down one board, add the vowel spelling to the board [aw], add the consonants
Phonics
Note: Students may not know that mis- is a prefix. Explain that it means wrong or badly, so the word misunderstood means understood, or comprehended, something incorrectly in the past.
Answer Key
1. Which two words have the phoneme // like ooze spelled with oo? mushroom, igloo
2. Which two words have the phoneme // like ooze spelled with ue? fondue, pursue
3. Which two words have the phoneme /ou/ like ouch spelled with ou? grouchy, crouching
4. Which two words have the phoneme // like book spelled with oo? hooded, woodstove
[brawn], uncover suffix, add a board after brawn and bring down suffix -y to the second board [brawn] [y].
Contextual Sentence: “The brawny lumberjack lifted the heavy load with ease.”
profoundly – Cover prefix pro - and suffix -ly, underline ou, put down one board, add the vowel spelling to the board [ou], add the consonants [found], uncover prefix and suffix, add one board before and one after found and bring down prefix pro - and suffix -ly to the first and third boards [pro] [found] [ly].
Contextual Sentence: “They were profoundly moved by the kindness of their community in their time of need.”
misunderstood – Cover prefix mis-, underline u, er, and oo, put down three boards, add the vowel spellings to the boards [u] [er] [oo], add the consonants [un] [der] [stood], uncover prefix, add one board before understood and bring down prefix mis- to the first board [mis] [un] [der] [stood].
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Contextual Sentence: “She misunderstood the directions and had to start over.”
REVIEW student boards after each word and walk through the procedure above if students are struggling to segment and read the word correctly. Provide Positive Error Correction as needed.
7. Word Hunt
PAIR STUDENTS and have them sit together.
SAY “Now we’ll read words with Other Vowels. Then, you will hunt for words with your partner. Open your workbooks to page 92, and then swap books with your partner so they will be marking up your book for you.”
CLICK TO DISPLAY Word Hunt.
SAY “Each partner will read one box of words aloud while the other partner checks if the word is being pronounced correctly. Then we will check the words together.”
P ROVIDE students time to read the two boxes. Then, have a pair of students read the words to the class, checking for proper pronunciation.
STUDENTS SWAP workbooks back to their owners.
SAY “Read through the Hunt & Answer questions with your partner and answer them together. Write your answers on the lines.”
REVIEW answers as a whole class and have students adjust answers as necessary.
8. Decodable Passage Teacher Read
SAY:
• “ Turn to page 94.
• O ur passage for this unit is called ‘The Great Nature Scavenger Hunt.’ It includes our Heart Words and words with Other Vowels.
• Today, I’m going to read it aloud to you while you follow along in your books.
• Let’s answer a few questions first.”
CLICK TO DISPLAY Activating Prior Knowledge. Read the title and the questions and quickly discuss the answers.
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CLICK TO DISPLAY Words to Preview. Read through the words and have students repeat them. Read the definitions and quickly discuss any connections to the words.
CLICK TO DISPLAY Point and Say Words. Read through the words and have students repeat them.
CLICK TO DISPLAY Heart Words. Read through the words and have students repeat them.
SAY “Now pay attention to the way I read with accuracy and how I read smoothly, with fluency, and intonation, how my voice changes to help the listener understand the text.”
READ “The Great Nature Scavenger Hunt” aloud with appropriate fluency and intonation.
ASK “Were your predictions on what the passage was going to be about correct?”
POINT OUT the compound words in the passage and ask students to read them and to break them into their smaller component words: pinecone, something, everyone, anything, outdoor, overlook , wildflowers, butterflies, sunlight, and sundown.
CLICK TO DISPLAY Heart Word Review.
SAY:
• “ Let’s go back through and find those Heart Words before we learn more about spelling them.
• Look at the underlined words in the passage and put your finger on the word thought .” (Continue having students identify the remaining Heart Words.)
IF TIME ALLOWS, EXPLAIN anything new you have learned from the text and allow students to do the same.
Curricular Crossover!
Task students with identifying these Heart Words in other texts throughout their week. Keep them posted in the room to help students remember the words they are looking for.
9. Heart Word Magic
CLICK TO DISPLAY Heart Word Magic.
SAY “Let’s watch our Heart Word Magic animation for the Unit 16 words: laugh, through, enough, group, thought, and young.”
C LICK TO PLAY the Heart Word Magic animation.
10. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
Answer Key
// ooze jewel
/oi/ oink oyster
// book crooked
/aw/ awesome pausing
/ou/ ouch browser
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For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
11. Quick Check
C LICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 16, Lesson 1 Quick Checks.
SAY “For today’s Quick Check, you will match a word with an Other Vowel spelling to its phoneme. Write each word under the picture of its Other Vowel phoneme.”
Unit 16 Lesson 2
Analogies, Part 2 and Introduction to Text and Me Questions
Objectives
• To recognize analogies by identifying and matching new word pairs that share the same type of relationship as a given word pair.
• To complete analogies by providing the missing word(s) in the second word pair.
• To create analogies by choosing a semantic link and providing two word sets that follow the analogy structure (“ is to as is to ”).
• To combine an understanding of the text with prior knowledge to make inferences.
• To answer Text and Me questions while reading an opinion essay to support and demonstrate comprehension.
• T his is the third type of question in the QuestionAnswer Relationship (QAR) framework that students will learn to answer. Text and Me questions require students to use both the information from the text and their prior knowledge or experiences to make an inference. The answer is not directly stated in the text, so students must read between the lines and think critically.
• Challenge: One common challenge students face is feeling unsure about their own prior knowledge. It’s important to help them realize that personal experiences, feelings, and thoughts count as valid and useful knowledge. Encourage students to make text-to-self, text-to-text, and text-to-world connections. You can prompt students by asking:
“ How does this part remind you of something in your life?”
“ What do you already know about this topic?”
“ What would you do or think if you were in this situation?”
• Students will build on the process they’ve already learned for answering Right There and Think and Search questions. The steps for answering Text and Me questions intentionally align with the semantic reasoning steps students use to figure out the meanings of new words. This connection helps reinforce both comprehension and vocabulary learning, and it promotes generalization across reading tasks.
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Answer Key
Start Teaching
Analogies, Part 2 and Introduction to Text and Me Questions
Phonics Warmup
SAY “Let’s start our lesson with a short phonics warm-up. Our first word is a high-frequency word that we can read just using our phonics knowledge. If you know this word, don’t say it.”
WRITE the word numeral on the board.
SAY:
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• “I see three vowel spellings in this word, u , er, and a (underline each), and they are apart, so I know this word has three syllables.
• The first syllable is either n - u - m , /nŭm/, or n - u , /n/. I’m not sure yet, so I’ll start by trying a Closed Syllable. (Draw a line between m and e.)
• And then I see the r-controlled spelling e - r and then suffix a - l at the end. I’ll split between those.
• Now I have three syllables to read, /nŭm/ /er/ /uhl/, nŭmeral (Intentionally mispronounce with a short u.)
• That sounds like a word I’ve heard that means almost the same thing as the word number. The word is numeral with an // phoneme in the first syllable. That is an ‘other’ vowel phoneme in an Open Syllable. I’ll move the segment line. (Move the first line between the u and the m.)
• /n/ /mer/ /uhl/, numeral .
• A numeral just means a specific number.
• I’m going to write two more words that include an other vowel phoneme spelling on the board. If you know the words, don’t say them.”
WRITE the words overpower and automatic on the board.
GROUP students in pairs, or by desk/table group.
S AY:
• “With your partner(s), read each word and identify the other vowel phoneme spelling in the word.
• I will be asking for students to come up to:
– underline the vowels,
– segment the syllables by drawing a vertical line between them,
Vocabulary
Click to display the visual support for analogies.
Curricular Crossover!
Teachers can use an analogy such as sun : plant :: plant : animal to show how energy is transferred from one organism to another. Just as the sun provides energy to plants, plants provide energy to animals. This same structure can be used to support explanations of food chains, body systems, or cause–effect relationships in physical science, helping students understand and explain at a conceptual level.
– read the word correctly, and
– star the syllable with the other vowel phoneme.”
STUDENTS WORK with their partner(s) and then participate in marking up the words on the board. They should show their work on paper.
1. State Objectives
OPEN Orbit Online to Unit 16, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
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- recognize analogies and match word pairs that share the same semantic relationship.
- complete the second half of an unfinished analogy.
- build new analogies based on a semantic link that follows the analogy structure ( is to as is to ).
- combine what you read with what you already know to answer Text and Me questions about a text.”
2. Analogy Structure and Reversible Links
CLICK TO DISPLAY Analogies.
SAY:
• “ We have learned that analogies express a correlation between word pairs.
• T he words in the first pair are related to each other by a particular semantic link.
• To form an analogy, the second pair of words must also be related to each other by the same link.”
CLICK TO DISPLAY Analogy Structure.
SAY:
• “ Remember, analogies have a simple structure that takes away the icon clues or explanations that we used to explain semantic links.
• T he words is to (point to the blue words) are like the middle part of a semantic link (point to a middle link). It’s the place where we explain how two words are related.
• When we see ‘ begin is to start,’ we can say to ourselves, ‘How
Click to display the visual support for the analogy.
Vocabulary is begin related to start? They mean the same thing; they are synonyms.’
• T he second pair of words, ‘yell is to shout,’ must also be synonyms.
• A n unfinished analogy is like a word puzzle, but you must provide the missing pieces!”
CLICK TO DISPLAY Semantic Links.
SAY:
• “ We have already practiced working with analogies using synonyms, antonyms, and part-whole semantic links. (Click to add text under the icons.)
• I n this lesson, we will include analogies that use three more links. (Click to add icons.) They are example-category, object-location, and object-action.”
Click to display the visual support for the connection between kick and ball
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ASK “Who can tell me the words we use to explain these connections?” (Call on student volunteers to respond.) (Click to add text under the icons.)
CLICK TO DISPLAY Make a Choice.
SAY:
• “ When we were learning semantic links, we practiced choosing the link that best connected two words with the activity Which Link Should We Use?
• For each word pair, we had to decide which order, or sequence, of icons and their explanations best fit the word relationship.”
ASK:
• “ Look at this example. Can you use the correct explanation to tell me how the words kick and ball are linked?” (A: We can kick a ball.)
• “ What do we call the semantic link we used to connect these words?” (A: the action-object link)
• “ Right, this link starts with the words we can. What would this sound like if we used the explanation can from the reversed link, objectaction?” (A: A kick can ball.)
SAY “That doesn’t sound right at all!”
CLICK TO DISPLAY Reversible Links.
SAY:
Click to display the visual support for reversible links.
• “ We learned that the order of most semantic links can be reversed, so we must pay attention to the sequence we choose.
• T he words in our explanation, that middle link, change based on the direction of the word relationship.
Vocabulary
Provide sentence stems to help students answer the questions:
- “Yes, this analogy is correct because the pairs are connected by .”
- “No, this analogy is not correct because (the pairs do not share the same semantic link).”
- “This analogy still works when reversed because .”
Modeling/ thinking aloud supports students internalizing the mental process.
First, I check if the first pair has a pattern: “Is it objectaction?”
Then, I check to see if the second pair has the same pattern.
• For example, the object-action link is joined by the word can. ‘Scissors can cut.’ (Click to add reversed link.)
• When we use the reversed action-object link, the explanation we can not only changes in its wording, but it also moves to the beginning of our statement. ‘We can cut paper.’”
3. Directionality in Analogies
CLICK TO DISPLAY Two-Way Street.
SAY:
• “ Two of the semantic links we learned do not restrict the order of the two words in a pair. These are the synonym and antonym links.
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• Look at this analogy: ‘ begin is to start as yell is to shout .’ We know this analogy is correct because both word pairs are connected by the same semantic link. (Click to add a check mark.)
• Let’s see what happens if I reverse the order of the words in these pairs: ‘start is to begin as shout is to yell.’” (Click to add second line of text.)
ASK:
• “ Is this analogy still correct?” (A: yes) (Click to add a check mark.)
• “ What semantic link connects the word pairs?” (A: the synonym link)
SAY:
• “ That’s right. We can put synonyms in either order! (Click to add third line of text.)
• H ere is another analogy: ‘wet is to dry as empty is to full.’”
ASK:
• “ Is this analogy correct?” (A: yes) (Click to add a check mark.)
• “ What semantic link connects the word pairs?” (A: the antonym link)
• “ Will this analogy still work if we switch the order of the words in one or both of the pairs?” (A: yes) (Click to add fourth line of text.)
SAY:
• “Correct, we can also put antonyms in either order. (Click to add a check mark.)
• We can think of the synonym and antonym semantic links as two-way streets: no matter which direction you go, you are still correct!”
CLICK TO DISPLAY One-Way Street.
If the patterns don’t match, the analogy is incorrect even if the words look related.
Vocabulary
Answer Key
Example-Category:
1. plow is to tool
2. prairie is to habitat
3. canyon is to landform
Object-Location:
1. porter is to hotel
2. crop is to field
3. dune is to desert
Object-Action:
1. reporter is to write
2. magnet is to attract
3. rabbit is to scamper
SAY:
• “ The order of words in synonym and antonym pairs is flexible, but the sequence of words in other semantic links is not reversible. They are like one-way streets. (Click to replace text with one-way sign image.) (Click to add new analogy.)
• Look at this analogy: ‘ ball is to roll as fly is to kite.’”
ASK:
• “ What is the semantic link for the first word pair?” (A: object-action) (Click to add first graphic.)
• “ Does the second word pair have the same link? What is it?” (A: no, it’s action-object) (Click to add second graphic.)
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• “ Is this analogy correct?” (A: no) (Click to add a red X.)
• “ Why is this incorrect?” (A: because the word pairs do not share the same semantic link)
SAY:
• “ Yes, it’s as if we were driving down a one-way street, then suddenly turned around and started to drive in the wrong direction!
• Even though both word pairs are related by action, the first pair shows an action being done by an object, but the other pair shows an action being done to the object.
• Let’s fix this analogy!”
CLICK TO DISPLAY Sequence Matters.
SAY:
• “ Listen to the repaired analogy: ‘ ball is to roll as kite is to fly.’
• N ow, both word pairs share the same semantic link—object-action—as shown by the order of the words in each pair.
• A s we continue to work with analogies, remember that most of the time, the sequence of words really matters!”
Optional
4. Sorting Word Pairs and Completing Analogies
CLICK TO DISPLAY Sort Analogy Word Pairs.
SAY:
• “ Each of these word pairs is one half of an analogy.
• Each pair will be related by one of three semantic links: example-
Vocabulary category, object-location , or object-action.”
ASK:
• “ The first one says, ‘reporter is to write.’ How are these words related?” (A: a reporter can write; it’s an object-action link) (Click to move the words to the object-action column.)
• “ Which link describes ‘plow is to tool ’?” (A: example-category) (Click to move the words to the example-category column.)
• “ How about ‘porter is to hotel ’? ” (A: object-location) (Click to move the words to the object-location column.)
COMPLETE the remaining examples using the same routine and the provided answer key. CLICK TO ADD each word pair to its correct column.
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Note: Only the first possible correct answer will appear on the line. Accept the other two correct answers if students provide them.
Answer Key
1. porter is to hotel / crop is to field / dune is to desert
2. reporter is to write / magnet is to attract / rabbit is to scamper
3. plow is to tool / prairie is to habitat / canyon is to landform
CLICK TO DISPLAY Apples to Apples.
SAY:
• “ Look at the groups of word pairs that we already sorted out.
• Let’s practice completing some analogies by choosing a second word pair that shares a semantic link with the first word pair.
• I n the first analogy, we see a word pair that is not from one of the sorted columns. Listen: ‘shark is to ocean.’”
ASK:
• “ Which of our three semantic links explains how shark is related to ocean?” (A: object-location)
• “ Where will I look to choose my second word pair?” (A: the objectlocation column)
SAY:
• “ That’s right. It must have the same semantic link. There are several correct analogies that we can create for our first item.
• For example, we can say ‘shark is to ocean as porter is to hotel.’ (Click to add the words to the first line.)
• N ow let’s work together to make other object-location analogies by combining word pairs with the same relationship.”
C OMPLETE the remaining examples using the same routine and the provided answer key. CLICK TO ADD each word pair to its correct line.
CLICK TO DISPLAY The Last Word.
SAY:
• “ Let’s practice completing analogies that are missing a word at the end.
Vocabulary
Answer Key
1. a . crops
b. action-object
2. a . aquarium
b. object-location
3. a . serene
b. antonym
4. a . spin
b. object-action
5. a . landform
b. example-category
Help students anchor meaning through movement:
For Example-Category:
Make a circle with hands, and then point to one item inside the circle.
For Object–Location:
One hand forms a “container,” other hand places an object into it.
For Object-Action:
Mime the action (e.g., rolling, cutting, flying).
• Choose a word from the column on the right to finish the second word pair of each analogy. Then explain how those word pairs are correlated.
• These correlations can be explained by one of the semantic links shown here. (Point to the link icons.)
• Let’s do the first one together.”
ASK:
• “ Finish this analogy: ‘pick is to apples as harvest is to’…” (A: crops) (Click to move the word crops to the first line.)
• “ How are pick and apples linked?” (A: by the action-object link) (Click to add the words action-object to the second line.)
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• “Are harvest and crops linked in the same way?” (A: yes)
SAY:
• “Correct, I noticed that in this example, both word pairs start with an action and are followed by an object that receives that action.
• Remember, we need to make sure that the semantic relationships are both moving in the same direction, just like the cars on a oneway street.”
COMPLETE the remaining examples using the same routine and the provided answer key. CLICK TO ADD each word or explanation to its correct line.
Optional Additional Practice 5. Building Analogies
CLICK TO DISPLAY Build Your Own.
SAY:
• “ Now that you have practiced matching, completing, and explaining analogies, it’s time to start building your own!
• Let’s focus on the same three semantic links we’ve practiced in this lesson: example-category, object-location , or object-action.
• For each of the links, you will see three analogy starters. The first says, ‘eagle is to…’?”
ASK “Complete this sentence: An eagle is an example of a…” (A: bird) (Click to add the word bird to the blank space.)
SAY:
• “ That’s right, bird is the category, and eagle is an example of a bird.
Vocabulary
Answer Key
example-category:
1. eagle is to bird
2. Mars is to planet
3. hexagon is to shape object-location:
1. book is to library
2. m icroscope is to laboratory
3. toaster is to kitchen object-action:
1. jet is to soar
2. horse is to gallop
3. scale is to weigh
Redirection: If students respond with mismatched semantic links, prompt them by asking, “What semantic link connects your first pair of words? What link connects your second pair of words? How can we change the second pair so it correlates to the first pair?”
• It’s true that eagles can fly, that eagles have feathers, and that eagles can be found in trees. However, we need to provide the kind of information required to complete a given link.
• Let’s finish the next two example-category links.”
COMPLETE the remaining examples using the same routine and the provided answer key. CLICK TO ADD each word to its correct space.
SAY:
• “ Now it’s time to build your own analogies! (Click to add blank analogy frames.) You will work with a partner during this activity.
• H ere are three analogies that must be created.
• U se the first frame to create an example-category analogy. That means that both sets of words must start with an example of something, followed by the name of the category it belongs to.
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• U se the second frame to build an object-location analogy, and the third frame for an object-action analogy.
• Work together to think of appropriate word pairs and write your ideas on a piece of paper.
• You can look back at the completed analogy starters in each column to make sure you’re on the right track.
• N ow you may take out your pencil and some paper.”
REVIEW THE ACTIVITY with students. Ask students to share analogies from each of the three semantic link categories. Accept all responses that accurately use the correct semantic link in both word pairs.
6. Introduction to Text and Me Questions
SAY “You have learned about two types of questions: Right There questions and Think and Search questions.”
CLICK TO DISPLAY Right There Questions.
ASK “How do we answer a Right There question?” (A: use the question word and key words in the question to guide us in finding related details in one spot in the text)
CLICK TO DISPLAY Think and Search Questions.
ASK “How do we answer a Think and Search question?” (A: think about the question to find the key words and consider what kind of information the question word is asking for, then search for related details in more than one spot in the text, and then put that information together to form the answer)
CLICK TO DISPLAY Text and Me Questions.
Curricular Crossover!
Having this framework of knowing when to look directly in the text for explicit information, when to combine ideas from multiple parts of a text, and when to use the text plus their own knowledge or experience allows students to work more efficiently across the academic day. This prevents overthinking simple questions and reduces frustration when answers are not stated in one place.
• “ Now, we will learn about a new type of question: a Text and Me question.
• We answer Text and Me questions by combining what we read with what we already know.
• To answer a Text and Me question, we will add to the process we have already learned for answering questions about a text.” (Click to make the differences red.)
CLICK TO DISPLAY Step #1.
SAY:
• “ We begin with the same step we take to answer Right There and Think and Search questions—we think about the question.
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• We find the key words and think about the information the question word is asking for.”
CALL ON a student volunteer to read the question: “Why do different countries have different snacks?”
SAY “Important words in this question that will help us as we look for information are countries, different, and snacks.”
ASK “What information does the question word why ask for?”
(A: reasons) (Click to underline the key words and add the icons and arrow.)
CLICK TO DISPLAY Step #2.
SAY:
• “ Next, we search for relevant details in the text.
• D etails that are relevant
- a re related to the key words in the question,
- g ive the type of information the question word asks for, and
- help me answer the question.”
CALL ON a student volunteer to read the paragraph while all students follow along.
SAY:
• “ To find relevant details in this paragraph, we should look for words and ideas related to the key words countries, different, and snacks. We can also look for the key words themselves in the text. We’re looking for information that gives us reasons why snacks are different from one country to the next.
• ‘All around the world, people reach for snacks when they feel hungry between meals.’ Okay, I see some of the key words and related words
Vocabulary in this sentence, such as world, snacks, hungry, and meals, but this detail gives the reason why people eat snacks, not why snacks are different from one country to another. This isn’t a relevant detail.
• ‘ Each country has its own favorite treats which contain ingredients that are easy to find there.’ Oh, I see the word country and the word treats, which is a synonym for snacks. I see the word ingredient, as well. From my prior knowledge, I know that ingredients are used to make snacks. This sentence is relevant!
• I n the next sentence, I see the key words snacks, different, and country. I also see the phrase ‘this means.’ This phrase is used by authors to introduce an explanation or definition. I think the information in this sentence gives me more information about the sentence before it. I will underline this sentence.” (Click to underline details.)
CLICK TO DISPLAY Step #3.
SAY:
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• “ Next, we make a list of the relevant details we found in the text and of relevant details we already know.
• From the text, we read that the favorite snacks in each country contain ingredients that are easy to find there. (Click to add bullet.)
• From my prior knowledge, I know that different ingredients come from different countries. When I was at the grocery store, I saw a sticker on a banana that said, ‘Product of Guatemala.’ This means the bananas came from Guatemala. I can’t grow them where I live.” (Click to add bullet.)
CLICK TO DISPLAY Step #4.
SAY:
• “Once we have our list of relevant details, we need to figure out how they are connected. How do we do this? By asking ourselves some questions. (Click to add each question as you read it.)
- What do these details have in common?
- H ow are these details related to each other?
• What do these details have in common? They both focus on ‘different ingredients.’ That seems to be important.
• H ow are these details related to each other? If the ingredients available determine what type of snacks people eat, and different ingredients are available in different countries, then each country will have different snacks.”
CLICK TO DISPLAY Step #5.
Vocabulary
Answer Key
1. landform; examplecategory
2. forest; object-location
3. plunge; object-action
SAY:
• “ The final step is to identify the new understanding we have. (Click to add answer.) Different countries have different snacks because there are different ingredients found in different countries.
• To answer a Text and Me question, we must use what we read along with what we already know to make connections and form new understanding.”
7. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
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PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
8. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 16, Lesson 2 Quick Checks.
SAY “Circle the word that correctly completes each analogy. Identify how the words are related.”
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Unit 16 Lesson 3
Other Vowels Practice Phonics
Objectives
• To accurately decode and encode multisyllabic words with Other Vowel spellings.
• To recognize and accurately decode and encode the Heart Words: laugh, through, enough, group, thought, and young
• To practice oral reading fluency with decodable text.
• “At the end of today’s lesson, you will be able to:
- read and spell multisyllabic words with Other Vowel spellings.
- s pell our Unit 16 Heart Words.
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- read words, sentences, and our passage with greater fluency.”
2. Practice Heart Word Spelling
CLICK TO DISPLAY Heart Review.
SAY:
• “ Each of our Heart Words in this unit has an unusual sound spelling with au or ou
• Let’s look at the words, how they are spelled, and their meanings.”
ASK:
• “ Where is the word through?” (A: bottom left) *Have students identify the remaining words in random order.
• “ What is the first word and how many phonemes do you hear?” (A: laugh, three, /l/ /ă/ /f/)
• “And what letter, or letters, is not making the sound we expect?” (A: au and gh)
CLICK TO CHANGE the au from black to red and add a heart above it.
SAY “We expect au to spell /aw/, but what does it spell in this word?” (A: /ă/)
CLICK TO CHANGE the gh from black to red and add a heart above it.
ASK “We expect gh to spell /g/, but what does it spell in this word?” (A: /f/)
REVIEW each of the five remaining words, asking the same questions as above and noting the unexpected sounds.
through = ough says // instead of the expected /ou/
Phonics
enough = ou says /ŭ/ instead of the expected /ou/, the gh says /f/ group = ou says // instead of the expected /ou/ thought = ough says /aw/ instead of the expected /ou/ young = ou says /ŭ/ instead of the expected /ou/
CLICK TO DISPLAY Heart Word Spelling.
SAY “Turn to page 97 in your workbooks, and we’ll practice the Heart Words we just went over.”
DICTATE the words, one at a time, reading the contextual sentence:
1. laugh – Some people close their eyes when they laugh hard.
CLICK TO DISPLAY Other Vowels Spelling Chart. Answer Key 1. 2. 3. 4.
2. through – The child crawled through the play tunnel.
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3. group – There are many delicious choices in the fruit group.
4. thought – Have you thought about what flavor ice cream you like best?
5. young – The young girl chatted with her grandpa.
6. enough – Dad told the waiter when there was enough juice.
FOR EACH WORD, STUDENTS:
• FILL IN a dot for each sound/syllable they hear.
• WRITE a grapheme/syllable for each box with a dot.
• FILL IN/DRAW a heart above the tricky part.
• WRITE the whole word on the final line in cursive.
REMIND STUDENTS to use their phonics knowledge to spell the phonetically predictable parts of each word and to write legibly in print. Students should write the final word in cursive.
After students have spelled each single-syllable word, CLICK TO HIGHLIGHT THE ROWS AND REVEAL the answers and review them, one at a time. (Click once for each dot representing a phoneme, then once for each grapheme, a third time to display the hearts over the tricky graphemes, and then once again to display the completed word.)
After students have spelled each multisyllabic word, CLICK TO HIGHLIGHT THE ROWS AND REVEAL the answers and review them, one at a time. (Click once for each dot representing a syllable, then once to add each syllable, a third time to display the hearts over the tricky graphemes, and then once again to display the completed word.)
3. Review
Phonics
When practicing each sound, provide clear, slow, exaggerated articulation of each new sound. Repeat a few times.
Visually show the mouth shape while pronouncing the sound.
Example: “Listen: //… notice how my lips round.”
Click to display the visual supports for ooze, rule, and flu
Click to display the visual supports for boy and oink .
Click to display the visual supports for ouch and cow.
SAY:
• “ Next, we’re going to quickly review the other vowel phoneme spellings and learn a sentence for each long vowel phoneme that will help us remember the most common spellings.
• Turn back to page 91.
• Let’s read the long vowel spelling and then the guideword for each // spelling together.
- oo, ooze
- u-e, rule
- u, flu
- ew, crew
- ue, glue
• D raw a neat box around the first two spellings and guidewords. Those are the most common spellings. (Click to box in first two rows.)
• N ow, draw a neat circle around the u spelling and its guideword. This is the next most common. (Click to box in row three.)
• I f you get stuck spelling a syllable with the // phoneme, the top three are the most common spellings you should try.
• Let’s jump to the next page and use these top four guidewords to create a complete sentence that might be helpful for remembering the most common // spellings.”
CLICK TO ADD the oo sentence and work with students to fill in the blanks in order. Each subsequent click will fill in one blank at a time.
//: If you ooze kindness, you can rule even the worst flu
CONTINUE with the remaining charts in the same manner.
/oi/
- oi, oink
- oy, boy
/oi/: The boy laughed when he heard the pig oink
/ou/
- ou, ouch
- ow, cow
- ough, drought
/ou/: “ Ouch !” cried the cow.
Click to display the visual supports for book and bush .
Click to display the visual supports for launch , saw, frog , and ball
- oo, book
- u, bush
- o, woman
- oul, should //: She read her book near the bush /aw/
- u, launch
- aw, saw - o, frog - a+ll, ball
- al, chalk
- aw, awesome
/aw/: At the launch , I saw the frog with a ball
4. Partner Phrase Reading
CLICK TO DISPLAY Partner Phrase Reading.
SAY:
• “ Turn to page 98 for Partner Phrase Reading.
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• Q uietly read the phrases to yourself. If you get stuck on a word, underline the vowel spellings and break up the syllables to help you figure it out. If something doesn’t sound quite right, go back and reread.”
STUDENTS READ QUIETLY TO THEMSELVES as many phrases as they can in the time given.
ASSIGN PAIRS OF STUDENTS to work together to read phrases fluently to each other and check each other’s work. Determine which student will act as the Reader first and which will be the Checker.
STUDENTS TRADE workbooks before the beginning of the paired activity.
5. Detect & Decode
SAY “Now, we will examine complete sentences to look for particular spellings, or syllable types, and then read them with fluency.”
Provide students with sentence frames to guide discussion and support participation and lower language barriers.
- “I noticed that the word has syllables.”
- “This word has a syllable type.”
- “I detected the spelling in the sentence.”
- “I decoded the word by .”
Answer Key
Words with /oi/ spellings employment, loitering (sentence 5) sirloin, tenderloin (6) loyal, noisy (8) topsoil (9)
Words with /ou/ spellings crowd*, loudly, Groundhog (1)
down (2) countertop, flounder (3) allowed, around, checkout (5)
owls (7) rowdy (8) ground, around (9) around (10) *crowd is the exception to the ow spelling /ou/ before l and n rule
Words with /aw/ spellings applauded (1) sawdust (2) paw (3) author’s, autograph, launch, August (4) Paul (10)
CLICK TO DISPLAY Detect & Decode. Read the tasks aloud.
SAY “Read each sentence and complete your tasks. When you are finished, we will discuss what you found, and then we’ll all have a few chances to read sentences aloud.”
After students have had time to complete their Detect tasks, DISCUSS their findings.
SAY:
• “ Let’s read!
• Remember, our goal is to read each sentence accurately the first time.
• O ur secondary goal is to read fluently, as if we were talking to a friend.
• Readers, make sure you read loudly enough for everyone to hear.
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• Checkers, that is everyone who is not reading, pay careful attention to the Reader and the text.
• Q uietly mark any errors in your workbook. Remember to make your marks light.”
CALL ON INDIVIDUAL STUDENTS to read sentences, one at a time.
DIRECT CHECKERS to give a thumbs up if the Reader reads all of the words correctly or a thumbs to the side if the Reader misreads a word(s). If the Reader misreads any words, follow Positive Error Correction instructions.
6. Split It!
CLICK TO DISPLAY Split It!
SAY:
• “ We are going to spell some longer words in our workbooks using Whale Talk to help us hear the number of syllables so we can spell them one at a time.
• Let’s Whale Talk and spell the first word together. Turn to page 99.”
• Downspout , as in, ‘Rain flows from the roof through the downspout and away from the building.’
• N ow, let’s Whale Talk downspout together.” (Whale Talk downspout by holding your lips together and shouting down-spout . Students Whale Talk with you.)
Phonics
ASK “How many syllables do you hear in downspout ?” (A: two)
SAY:
• “Since downspout has two syllables, down - spout , we will fill in dots in the first two boxes.
• A s you fill in each dot, say the syllables in downspout with me.
• /doun/ (click to fill in 1st dot), /spout/ (click for 2nd dot)
• N ow, let’s spell each syllable in downspout by listening to the sounds in that syllable.
• The first syllable is down - /d/ /ou/ /n/, down .”
ASK “How do we spell the syllable down?” (A: d-o-w-n)
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SAY “If the sound you hear after /ou/ is /n/, most of the time /ou/ is spelled ow like in brown, clown, and gown.”
CLICK TO ADD the syllable down to the first box.
SAY:
• “ The second syllable is spout - /s/ /p/ /ou/ /t/, spout
• I hear the /ou/ sound in the middle of the syllable, and I hear the whole word out at the end. Maybe we can use our knowledge of out to spell spout .
• This trick does not always work, but I know that we often use the ow spelling when the next sound is /l/ or /n/. However, the next sound in spout is /t/.”
ASK “How do we spell the syllable /spout/?” (A: s-p-o-u-t)
CLICK TO ADD the syllable spout to the second box.
SAY:
• “ Let’s check our work by using Touch & Say. We’ll touch each section as we read the syllable, and then we’ll blend the whole word together: down - spout , downspout
• Write the whole word together on the line on the right.”
CLICK TO ADD the word downspout to the final line.
CONTINUE the above process for the remaining words, one at a time. Review the answers at the end. Provide Positive Error Correction if needed.
REMIND students to write legibly. They should write the complete word in cursive.
2. saunter - [saun] [ter]
• “ My grandpa likes to saunter, but I like to walk fast.”
3. soonest - [soon] [est]
• “The soonest available appointment is next week.”
4. uncoil - [un] [coil]
• “ I will uncoil the hose to see if it will reach the garden.”
5. bookshelf - [book] [shelf]
• “ The graphic novels are on the left bookshelf.”
7. Sentence Dictation Practice
SAY:
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• “ Now, we’re going to put our Other Vowel spelling practice into use writing whole sentences.
• I ’ll say a sentence, and then I’ll repeat it slowly several times while you write it down.”
For each sentence:
CLICK TO DISPLAY Dictation Sentence Images, one at a time. READ each sentence once with appropriate fluency and intonation.
STUDENTS REPEAT the sentence and count the number of words in the sentence. They write the number of words at the end. This will help them check that they’ve written each word.
REPEAT the sentence several times slowly as students write.
1. Audrey put her maroon hoodie in her light laundry. (9)
2. The grouchy baby crawled toward the toybox . (7)
3. Be sure the soil stays moist so the flowers will bloom . (11)
CLICK TO DISPLAY Dictation Sentences. Review as necessary. Students then make any necessary corrections.
Helpful Hint:
Remind students that when they see an underlined word in the passage, it is a Heart Word, and they should use their phonics knowledge to help them decode the word. Using the phonemes they do know can help them decode the whole word even though it has a tricky part.
8 . Decodable Passage Practice
SAY “You heard me read the passage ‘The Great Nature Scavenger Hunt’ earlier this week. Now, it’s your turn to get some practice reading the passage with a partner. Let’s go back to page 94.“
CLICK TO DISPLAY Words to Preview. Review Quickly.
CLICK TO DISPLAY Point and Say Words. Review Quickly.
CLICK TO DISPLAY Heart Words. Review Quickly.
GROUP students in pairs and determine which student will be Reader 1
Phonics and which student will be Reader 2.
Procedure:
• Each Reader will read one section as the Checker provides support when prompted.
• Remind students to underline the vowel spellings and segment the syllables of words they struggle with before asking their partner for help.
SAY:
• “ With your partner, find four words with Other Vowel spellings in the passage. Write those on your workbook page at the end of the passage.
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• U se your best legible cursive handwriting. I should easily be able to read your words as I walk around.”
REVIEW student answers as a class.
TIME PERMITTING, HAVE STUDENTS LOOK FOR other words with the target concepts. The lists below contain vowel team spellings.
Vowel Team Words Sound Spelling Audrey
woods
brook
looked
full
good
overlook
(book)
(book)
(book)
(book)
(book)
(book)
understood oo (book)
bush oo (book) u Rudy oo (ooze)
Juniper oo (ooze) u
Answer Key
// ooze
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boost | ed (also boos | ted)
crush | proof
droop | ing
(also droo | ping)
// book
good | ness
par | ent | hood
un | der | cooked
9. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
10. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 16, Lesson 3 Quick Checks.
SAY “For today’s Quick Check, read the words and decide which phoneme the oo makes, // as in ooze, or // as in book . Write the word in the column. Then, divide the word into syllables with vertical lines.”
Unit 16 Lesson 4
Analogies, Part 3 and Practice Answering Text and Me Questions
Objectives
• To recognize analogies by identifying and matching new word pairs that share the same type of relationship as a given word pair.
• To complete analogies by providing the missing word(s) in the second word pair.
• To create analogies by choosing a semantic link and providing two word sets that follow the analogy structure (“ is to as is to ”).
• To combine an understanding of the text with prior knowledge to make inferences.
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• To answer Text and Me questions while reading an opinion essay to support and demonstrate comprehension.
• SyllaBoards™ Kit OR blank sheet of paper OR 3x5 cards
• pencil and paper
Vocabulary
Start Teaching
Analogies, Part 3 and Practice Answering Text
and Me Questions
Phonics Warmup
SAY:
• “For our phonics warm-up today, we’ll spell a few words with other vowel phonemes.
• The first word is the decodable high-frequency word consume.
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• First, I need to figure out how many syllables I need to spell, so I’ll Whale Talk the word. (Whale Talk con-sume.)
• I felt two pushes of breath, so there are two syllables.”
WRITE two lines on the board in a row.
SAY “The first syllable is /kuhn/. That is a prefix spelled c- o -n.”
WRITE c- o -n on the first line.
SAY:
• “The second syllable is /s m/.
• That starts with s, and then I hear the other vowel phoneme //, and then an m.
• The // could be spelled a few different ways, o - o, u-consonant- e, e-w, or just a u.
• I think I can rule out the e-w spelling and the u spelling because e-w is usually only used at the end of a syllable or before d or n, and u alone is just rare.
• I know the word assume ends with the vowel-consonant-e pattern, so I’ll try that.
• So, I’ll write s-u-m- e on the second line.”
WRITE s-u-m- e on the second line.
SAY:
• “Now, I’ll read what I wrote using Touch & Say, con sume, consume.
• Remember, this strategy of thinking about other words you know how to spell can be helpful, but it will not work every time. Spelling phonemes that have multiple ways to spell them is tricky, but the more you read, the more you will notice patterns and will be able to use them
Vocabulary in your own spelling.
• It’s your turn to spell two longer words that include other vowel phoneme spellings.
• Get out your SyllaBoards™.” (Students may also write on notecards or on a sheet of paper.)
GROUP students in pairs, or by desk/table group.
SAY:
• “With your partner(s), listen to each word, get out the correct number of boards, and spell the word one syllable at a time.
• After, I will be asking for students to come up to:
– write the correct number of lines,
– spell each syllable,
Answer Key
*crook ed
em *ploy ment
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– star the other vowel phoneme spelling, and
– read the word correctly.”
DICTATE the following words, one at a time, and repeat as necessary as students follow the above process with their partner: crooked and employment
STUDENTS WORK with their partner(s) and then participate in spelling the words on the board.
1. State Objectives
OPEN Orbit Online to Unit 16, Lesson 4, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
- recognize analogies and match word pairs that share the same semantic relationship.
- complete the second half of an unfinished analogy.
- build new analogies based on a semantic link that follows the analogy structure ( is to as is to ).
- combine what you read with what you already know to answer Text and Me questions about a text.”
Incorporate Total Physical Response (TPR) to help students physically signal the two types:
Object–Description:
- Point to self, and then act out the description (example: slow movement for “lethargic”).
Object–Material:
- Pretend to knock on or feel a material (wood, metal, rock).
This embeds meaning beyond vocabulary.
2. Analogy Structure and Sequence
CLICK TO DISPLAY Analogies: Sequence Matters.
SAY:
• “ We know that analogies express a correlation between word pairs.
• T he words in the first pair are related to each other by a particular semantic link.
• To form an analogy, the second pair of words must be connected by the same link with the words in the correct order.”
CLICK TO DISPLAY Semantic Links.
SAY:
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• “ We have practiced working with analogies using six different semantic links.
• I n this lesson, we will explore analogies that use two more links. (Click to add icons.) They are object-description and object-material.”
ASK “Who can tell me the words we use to explain these connections?” (Call on student volunteers to respond.) (Click to add linking phrases under the icons.)
3. Sorting Word Pairs and Completing Analogies
CLICK TO DISPLAY Sort Analogy Word Pairs.
SAY:
• “ This word pair shows one half of an analogy.
• Each of these pairs will be related by one of two semantic links: objectdescription or object-material.”
ASK:
• “ The first one says, ‘sloth is to lethargic .’ How are these words related?” (A: a sloth is/can be described as lethargic; it’s an objectdescription link)
• “ What does lethargic mean?” (A: to have no energy; to be slow or lazy) (Click to move the words to the object-description column and show next word pair.)
• “ Which link describes ‘rock is to mineral’ ?” (A: object-material) (Click to move the words to the object-material column and show the next pair.)
COMPLETE the remaining examples using the same routine and the provided answer key. CLICK TO ADD each word pair to its correct column.
Vocabulary
Answer Key
Object-Description
1. s loth is to lethargic 2. blanket is to bulky 3. coffee is to bitter
Object-Material
1. rock is to mineral 2. g uacamole is to avocado
3. d une is to sand
Note: Only one possible correct answer will appear on the line. Accept the other two correct answers if students provide them.
Answer Key
1. sloth is to lethargic / blanket is to bulky / coffee is to bitter
2. rock is to mineral / guacamole is to avocado / dune is to sand
3. rock is to mineral / guacamole is to avocado / dune is to sand
Model a think-aloud for the students with the first analogy:
CLICK TO DISPLAY Apples to Apples.
SAY:
• “ Here are the word pairs that we just sorted.
• Let’s practice completing analogies by choosing a second word pair that shares a semantic link with the first word pair.
• I n the first analogy, we see a word pair that is not from one of the sorted columns. Listen: ‘cliff is to treacherous.’”
ASK:
• “ Which of the semantic links explains how cliff is related to treacherous?” (A: object-description)
• “ Where will I look to choose my second word pair?” (A: the objectdescription column)
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Say: “I see ‘swamp is to gloomy.’ This tells me swamp can be described as gloomy. A gloomy place doesn’t have much light. It can look dark and gray. That means the link is object–description. Now I need another pair where the second word describes the first word. Garden can be described as idyllic . Idyllic places are quiet, pretty, and make you feel relaxed, so that matches.”
SAY:
• “Correct. There are several correct analogies that we can create for our first item.
• For example, we can say ‘cliff is to treacherous as sloth is to lethargic .’ (Click to add the words to the first line.)
• N ow let’s work together to make other analogies by combining word pairs with the same relationship.”
COMPLETE the remaining examples using the same routine and the provided answer key. CLICK TO ADD each word pair to its correct line.
C LICK TO DISPLAY The Last Word.
SAY:
• “ Now let’s complete analogies that are missing a word at the end.
• Choose a word from the column on the right to finish the second word pair of each analogy. Then explain how those word pairs are correlated
• These correlations can be explained by any one of the semantic links shown here. (Point to the link icons.)
• Let’s do the first one together.” ASK:
• “ Finish this analogy: ‘swamp is to gloomy as garden is to’…” (A: idyllic) (Click to move the word idyllic to the first line.)
• “ How are swamp and gloomy linked?” (A: by the object-description link) (Click to add the words object-description to the second line.)
• “Are garden and idyllic linked in the same way?” (A: yes)
Vocabulary
Answer Key
1. a . idyllic
b. object-description
2. a . marble
b. object-material
3. a . fight
b. synonym
4. a . ambitious
b. antonym
5. a. shallow
b. object-description
COMPLETE the remaining examples using the same routine and the provided answer key. CLICK TO ADD each word or explanation to its correct line.
4. Reflecting on Analogies
CLICK TO DISPLAY Layers of Word Meaning.
SAY:
• “ You have learned a lot about analogies in our recent lessons, but this is not the first time you have seen or heard them!
• I n our first Orbit vocabulary lesson, we discovered that most words have multiple layers of meaning and that they are all related to many other words.
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• We made an analogy that compared the idea of a word having layers of meaning to a tree having many branches.”
ASK:
• “ What is the semantic link that connects tree and branches?” (A: whole-part) (Click to add icon.)
• “Can we use this link to describe a word and its many layers of meaning?” (A: yes)
CLICK TO DISPLAY Getting to Know You.
SAY:
• “ Then we compared these two ideas: learning about a new word and getting to know a friend
• I n that earlier lesson, we said, ‘Just like learning about a friend, we can learn more about words to better understand them. The more you know about a word, the deeper your connection to it becomes.’
• For example, you understand a word more deeply once you know if it has multiple meanings, shades of meaning, or figurative uses.”
ASK “Who can tell me some things that might help you get to know a new friend?” (Call on student volunteers to respond.)
SAY:
• Yes, you can get to know more about a new friend when you discover their personality traits, meet their family, or find out that they like to do the same things you do!
• F inally, you can learn that a word is related to lots of other words, just like a new friend might be related to or be friends with many other people.”
CLICK TO DISPLAY It’s Kind of Like This.
Vocabulary
SAY:
• “ We have used our knowledge of semantic links to discover connections between words (point to the row of icons), and to make correlations between word pairs in analogies. (Point to the analogy and the object-action link.)
• B ut we have also learned to be flexible in our thinking! There are many ways words and ideas are related beyond the common links we have worked with.”
ASK:
• “ How are these words linked? Mother and daughter. (A: they are relatives; people in the same family)
• “ How about brother and sister? Are they linked in the same way as mother and daughter?” (A: yes)
• “ Is a painter connected to a paintbrush the same way a builder is linked to a hammer? How?” (A: yes; both word pairs name a person and a tool they use in their job)
• “ Using the same link, what would be connected to a firefighter?” (A: hose, ladder, firetruck)
SAY:
• “ Right! We haven’t learned an icon or connecting words for these specific relationships, but people use analogies to compare or explain all kinds of things!
• H owever, they are not likely to say, ‘ this is to this as that is to that.’ Instead, they use typical conversational language. (Click to add the last line of text.)
• For example, I might say, ‘Solving a math word problem is kind of like being a detective because you have to look for clues and figure out the answer step by step.’”
CLICK TO DISPLAY Building Bridges.
SAY “When we work with analogies, we are using analogical thinking.”
ASK:
• “Can you see a smaller word inside of analogical? What is it?”
(A: logical, logic) (Click to highlight logical )
• “ Who can tell me what the word logical means?” (A: that something makes sense; it’s reasonable)
• “ Is it logical to use an umbrella on a rainy day?” (A: yes)
• “ What is the logical thing to do if a room is too dark?”
(A: turn on a light)
Vocabulary
SAY:
• “ Let’s say that your flashlight doesn’t turn on, so you put a new battery in it. Now it works!
• Later that day, you sit down to watch TV, and you notice that the remote control isn’t working.”
ASK:
• “ What can you do with the remote control?” (A: put a new battery in it)
• “ How did you know to do that?” (A: because it worked for the flashlight)
SAY:
• “ Since you already learned what works for the flashlight, you used that knowledge or experience to figure out what should work for the remote control. You used analogical thinking! (Click to add the definition of analogical thinking.)
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• B ecause the flashlight and the remote control are both devices that run on battery power, it was logical to guess that what works for one device also applies to the other. (Click to add the bridge graphic.)
• U sing analogical thinking is like building a bridge that connects known ideas to new ones.”
CLICK TO DISPLAY The Magic Is in the Middle.
ASK “Do you remember how we talked about the importance of the middle ring in a semantic link? What goes there?” (A: the explanation of how the words are related)
CLICK TO ADD the analogy phrase.
SAY:
• “ It’s kind of like that with analogies, too. (Click to add the bridge graphic.)
• The explanation of how two ideas are related, just like the foundation supporting the bridge, needs to be solid and strong. And, yes, I just used an analogy!”
CLICK TO DISPLAY Analogies All Around.
SAY:
• “ We can use analogies in our everyday lives to help us understand new ideas by relating them to familiar ones because they share some of the same characteristics.
• For example, when you are learning about multiplication for the first time, a teacher might use an analogy like this (click to add math symbols): ‘Multiplication is like addition because we are trying to find
Vocabulary
Use sentence frames during partner work to support academic language:
“ is to as is to because .”
“The relationship is because .”
“Both pairs show .”
a total number, but instead of doing it step by step, we jump forward to get the total faster.’
• (Click to add puck and ball images.) If you are learning a new sport, say hockey, a friend might explain that it is similar to a sport you already play, such as soccer.”
ASK “Who can help me complete this idea? Hockey is like soccer because…” (Call on student volunteers to respond.) (Click to add explanation.)
READ the explanation: “In both sports, players pass, defend, and try to score by getting the puck or ball past a guard into a net.”
SAY:
• “ I see a lot of similarities between these sports! If I were already a good soccer player, I might feel more confident about trying hockey.
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• If you pay attention, you might hear analogies being used all around you.”
5. Practice Activity
CLICK TO DISPLAY Build Your Own.
SAY:
• “ You will work with a partner during this activity.
• H ere are two open analogies that must be completed.
• Take turns choosing two related words or phrases from the list to fill in the blanks.
• T hen work together to explain how the two things are related.
• Take out your pencil and a piece of paper so you can write down your ideas.”
REVIEW THE ACTIVITY with students. CLICK TO COLOR CODE the correct answer pairs. Ask students to share some of their explanations.
6. Practice Answering Text and Me Questions
SAY:
• “ Let’s review how to answer a Text and Me question.
• We answer Text and Me questions by combining what we read with what we already know.”
STUDENTS OPEN their workbooks to page 100, Practice Answering Text and Me Questions.
CLICK TO DISPLAY Review Step #1.
Vocabulary
Answer Key
1. traffic signs/school rules (keep you safe, give you direction, etc.)
2. ed iting your writing/ cleaning your room (get rid of things not needed, get organized and neat)
3. doing homework/ practicing sports (keep working on skills to help later with a test/a game)
4. heart/water pump (moves blood through veins/water through pipes)
Redirection: If students identify other sentences in the article as relevant, prompt them with these questions:
• I s this detail related to the key words in the question?
• D oes this detail give the type of information the question word is asking for?
ASK “What is the first step?” (A: think about the question, then find the key words and think about the information the question word is asking for)
CALL ON a student volunteer to read the question: “What kinds of snacks might someone eat when it’s cold?”
ASK “What are the key words we should underline?” (A: snacks, cold) (Click to underline the key words.)
DIRECT STUDENTS to underline the key words in their workbooks.
ASK:
• “ What is the question word?” (A: what)
• “ What information, or details, will we look for based on the question word?” (A: things, specifically snacks)
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• I s this detail related to the type of weather in which snacks are eaten?
CLICK TO DISPLAY Review Step #2.
ASK:
• “ What is the second step?” (A: search for relevant details in the text)
• “ What makes a detail relevant?” (A: it is related to the key words in the question, gives the type of information the question word asks for, and helps answer the question)
CALL ON a student volunteer to read the paragraph. The article can be found on pages 38-39 in the workbook.
ASK:
• “ What relevant details are in this paragraph?” (A: “During the hot months, Italians cool off with a thick and creamy frozen treat called gelato…”) (Click to underline the sentence. Direct students to underline it in their workbooks.)
• “ Why is this a relevant detail?” (A: hot is the opposite of cold; gelato/ ice cream is an example of a snack; a treat is a synonym for a snack; frozen is a synonym for cold; cool is a synonym for cold)
CLICK TO DISPLAY Review Step #3.
ASK:
• “ What is the third step?” (A: make a list of details from the text and from what I already know)
• “ What relevant detail from the text did we find?” (A: in hot months, Italians try to cool off; in hot months, Italians like to eat gelato) (Click to add each bullet. Direct students to write them down in their workbooks under the heading “The text says…” )
• “ What do we already know about this topic?” (Answers will vary, but should be similar to: people enjoy hot chocolate, hot tea, or soup when it’s cold; when people are cold, they want something to warm them up) (Click to add sample answers. Direct students to write them down in their workbooks under the heading “I already know that…” )
Vocabulary
CLICK TO DISPLAY Review Step #4.
SAY “Now that we have our list of relevant details, we need to figure out how they are connected by asking ourselves the next two questions in your workbook.”
ASK:
• “ What do these details have in common?” (A: Each detail is about what people do or eat in different temperatures.) (Click to add.)
• “ How are these details connected to each other?” (A: There is a pattern of opposites. In hot months, people try to cool off, and in cold months, people try to warm up. In hot months, people eat cold food, and in cold months, people eat warm food.) (Click to add.)
STUDENTS RECORD these answers in their workbooks.
CLICK TO DISPLAY Review Step #5.
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ASK “What understanding do we have, based on the connections between what we read and what we already know?” (A: When it’s cold, people will eat snacks that can help them warm up, such as hot chocolate, warm bread, or soup.) (Click to add sample answer.)
STUDENTS WRITE their answer in cursive in their workbooks.
CLICK TO DISPLAY Partner Practice.
SAY “Now you will work with a partner to answer the next Text and Me question. Turn to page 101 in your workbook.”
CALL ON a student to read the question: “Why do you think the author of ‘Rascal Jack and the Briar Bluff’ chose a pine marten and a badger?”
SAY “The story can be found on pages 6-7 of your workbook.”
When students have finished working, use the remaining click directions and script to discuss their answers:
ASK:
• “ What are the key words in the question?” (A: pine marten and badger) (Click to underline.)
• “ What type of information is the question word asking for?” (A: reasons) (Click to add.)
CLICK TO DISPLAY Relevant Details in the Text.
ASK “What relevant details did you find in the story?”
• A nswers may include (click to add each bullet):
- habitat – “deep in the wilderness,” “forest animals”
- G rizzle – “serious,” “grumpy,” “growled,” “landed with a mighty splash”
Vocabulary - Jack – “smart thinking,” “big smile,” “laughing,” “ran fast,” “disappeared into the trees,” “proud of another escape”
CLICK TO DISPLAY Relevant Details You Already Know.
ASK “What do you already know about pine martens and badgers? Hint: you learned some information about them before we read ‘Rascal Jack and the Briar Bluff’!” (A: pine marten – small, furry, lives in forests, great climber and loves jumping between trees; badger – short and strong, thick body, black and white face) (Click to add each bullet with sample answers.)
CLICK TO DISPLAY Connect the Details.
ASK:
• “ What do these details have in common?” (A: both animals live in the forest) (Click to add.)
• “ How are these details related to each other?” (A: These animals live in the same habitat, but they sound very different from each other. Pine martens sound cute, playful, and mischievous. Badgers sound serious, big, and grumpy.) (Click to add.)
CLICK TO DISPLAY Build Meaning.
ASK “What new understanding do we have from connecting what the text says about pine martens and badgers and what we already know about them?” (A: The author needed two animals that live in the forest—one that is cute and mischievous, and one that is grumpy and big.) (Click to add sample answer.)
7. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
Answer Key
1. deep; object-description
2. coral; object-material
3. tranquil; antonym
8. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 16, Lesson 4 Quick Checks.
SAY “Circle the word that correctly completes each analogy. Identify how the words are related.”
Unit 16 Lesson 5
Knowledge Checkpoint: Other Vowel Spellings Phonics
Objectives
• To accurately decode and encode multisyllabic words with Other Vowel spellings.
• To recognize and accurately decode and encode the Heart Words: laugh, through, enough, group, thought, and young
• To practice oral reading fluency with decodable text.
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Teacher Materials
• Orbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 2
Student Materials
• S pelling and Dictation page – printed and copied (Supply Room HQ or page 501 in the Appendix)
• “At the end of today’s lesson, you will be able to:
- s how that you can identify, read, and spell words with other vowel spellings by themselves and in phrases and sentences.
- s how that you can spell our Unit 16 Heart Words.”
2. Optional Warm-Up Activity
CLICK TO DISPLAY Warm Up: Other Vowel Motions.
SAY:
• “ To warm up, let’s play Other Vowel Motions.
• I ’m going to show you a word. Read the word to yourself, paying attention to the other vowel phoneme. Make the motion that goes with the other vowel phoneme in the word.”
ASK “What are the five other vowel phonemes?”
(A: //, /oi/, /ou/, //, /aw/)
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REVIEW hand motions for the other vowel sounds:
// ooze: The motion for // is holding out a hand, palm facing upward, and wiggling fingers slightly, as if there is green slime oozing through them.
/oi/ oink: The motion for /oi/ is pressing up on the tip of your nose to make a pig nose while making the “oink ” sound.
/ou/ ouch: The motion for /ou/ is touching the top of the hand as if there is a cut that would make a person say “ouch !”
// book: The motion for // is pretending students’ hands are a book and opening the book in front of their chest.
/aw/ awesome: The motion for /aw/ is the American Sign Language sign for “awesome” (as in “fantastic” or “wonderful”), which is holding the hands above the shoulders with palms facing front, and slightly raising the hands toward the ceiling twice.
Phonics
CLICK TO DISPLAY the word taunt
SAY “Show me the motion for this word.”
ALLOW students to respond with the /aw/ motion by holding their hands above their shoulders with palms facing front while slightly raising the hands toward the ceiling twice.
SAY “The word taunt has the /aw/ sound.” (Make the /aw/ motion.)
REPEAT rounds of the game with the remaining words: booth , (ooze motion), destroy (oink), vouch (ouch), woodshed (book), unlawful (awesome), thousand (ouch), should (book), true (ooze), empower (ouch), and shrewdly (ooze).
3. Spelling and Dictation
CLICK TO DISPLAY Spelling & Dictation.
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SAY “We have been practicing spelling Heart Words and words with other vowel spellings. For today’s spelling test, write the words in your best handwriting on our Spelling & Dictation paper.”
DISTRIBUTE a Spelling & Dictation page to each student.
REMIND students to use the handwriting lines for letter formation, using the Moon and Star lines to size letters.
READ aloud the sixteen words and two dictation sentences to students.
• For spelling words, use the contextual sentences below to ensure students have heard the word correctly.
• For dictation sentences, have students repeat the sentence and count the number of words in the sentence before writing.
1. awning – We waited under the shop’s striped awning during the rainstorm.
2. employment – Marcus is seeking employment in healthcare.
3. underground – Trains often travel underground in large cities.
4. poison – The sign warned that the bottle had poison and should not be touched.
5. included – The game parts included a spinner, tokens, and pawns for each player.
6. raccoon – A raccoon is a nocturnal animal known for its black mask around its eyes.
7. drowsy – After reading for a while, she felt drowsy and drifted off to sleep.
8. newborn – The newborn puppies huddled together for warmth.
Provide stems for peer support and encourage a positive interaction:
“Try that sentence again.”
“You missed this word, let’s read it together.”
“Good job! You improved on .”
9. residue – A sticky residue remained on the counter where the juice was spilled.
10. default – The computer comes with default settings that can be changed.
11. group – A musical group with three people is a trio.
12. through – We hiked through the forest to get to the waterfall.
13. laugh – The comedian made the whole audience laugh
14. thought – Have you thought about the topic of your project?
15. young – A young whale is called a calf.
16. enough – I have enough popcorn to share with friends.
Dictation Sentences:
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1. Roy found the rooster clawing around the woodshed. (8)
2. A lways avoid a growling animal chewing on its bone. (9)
4. Decodable Passage Fluency and Comprehension
CLICK TO DISPLAY Decodable Passage.
S AY:
• “ We have read ‘The Great Nature Scavenger Hunt’ twice this week. Now, it’s your turn to read the passage accurately and fluently. You’ll add another column to your tracking chart.
• O pen your workbooks to page 94.
• Your goal is to read with greater accuracy than the first time you read the passage, aiming for 98% accuracy or higher, but remember that you can always reread if you notice you made a mistake or if something you read doesn’t make sense.
• Remember that accuracy is more important than speed. Read carefully.”
GROUP students into the same reading pairs as earlier in the week. The student who was Reader 1 in Lesson 3 will be Reader 1 today for a repeated reading. Reader 2 will begin as Checker.
Procedure:
1. CLICK TO DISPLAY AND BRIEFLY REVIEW the “Words to Preview,” “Point and Say,” and “Heart Words” at the top left of the passage with students.
2. READERS SWAP WORKBOOKS and follow the procedure as
Phonics
students take turns being the Reader and Checker while tracking miscues, timing a one-minute reading (click to display the timer for each reader), and rereading any misread sentences.
3. EACH STUDENT CHARTS their own Accuracy Percentage & Words Correct Per Minute using the chart at the end of their workbook.
ASK :
• “ What is something you did well in the oral reading compared to your practice read?”
• “ What is something to improve in your oral reading?”
• “ Would a few students share their growth?”
SAY:
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• “ With practice, we can improve our reading accuracy, prosody, and speed. Improving these skills allows us to better understand what we are reading.
• Let’s see what we understood by answering the Investigate the Text questions.”
READ ALOUD OR HAVE STUDENTS READ INDEPENDENTLY the Investigate the Text questions. Students will underline their answers to questions #1-4 directly in the passage. For questions #5 and #6, students will “Think” about their answer, “Pair” up with a classmate to discuss their own experiences and opinions, and then “Write” their responses on the handwriting lines. Their answers should be complete sentences written in legible cursive handwriting. The inferential questions foster discussion between all students, helping them find personal and social connections with each passage.
CLICK TO DISPLAY answers and review with students after they have completed all questions in their workbooks, asking for volunteers to read their answers to questions #5-6.
Answer Key
1. What was on the scavenger hunt list? Name at least two items. Each of them had a list of things to find—like a pinecone, something round, a feather, and a smooth rock. 55
2. What sounds did Juniper describe as being like an “outdoor spa”?
“Even the noises—the wind, the birds, the splash of water—it’s like an outdoor spa .” 204
3. What did Rudy suggest for their next scavenger hunt?
“Next time,” said Rudy, “let’s bring our young sibilings with us. Nature’s too good not to enjoy with them.” 332
4. What did the group hear as they walked through the tall grass? The group walked through tall grass and heard the croak of frogs. 222 1 2 3 4
Answer Key
5. How can you tell that the friends enjoyed spending time in nature? Give evidence from the passage.
6. What is something fun or unusual that you’ve found while out in nature? Where did you find it? Be specific.
5. Climb InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
Answer Key
Long oatmeal braided
R-controlled Saturn carton
Other August discount
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For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 16, Lesson 5 Quick Checks.
SAY “For today’s Quick Check, read the words in the word bank. Write each word under the type of vowel it has: Long, R-Controlled, or Other.”
Capital Cursive Letters: H, K, M, N
Unit 16 Handwriting Handwriting
Objectives
• To use proper pencil grip, posture, and paper positioning for legible cursive handwriting.
• To trace and write capital cursive H, K , M, and N with proper formation using verbal pathways.
• To write decodable words in cursive.
Teacher Materials
• Orbit Online
Student Materials
• Orbit Student Workbook 2
• pencil
Start Teaching
Capital Cursive Letters: H, K, M, and N
1. State Objectives
OPEN Orbit Online to Unit 16, Handwriting.
CLICK TO DISPLAY Objectives.
SAY:
• “ Today, we will learn to write four new capital cursive letters.
• At the end of today’s lesson, you will be able to:
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- trace and write capital cursive H, K , M, and N with proper formation using verbal pathways.
- write decodable words in cursive.
- a lphabetize three words and write them in cursive.”
2. Learn Capital Cursive Letters H, K, M, and N
CLICK TO DISPLAY Capital Cursive H animation.
SAY “The next set of capital letters will have the same beginning as the previous set. They will each begin with a small swoop just below the Star line. Let’s start with H and watch the formation.”
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive H Formation image.
SAY “Watch as I trace capital cursive H .”
CLICK TO DISPLAY Tracing Capital Cursive H . (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE capital H with two fingers as you say the pathway:
• Start just below the Star line. Swoop up to the stars. Fall to Earth. Lift off to the stars and fall to Earth. Take off back to the moon and loop forward.
SAY:
• “Open to page 103. Now it’s your turn. Put your pencil on the dot at the beginning of row 1 . Trace the capital H as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 1 and trace capital H one more time.”
ASK “Which state begins with a capital H?” (A: Hawaii)
SAY “Write the capital H three more times in row 1 . Use the dot just below the Star line to help you start the letter.” (Repeat the pathway as needed.)
CLICK TO DISPLAY Capital Cursive K animation.
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive K Formation image.
SAY “Watch as I trace capital cursive K .”
CLICK TO DISPLAY Tracing Capital Cursive K . (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE capital K with two fingers as you say the pathway:
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• J ust below the Star line. Swoop up to the stars. Fall to Earth. Lift off to the stars, slope back to the moon, and loop. Slope forward with a swoop.
SAY:
• “ Now it’s your turn. Put your pencil on the first dot in row 2. Trace the capital K as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 2 and trace capital K one more time.”
ASK “What states begin with a capital K?” (A: Kansas, Kentucky)
SAY “Write the capital K three more times in row 2. Use the dot just below the Star line to help you start the letter.” (Repeat the pathway as needed.)
CLICK TO DISPLAY Capital Cursive M animation.
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive M Formation image.
SAY “Watch as I trace capital cursive M .”
CLICK TO DISPLAY Tracing Capital Cursive M . (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE capital M with two fingers as you say the pathway:
• J ust below the Star line. Swoop up to the stars. Fall to Earth. Curve up to the stars and fall to Earth. Curve up to the stars and fall to Earth with a swoop.
SAY:
• “ Now it’s your turn. Put your pencil on the dot at the beginning of
Self-Assessment: Have students look over their individual cursive letters and circle the one they like best and have them fix one that needs work.
Note: Students have practiced cursive connections and should be able to complete a cursive word without the verbal pathway. If needed, use the verbal pathways chart from page 502 of the Appendix.
row 3. Trace the capital M as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 3 and trace capital M one more time.”
ASK “Which states begin with M?” (A: Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, and Montana)
SAY “Write the capital M three more times in row 3. Use the dot just below the Star line to help you start the letter.” (Repeat the pathway as needed.)
CLICK TO DISPLAY Capital Cursive N animation.
CLICK TO PLAY animation.
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CLICK TO DISPLAY Capital Cursive N Formation image.
SAY “Watch as I trace capital cursive N .”
CLICK TO DISPLAY Tracing Capital Cursive N . (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE capital N with two fingers as you say the pathway:
• Start just below the Star line. Swoop up to the stars. Fall to Earth. Curve up to the stars and fall to Earth with a swoop.
SAY:
• “ Now it’s your turn. Put your pencil on the first dot in row 4 Trace the capital N as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 4 and trace capital N one more time.”
ASK “Which states begin with a capital N?” (A: Nebraska, New Hampshire, New Jersey, New York, North Carolina, North Dakota, Nevada, New Mexico)
SAY “Write the capital N three more times in row 4. Use the dot just below the Star line to help you start the letter.” (Repeat the pathway as needed.)
3. Writing Cursive Words
CLICK TO DISPLAY Cursive Word: Houston image.
SAY:
• “ Now we will practice writing cursive words with the capital letters H, K , M, and N
• Look at the word in row 5, H-o-u-s-t-o-n, Houston.
Click the Comprehension Boost icon to display an image that corresponds with each cursive word.
• Houston is big city in Southeast Texas.
• Watch me trace the word Houston and pay attention to the transition between the capital H and the lowercase o.”
TRACE the word Houston
SAY:
• “ Now you will trace the word Houston in row 5.
• N ext, write the word Houston in cursive in the same row. Make sure to include a finger space in between the word you traced and the word you write.”
CLICK TO DISPLAY Cursive Words: King Kong image.
SAY:
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• “ Look at the words in row 6, K-i-n-g, King, K-o-n-g, Kong.
• King Kong is a famous giant gorilla that appears in many movies.
• Watch me trace the words King Kong and pay attention to the connection between the capital and lowercase letters.”
TRACE the words King Kong
SAY:
• “ Now you will trace the words King Kong in row 6
• N ext, write the words King Kong in cursive in the same row. Make sure to include a finger space in between each word.”
CLICK TO DISPLAY Cursive Words: New Mexico image.
SAY:
• “ Look at the words in row 7, N-e-w, New, M-e-x-i-c-o, Mexico.
• New Mexico is the state that is just to the west of Texas.
• Watch me trace the words New Mexico and pay attention to the transition between the capital letters and the lowercase ones.”
TRACE the words New Mexico
SAY:
• “ Now you will trace the words New Mexico in row 7
• N ext, write the words New Mexico in cursive in the same row. Make sure to include a finger space in between each word.”
4. Alphabetizing
SAY “Let’s alphabetize three names beginning with capital K
Look at row 8.”
CLICK TO DISPLAY Alphabetizing: Kimberly, Kiara, Kinsley image.
ASK:
• “Can you read these three names?” (A: Kimberly, Kiara, Kinsley)
• “ What do you notice about these three names?” (A: they all start with capital K)
SAY “Because they all begin with capital K , we’ll need to look at the next letter to figure out which word would be listed first on a class list.”
ASK “Look at the letter after K in each word. What letters do you see?” (A: i)
SAY “These names all begin with Ki, This requires us to look at the third letter.”
ASK:
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• “ Look at each name. What is the third letter in each name?” (A: m, a, n)
• “ Which of those letters appears first in the alphabet?” (A: a)
• “ So, which name should be first if we are alphabetizing these names?” (A: Kiara)
SAY “Let’s write the number 1 above Kiara.” (Click to add the number 1.)
ASK:
• “ Which name will be second in the series?” (A: Kimberly)
• “ How do you know this name should be second?” (A: m comes before n in the alphabet)
SAY:
• “ Let’s write the number 2 above Kimberly and the number 3 above Kinsley (Click to add the numbers 2 and 3.)
• N ow, trace the three names in row 8
• Lastly, write the three names in alphabetical order in cursive in row 9 with a comma between each name.”
5. Editing Routine
CLICK TO DISPLAY Editing Routine.
SAY:
• “ The editing routine you see on the screen is the same checklist that is at the bottom of your workbook page.
• We did not write sentences today, so you will not need to check off punctuation.”
CLICK TO ERASE the punctuation box.
SAY:
• “ In this lesson, we learned new cursive letters and wrote cursive proper nouns.
• U se the checklist at the bottom of your workbook page to check for the sizing of your letters, the spacing between connections and words, whether your writing is legible, if you used capitals at the beginning of each word, and if you took your time.
• Look at the words we have completed in this lesson. Fix any mistakes if necessary.
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• O nce you are finished, put your pencil down.” (Allow students time to check their work using the editing checklist at the bottom of each workbook page they have completed. Guide students through the checklist if necessary.)
Optional Additional Words for Cursive Writing
• U se the following words for more practice or during small groups.
• Follow the same routine as above, clicking through Orbit Online as before.
Cursive Word: Happy
ASK:
• “Can you read this cursive word?” (A: Happy)
• “ Happy isn’t a proper noun, so when would we see it written with a capital letter?” (A: in the first word of a sentence)
SAY “Watch me trace the word Happy, as in ‘ Happy ladybugs eat the aphids off the green plant!’”
TRACE the word Happy.
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Cursive Word: Kittens
ASK “Can you read this cursive word?” (A: Kittens)
SAY “Watch me trace the word Kittens, as in ‘ Kittens snuggle with their
mother in a soft box.’”
TRACE the word Kittens
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Remember not to dot your i or cross your t s until you’ve written the whole word. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Cursive Word: Name
ASK:
• “Can you read this cursive word?” (A: Name)
• “Is a proper noun?” (A: no)
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• “ When will we see Name with a capital N being used?” (A: at the beginning of a sentence)
SAY “Watch me trace the word Name, as in ‘ Name your favorite fruit.’”
TRACE the word Name
SAY:
• “Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Cursive Word: Monday
ASK:
• “Can you read this cursive word?” (A: Monday)
• “Is Monday a proper noun?” (A: yes, it is a day of the week)
SAY “Watch me trace the word Monday, as in ‘We go back to school on Monday.’ Because it is a proper noun, Monday is always capitalized.”
TRACE the word Monday
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Unit 17 Lesson 1
Prefixes sub-, sur-, and super- Morphology
Objectives
• To define the prefixes sub -, sur-, and super-.
• To interpret the meanings of words using knowledge of prefixes.
• To use knowledge of morphemes and context clues to use newly defined words in connected text.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 2
Student Materials
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• Unit 17 Home Connection Letter – printed and copied (Supply Room HQ)
• pencil
What You Need to Know
Prefixes sub-, sur-, and super-
• The prefix sub- /sŭb/ means under, below, or beneath. It comes directly from the Latin word sub, meaning under or close to. This prefix is found in many common English words that describe something positioned lower or operating underneath something else. For example, a submarine travels under the sea, and a subway runs below the ground. Sometimes sub - changes spelling to suc-, sup-, or sus- before certain letters, as in succeed or support . Understanding the prefix sub - helps students see the relationship of under or less than in the meaning of a word.
• The prefix sur- /ser/ means over, above, or in addition to. It comes from Old French sur, which itself traces back to the Latin word super, meaning above. This prefix often appears in words that convey the idea of going beyond a normal limit or being positioned higher. For example, surplus means more than what is needed, and surpass means to go beyond a certain point or standard. Recognizing the prefix sur- helps students understand that the word involves something extra, additional, or exceeding what is usual.
• The prefix super- /s / /per/ means over, above, or beyond. It comes from the Latin word super, meaning above or on top of. In modern English, it often implies something superior, excessive, or extraordinary. For example, a superstructure is the part of a building built above its base, and a superhero is a hero with powers beyond those of ordinary humans. Recognizing the prefix super- allows students to identify that the word has a sense of being greater, higher, or beyond the usual.
Greek Combining Form auto-
• The Greek combining form auto - /aw/ /tō/ means self or same. It comes from the Greek word autos, which means self. This combining form appears in many English words that describe actions done by oneself or things that operate independently. For example, an autograph is a person’s own signature, and automatic describes something that works by itself without needing much human control. The combining form autois often joined with other Greek or Latin roots to create words used in everyday language and academic vocabulary. Recognizing auto - helps students understand that the word’s meaning is connected to the idea of self or acting on its own
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Instruct students to work with a partner to decode each word. Have them break words by syllables first and mark them in their workbook. Once they have decoded the words they will be able to underline the common prefixes.
Prefixes
Start Teaching
sub-, sur-, and super-
1. State Objectives
OPEN Orbit Online to Unit 17, Lesson 1, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– define the prefixes sub -, sur-, and super-.
– interpret the meaning of words using the target prefixes.
– use knowledge of morphemes and context clues to use newly defined words in sentences.”
2. Morpheme Families
CLICK TO DISPLAY Morpheme Families: sub -, sur-, and super-.
DIRECT students to turn to page 105 in their workbook.
SAY:
• “Become a word detective. Look for prefixes in these words.
• Use the blank chart in your workbook to sort the words based on the prefixes you find. Use each prefix as a title to each column in the chart.” (Briefly allow students time to complete the chart.)
ASK “What similarities do these words have at the beginning?” (A: answers will vary; sub-, sur-, super-)
CLICK TO REVEAL the words sorted into columns based on the prefixes
ASK “What are the prefixes in this collection of words? Whisper to your partner.” (A: sub-, sur-, super- ; allow students to spell out the prefixes at this stage)
3. Inferring Morphemes
I DO sub-
CLICK TO DISPLAY Inferring Morphemes: I Do sub -.
READ the captions:
Morphology
Utilize Total Physical Response (TPR) gestures and movement to reinforce the meanings of the prefixes sub -, sur-, and super-.
As each prefix is introduced, model a gesture and have students repeat it:
sub- (under/below): Move your hand downward.
sur- (over/beyond): Sweep your hand over an object.
super- (above/extra): Raise both arms up like a superhero.
• “Passengers wait as the train glides into the underground station.
• The silent, giant steel craft drifts beneath the watery expanse.
• To help them focus, the reader highlights the small lines beneath the bold main title.”
ASK “What are some ideas and words the captions have in common?”
(A: answers will vary; underground, beneath)
CLICK TO REVEAL the common words and ideas.
SAY:
• “Each caption describes a word that uses the prefix s-u-b, /sŭb/.
• Based on that information, I will work to create a definition for the prefix sub -.
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• Each picture and caption relates to something that is under or beneath. For example, the caption for submarine explains it is beneath the water.”
CLICK TO REVEAL the speech bubble.
READ “I think sub - means something that is beneath.”
CLICK TO REVEAL the sketch.
SAY “Here is a simple sketch depicting beneath.”
WE DO sur-
DIRECT students to go to Inferring Morphemes: sur- on page 106 in their workbook.
SAY “Now we will do one together. Look at the images and captions for the words with the prefix s-u-r, /ser/.”
CLICK TO DISPLAY Inferring Morphemes: We Do sur-.
READ the captions:
• “Stacks of boxes overflow metal shelves, revealing extra inventory waiting to be shipped.
• With a calm sigh, the chess player hands over the game; he has been beaten.
• She wipes all over the top of the table to clean its glassy outer layer.”
SAY “Underline the common ideas and words in the captions under each image for sur-.” (Allow students time to look at the captions and find common ideas.)
ASK “What are some ideas and words the captions have in common?”
(A: answers will vary; overflow, extra, over, top)
Morphology
CLICK TO REVEAL the common ideas and words.
SAY:
• “Based on that information, work to create a definition for the prefix sur-.
• Complete the sentence stem in your workbook: I think sur- means
• Draw a sketch that will show the meaning.” (Allow students time to complete this work.)
CLICK TO REVEAL the speech bubble and the sketch.
READ “I think sur- means over, extra, top.”
ASK
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• “Are your definition and sketch like these?” (A: answers will vary)
• “Are they different? If so, why do you think they are different?” (A: answers will vary)
SAY “This prefix was a bit tricky. Ultimately, each caption and image showed things happening on top of something else.” (Point to show how in each image something is happening on top of something else or that the “overflow” is coming over top the shelves.)
CALL ON one or two students to share their work.
YOU DO super-
CLICK TO DISPLAY Inferring Morphemes: super-.
SAY:
• “Work with your partner to complete the same process for the prefix s-u-p - e-r, /s / /per/.
• Work together to read the captions and underline ideas and words they have in common.
• Write what you think the prefix super- means in the thought bubble.
• Draw a simple sketch to depict the meaning you think it is.” (Provide students with time to collaborate as partners. Circulate to coach and support as needed.)
CLICK TO REVEAL the underlined words, the example definition, and the sketch.
READ “I think super- means above and beyond.”
ASK
• “Are your definition and sketch like these?” (A: answers will vary)
• “Are they different? If so, why do you think they are different?”
Morphology
under, beneath, near
Related to: suf- in suf fix A suffix comes at the end of a word.
way > subway
Provide frames students can use orally or in writing:
“The prefix means .”
(A: answers will vary)
CALL ON one or two students to share their work.
SAY “Now we will learn the definitions for these prefixes. It will be fun to see how close we came to the definitions.”
4. Learn Prefixes sub-, sur-, and super-
CLICK TO DISPLAY Learn Prefix: sub -.
DIRECT students to the prefix chart on page 107 in their workbook.
CLICK TO REVEAL the meaning of sub - and the related prefix.
SAY:
• “The first prefix we will learn is sub -.
• This prefix means under, beneath, near.
“When we add to , the word means .”
“ has the prefix , so it means .” sub-
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• This prefix has a related prefix suf-, /sŭf/ in the word suffix; a suffix comes at the end of a word.
• Write the definition and related prefix in your workbook.”
CLICK TO REVEAL the example word subway
SAY “Let’s examine this example word, subway.”
CLICK TO REVEAL a sticky note.
SAY:
• “The free base way means road, path, track, or course of travel
• If we add the prefix sub - to the free base way we get the word subway
• A subway is a course of travel that is underground.”
CLICK TO REVEAL the image and sample sentence.
SAY:
• “Read the example sentence with me, ‘I enjoy hearing live music as I walk down the subway station stairs.’
• This tells us that you must go downstairs to get to the subway station. The subway itself is a train that will take you to different places by traveling underground.
• Write the word subway in your workbook.”
CLICK TO DISPLAY Learn Prefixes: sur-, and super-.
CLICK TO REVEAL the meaning of sur- and the related prefix.
Morphology
Related to: superplus > sur plus superover, above, additional
Related to: surfast > super fast
SAY:
• “The second prefix we will learn is sur-.
• This prefix means over, above, additional
• This prefix is related to the prefix super-.
• Write the definition and related prefix in your workbook.”
• “The free base fast means quick surover, above, additional
CLICK TO REVEAL the example word surplus
SAY “Let’s examine this example word, surplus.”
CLICK TO REVEAL sticky note.
SAY:
• “The free base plus means more
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• If we add the prefix sur- to the free base plus we get the word surplus.
• A surplus of something is more than needed Over and above emphasize that there is a large amount over.”
CLICK TO REVEAL the image and sample sentence.
SAY:
• “Read the example sentence with me, ‘Unfortunately, the surplus of apples was rotting on the ground because no one used them.’
• This tells us that the apple tree produced an amount of apples over the amount that was needed.
• Write the word surplus in your workbook.”
CLICK TO REVEAL the meaning of super- and the related prefix.
SAY:
• “The third prefix we will learn is super-.
• This prefix also means over, above, additional.
• This prefix is related to the prefix sur-. Both prefixes have the same meaning.
• Write the definition and related prefix in your workbook.”
CLICK TO REVEAL the example word superfast
SAY “Let’s examine this example word, superfast .”
CLICK TO REVEAL sticky note.
SAY:
Morphology
a region by the equator with
• If we add the prefix super- to the free base fast, we get the word superfast .
• Superfast means overly quick.”
CLICK TO REVEAL the image and sample sentence.
SAY:
• “Read the example sentence with me, ‘The cheetah is a superfast hunter, racing across the savanna in a blur of motion.’
• This tells us that the cheetah races so fast that the surroundings become a blur.
• Write the word superfast in your workbook.”
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5. Interpret It
I DO subtropic al
CLICK TO DISPLAY Interpret It: I Do subtropical.
SAY:
• “Let’s determine the meanings of words using the Interpret It routine.
• Remember our first step is to identify the base.
• I notice the base tropic in this word. That means there are two more morphemes.
• This word has the prefix sub - and the suffix -al.”
CLICK TO SEPARATE the morphemes.
CLICK TO REVEAL the definition of sub -.
SAY “The meaning of the prefix sub - is under, beneath, near.”
CLICK TO REVEAL the definition of tropic
SAY “The meaning of the base tropic is region by the equator with warm climates.”
CLICK TO REVEAL the image for tropic
CLICK TO REVEAL the definition of the suffix -al.
SAY:
• “The meaning of the suffix -al is like or relating to. It changes a noun into an adjective.
• Now I will put these meanings together to interpret the word subtropical
Morphology
Subtropical describes
Subtropical describes the area of the world near the region by the equator.
Quick Oral Checks for Understanding
Use low-stress checks:
“Show me sub - with your hands.”
“Point to where subtropical is.”
“Thumbs up if subtropical is near the equator.”
• It is important that I include words from each of the morphemes’ meanings in the new definition.”
CLICK TO REVEAL the sentence stem.
SAY “The sentence stem, ‘Subtropical describes ,’ will help me state the definition.”
CLICK TO REVEAL the definition.
READ “ Subtropical describes the area of the world near the region by the equator.”
SAY “Notice that I included key words from the meaning of each morpheme in the definition.”
ASK “What key word did I include for sub -?” (A: near)
CLICK TO HIGHLIGHT the word near
ASK “What key words did I include for tropic?” (A: region by the equator)
CLICK TO HIGHLIGHT the words region by the equator
ASK “What key word did I include for the suffix -al?” (A: describes)
SAY “Since -al makes it an adjective meaning like or related to, the word describes in the definition tells us it is an adjective.”
CLICK TO HIGHLIGHT the word describes.
SAY “Look at the picture for subtropical on page 107 in your workbook. Circle the sections on the map that are subtropical.”
CLICK TO SHOW a large image of subtropical.
ASK “Where is the label for the subtropics on the map?” (A: above and below the red section of the map; above and below the equator)
SAY “The subtropics, or where it is subtropical, are going to be the areas near and surrounding the equator. On the map the labels tell us it is the surrounding area for the tropics and the equator. Let’s look at another word.”
WE DO survive
CLICK TO DISPLAY Interpret It: We Do survive
SAY “This word is survive. Look for the word survive on page 108 of your workbook. Take a moment to find the base.”
ASK:
• “What is the prefix in this word?” (A: sur-)
• “What is the base or root?” (A: vive)
CLICK TO SEPARATE the morphemes.
Morphology
sur viv(e) over, above, additional to live
Survive means to
Survive means to live over and above.
SAY “Write the morphemes under the word survive in your workbook on the correctly labeled line.”
C LICK TO REVEAL the meaning of each morpheme.
SAY:
• “The prefix sur- means over, above, additional
• The root viv, /vĭv/ means to live.
• Notice the root viv has an additional vowel e at the end. We cannot end a word in consonant v, so the e is added to make this a silent e syllable. This will also make the vowel a long vowel i, once the final e is added.
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• Move to the handwriting line in your workbook. Let’s use this sentence stem to help us write the definition of survive using key words from the meanings of the morphemes.“
CLICK TO SHOW the sentence frame.
SAY:
• “Work with a partner to write a definition for the word survive using the sentence stem and key words.
• Write the definition on the line in your workbook. Write down the definition you believe makes the most sense.” (Allow students 2-3 minutes to discuss and write their definition.)
CALL ON one or two students to share their definition.
CLICK TO REVEAL the example definition.
ASK “What key word is included for sur-?” (A: over and above)
CLICK TO HIGHLIGHT the word over and above
ASK “What key words are included for viv?” (A: to live)
CLICK TO HIGHLIGHT the words to live.
SAY “Let’s read this word in context.”
CLICK TO SHOW the contextual sentence.
READ “The cactus can survive in the hot desert without much water.“
SAY “Most living plants and animals need water. However, the cactus has adapted so that it can live even in the dangerous dry desert environment.”
CLICK TO REPLACE the original definition.
READ “If something survives, it continues to live even after being in a dangerous situation.”
ASK “How is the dictionary definition different from the original? Talk with your partner about what you notice.” (A: answers will vary; the original
Answer Key
1. sur/name: over, above, additional a word by which someone is known
Surname means an additional word by which a person is known
Her surname is the same as her father’s.
Surname means the name that you share with other members of your family. In English-speaking countries, it is usually your last name.
2. sub/merge under, beneath, near to dip, plunge, sink
Submerge means to dip or plunge under
The submarine can submerge deep under the ocean.
Submerge means to go below the surface of some water or another liquid
3. sur/round over, above, additional circular
definition includes over and above; it does not include information about overcoming a hardship) (Walk the room, listening to and supporting students. After a short time remind students to switch partners.)
CALL ON one or two students to share what they noticed.
CLICK TO REVEAL the additional information highlighted.
SAY “The definition of the root viv is included in the dictionary definition. Our original definition did not include there being a hardship to overcome. The prefix sur- implies over but doesn’t suggest over what.”
YOU DO surname, submerge, surround, supervision
SAY:
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Surround means to be or go all the way around something.
Friends surround the birthday kid while they sing Happy Birthday.
Surround means to have something be all around a person or thing.
(Teaching note: in this case, the dictionary definition is similar enough to the literal definition that there is nothing to highlight.)
• “Work with your partner to complete the same process for each word.
• Work together to write a complete definition using the key words from the meanings of the morphemes.
• Use the provided images and definitions of the affixes we have not learned yet.
• After you have finished interpreting the meaning of each word, we will discuss the context and dictionary definition together.” (Provide students with time to collaborate as partners. Circulate to coach and support as needed.)
CLICK TO DISPLAY Interpret It: You Do surname, submerge, surround, supervision.
CLICK TO REVEAL the example definition, then each contextual sentence and dictionary definition, allowing students to check their work if necessary for error correction. Discuss the differences between their definition and the dictionary definition.
6. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
Answer Key
*answer key continued
4. super/vis/ion over, above, additional to see the act of
Supervision means the act of seeing over.
With supervision, we built a birdhouse using real tools.
Supervision is the act of making sure an activity is done correctly or that the person doing the task is behaving correctly
Answer Key
(example context clues are underlined)
1. I will write my surname, Miller, on all my camp equipment to identify if it gets lost.
2. Tall trees surround the camp boundaries , making it feel peaceful and safe.
3. Every activity is done under the supervision of our camp leaders to ensure we are doing things correctly and safely
4. I am proud that I learned how to submerge my head while swimming in the lake. It was fun to dive down deep !
5. Every day the camp counselors teach us skills that could help us survive in the wild
7. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 17, Lesson 1 Quick Checks.
SAY:
• “You will complete five cloze sentences.
• Read each sentence and underline the context clues to determine the word that best fits in the blank.
• Complete the sentence by writing the chosen word on the blank line.”
Unit 17 Lesson 2
Vocabulary Venture, Pick Two, and Content Passage
Objectives
• To conduct a full word-level analysis of the structure and meaning of the word aquatic by identifying its syllables, morphological components (prefix, base, and suffix), and semantically related words so students can include the word in a sentence.
• To apply flexible thinking and semantic reasoning to independently create and explain word connections using target vocabulary.
• To read aloud with appropriate rate, accuracy, and expression.
• To answer questions after reading an opinion essay to support and demonstrate comprehension.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 2
• Notecards with target words from the Pick Two activity written on them
Student Materials
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• pencil
What You Need to Know
Pick Two
• As students become more familiar with how words relate to one another, they also need to learn how to evaluate the strength of those connections.
• This activity will begin with a short mini-lesson on how to gauge the strength of a word connection and when to provide additional information to support weaker relations.
• To prepare for this activity, the teacher will write down the following words onto notecards two to three times depending on the size of your class to ensure everyone has two notecards:
Create InferCabulary Expedition Posttest and Pretest
• Create the InferCabulary Expedition Posttest for Module 4 by copying the pretest assignment.
• For detailed directions, see “How to Create the Expedition Game Post-Assessment in InferCabulary ” in TG1 on page 279.
• Create the InferCabulary Expedition Pretest for Module 5 by building an assignment from the word set entitled Orbit Module 5 Expedition Pretest.
• For detailed directions see “How to Create the
Expedition Game Assignment in InferCabulary ” in TG1 on page 87.
InferCabulary Preparation for the Next Module
• Open the word set entitled Orbit Module 4.
• Unstar the words from Module 4.
• Open the word set entitled Orbit Module 5.
• Star the words listed for Module 5.
Click to display the visual support for aquatic
Start Teaching
Vocabulary Venture, Pick Two, and Content Passage
1. State Objectives
OPEN Orbit Online to Unit 17, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– break apart a word to understand what it means and how it’s built.
– connect words and explain how they go together.
– read aloud with the right speed, clear words, and good expression.
– answer Think and Search and Text and Me questions about what you read to show you understand it.”
2. Vocabulary Venture – Aquatic
CLICK TO DISPLAY Vocabulary Venture – Syllables.
STUDENTS OPEN their workbooks to page 111, Vocabulary Venture.
SAY “Time for another Vocabulary Venture. Remember, this is where we apply all the things we are learning about how words work.”
ASK:
• “What is this word?” (A: aquatic)
• “How many syllables do you hear?” (A: three)
CLICK TO REVEAL three SyllaBoards™ .
ASK:
• “What is the first syllable?” (A: a) (Click to show the syllable a in the first box.)
• “What type of syllable is this?” (A: schwa)
• “What about the second syllable?” (A: quat) (Click to show the syllable quat in the second box.)
• “What type of syllable is this?” (A: closed)
• “How about this last syllable?” (A: ic) (Click to show the syllable ic in the third box.)
Vocabulary
Note: While aqua can refer to a shade of blue-green color, this is a modern borrowing. The base in aquatic and aquarium is bound, even if aqua can be a standalone word in graphic design or paint names.
Note: Acknowledge and accept any other words students may share that include the base aqua
Note: Students have been introduced to this pattern in Unit 11. -Tic is another form of the suffix -ic and is used with some bases due to modern spelling rules.
Note: Acknowledge and accept any other words students may share that include the suffix -tic or -ic .
Note: You may decide whether to read the captions aloud or have the students read to themselves.
• “What type of syllable is this?” (A: closed)
SAY “Make sure you have copied this information into your workbook.”
CLICK TO DISPLAY Morphology.
SAY “Now that we have thought about the sounds, syllables, and letters in the word aquatic, our next phase of this venture is to think about the meaningful parts of the word.”
ASK “What is the base of this word?” (A: aqua) (Click to add aqua to the base area.)
SAY “Aqua means water.” (Click to show the meaning.)
ASK:
• “What are some other words that contain the base aqua?” (A: aquarium, aquapark, aquaplane) (Click to show words.)
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Note: Students may notice that these captions are different from those in InferCabulary. These captions were rewritten specifically for this lesson to include only general nouns that would make sense to describe as aquatic at the sentence level.
• “Even if we had never heard those last two words before, knowing that aqua refers to water, what do these words mean?” (A: a water park, a plane that lands on the water)
• “Does this word have a prefix?” (A: no) (Click to add three Xs.)
• “Does this word have a suffix?” (A: yes)
• “What is it?” (A: -tic) (Click to show the suffix -tic )
• “What does this suffix mean?” (A: relating to, describes something) (Click to show the meaning.)
• “We learned many words with this suffix in our last module. Who can give me a few?” (A: acrobatic, dramatic, energetic) (Click to show words.)
SAY “Copy this information into your workbook.”
CLICK TO DISPLAY Semantic Study.
SAY:
• “If anyone has seen this word while working in InferCabulary, you have already encountered many related words.
• Let’s take a moment to look over these images, read these captions, and write down a few related words in your workbook that might help you answer the question ‘who or what?’
• That means we will be focusing on examples of things that can be described as aquatic .”
CLICK TO DISPLAY Semantically Related Words.
SAY “Take a few minutes to share your words with a partner. Help each other ensure you have chosen examples of things that might be considered aquatic .”
Vocabulary
Scaffold Interaction:
Model a sample exchange before partner work.
• Assign roles:
– Partner A shares one word.
– Partner B explains why it is aquatic.
• Provide a checklist:
– Is it related to water?
– Can it live in or on water?
Answer Key
Examples from the captions of things that might be described as aquatic:
environment plants animals park activities/activity ecosystems kayaking coral
sea creatures tank surfing waves
Curricular Crossover!
Once students understand the difference and impact of strong versus weak connections, teachers can generalize this framework throughout the academic day. Referring back to this lesson provides an anchor for more precise responses and prompts students to select stronger, more purposeful words in their writing.
CLICK TO DISPLAY Sentence Planning.
SAY “Let’s start planning out our sentence. During our morphology study of this word, we identified the suffix as -tic . We also identified the meaning of this suffix as relating to or describing something.”
ASK “Where would aquatic be best used in this plan?” (A: to answer ‘is what’) (Click to move aquatic.)
CLICK TO DISPLAY Destination Sentence.
SAY “You now have everything you need to complete the planning points and write your simple sentence. I will give you a few minutes to put it all together and then we will share.”
GIVE STUDENTS a few minutes to create their sentences. As you walk around the room, make sure students have completed their planning points. Use their planning to assess their sentence creation. A strong sentence will include correct syntactical use of the target word with one related word in a complete sentence.
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SHARE student sentences, noting correct use of aquatic to describe one of the examples shared in the captions. Accept additional examples even if they result in a statement that is obvious, such as A fish is aquatic.
3. Pick Two
CLICK TO DISPLAY Strong and Weak Connections.
SAY:
• “It is time to play Pick Two with some words from Module 4. Remember that this is where we’ll use what we know about our vocabulary words to find connections between them.
• We have had a lot of practice finding related words and making connections, so now you will find more and more ways to connect words.
• With so many options, we are ready to learn about strong connections and weak connections. They are both important, but weak connections will require a little more information from you.
• We will use an analogy of a target to help us learn more. (Click to show arrow.)
• The middle of a target is called a bull’s-eye, and it is the center and most important part of the target.”
CLICK TO DISPLAY Always Related.
SAY:
• “When you think of a related word that is always true in every situation, you have a strong connection. (Click to show always.)
Vocabulary
• You do not need to give any more information.
• Let’s use the word brook from our Pick Two activity. (Click to show brook.)
• We just learned about the word aquatic and how it literally means describing water. (Click to show aquatic.) Since a brook is moving water, this is a very strong connection. (Click to show strong arm symbol.)
• A brook can be described as aquatic .”
CLICK TO DISPLAY Usually Related.
SAY:
• “The same is true for words that are usually related. (Click to show usually.)
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• These are words that most people would expect because they are common and happen more often, so you do not need to give any more information.
• Most brooks are peaceful. (Click to show peaceful.)
• They are found out in the country where there are few people and very little going on.
• Because this is a usual and expected connection, it is also a strong connection.” (Click to show strong arm symbol.)
CLICK TO DISPLAY Sometimes Related.
SAY:
• “Sometimes there are words that might relate to the target word, but only sometimes. (Click to show sometimes.)
• These are the words that will need more information. For example, a brook is not known for being busy, but if it were a situation where it went through a city park full of toy boats and people splashing around, then it would be related. (Click to show busy.)
• A brook might be busy if it is located in the middle of a city park. I must have this extra bit of information for this relationship to become strong.” (Click to show “Needs more information.” )
CLICK TO DISPLAY Never Related.
SAY:
• “You already know so much about related words, but we will finish this discussion with a reminder that some words are never related. (Click to show never )
• It might seem obvious to you, but many others will not understand as well as you. They might think that dusty is related to brook just because it is a description. (Click to show dusty )
Vocabulary
Note: Give students the time they need to find their classmate connections. When everyone has finished, you can collect the notecards, shuffle them, and redistribute them for an additional turn.
• You know better than that because unless someone is trying to be silly or confusing, there is no situation where a brook is dusty.” (Click to show X.)
CLICK TO DISPLAY Pick Two.
SAY:
• “I will give each of you two notecards with words we have studied during this module.
• Remember that your job is to use one of your words to make a connection with someone else’s word.
• Remember that both partners will share information. The first person will share the words with this sentence frame, ‘Our words are and .’
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• The second person will explain the connection by finishing the sentence starter, ‘They connect because...’
• You have three minutes to quietly look for someone who has a word that relates to one of your words, and then we will share our findings.”
D ISTRIBUTE two Pick Two notecards to each student.
Use the following list of possible connections as a reference as you guide students to explain the word connections they complete. Connections with an asterisk would be considered a weak connection and require additional information to support it:
Link Type Connection
objectdescription
objectdescription
objectdescription
objectdescription
objectdescription
A brook can be described as aquatic
A brook can be described as meandering.
A brook can be described as tranquil
A brook can be described as rural
Potential Follow-Up Explanation
*A brook might be described as dangerous/treacherous. Requires mention of heavy rains, flooding, slippery rocks, dangerous wildlife, or any other situationally relevant example.
Vocabulary
objectdescription
*A brook might be described as hectic/urban.
objectdescription A cavern can be described as dangerous/treacherous
objectdescription
objectdescription
objectdescription
objectdescription
objectdescription
*A cavern might be described as tranquil
A cliff can be described as dangerous
A cliff can be described as treacherous.
A habitat can be described as tranquil
*A habitat might be described as dangerous/treacherous
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objectdescription
*A habitat might be described as urban/rural.
objectdescription A trail can be described as meandering.
objectdescription
objectdescription
objectdescription
A trail can be described as tranquil
A trail can be described as rural
*A trail might be described as dangerous/treacherous.
Requires mention of being in a populated area or any other situationally relevant example.
objectdescription
*A trail might be described as hectic/urban
Requires mention of the cavern being empty and quiet.
Requires mention of animals, pollution, predators, or any other situationally relevant example.
Requires mention of location, who lives there, or any other situationally relevant example.
objectdescription
A hiker can be described as meandering.
Requires mention of heavy rains, flooding, slippery rocks, dangerous wildlife, or any other situationally relevant example.
Requires mention of being in a populated area or any other situationally relevant example.
Vocabulary
objectlocation
A creature can be found in a habitat .
objectlocation A creature can be found in a cavern
objectlocation A hiker can be found on a trail
objectlocation
Note: There may be additional connections to be made based on books you are reading or contextspecific situations that are special to you and your classroom.
Note: The following scaffolds can be provided for students in need of support:
• Provide students with the link to use for each connection and allow them to select the word pair.
• Provide students with the word pairs and allow them to select the link that connects them.
*A hiker might be found in a cavern Requires mention of an accident, seeking shelter, or any other situationally relevant example.
examplecategory A cavern is an example of a habitat
examplecategory A brook is an example of a habitat
examplecategory A cavern is an example of a landform.
examplecategory A cliff is an example of a landform
synonyms Dangerous means the same or nearly the same as treacherous
antonyms Urban means the opposite of rural
antonyms Tranquil means the opposite of hectic
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4. “Step Outside: Why Nature Is Good for Everyone” Second Reading
STUDENTS OPEN their workbooks to page 65, Passage – “Step Outside: Why Nature Is Good for Everyone.”
CLICK TO DISPLAY Time to Read!
SAY “Now that we have found all the missing words, we will reread ‘Step Outside: Why Nature Is Good for Everyone’ aloud together. Then, you will answer some Think and Search and Text and Me questions about the essay.”
As a group, READ the essay aloud.
STUDENTS TURN their workbooks to page 112, Investigate the Text.
SAY:
• “Now you will work on your own to answer the questions about the essay.
Vocabulary
Question
1. “What are the three reasons the author gives for why nature is beneficial?”
• Kernel sentences have been provided below each Think and Search question. Expand each kernel to help you answer the questions in complete sentences.
• You will not expand a kernel to answer the Text and Me question, but your answer should still be in a complete sentence. Use your best cursive handwriting for all your answers.”
STUDENTS WORK independently to answer the Investigate the Text questions.
CLICK TO DISPLAY Investigate the Text.
USE the answer key to discuss the questions, text evidence, student prior knowledge (as applicable), and answers.
CLICK TO REPLACE each question on the screen with the next as you discuss them.
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2. “Where might someone go to enjoy nature?”
Answer Key
Text Evidence
Paragraph 1 – “Being in nature is beneficial because it makes people feel happy. It gives them chances to explore. It teaches them to care for the Earth.”
Paragraph 2 – “First, nature helps people feel happy and calm.”
Paragraph 3 – “Next, nature is a great place to explore.”
Paragraph 4 – “Last, spending time in nature teaches us to care for the Earth.”
Paragraph 5 – “Nature makes people happy. It gives them a place to explore. It teaches them to care for the planet.”
Paragraph 1 – “in parks, forests, or near lakes and rivers”
Paragraph 3 – “You might find a creek…,” “Some forests have trails that lead to cool places like waterfalls or big open fields.”
Paragraph 5 – “pack a snack and blanket for a park picnic”
Intended Meaning
A: Nature is beneficial because it makes people feel happy and calm, it gives people a place to explore, and it teaches people to care for the Earth.
A: People can enjoy nature in forests, parks, or open fields, on trails, or near waterfalls, lakes, and rivers.
3. “What could happen if people don’t spend time in nature?”
Answer Key
Paragraph 1 – “Being in nature is beneficial because it makes people feel happy. It gives them chances to explore. It teaches them to care for the Earth.”
Paragraph 2 – “First, nature helps people feel happy and calm.”
Paragraph 3 – “Next, nature is a great place to explore.”
Paragraph 4 – “Last, spending time in nature teaches us to care for the Earth.”
Paragraph 5 – “Nature makes people happy. It gives them a place to explore. It teaches them to care for the planet.”
Redirection:
If students respond with an incorrect answer, use the following think-aloud to model the inferencing process for them.
• “I see here in the text that it says nature makes people feel happy. I also know that when I am stuck inside because of rain or snow for long periods of time, I feel stuck or bored. If I put these together, I have enough information to answer this question. I think that people might feel unhappy or bored if they do not get outside.”
Answers will vary. Accept relevant details. Sample responses –
• I get bored and sad when I have to stay inside for too long.
• I saw an ad about the effects of pollution on sea turtles. If people didn’t visit the ocean and find out this is happening, we wouldn’t know how to fix it.
• On a field trip last year, we visited [relevant location] and learned [knowledge relevant to nature].
• If people aren’t happy and calm, they are sad and upset or stressed.
A: If people don’t spend time in nature, they could become unhappy and unhealthy, and they would not know how or why to care for the Earth.
5. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 17, Lesson 2 Quick Checks.
SAY “Match the ‘who or what’ with an ‘is what, has what, or does what’ that best completes the sentence.”
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Unit 17 Lesson 3
Greek Combining Form auto Morphology
Objectives
• To learn the Greek combining form auto
• To identify and sort words based on their morphemes.
• To interpret the meanings of words using knowledge of morphemes.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 2
Student Materials
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• pencil
Instruct students to decode each word with a partner in their workbook before identifying the common morphemes. Have them mark each syllable then underline the common morphemes.
Pre-teach the meaning of auto with TPR:
Say auto and point to yourself.
Say auto and show “by myself” gesture.
Repeat this every time a new word with auto is introduced.
Start Teaching
Greek Combining Form auto
1. State Objectives
OPEN Orbit Online to Unit 17, Lesson 3, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– define the Greek combining form auto.
– identify and sort words into morpheme family webs based on their morphemes.
– interpret the meaning of words using the morphemes.”
2. Explore Words: Greek Combining Form auto
CLICK TO DISPLAY Explore Words: Greek combining form auto
DIRECT students to turn to page 115 in their workbooks.
SAY:
• “Become a word detective. Silently read each word and look for similarities and differences.
• Talk with your partner about what you notice. Pay attention to your partner’s response, as I may ask you to share their answer.
• You may use this sentence stem to get you started: I notice that many words have .” (Point to the sentence stem at the bottom of the screen.)
CALL ON two or three students to share what similarities and differences they noticed.
SAY “Let’s examine the morpheme family.”
ASK “Do any of the words in this family include morphemes you are familiar with?” (A: suffixes -y, -ic, and -al)
CLICK TO HIGHLIGHT the suffixes -y, -ic, and -al in the applicable words.
SAY “There is one more suffix in this family we haven’t learned yet, but I want to draw your attention to it. (Click to highlight -ous, /uhs/.)
ASK “What did you notice about the beginning of each word in this
Morphology
family?” (A: all the words begin with the same letters, a-u-t-o)
CLICK TO HIGHLIGHT the Greek combining form auto
SAY “The Greek combining form a-u-t- o, /aw/ /tō/, is the common morpheme in this family. Like most combining forms it is used at the beginning of these words.”
CLICK TO ADD the common morpheme auto to the middle of the web.
SAY:
• “Now that we have identified the common morpheme in all the words, write that morpheme, the Greek combining form auto, in the center of the morpheme web in your workbook.
• Notice that there are still morphemes in the word we have not named and identified.
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• For example, I recognize another combining form, bio, in two of the words. (Click to highlight bio in the words autobiography and autobiographical.)
• I noticed another morpheme these two words have in common, the Greek combining form graph.” (Click to highlight graph in the words autobiography and autobiographical.)
ASK “Is there another word that has the combining form graph?” (A: autograph) (Click to highlight graph in the word autograph.)
CLICK TO SHOW the Greek combining form graph category.
SAY:
• “Sorting these words together helps me understand that they all have a similar meaning based on the common morphemes auto and graph
• Draw a box around these three words in your workbook. Write the common morpheme, other than auto, at the top of the box. (Click to reveal the combining form graph.)
• Now work with your partner to find other words that have additional morphemes in common. When you identify the common morphemes, circle them in the word.
• Draw a box around the words that go together and write the common morpheme at the top, the same way we did for the Greek combining form graph (Allow students enough time to collaborate and write in the remaining common morphemes. Support students by pointing out the letter patterns in each word.)
CALL ON two or three students to share their findings.
CLICK TO REVEAL the boxes for the combining forms crat and nom
Morphology
SAY:
• “The categories on the right side of the screen show the combining forms crat, /krăt/ and nom, /nōm/.
• Notice that the combining form nom presents as a closed syllable, but when it is pronounced in the words autonomy and autonomous, the vowel shifts.” (Segment the syllables in each word to draw attention to the long o vowel and the schwa in these words: /uh/ /tŏn/ /uh/ /mē/; /uh/ /tŏn/ /uh/ /muhs/.)
• Check your boxes and make any necessary changes.
• There are still three words in which we need to finish identifying the morphemes.”
CLICK TO REVEAL the final morphemes.
SAY:
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• “The words automotive, automobile, and automatic stand alone because the only common morpheme they share is auto.
• By sorting the words to highlight their common morphemes we can make connections to help us interpret the meanings.
• Let’s look at images and captions to help us determine the meaning of the combining form auto.”
CLICK TO DISPLAY Inferring Morphemes: auto
READ the captions:
• “I was so excited to get the famous baseball player to sign my ball before the game.
• We have a tea kettle that shuts itself off on its own when it is done heating up.
• Children want to do things on their own but still rely on their parents while growing up.”
SAY “Take your time to underline what you think the common ideas and words are in the captions under each image for auto.” (Allow students time to look at the captions and find common ideas.)
ASK “What are some ideas and words the captions have in common?” (A: answers will vary; sign, itself, its own, their own)
CLICK TO REVEAL the common ideas and words.
SAY:
• “Two of the captions use the terms ‘its own’ and ‘their own,’ which signals belonging. The caption with the baseball player tells us that he used his signature to sign the ball, which implies that he is writing his own name on the ball.
Morphology
• Based on that information, try to interpret the meaning for the Greek combining form auto.
• Complete the sentence stem in your workbook: I think auto means
• Then draw a sketch that will show the meaning.” (Allow students time to complete this work.)
CLICK TO REVEAL the speech bubble and the sketch.
READ “I think auto means by itself and on its own.”
ASK:
• “Are your definition and sketch like these?” (A: answers will vary)
• “Are they different? If so, why do you think they are different?” (A: answers will vary)
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CALL ON one or two students to share their work.
SAY “Now we will learn the definition for auto. It will be fun to see how close we came to the definition.”
3. Learn the Greek Combining Form auto
CLICK TO DISPLAY Greek combining form auto.
SAY:
• “Move your pencil to the Greek combining form auto chart on page 116 of your workbook.
• We are learning the Greek combining form auto on a deeper level in this lesson. We looked at the combining form in Unit 11 while reading and understanding a MorphStory about magic.
• After this lesson, your understanding of auto will deepen, and interpreting words that include auto will become easier.”
CLICK TO REVEAL the meaning of combining form auto
SAY:
• “The combining form auto means self. This combining form is often paired with a base to show us that it is doing something on its own or by it self.
• Write the meaning of auto in the first row in your workbook.” (Allow students time to write the necessary information in their workbook.)
CLICK TO REVEAL the example word automobile.
SAY:
• “Let’s examine this example word, automobile
Morphology
• The base of this word is mobile, which means able to be moved and moved easily from one place to another.
• When the combining form auto is added to the base, the word becomes automobile and literally means moving by itself.”
CLICK TO REVEAL the sentence and image.
SAY:
• “Read the example sentence with me, ‘We prefer to take my dad’s classic automobile instead of walking.’
• Notice that the example sentence and image are referring to a car.
• The word automobile is another word for a car. If we think about when cars were first invented, we can understand that people would have thought they were moving by themselves because cars did not require help from horses or humans to move.
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• Write automobile in your workbook. Let’s take a closer look at some words that include the combining form auto.”
4. Interpret It
CLICK TO DISPLAY Interpret It: I Do autonomy
SAY:
• “Let’s determine the meanings of words with the Greek combining form auto using the routine Interpret It
• The first word is autonomy.
• Remember the first step is to identify the base.”
I DO autonomy
CLICK TO SHOW the morphemes.
SAY:
• “The first morpheme is the Greek combining form auto
• The root nom, /nōm/ is a root that comes from nomos, /nō/ /mōs/.
• Remember that additional vowels can be added to a root to help with pronunciation and modern spelling rules. That is why there is a y added to the end of the root.
• Notice this word has a difference in syllables and morphemes: /uh/ /tŏn/ /uh/ /mē/ and auto -nom-y.”
CLICK TO SHOW the meaning of each morpheme and the sketch for auto.
ASK “What is the meaning of auto?” (A: self)
Morphology
Autonomy is
Autonomy is a self-custom or self-law.
SAY:
• “The meaning of the root nom is a custom or law
• I will use the sentence stem to interpret the meaning of autonomy.”
CLICK TO SHOW the sentence stem.
SAY “Putting the morphemes together to make the literal meaning, this definition would say, ‘Autonomy is a self-custom or self-law.’”
CLICK TO REVEAL the literal definition of autonomy.
ASK:
• “What key word did I use to represent the combining form auto?” (A: self)
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• “What key words did I use to represent the root nom?” (A: custom and law)
CLICK TO HIGHLIGHT the words self, custom, and law.
SAY “Let’s move from the literal meanings of this word to understanding it on a deeper level. We will start by putting the word in context.”
CLICK TO SHOW the contextual sentence.
READ “Children want to have autonomy but still rely on their parents while growing up.”
SAY:
• “Remember that autonomy was a word we looked at when inferring the meaning of auto.
• The contextual sentence used autonomy to replace the words ‘do things on their own.’
• Let’s look at the dictionary definition to help us understand this word more.”
CLICK TO REPLACE the original definition.
READ “Autonomy is having freedom and independence from a governing body.”
ASK “How is the definition different from the original? Talk with your partner about what you notice.” (A: answers will vary) (Walk the room, listening to and supporting students. After a short time, remind students to switch partners.)
CALL ON one or two students to share what they noticed. (Listen for possible answers such as the morphemes do not make it clear that autonomy means having independence or doing something on your own.)
CLICK TO REVEAL the additional information.
Morphology
SAY:
• “The literal definition tells us that autonomy means having laws for oneself.
• The contextual sentence and dictionary definition give use a bit more information.
• Autonomy means being independent from someone or something setting the rules and laws.
• Children want to be independent from their parents, but they may not always be ready. In that sentence, the parents would be considered the ‘governing body.’
• Let’s interpret two words together.”
WE DO automatic, autograph
CLICK TO DISPLAY Interpret It: We Do automatic
SAY “Move to number one of the Interpret It routine on page 117 of your workbook. Now let’s look at the word automatic .”
CLICK TO SHOW the morphemes.
ASK for a choral response:
• “What is the Greek combining form in this word?” (A: auto)
• “What is the suffix in automatic?” (A: -ic)
SAY “The root is mat and comes from matos, /măt/ /ōs/.”
CLICK TO SHOW the meaning of each morpheme and the sketch for auto
ASK:
• “What is the meaning of the root mat?” (A: animated)
• “What is the meaning of the suffix -ic?” (A: relating to)
SAY:
• “Write the morphemes and the meanings under automatic in your workbook.
• Let’s use the sentence stem to help us interpret the literal meaning of automatic .”
CLICK TO SHOW the sentence stem.
SAY:
• “To complete this sentence stem, we need to take both meanings and put them together.
Morphology
Automatic describes something related to animating itself.
• Use the sentence stem to discuss the meaning of automatic with a partner.
• Write your definition on the line in your workbook.” (Briefly allow students time to write the definition of the word.)
CALL ON one or two students to share their definitions.
CLICK TO REVEAL the example definition of automatic
SAY:
• “Read the example definition with me, ‘Automatic describes something related to animating itself.’
• Remember that the suffix -ic makes the word an adjective, so the word will be describing something.
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• Automatic describes a person or thing animating itself.”
CLICK TO HIGHLIGHT the words related to, animating, and itself
ASK:
• “What key word did I use from the meaning of auto?” (A: itself)
• “What key word did I use from the meaning of mat?” (A: animating)
• “What key words did I use from the meaning of -ic?” (A: related to)
CLICK TO SHOW the contextual sentence.
READ “We have an automatic tea kettle that shuts off when it is done heating up.”
SAY:
• “Automatic was another word we looked at when inferring the meaning of auto
• The contextual sentence used automatic to replace the words ‘itself’ and ‘on its own.’
• Let’s look at the dictionary definition to help us understand this word more.”
CLICK TO REPLACE the literal definition.
READ “Automatic describes something working or operating by itself.”
ASK “How is the definition different from the original? Talk with your partner about what you notice.” (A: answers will vary) (Walk the room, listening to and supporting students. After a short time, remind students to switch partners.)
CALL ON one or two students to share what they noticed. (Look for possible answers such as the morphemes do not make it clear that it is
Morphology
about an object working on its own.)
CLICK TO REVEAL the additional information.
SAY:
• “The literal definition tells us that automatic describes something animating itself.
• Animating could be a synonym for working or operating, which we see in the dictionary definition.
• The contextual sentence explains that the tea kettle is automatic because it shuts off on its own. This means it works without someone else doing anything.”
CLICK TO DISPLAY Interpret It: We Do autograph.
ASK for choral response:
• “What is the new word?” (A: autograph)
• “What is the combining form that you recognize in the word autograph?” (A: auto)
CLICK TO REVEAL the morphemes.
SAY:
• “This word has two morphemes, auto and graph, /grăf/.
• The Greek combining form graph means to write or written.”
CLICK TO REVEAL the meaning of each morpheme and the images.
SAY “Write the morphemes and the definition of each morpheme in your workbook for autograph.”
C LICK TO SHOW the sentence frame.
SAY:
• “Use the sentence stem to discuss the meaning of autograph with a partner.
• Write your definition in your workbook.” (Briefly allow students time to write the definition of the word.)
CALL ON one or two students to share their definitions. (Students should use the literal definition for this interpretation.)
CLICK TO REVEAL the example definition and the key words.
SAY “Read the example definition with me: ‘Autograph is something written by yourself.’”
ASK:
• “What key word did I use to represent the meaning of auto?”
Morphology
(A: yourself)
• “What key word did I use to represent the meaning of graph?” (A: written)
CLICK TO SHOW the contextual sentence.
READ “I was so excited to get the famous baseball player’s autograph before the game.”
SAY:
• “Autograph was another word we looked at when inferring the meaning of auto
• The contextual sentence used autograph to replace the word ‘sign,’ because this is an indication the baseball player used his personal signature.
• Let’s look at the dictionary definition.”
CLICK TO REPLACE the literal definition.
Answer Key
auto/bio/graphy = self/ life/written
Autobiography describes something being written about life by yourself.
Frederick Douglass wrote an autobiography about the events of his life.
Autobiography describes a narrative about a person’s life as told by that person.
auto/pilot = self/a person who drives a vehicle
Autopilot is something driving itself.
The plane was flying on autopilot when the captain needed a rest.
Autopilot is a device for automatically steering ships, planes, and spacecraft.
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READ “An autograph is a person’s name written in their own handwriting.”
ASK “How is the definition different from the original? Talk with your partner about what you notice.” (A: answers will vary) (Walk the room, listening to and supporting students. After a short time, remind students to switch partners.)
CALL ON one or two students to share what they noticed. (Look for possible answers such as the dictionary definition adds more information telling us it is someone’s name.)
CLICK TO REVEAL the additional information.
SAY:
• “The literal definition tells us that an autograph is something written by someone.
• The dictionary definition adds important information. An autograph is someone’s name in their own handwriting.”
YOU DO autobiography, autopilot
SAY “Now it is your turn to use the Interpret It routine with two more words. Work on the next words in your workbook independently. We will come back together to review the answers.”
For each word:
• Allow students time to complete the procedure independently.
• Monitor student work and note any misconceptions.
Morphology
Answer Key
(example context clues are underlined)
1. When the plane reached the right height, the captain turned on the autopilot, and the plane kept flying by itself
2. Mia wrote an autobiography about her own life, from when she was born until now.
3. The automatic doors at the grocery store opened all by themselves when we walked up.
4. After the small island won its freedom from the king, it had autonomy and could make its own laws
5. T he famous soccer player signed his name on my shirt, giving me his autograph.
• If students are struggling, review the Interpret It words and meanings together as a whole group.
CLICK TO DISPLAY Interpret It: You Do autobiography and autopilot
5. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
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For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 17, Lesson 3 Quick Checks.
SAY:
• “You will complete five cloze sentences.
• Read each sentence and underline the surrounding context clues to determine the word that best fits in the blank.
• Complete the sentence by writing the chosen word on the blank line.”
Unit 17 Lesson 4
Would You Rather? and Self-Assessment Vocabulary
Objectives
• To choose precise and appropriate words to convey intended meaning.
• To use vocabulary words expressively in social interactions.
• To determine growth of word knowledge through selfassessment.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook
Student Materials
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• blank sheet of paper OR 3x5 card
• pencil
Vocabulary
Answer Key
s ur | *rou nd
Before you begin teaching, make sure you have done the following:
• unstar the words for Module 4 (directions in TG1, page 280)
• star the words for Module 5 (directions in TG1, page 280)
• create and assign the Module 4 Expedition Posttest (directions in TG1, page 279)
• create and assign the Module 5 Expedition Pretest (directions in TG1, page 87)
Start Teaching
Would You Rather? and Self-Assessment
Phonics Warm-Up
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SAY “Let’s start our lesson with a short phonics warm-up. Our first word is a high-frequency word that we can read just using our phonics knowledge. If you know this word, don’t say it.”
WRITE the word exclusive on the board.
SAY:
• “I see three vowel spellings in this word, e, u, and i-consonant-e (underline each), and they are apart, so I know this word has three syllables.
• The first syllable is e-x , /ĕks/, a Closed Syllable. (Draw a line between x and c .)
• And then I see one consonant, an s, between the next two vowel spellings. I’ll try to close in the syllable first and draw my line between the s and the i
• Now I have three syllables to read, /ĕks/ /klŭs/ /ĭv/, ĕxclŭsĭve (Intentionally mispronounce with a short u.)
• That’s not right. I’ll try moving my second line between the u and the s to make that middle syllable an Open Syllable. (Move the first line between the u and the s .)
• /ĕks/ /kl / /sĭv/, exclusive. That’s a word I’ve heard before.
• I’m going to write two more words that include an other vowel phoneme spelling on the board. If you know the words, don’t say them.”
WRITE the words understood and surround on the board.
GROUP students in pairs, or by desk/table group.
Vocabulary
SAY:
• “With your partner(s), read each word and identify the other vowel phoneme spelling in the word.
• I will be asking for students to come up to:
– underline the vowels,
– segment the syllables by drawing a vertical line between them,
– read the word correctly, and
– star the syllable with the other vowel phoneme.”
STUDENTS WORK with their partner(s) and then participate in marking up the words on the board. They should show their work on paper.
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Note: It is not often that we encourage representing vocabulary words with a single image because of their nuanced meanings. This quick review of each single image is designed to reengage what students have already learned, as well as provide important visual reminders of the different features of each location that they may use when they give their reasoning.
Note: Use this time to walk around the classroom to ensure that students are properly identifying the landforms. This is the foundation for the remainder of the activity. Support struggling students by identifying key parts of the image for them.
1. State Objectives
OPEN Orbit Online to Unit 17, Lesson 4, Vocabulary.
C LICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– use vocabulary words to share your opinions with your classmates.
– explain your ideas with a reason.
– reflect on your word learning over the past four weeks.”
2. Would You Rather?
STUDENTS OPEN their workbooks to page 119, Would You Rather?–Nature Vacation Edition.
CLICK TO DISPLAY Would You Rather? Nature Vacation Edition.
SAY:
• “Some of the words we have been studying in this module are landforms or places in nature.
• Today, we will use these words to talk about places we’d like to visit.
• Let’s take a moment to label each of these locations so that we have them as a reference later.
• You may use the word bank here on this slide. (Point to the word bank.)
• Let’s take three minutes to fill these in.”
Vocabulary
Answer Key
Answers provided in order from left to right, top to bottom:
cliff brook
dune
lagoon
cavern
rural countryside
bluff marsh peninsula
Oral Rehearsal: Require students to say their question to a partner before writing it.
Oral rehearsal allows ELs to practice vocabulary and syntax aloud before writing, strengthening confidence, accuracy, and participation during conversations.
STUDENTS WORK independently to fill in the blanks.
When students have finished, review the correct answers with them using the provided answer key, pointing to each image as you, or student volunteers, identify the correct answer.
CLICK TO DISPLAY Build Your Question.
SAY:
• “Now I want you to think about two different places that are interesting to you. Use these two places to complete your question. (Point to the sentence template.)
• Once you are sure of your ideas, write the final question.” (Point to the handwriting lines.)
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Note: Verbal conversation can be challenging for some students. Gestural cues like waves or nods will also be included as supportive options alongside verbal ones.
STUDENTS WORK independently to fill in the blanks for three minutes.
SAY “Before we begin talking with our classmates, let’s go over some important parts about having a conversation.”
ASK “Who can tell me the first thing we should do to start a conversation?” (A: Look to see if the other person is available to talk.)
CLICK TO DISPLAY Wait and Get Their Attention
SAY:
• “Before you talk to someone, check to see if they’re ready. (Click to show explanation.)
• Look at what they’re doing. If they’re on their phone or talking to someone else, wait until they’re free.
• Once they seem ready, get their attention. (Click to show explanation.)
• We can do this in two different ways.
• We can use words. (Click to show speech bubble.)
• We can also use gestures. (Click to show square around her hand waving.)
• When they look at you, use eye contact (click to show arrows)—that means look at their face—so they know you’re ready to talk.”
CLICK TO DISPLAY Starting the Conversation in Class.
SAY “Everyone in this class is familiar with this activity. In a few moments you will go and find someone to ask your question. They know it is going to happen, so it is okay to start right away with your question.”
CLICK TO DISPLAY Starting the Conversation Outside of Class.
Vocabulary
If time allows, have students briefly roleplay getting a partner’s attention, asking a question, listening, and giving feedback before beginning the activity. This rehearsal helps English Learners practice the language and social skills in a low-risk setting before applying them independently.
SAY:
• “If you ever try this outside of class—and I hope you do!—you’ll want to give a little more introduction.
• Imagine someone walked up and asked you to do math with no explanation. That would be confusing!
• So, if you’re outside of class, first say something like ‘How are you?’ or ‘Hi! Can I ask you a question?’ after you get their attention. (Click to show speech bubble.)
• Be sure to listen to their answer!”
CLICK TO DISPLAY Listen to Their Response
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SAY “Back in class, after you ask your question, your classmate will answer with their opinion and then give one or two reasons why, using this sentence frame.” (Point to the sentence frame.)
CLICK TO DISPLAY Peninsula or Bluff?
SAY:
• “If someone asked me: ‘Would you rather visit a peninsula or a bluff?’ I would need to think about what I have learned during my InferCabulary word studies about each word.
• I love water, and a peninsula is surrounded by water. So, I could say, ‘I would rather visit a peninsula because it’s surrounded by water and I love the ocean.’
• There are many other reasons, but I want you to think about your own.
• While the other person is answering your question, you still have something to do.”
CLICK TO DISPLAY Are You Listening?
SAY “While your classmate is answering, your job is to listen—really listen. (Click to show arrows.) Don’t talk. Look at the speaker. Listening shows respect and makes people want to keep talking.”
CLICK TO DISPLAY Give Some Feedback.
SAY:
• “After they finish, show that you were listening by giving a quick response.
• You can say something like ‘Cool!’ or ‘Interesting!’ (Click to add words in speech bubbles .)
• Or you can give a thumbs up, smile, or nod. (Click to add symbols .) These small gestures show you care about their answer.
• Now go and find out where your classmates would rather visit!”
Vocabulary
STUDENTS WORK in small groups to ask and answer questions. As students are sharing their questions, listen to be sure they are reading and pronouncing the target words correctly. Listen, also, to the answers they are giving. If the reason does not match the meaning of the word they chose, redirect by reminding them of that word’s meaning. Key ideas addressed in InferCabulary are shared in the table below.
Answer Key
Target Word
Bluff
General Information from Infercabulary About the Word’s Meaning
steep, overlooking water, tall, look down, ocean, and any other logical feature
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Note: If you ever want to view a specific word in InferCabulary, begin on the All Words page, type in the target word, and select the tent icon. This will show you six images and their captions. Sometimes words are programmed with more than six examples that do not appear every time.
Brook peaceful, babbling, water, river, fish, and any other logical feature
Cavern open, dark, empty, lookout, cave, and any other logical feature
Cliff high, straight up, mountain’s edge, steep, sharp drop, and any other logical feature
Dune hills, sand, wind, beach, dune buggy, kite flying, tall, hot, and any other logical feature
Lagoon water near larger body of water set apart by rocks and sand, and any other logical feature
Marsh muddy, frogs, fish, blue herons, no trees, grassy, water, or any other logical featuresides, or any other logical feature
Penninsula ocean, shore, beach, narrow land, surrounded by water on three sides, or any other logical feature
Note: Be sure to give students enough time to really reflect on their learning. This time spent will empower students to engage with their own learning while also providing additional encounters with the target words.
3. Self-Assessment Review
STUDENTS OPEN their workbooks to page 64, Self-Assessment Module 4.
SAY:
• “Remember during Unit 14, we read these words and rated them based on three different levels.
• We put a plus sign if we recognized the word and could name 2-3 related words.
• We put a check mark if we heard the word before, but couldn’t talk about it, or explain it.
• We put a minus sign if we had never heard or seen the word before.
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• Now you will read through the list and think about the words again. Put a plus sign, check mark, or minus sign in the empty columns.” (Click to reference empty columns .)
CLICK TO DISPLAY Reflection Statements.
SAY:
• “We have one more step in this process.
• At the bottom of this page, there are some statements for you to complete.
• For the first one, circle one description. ‘I notice that my word knowledge (stayed the same/ grew a little/ grew a lot).’ Circle the option that best matches your learning. Remember to be honest with yourself.
• For the next three, share your thoughts on the words we studied. ‘I like the word . I do not like the word . I am still confused about the word .’
• Finally, describe how you are using some of these new words! ‘I used the word outside of class to talk about .’
• If you have not had a chance to use one of these new words, do not worry. You can leave it blank. We will answer these same questions or similar ones at the end of every module.”
DIRECT students to share their reflections with a classmate sitting nearby.
4. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
Vocabulary
Answer Key
Answers will vary. They should express a complete thought.
• Reasons to support a tranquil brook may include references to liking silence, being alone, preferring water, fish, or vegetation, etc.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
5. InferCabulary Expedition
CLICK TO DISPLAY Expedition Time.
SAY:
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• Reasons to support a superb dune may include the fact that superb already means great, liking sand, warm, hills, going up and down, etc.
• “There is a new activity waiting for you on your InferCabulary dashboard today.
• Please open the Assignments button and complete the assignment entitled Module 4 Expedition Posttest.
• If you finish while others are still working, please continue climbing until everyone is finished.”
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 17, Lesson 4 Quick Checks.
SAY “Answer the Would You Rather? question by using the sentence frame to form a complete sentence.”
Unit 17 Lesson 5
Cumulative Review: Student Practice Morphology
Objectives
• To identify morphemes using Morpheme Puzzles
• To combine morphemes and interpret the meaning.
• To use knowledge of morphemes and context clues to use newly defined words in sentences.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 2
Student Materials
• Orbit Student Workbook 2
• InferCabulary and Reading Arcade
• Quick Check – printed and copied (Supply Room HQ)
• pencil
Use the Multisyllabic Word Reading Routine to support students’ decoding of each morpheme and meaning.
Provide sentence frames:
Start Teaching
Cumulative Review: Student Practice
1. State Objectives
OPEN Orbit Online to Unit 17, Lesson 5, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– identify morphemes using Morpheme Puzzles.
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“I am still unsure about .”
“I want to practice more.”
“I need help with .”
This supports honest participation without language strain.
– combine morphemes and interpret the meaning of words using the Pictionary Review game.
– use knowledge of morphemes and context clues to use newly defined words in sentences.”
2. Morpheme Review
CLICK TO DISPLAY Morpheme Review Bank.
DIRECT students to open their workbooks to page 121.
SAY:
– “Before we complete review activities, let’s look at the Morpheme Review Bank at the top of your workbook page.
– Whisper read the morphemes and their meaning in your workbook.
– While you read, put a check mark next to the morphemes that you can identify and define in new words. Circle the morphemes that you are not sure about.” (Allow students a few minutes to read and assess the morphemes in their review bank.)
ASK “Which morphemes are you still unsure about and need more review?” (A: answers will vary)
SAY “In this lesson, we will practice the morphemes in your review bank by working with Morpheme Puzzles, a Pictionary Review game, and Cloze Sentences.”
3. Morpheme Puzzles
DIRECT students to turn to the Morpheme Puzzles in their workbook on page 121.
Morphology
Say each morpheme slowly:
em – ploy – ed
Have students repeat chorally.
This supports pronunciation and segmentation.
Use the same choral response with students to find the number of syllables. You can do this before or after the number of morphemes to compare the differences.
SAY:
• “We are going to dissect words using the morphemes from your review bank.
• We will use Morpheme Puzzles to help us identify the morphemes of each word.
• We will do the first two together.”
W E DO employed, overlook
CLICK TO DISPLAY Morpheme Puzzles: We Do employed.
SAY “Let’s identify the morphemes.”
ASK for a choral response:
• “How many morphemes are in this word? Tap the table. Show me.” (A: 3)
• “What is the prefix?” (A: em-)
• “What is the suffix?” (A: -ed)
SAY “The root in this word is ploy /ploi/.”
CLICK TO SEPARATE the puzzle pieces.
SAY:
• “If we take the puzzle apart, we see a prefix, a root, and a suffix: em-, ploy, and - ed
• Write these morphemes in the first set of puzzle pieces in your workbook.”
SAY “Be a word detective and think about how the morphemes are divided and how the syllables are divided. What do you notice? Talk with your partner about what you notice.” (Walk the room listening to and supporting students. After a short time, remind students to switch partners.)
CALL ON one or two students to share what they noticed. (A: the syllables are divided /ĕm/ /ploid/, meaning the - ed does not add a third syllable; the syllable and morphemes are not the same)
CLICK TO DISPLAY Morpheme Puzzles: We Do overlook
SAY “Let’s identify the morphemes.”
ASK for a choral response:
• “How many morphemes are in this word? Tap the table. Show me.” (A: 2)
• “What is the base?” (A: look)
Morphology
• “What is the prefix?” (A: over-)
CLICK TO SEPARATE the puzzle pieces.
SAY:
• “If we take the puzzle apart, we see a prefix and a free base: over- and look
• Write these morphemes in the second set of puzzle pieces in your workbook. Since there is no suffix, you will cross out the suffix puzzle piece.”
YOU DO antibiotic, unexcited, important, revision, intersection, heroic, intercepts, suspect
Click to display the visual support for each target word.
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SAY “Now it is your turn to complete the rest of the Morpheme Puzzles with your partner. Remember that not every word will use all pieces, so it is your job to identify which morphemes go in which pieces. Alternate roles of worker and checker.”
CLICK TO DISPLAY Morpheme Puzzles: You Do.
FOR EACH PUZZLE:
• Allow pairs time to complete the procedure.
• Monitor student work and note any misconceptions.
• Remind students that they will need to cross out any puzzle pieces that are not necessary.
SAY “I will click through the puzzles to separate the morphemes. Check your work and make any necessary adjustments.”
CLICK TO REVEAL each answer by separating the puzzle pieces into morphemes.
4. Pictionary Review
CLICK TO DISPLAY Pictionary Review
SAY:
• “To review the meanings of some of the morphemes we have learned, we will play a version of Pictionary.
• Go to page 123 of your student workbook in the Pictionary Review section.
• I will reveal a picture.
• You will determine which morphemes you can put together to create the real word based on what the picture shows. Then we will write the word in our workbooks.
Morphology
Answer Key
Word? Morphemes? export ex port
supervise super vis(e) reporter re port er respect re spect invisible in vis ible transport trans port inspector in spect or television tele vis ion specter spect er revision re vis ion
Preview the words in the word bank. Model pronunciation and provide a short, student-friendly explanation.
When applicable, highlight familiar word parts (e.g., in- = not, -spect- = see) and connect the words to actions, gestures, or visuals. This preview supports comprehension and allows learners to focus on using context clues rather than decoding unfamiliar vocabulary when completing the sentences.
The magician seemed to disappear before our eyes. One second, he was there; the next, he was invisible.
• Here is the first picture.”
CLICK TO REVEAL the image of export
SAY:
• “Look through the morphemes displayed on the screen.
• Once you have determined the correct morphemes, write the word on line one in your workbook.”
CLICK TO REVEAL the morphemes ex and port .
ASK:
• “What is the word?” (A: export)
• “What about the image tells us it is export?” (A: answers will vary; the arrow pointing away, the ship taking things away)
CLICK TO REVEAL the word export
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SAY “Write export on line number one in your workbook. Let’s look at number two.”
CLICK TO REVEAL the image of supervise
ASK “Which morphemes fit this picture?” (A: prefix super-, root vis)
CLICK TO REVEAL the morphemes super- and vis.
ASK:
• “What is the word for the picture?” (A: supervise)
• “What about the image tells us it is supervise?” (A: answers will vary; the woman looking over the students)
CLICK TO SHOW the final e being added to the root vis
CLICK TO REVEAL the word supervise
SAY “Write supervise on line number two in your workbook.”
REPEAT this routine for numbers three through ten.
5. Cloze Sentences
CLICK TO DISPLAY Cloze Sentences: Student Practice.
WE DO invisible
SAY:
• “Move to the Cloze Sentences section on page 124 of your workbook. Now we will take some of the words we have put together in Pictionary and put them into context.
Morphology
Answer Key
(example context clues are underlined)
1. T he magician seemed to disappear before our eyes . One second, he was there; the next, he was invisible
2. Late at night, Maria thought she saw a ghostly figure floating in the hallway. She was sure it was a specter
3. M r. Allen’s job is to supervise the playground by watching and making sure all the kids are safe
4. T he city hired someone to check every building for safety problems. The inspector wore a badge and carried a checklist to look at everything important.
5. Jenna writes news stories about important events. As a reporter, she interviews people and shares their words with the community.
6. Trucks and trains work all day to carry goods from factories to stores. They help transport products where they are needed.
• Use the context clues to help you choose the correct sentence.
• Let’s make connections together in the first sentence.
• Read the sentence with me, ‘The magician seemed to disappear before our eyes. One second, he was there; the next, he was .’
CLICK TO HIGHLIGHT the key words disappear and eyes
SAY:
• “Underline the key words in the first sentence.
• Disappear and eyes give us a clue to which word will complete this sentence from the word bank.
• Both key words tell us that something is not seen. The word invisible has the morphemes in- and vis, which mean not and to see
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• This sentence describes the magician being invisible.”
CLICK TO REVEAL the answer, invisible, to complete the sentence.
YOU DO specter, supervise, inspector, reporter, transport, respect
SAY “Underline the context clues in the sentences, then write the word that completes the sentence from the word bank.”
STUDENTS UNDERLINE the context clues and WRITE the answers from the word bank to complete each sentence independently.
CALL ON individual students to read the words they wrote and which context clues they underlined to help them.
CLICK TO REVEAL each sentence, context clues, and answer.
STUDENTS CHECK answers and correct any mistakes.
6. Climb in InferCabulary and Play in the Reading Arcade
CLICK TO DISPLAY Independent Practice.
PROVIDE STUDENTS time throughout the week to climb at least 30 minutes in InferCabulary and play at least 15-20 minutes in the Reading Arcade. These minutes should be distributed throughout the week. It is best practice to divide InferCabulary practice into at least three weekly sessions.
6. We show our teachers respect by listening and watching carefully, following directions, and speaking politely.
For an on-screen timer, choose the Independent Practice Timer below the Handwriting lesson in the lesson dropdown menu of your Teacher Dashboard. There are four timer options: 5 minutes, 10 minutes, 15 minutes, and 20 minutes.
Answer Key
sub + tract + ing = subtracting
sub - means under, beneath, near
tract means to carry, pull
-ing means happening now, current
Answers may vary; allow students to use literal meanings of morphemes:
Subtracting means the act of pulling under.
Subtracting means the act of taking away to make less.
7. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 17, Lesson 5 Quick Checks.
SAY:
• “In this Quick Check, you will complete one Morpheme Addition equation, then define the new word.
• Begin by solving the equation, then use the Interpret It routine to define the new word.
• Use the rest of this time on your Quick Check.”
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Capital Cursive Letters: V, W, Y
Unit 17 Handwriting Handwriting
Objectives
• To use proper pencil grip, posture, and paper positioning for legible cursive handwriting.
• To trace and write capital cursive V, W, and Y with proper formation using verbal pathways.
• To write decodable words in cursive.
• To alphabetize words to the third letter and write them in cursive.
Teacher Materials
• Orbit Online
Student Materials
• Orbit Student Workbook 2
• pencil
Start Teaching
Capital Cursive Letters: V, W, and Y
1. State Objectives
OPEN Orbit Online to Unit 17, Handwriting.
CLICK TO DISPLAY Objectives.
SAY:
• “ Today, we will learn to write three new capital cursive letters.
• At the end of today’s lesson, you will be able to:
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- trace and write capital cursive V, W, and Y with proper formation using verbal pathways.
- write decodable words in cursive.
- a lphabetize three words and write them in cursive.”
2. Learn Capital Cursive Letters
CLICK TO DISPLAY Capital Cursive V animation.
SAY “The set of capital letters in this lesson is the last set of letters that begin with a small swoop just below the Star line. Let’s begin with V and watch the formation.”
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive V Formation image.
SAY “Watch as I trace capital cursive V.”
CLICK TO DISPLAY Tracing Capital Cursive V. (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE capital V with two fingers as you say the pathway:
• J ust below the Star line. Swoop up to the stars. Slope down to Earth. Slope up to the stars with a swoop.
SAY:
• “Open your workbook to page 125. Now it’s your turn. Put your pencil on the dot at the beginning of row 1 . Trace the capital V as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 1 and trace capital V one more time.”
ASK “Which two states begin with a capital V ?” (A: Vermont, Virginia)
SAY “Write the capital V three more times in row 1 . Use the dot just below the Star line to help you start the letter.” (Repeat the pathway as needed.)
CLICK TO DISPLAY Capital Cursive W animation.
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive W Formation image.
SAY “Watch as I trace capital cursive W.”
CLICK TO DISPLAY Tracing Capital Cursive W. (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE capital W with two fingers as you say the pathway:
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• J ust below the Star line. Swoop up to the stars. Fall to Earth and curve up to the stars. Fall to Earth and curve up to the stars. Swoop forward.
SAY:
• “ Now it’s your turn. Put your pencil on the first dot in row 2. Trace the capital W as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 2 and trace capital W one more time.”
ASK “What four states begin with a capital W ?” (A: Washington, West Virginia, Wisconsin, Wyoming)
SAY “Write the capital W three more times in row 2. Use the dot just below the Star line to help you start the letter.” (Repeat the pathway as needed.)
CLICK TO DISPLAY Capital Cursive Y animation.
CLICK TO PLAY animation.
CLICK TO DISPLAY Capital Cursive Y Formation image.
SAY “Watch as I trace capital cursive Y.”
CLICK TO DISPLAY Tracing Capital Cursive Y. (Optional if you would like to show the formation by tracing over the letter or by watching another animated tracing of it.)
TRACE capital Y with two fingers as you say the pathway:
• Just below the Star line. Starting swoop up to the stars. Fall to Earth and curve up to the stars. Plunge below Earth and loop back up with a swoop.
SAY:
• “ Now it’s your turn. Put your pencil on the first dot in row 3 Trace the
Self-Assessment: Have students look over their individual cursive letters and circle the one they like best and have them fix one that needs work.
Click the Comprehension Boost icon to display an image that corresponds with each cursive word.
capital Y as I say the pathway. (Repeat the pathway above.)
• M ove your pencil to the second dot in row 3 and trace capital Y one more time.”
ASK “Do you know any names that begin with capital Y ?” (A: Yolanda, Yasmine, Yahir, Yuri…)
S AY “Write the capital Y three more times in row 3. Use the dot just below the Star line to help you start the letter.” (Repeat the pathway as needed.)
3. Writing Cursive Words
CLICK TO DISPLAY Cursive Word: Valentine image.
SAY:
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• “ Now we will practice writing cursive words with the capital letters V, W, and Y.
• Look at the word in row 4, V-a-l-e-n-t-i-n-e, Valentine
• Valentine’s Day is a holiday in February, where we give each other sweets and cards to show how much we appreciate one another.
• Watch me trace the word Valentine and notice that the capital V and the lowercase a are not connected.”
TRACE the word Valentine
SAY:
• “ Now you will trace the word Valentine in row 4
• N ext, write the word Valentine in cursive in the same row. Make sure to include a finger space in between the word you traced and the word you write.”
CLICK TO DISPLAY Cursive Word: Washington image.
SAY:
• “ Look at the word in row 5, W-a-s-h-i-n-g-t-o-n, Washington
• Washington is the name of George Washington, the first American president. It is also the name of the United States capital, Washington, D.C., and the name of one of our states, Washington State.
• Watch me trace the word Washington.”
TRACE the word Washington
SAY:
• “ Now you will trace the word Washington in row 5. Just like capital V, you will not connect the capital to the first lowercase letter.
Note: Students have practiced cursive connections and should be able to complete a cursive word without the verbal pathway. If needed, use the verbal pathways chart from page 502 of the Appendix.
• N ext, write the word Washington in cursive in the same row. Make sure to include a finger space in between each word.”
CLICK TO DISPLAY Cursive Word: Yosemite image.
SAY:
• “ Look at the word in row 6, Y-o-s-e-m-i-t-e, Yosemite
• Yosemite is the name of a national park in the United States. It has beautiful landscapes and hiking trails.
• Watch me trace the word Yosemite and pay attention to the connection between the capital Y and lowercase o.”
TRACE the word Yosemite
SAY:
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• “ Now you will trace the word Yosemite in row 6.
• N ext, write the word Yosemite in cursive in the same row. Make sure to include a finger space in between each word.”
4. Alphabetizing
SAY “Let’s alphabetize three names beginning with capital W. Look at row 7.”
CLICK TO DISPLAY Alphabetizing: Walter, Waverly, Wanda image.
ASK:
• “Can you read these three names?” (A: Walter, Waverly, Wanda)
• “ What do you notice about these three words?” (A: they all start with capital W)
SAY “Because they all begin with capital W, we’ll need to look at the next letter to figure out which word would be listed first on a class list.”
ASK “Look at the letter after W in each word. What letters do you see?” (A: a)
SAY “These names all begin with Wa. This requires us to look at the third letter.”
ASK:
• “ Look at each name. What is the third letter in each name?” (A: l, v, n)
• “ Which of those letters is first in the alphabet?” (A: l)
• “ So, which name should be first if we are alphabetizing these names?” (A: Walter)
SAY “Let’s write the number 1 above Walter.” (Click to add the number 1.)
ASK:
• “ Which name will be second in the series?” (A: Wanda)
• “ How do you know this name should be second?” (A: n comes before v in the alphabet)
SAY:
• “ Let’s write the number 2 above Wanda and the number 3 above Waverly (Click to add the numbers 2 and 3.)
• N ow, trace the three names in row 7
• Lastly, write the three names in alphabetical order in cursive in row 8 with a comma between each name.”
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5. Editing Routine
CLICK TO DISPLAY Editing Routine.
SAY:
• “ The editing routine you see on the screen is the same checklist that is at the bottom of your workbook page.
• We did not write sentences today, so you will not need to check off punctuation.”
CLICK TO ERASE the punctuation box.
SAY:
• “ In this lesson, we learned new cursive letters and wrote cursive proper nouns.
• U se the checklist at the bottom of your workbook page to check for the sizing of your letters, the spacing between connections and words, whether your writing is legible, if you used capitals at the beginning of each word, and if you took your time.
• Look at the words we have completed in this lesson. Fix any mistakes if necessary.
• O nce you are finished, put your pencil down.” (Allow students time to check their work using the editing checklist at the bottom of each workbook page they have completed. Guide students through the checklist if necessary.)
Optional Additional Words for Cursive Writing
• U se the following words for more practice or during small groups.
• Follow the same routine as above, clicking through Orbit Online as before.
Cursive Word: Vacuum
ASK:
• “Can you read this cursive word?” (A: Vacuum)
• “ Vacuum isn’t a proper noun, so when would we see it written with a capital letter?” (A: in the first word of a sentence)
SAY “Watch me trace the word Vacuum, as in ‘ Vacuum the carpet before the guests come over.’”
TRACE the word Vacuum
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
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• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Cursive Word: Weather
ASK “Can you read this cursive word?” (A: Weather)
SAY “Watch me trace the word Weather, as in ‘ Weather can be scary if it is too windy or rainy.’”
TRACE the word Weather
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Remember not to cross your t until you’ve written the whole word. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Cursive Word: Yellow
ASK:
• “Can you read this cursive word?” (A: Yellow)
• “Is a proper noun?” (A: no)
• “ When will we see Yellow with a capital Y being used?” (A: at the beginning of a sentence)
SAY “Watch me trace the word Yellow, as in ‘ Yellow is my favorite color.’”
TRACE the word Yellow
SAY:
• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Cursive Word: Why
ASK “Can you read this cursive word?” (A: Why)
SAY “Watch me trace the word Why, as in ‘ Why do the leaves change color before they fall from the tree branches?’”
TRACE the word Why.
SAY:
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• “ Now it is your turn. Check your pencil grip, posture, and workbook slant.
• Take your time and write the word carefully. Write it a second time after a finger space.” (If students need assistance, remind them of the individual letter pathways.)
Phonics
Multisyllabic
Word Reading Procedure Using SyllaBoards™
What Is the Multisyllabic Word Reading Procedure?
In Orbit, students use SyllaBoards™ to break multisyllabic words into syllables, read each syllable separately, and finally blend the syllables to read the words. Students can easily and effectively read multisyllabic words by looking for the vowel spellings and by breaking the words into syllables around the vowels.
Procedure for Reading a Multisyllabic Word Using SyllaBoards™
1. Look for prefixes or suffixes and cover them up to help them focus on the base (beginning in Unit 10).
2. Count the number of vowel spellings in the word. (Determine if the vowels are together or apart.)
3. Determine the number of syllables in the word based on the number of vowel spellings.
4. Put out one SyllaBoard™ for each syllable in the base.
5. Break the word into syllables by first writing the vowel spelling on each board and then filling in the consonants.
6. If necessary, add boards for any prefixes or suffixes and fill in the boards.
7. Touch & Say each syllable while touching each SyllaBoard™. (See the Touch & Say section below.)
8. Blend the syllables to read the whole word while sweeping a hand from left to right under the SyllaBoards™
Positive Error Correction for Reading Multisyllabic Words
1. If a student misreads a multisyllabic word, provide Positive Error Correction:
– If the student has divided the word incorrectly (i.e., closed an Open Syllable, left a Closed Syllable open, split a vowel team onto different boards, etc.), help them adjust their boards and try the word again.
– If the student still does not read the word correctly, identify which syllable(s) the student read correctly.
– Have the student use Touch & Say to reread the incorrect syllable, and then have the student read the whole word.
– If necessary, guide the student to ask the vowel questions for multisyllabic words. (How many vowel spellings are in the word? Are they together or apart? How many syllables are there?) Then, have the student read each syllable separately and blend the syllables to read the whole word.
– Have the student independently reread the word correctly.
2. If a student decodes all the sounds in a word correctly but pronounces the word incorrectly (e.g., reads the word motel as mŏt-el, with a short o instead of a long o in the first syllable):
– Identify which syllables the student pronounced correctly.
– Have the student read the incorrectly pronounced syllable again.
– If necessary, guide the student to the correct pronunciation of the syllable by explaining how to flex the vowel sound. (For example, “Flex the vowel sound in the first syllable to long o.”)
3. Always finish with the student reading the whole word independently and correctly. Collaborative Kit Use with SyllaBoards™
Step 1: Set Up for Collaboration
• Share one set of SyllaBoards™ between two students.
• Ensure SyllaBoards™ stay organized and easily accessible.
• Place SyllaBoards™ between partners to facilitate sharing.
Step 2: Assign Roles
• Assign one student as the Builder and the other as the Checker
• Rotate roles after each word to ensure both students engage in building and checking.
Step 3: Define Roles
1. Builder:
– Deconstructs the word using SyllaBoards™
– Focuses on proper syllable division and spelling.
– Reads each syllable and blends syllables into a complete word.
2. Checker:
• Observes and provides corrective feedback.
• Ensures accuracy and answers questions.
Step 4: Smooth Transitions
• After completing a word, the Builder clears the boards and passes the materials to the next Builder.
• Maintain a steady routine to maximize engagement.
Managing Teaching Materials
Efficiently
1. Lost and Found System
– Set up a designated “Lost and Found” area for misplaced SyllaBoards™, markers, and erasers.
2. Timed Distribution
– Use a timer during kit setup to make the process efficient and engaging.
– Challenge students to improve their setup time with each lesson.
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Benefits of Collaborative Learning
Active Engagement
Builders develop hands-on skills and retention.
Peer Teaching
Checkers strengthen their understanding by explaining and correcting.
Multisensory Learning
The kinesthetic, auditory, and visual elements boost retention.
3. Permanent Partners
– Assign consistent partners to save time pairing students each session.
4. Designated Partner Roles
– Use partner labels like “A” and “B” or creative tags like “Peanut Butter” and “Jelly.”
– Clearly define roles, e.g., “B builds first” or “Jelly checks first,” to streamline transitions.
5. Homogeneous Pairing for Supportive Learning
– Pair students with similar skill levels to provide balanced support and focused attention.
– Ensure that all students progress without feeling overwhelmed or overburdened.
By following these structured steps and tips, you will maximize student engagement, learning retention, and the efficiency of your lessons while fostering a collaborative and supportive environment.
Touch & Say
What Is Touch & Say?
Touch & Say is a multisensory routine used to read words. Touch & Say is one step within the Multisyllabic Word Reading Procedure. In Touch & Say, students touch SyllaBoards™ while saying the syllables represented by those boards. Students then blend the syllables into a word by running their fingers from left to right under the boards while saying the whole word.
Positive Error Correction for Touch & Say
1. If a student reads a word incorrectly using Touch & Say, provide Positive Error Correction:
– Tell the student which syllables or sounds were said correctly.
– Have the student touch the board that represents the sound that was incorrect and try to say the syllable again. They can Touch & Say the individual letters on a board if needed.
– Have the student touch each board again while saying each sound, and then have the student blend the syllables into a word.
– If necessary, you or other students use Touch & Say to read the word. Then have the student repeat.
– Have the student independently use Touch & Say to read the word correctly.
2. Always finish with the student independently using Touch & Say to read the word.
Decodable Oral Reading Passage Procedure
Procedural reminders:
• Questions to activate students’ prior knowledge about the topic of the passage help students anticipate the content and words they may encounter as they read.
• Words to Preview introduces students to the pronunciations and definitions of words found in the passage. It is not meant to be a vocabulary lesson. Previewing the words should take less than two minutes. Visual representations of each word support understanding.
Words they will learn in the current unit that are also included in the current passage. Students will practice decoding and encoding these Heart Words throughout the unit. Visual representations of each word support understanding.
• During the final read in Lesson 5, a Reader stuck on a word may ask for the word to be provided, but it will be counted as an error. The Checker should not provide the word unless the Reader asks for it. It is very important that students try to read words independently as much as possible, avoiding the habit of asking for words to be pronounced for them.
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• Rotate which pairs, or specific students, you will monitor for each session so you can monitor all students reading aloud on a regular basis.
Lesson 1 – Decodable Passage Teacher Read
• In Lesson 1 of each phonics unit, the teacher reads the unit’s decodable passage aloud to students, modeling accuracy, fluency, and prosody.
Lesson 3 – Decodable Passage Practice
• In Lesson 3 of each phonics unit, students practice reading half of the same decodable passage to a partner.
• It is important to note that the point of this activity is practice and collaborative support, not assessment.
Lesson 3 Procedure:
1. Each student will read their own section of the text without being timed or assessed by a Checker. Reader 1 will read the entire Reader 1 section of the text while Reader 2 follows along and provides support if asked.
2. Reader 2 will then read their section as Reader 1 follows along, providing support if asked.
• Point and Say is an introduction to the pronunciations of another group of words. These words have been identified as being difficult to decode, but students commonly understand their meanings. Visual representations of each word support understanding.
• Heart Words introduces students to the Heart
3. Remind students to underline the vowels and segment the syllables of words they struggle with before asking their partner for help.
4. Remind students to reread if something they read does not make sense.
Teacher Observation/Support:
As students read, observe for accurate reading,
reading with appropriate pacing and intonation. Model this for students if the Checker cannot provide a sufficient model for the Reader.
Post-Reading Work:
Students are instructed to find words with the current phonics concept within the passage and write them in their workbooks. A list of possible answers is given in each Lesson 3 in the Teacher Guide.
Lesson 5 – Decodable Passage Fluency and Comprehension
• In Lesson 5, students will read the same section as in Lesson 3 with the same partner. However, in Lesson 5, students will read just for one minute and the Checker will record miscues so each student can chart their own WCPM (Words Correct Per Minute) and accuracy percentage.
• The goal of Decodable Oral Reading is for students to read decodable text with an accuracy percentage rate of 98% or higher. The secondary goal is for students to improve fluency and prosody.
• In Decodable Oral Reading, two students (Readers 1 and 2) take turns reading aloud to each other for one minute each. Before reading, the students swap workbooks so the Checker can mark errors in the Reader’s workbook. The student who is not the Reader is the Checker, marking the Reader’s miscues.
Marking Errors:
– If a word is read incorrectly or a word is skipped, cross it out.
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– If a Reader self-corrects after making an error, write SC above the crossed-out word. This does not count as an error.
– If a word is added that is not in the text, add a caret where the word was added. This counts as an error.
• After each Reader finishes, the Checker reviews the errors the Reader made. The teacher guides all Reader 1s to calculate their WCPM and accuracy in the calculation box at the end of the passage.
• Reader 2 will then read the Reader 2 section for one minute with Reader 1 acting as Checker. The teacher will lead all Reader 2s through calculating their WCPM and accuracy percentage. Students will fill in the calculations.
• All Readers then record their performance on their Tracking Charts, which are found at the back of their workbooks. This will be done in every Lesson 5 so students can see their progress throughout the year.
Oral Reading Scoring
• During the Decodable Oral Reading Procedure, students will calculate their Accuracy Percentage and Words Correct Per Minute (WCPM).
• WCPM is the number of words a Reader reads correctly in one minute. It is calculated as Total Words Attempted minus Number of Errors.
• Accuracy Percentage is the percentage of words the Reader reads correctly in one minute. It is calculated as Total Words Read Correctly (WCPM) divided by Total Words Attempted (words at bracket).
Charting Student Progress
• The next step of the Decodable Oral Reading Procedure is for each Reader to chart their performance [Accuracy Percentage and Words Correct Per Minute (WCPM)].
• Students will chart these two scores in each
Lesson 5 on the chart provided in the back of their student workbooks. This will allow students to see progress over time.
Investigate the Text Questions
• After reading the passage in Lesson 5, students will answer a series of comprehension questions. Students search the text and underline the answers in the passage for the first four questions. The last two questions require students to either synthesize information from the text or to make a personal connection to some aspect of the text.
• Students will write complete sentences in legible handwriting to answer the final two questions.
• The answers to Questions #1-4 are located at the end of the Decodable Oral Reading section of each Lesson 5 in the Teacher Guide. They also appear in Orbit Online in the same area.
• The goal of the Decodable Oral Reading Procedure is for students to practice reading accurately and fluently. Although comprehension is the ultimate goal of all reading, and the Investigate the Text questions provide a way to monitor students’ basic understanding of the passage, the primary goal of the activity is still for students to read with 98% accuracy. When accuracy, fluency, and vocabulary instruction are combined, comprehension will follow.
Word Hunt
What Is Word Hunt?
In Word Hunt, students work with a partner to search for specific words and then answer a few questions about the words. Students must analyze the various phonics features of words and sometimes their parts of speech. By working in pairs, students can become the teacher and provide one another with positive feedback.
3. The Checker follows along, silently marking any errors with an X and any words read correctly with a checkmark.
4. After Reader 1 has finished reading all the words in the first box, the Checker kindly asks the Reader to reread any misread words, offering help if needed.
5. Reader 2 then reads the second box and Reader 1 becomes Checker, following the process above.
6. Both Readers read both boxes, but each Reader has a chance to be the first Reader of one of the boxes.
7. After pairs are done reading to each other, call on students to read each box aloud to the class.
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8. Students swap workbooks back and work with their partner to read and complete the Hunt & Answer questions.
9. Review answers with the whole class.
Partner Phrase Reading
What Is Partner Phrase Reading?
In Partner Phrase Reading, students take turns as Reader and Checker while reading all phrases in two columns. The phrases contain Heart Words from the Dolch 220 Pre-Primer through 2nd grade lists and decodable words with phonics patterns students have learned in and up to the current unit. Once Heart Word instruction begins in Unit 2, the words taught in these lessons are also included.
Procedure for Partner Phrase Reading
1. Students are given time to quietly read through all phrases independently. During this time, they may mark up any words they are struggling with to aid them in decoding the word correctly.
Procedure for Word Hunt
1. Pair students and have them swap workbooks.
2. Reader 1 will read one box of words aloud to the Checker.
2. The teacher then assigns partners, and the partners swap workbooks. The teacher can also help designate which student will be the first Reader.
3. Reader 1:
– Reader 1 reads Column 1 as Reader 2 acts as Checker, marking any errors silently. Students
will use the same marking conventions that are used in Decodable Oral Reading.
– Once Reader 1 has read all six phrases in Column 1, the Checker then tells the Reader to reread any phrases that were read incorrectly, providing Positive Error Correction.
– Lastly, Reader 1 correctly rereads phrases that were misread.
4. Reader 2 then reads Column 2 as Reader 1 becomes the Checker. The same procedure is followed.
5. Reader 1 then reads Column 2 and Reader 1 reads Column 1. This gives each student a chance to read a column of phrases first, before hearing it read by the other student.
Positive Error Correction for Partner Phrase Reading
If a student misreads a word in a phrase, provide Positive Error Correction:
1. CHECKER IDENTIFIES the number of misread phrases. Checker points to the misread word(s) in the phrase, without saying the word itself.
2. Reader uses Touch & Say to read the misread word(s), then reads the whole phrase again.
– If Reader reads the phrase correctly, move on.
– If Reader misses any words again:
• Checker assists by using Touch & Say to read the word(s).
each student will read at least two sentences aloud to the group, striving for accurate and fluent reading.
When not a Reader, all other students will act as silent Checkers, providing feedback after the Reader has read the entire sentence. Checkers are instructed to mark up any miscues with light marks as they may read one of the sentences already read aloud.
Split It!
What Is Split It!?
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• Reader independently uses Touch & Say to read the word(s) correctly.
• Reader reads the phrase correctly.
Detect & Decode
What Is Detect & Decode?
In Detect & Decode, students work independently in their workbooks to read a set of sentences and to search for, or detect, words containing a target concept. After reviewing findings with the whole class,
Split It! is an activity that can be used to spell multisyllabic words. In Split It!, students listen for the number of syllables in longer words, spell the sounds in each syllable, and then write the whole word. This activity reinforces the importance of hearing the syllables in longer words and spelling each syllable by listening to the individual sounds in that syllable.
Procedure for Split It!
1. Teacher dictates a multisyllabic word.
2. Students Whale Talk the word. (Squeeze lips shut and shout the word. Each push of breath equals one syllable.)
3. Students fill in one dot for each syllable they hear in the word.
4. Students spell each syllable in a section by listening for the sounds in that syllable.
5. Students write the whole word on the line.
Positive Error Correction for Split It!
If a student misspells a word during the Split It! activity, provide Positive Error Correction.
1. Tell the student which syllable(s) were spelled correctly.
2. Repeat the word.
3. Prompt student to Whale Talk the word, repeat the misspelled syllable, and stretch the sounds in that syllable. Then, have the student correct the spelling by changing one or more graphemes.
4. If necessary, you or other students may identify the misspelled sound(s) and spelling(s) for the student.
5. Prompt student to independently use Touch & Say to verify that the word is spelled correctly.
Heart Word Spelling
What Is Heart Word Spelling?
Heart Word Spelling is an activity that supports students in using their phonics knowledge and their memories to spell irregular high-frequency words, Heart Words. Single-syllable Heart Words are broken down by phoneme on the Spell It! template and multisyllabic Heart Words are broken down by syllable on the Split It! template.
Procedure for Single-Syllable Heart Word Spelling
1. Fill in a dot for each sound heard.
2. Write a grapheme in each box with a dot.
3. Fill in the heart above the tricky part(s).
4. Write the whole word on the final line.
Procedure for Multisyllabic Heart Word Spelling
1. Fill in a dot for each syllable heard.
2. Write a syllable on each line with a dot, working through individual graphemes in a syllable when needed.
Procedure for Sentence Dictation
1. The teacher reads the sentence fluently while displaying an associated image.
2. Students repeat the sentence back to the teacher and count the number of words in the sentence. They write this number at the end of the sentence line so they can check that they have written all words.
3. The teacher repeats the sentence slowly several times as students write.
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3. Draw a heart above the tricky part(s).
4. Write the whole word on the final line.
Sentence Dictation
What Is Sentence Dictation?
In Sentence Dictation Practice, students listen to and write complete sentences, focusing on spelling, accurate capitalization and punctuation, and legibility.
4. The teacher displays all three sentences on the board to review spelling, capitalization, and punctuation with students.
5. Students make any necessary corrections.
Spelling & Dictation
What Is Spelling & Dictation?
In each unit, students review or learn a new phonics concept and have opportunities to practice reading and spelling words with that concept. In Lesson 5, students are tested on the spelling list included in the Home Connection letter. You may choose to use a term other than “Spelling Test,” but it is important for students to know that they are to try their best in Lesson 5 to show what they know and to do so neatly.
Spelling & Dictation consists of 16 spelling words and 2 sentences. Beginning in Unit 2, this list will include the Heart Words, or high-frequency words, that students are specifically taught in each unit. The remainder of the words on the list will consist of words containing only the phonics concepts taught in and up to the current unit.
The words in the Dictation Sentences follow the same guidelines. You will dictate two sentences to students, reminding them to use proper capitalization, punctuation, and spelling and to write in legible handwriting.
Morphology
Morpheme Math
What Is Morpheme Math?
In Orbit, Morpheme Math is a structured spelling or decoding activity that helps students add or subtract morphemes to make new words. Students will use explicitly taught morphemes to build familiar words and understand the morphological structure.
Procedure for Morpheme Math
1. Identify the task of addition or subtraction of morphemes.
2. Read the morphemes within the equation. Identify the base and affixes that will need to be added or subtracted. (pre + test = ____)
3. Complete the equation by spelling the new word. (pre + test = pretest)
4. If applicable, students will combine the meaning of each morpheme to make a definition for the new word.
Morpheme Puzzles
What Are Morpheme Puzzles?
The Morpheme Puzzles routine’s purpose is to create a visual representation of putting together and taking apart the morphological parts of words to change the meaning. It is important for students to understand the structural elements of morphemes and how they can be added or removed to change a word. Morpheme Puzzles will support students to “piece” together new words by their morphemes.
– Root or Greek Combining Form = blue puzzle piece
3. Identify the affixes or secondary base or root using the correct color code and correctly shaped piece.
– Prefix = green puzzle piece
– Suffix = purple puzzle piece
4. Build or take apart the puzzle. If applicable, combine the meanings of the morphemes to make a new definition.
Cloze Sentences
What Are Cloze Sentences?
This procedure resembles a traditional cloze passage but centers on morpheme knowledge. Students analyze each sentence, use the meanings of familiar morphemes to evaluate the context clues, and select the word that best completes the sentence. By repeatedly seeing how morphemes operate within text, students sharpen their ability to spot key words, apply morphemic cues, and infer the meanings of new or unfamiliar words.
Procedure for Cloze Sentences
1. Read and decode the words in the word bank. Identify the familiar affixes.
2. Read the first sentence.
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3. Identify and underline the context clues that relate to the meanings of the affixes and bases from the word bank. (re = again)
4. Choose the word that completes the sentence from the word bank and write it into the blank space.
Procedure for Morpheme Puzzles
1. Identify the task of building new words or taking apart words using the puzzle pieces.
2. Identify the base or root of the word by using the color code and correctly shaped piece.
– Base = black puzzle piece
5. Reread the sentence with the chosen word and listen for grammar cues that affirm the choice.
Interpret It
What Is Interpret It ?
The Interpret It routine helps students understand unfamiliar words by combining the meanings of known morphemes. Do not expect students to memorize the definition of each morpheme; allow them to use the information that is available in their workbooks. This can be from the meaning charts they completed in the same lesson or from the glossary at the end of their workbook. Throughout the lesson, prompt students to include missing idea words such as action or person who, and model how precise morpheme meanings blend into a richer overall definition. This routine will be crucial to build students’ independence and confidence in analyzing and understanding new vocabulary by recognizing known morphemes.
Procedure for Interpret It
1. Identify the morphemes in the given word.
2. Define each one in clear, student-friendly language, using the meaning charts in their workbooks.
3. Use the meaning of each morpheme to build a more detailed definition in their own words.
MorphStory
What Is a MorphStory ?
A MorphStory is a short passage that uses the target morphemes throughout the text. Students will read, identify words with the target morpheme, interpret the meaning of each word, and highlight the context clues that helped them define each word. Students will employ skills that are used in cloze sentences, but they will also need to search for morphemes within text. This routine will mimic the process of reading independently and coming across unknown words. Students will be asked to interpret the meanings of words with a target base or root, but they may not always be familiar with the affixes in the word. This will require them to use context clues and themes within the text to explain new vocabulary.
Procedure for MorphStories
1. Review the morpheme bank before reading to understand which morphemes will need to be identified.
2. The teacher reads the entire MorphStory once as students silently or whisper read along.
3. The whole group whisper reads the first paragraph again. Students circle the word(s) with the morphemes that are outlined in the morpheme bank.
4. The teacher reads the same paragraph aloud. Students underline the context clues that help them understand the circled word(s).
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5. Students use the context clues and the meanings of the morphemes to write a definition on the given lines in their workbook.
6. Repeat this process with the remaining paragraphs.
7. Students will then complete the comprehension questions independently or with a partner.
Vocabulary
Cloze Procedure
What Is a Cloze Procedure?
In Orbit, the cloze procedure serves as a focused activity to reinforce vocabulary acquisition and deepen understanding of how words function within sentences based on their word class (noun, verb, adjective) and meaning (semantic links). By strategically omitting words, students are encouraged to engage in close reading, utilize contextual clues, and apply their knowledge of word class and vocabulary to determine the missing words. This process moves beyond simple recognition and requires students to actively process the text.
Cloze Procedure
1. Identify the word class needed to fill in the blank (who or what, action, or description).
2. Look for related words in the text that are semantically related to the missing word.
3. Test potential words by considering their definition and whether they fit the meaning and grammatical structure of the sentence.
Answering Right There Questions
What Is a Right There Question?
Right There questions are questions with answers that can be found in one location within a text. This is a literal question that serves as the first “layer” within the Question-Answer Relationship framework. The Question-Answer Relationship framework, developed by T.E. Raphael, is an approach to comprehension that teaches students how to ask and answer questions about their reading. Students learn to identify the different types of comprehension questions so they can identify where and how the answers can be found.
Procedure for Answering a Right There Question
1. Think about the question: find the key words and
consider what kind of information the question word is asking for.
2. Find the related detail in the text. (This will be in one spot.)
Answering Think and Search Questions
What Is a Think and Search Question?
The answer to a Think and Search question is in the text, but students need to gather information from more than one place to find it. This type of question still falls under the literal category.
Procedure for Answering a Think and Search Question
1. Think about the question: find the key words and consider what kind of information the question word is asking for.
2. Search for related details throughout the text.
3. Put the related details together to form the answer.
Answering Text and Me Questions
What Is a Text and Me Question?
The answer to a Text and Me question requires students to think about what the author wrote and connect it to their own experiences and/or knowledge. This type of question requires students to infer.
Procedure for Answering a Text and Me Question
1. Think about the question word and key words.
2. Search for relevant details in the text.
3. List relevant details from the text and list prior knowledge relevant to the question.
4. Connect the details.
5. Build meaning: Identify your new understanding based on the details.
Self-Assessment
What Is a Self-Assessment?
A self-assessment is a metacognitive activity in which students reflect on and evaluate their own understanding of the 50 words encountered in each module. At the beginning of each module, students rate how well they know a word based on three levels:
• Minus sign (-): The student has never seen or heard the word before.
• Check mark ( ): The student recognizes the word but cannot explain it or use it in a sentence.
• Plus sign (+): The student knows the word deeply and can use it in a sentence with at least two semantically related words.
Rather than a simple yes/no judgment, the selfassessment places word knowledge on a continuum. These guidelines help students develop a clearer understanding of what it means to truly “know” a word, promote autonomy and motivation, and encourage closer attention to target vocabulary as it appears throughout instruction.
At the end of the module, students repeat the process to reflect on their learning throughout the four weeks of the module. Students end by completing reflection statements about their personal word learning, as well as thoughts on specific words.
require less cognitive effort to identify them, freeing up mental resources for higher-level tasks such as comprehension, reasoning, and deeper analysis of the text.
Vocabulary Venture Procedure
1. Think about the syllables.
– How many?
– What types?
2. Think about the morphology.
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Vocabulary Venture
What Is a Vocabulary Venture?
The Vocabulary Venture was designed to integrate sounds, syllables, morphology, and semantics to help students develop a well-connected network of word knowledge and support orthographic mapping. As students analyze how words are formed from meaningful parts and connect pronunciation, spelling, and meaning, they more efficiently store words in long-term memory for automatic retrieval. Students
– What is the base? What does it mean? What other words share this same base?
– Is there a prefix? What does it mean? What other words share this same prefix?
– Is there a suffix? What does it mean? What other words share this same suffix?
3. Look for semantically related words.
4. How can I use what I have learned to build a sentence?
Would You Rather? What Is Would You Rather?
The Would You Rather? activity is designed to be an engaging way for students to use targeted vocabulary while encouraging social interaction and critical thinking. Students use a template to formulate their question with two words of their choice.
The theme of the first module includes a discussion of snacks. Students learn several adjectives that refer to opinions (e.g., delectable, disgusting, sumptuous) or amounts (e.g., meager, abundant, sparse). Students use their own snack ideas and the words they have been learning to build a question using the following template:
Would you rather eat a (adjective) (preferred or disliked snack) or a (adjective) (preferred or disliked snack)?
The activity provides a clear structure for practicing new vocabulary in context, while also making space for
peer conversations and shared preferences through the final Would You Rather? question exchange. This social questioning promotes inclusive dialogue, as students must listen, respond, and compare opinions, all while applying new words meaningfully.
Pick Two
What Is Pick Two?
The Pick Two activity provides students an opportunity to apply their knowledge of semantic links to find and explain how two words might be related. Students will draw upon their experiences with the InferCabulary pictures and captions, as well as their own prior background knowledge, to recall connections and apply them in a new context. Each student is given two notecards with words from the module. They must interact with one another to find at least one classmate with a related word. Students share their connections as a class using the following template:
Student #1 – Our words are and Student #2 – These words connect because (link description).
This encourages peer interaction and promotes discussion with a focus on metacognition, asking students to reflect on their thinking process, explain their reasoning, and consider alternative perspectives.
Semantic Reasoning Think Aloud
What Is a Semantic Reasoning Think Aloud ?
readers do when they comprehend text.
Semantic Reasoning Process
1. Listen and say the word aloud.
– Have you heard this word before?
– What might you already know about it?
2. Look and wonder about the pictures.
– Think about how the pictures are connected. Do you notice anything they have in common?
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The Semantic Reasoning Think Aloud is what students will use initially when working in InferCabulary, and eventually throughout their academic day. The thinkaloud is a meaning-making routine, not a definition lesson. Rather than telling students what a word means, students use information from pictures, related sentences, and their own prior knowledge. During the think-aloud, students learn how to notice clues, make a reasonable guess, check that guess against the context, and confirm whether the meaning makes sense. These skills are similar to what strong
– Use what you already know and guess the word’s meaning.
3. Find important words in the captions.
– Do you see words that show up more than once?
– Look for synonyms, opposites, actions, descriptions, and examples of the target word.
4. Build meaning.
– Use the information you have collected from the pictures and captions to put together your own idea of the word’s meaning.
– Find the definition that matches!
5. Review and reflect about it.
– How does this definition compare to your first guess?
– Did you learn new information about the word’s meaning?
– Can you use this word correctly now?
Phonetic Symbols Used In Orbit
Short and Long Vowel Phonemes
/ă/ – short a phoneme; first phoneme in apple
/ā/ – long a phoneme; first phoneme in ape
/ĕ/ – short e phoneme; first phoneme in edge
/ē/ – long e phoneme; first phoneme in eagle
/ĭ/ – short i phoneme; first phoneme in itch
/ī/ – long i phoneme; first phoneme in ice
/ŏ/ – short o phoneme; first phoneme in octopus
/ō/ – long o phoneme; first phoneme in open
/ŭ/ – short u phoneme; first phoneme in up
/y/ – long u phoneme; first phoneme in unicorn
Other Vowel Phonemes
// – first phoneme in ooze
/oi/ – first phoneme in oink
/ou/ – first phoneme in ouch
/þ/ – middle phoneme in book
/aw/ - first phoneme in awesome
R-Controlled Vowel Phonemes
/ar/ – middle phoneme in barn
/or/ – middle phoneme in fork
/er/ – middle phoneme in bird
Additional Phonemes
/ / – schwa (an unaccented, reduced vowel sound; first and last phonemes in Alaska, or second vowel phoneme in salad); written out as /uh/ or /ih/ in Orbit
/ār/ – last two phonemes in chair
Verbal (Orbital) Cursive Pathways
Capital Cursive
AB
Letters
Star line. Orbit Planet O. Fall to Earth with a swoop.
Just below the Star line. Swoop up to the stars. Fall to Earth. Take off to the stars. Curve to the moon. Curve to Earth and loop forward with a swoop.
C Star line. Orbit Planet O. Stop.
D
Just below the Star line. Swoop up to the stars. Fall to Earth. Take off to the stars. Curve to Earth and loop forward with a swoop.
E Star line. Orbit to the moon. Loop and orbit to Earth.
F
G
H
IJ
K
Just below the Star line. Small curve and swoop under the stars. Lift off to under the stars, fall to Earth, and swoop back. Lift off to the Moon line and thrust forward.
Earth line. Slope up to the stars. Loop and swoop under the stars. Curve to Earth and loop forward with a swoop.
Just below the Star line. Swoop up to the stars. Fall to Earth. Lift off to the stars and fall to Earth. Take off back to the moon and loop forward.
Moon line. Swoop back on the Moon line. Curve down to Earth. Loop up to the stars and back to Earth with a swoop.
PONQ
RJust below the Star line. Swoop up to the stars. Fall to Earth. Curve up to the stars and fall to Earth with a swoop.
Star line. Orbit Planet O. Finish with a loop.
Just below the Star line. Swoop up to the stars. Fall to Earth. Take off to the stars. Curve to the moon and loop forward with a swoop.
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Earth line. Curve up to the stars. Plunge below Earth and loop back up with a swoop.
Just below the Star line. Swoop up to the stars. Fall to Earth. Lift off to the stars, slope back to the moon, and loop. Slope forward with a swoop.
L Star line. Swoop under the stars and loop back. Fall to Earth and loop forward with a swoop.
M
Just below the Star line. Swoop up to the stars. Fall to Earth. Curve up to the stars and fall to Earth. Curve up to the stars and fall to Earth with a swoop.
Earth line. Curve up to the stars and back to Earth. Loop forward with a swoop.
Just below the Star line. Swoop up to the stars. Fall to Earth. Take off to the stars. Curve to the moon and loop. Slope forward with a swoop.
S Earth line. Loop up to the stars. Curve to Earth and loop forward with a swoop.
TU
V
W
X
Y
Z
Just below the Star line. Small curve and swoop under the stars. Lift off to under the stars, fall to Earth and swoop back.
Just below the Star line. Curve up to the stars, fall to Earth and curve up to the stars. Fall back to Earth with a swoop.
Just below the Star line. Swoop up to the stars. Slope down to Earth. Slope up to the stars with a swoop.
Just below the Star line. Swoop up to the stars. Fall to Earth and curve up to the stars. Fall to Earth and curve up to the stars. Swoop forward.
Just below the Star line. Curve up to the stars and slope down to Earth with a swoop. Lift off to the stars and zoom down to Earth.
Just below the Star line. Swoop up to the stars. Fall to Earth and curve up to the stars. Plunge below Earth and loop back up with a swoop.
Just below the Star line. Curve up to the stars and down to Earth. Make a small jump on Earth and plunge below Earth. Loop back up with a swoop.
Lowercase Cursive Letters
a
Start just below the Moon line. Orbit Planet O. Fall to Earth with a swoop.
b Earth line. Loop up to the stars and back down to Earth. Curve up to the moon. Swoop forward.
c Start just below the Moon line. Orbit Planet O. Stop.
d
e
f
g
h
i
j
k
Start just below the Moon line. Orbit Planet O. Loop up to the stars and down to Earth with a swoop.
Earth line. Loop up to the moon and back down to Earth with a swoop.
Earth line. Loop up to the stars and back down to Earth. Plunge below Earth and loop back up. Finish with a swoop.
Start just below the Moon line. Orbit Planet O. Plunge below Earth. Loop back up with a swoop.
Earth line. Loop up to the stars and back down to Earth. Take off to the moon and curve over. Fall to Earth with a swoop.
Earth line. Slope up to the moon. Fall to Earth with a swoop. Lift off to just above the Moon line. Black hole.
Earth line. Slope up to the moon. Plunge below Earth and loop back up with a swoop. Lift off to just above the Moon line. Black hole.
Earth line. Loop up to the stars and back down to Earth. Take off to the moon and loop back. Slope back down to Earth with a swoop.
Earth line. Slope up to the moon. Plunge below Earth and loop back up to the moon. Curve back to the loop. Finish with a swoop.
Moon line. Orbit Planet O. Plunge below Earth and loop back up to Earth. Finish with a swoop. r
Earth line. Slope up to the moon. Small swoop forward. Slope down to Earth with a swoop.
Earth line. Slope up to the moon. Curve back to the slope. Finish with a swoop.
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l Earth line. Loop up to the stars and back down to Earth with a swoop.
m Earth line. Slope up to the moon. Fall to Earth. Curve up to the moon and fall to Earth. Curve up to the moon and fall to Earth with a swoop.
n
Earth line. Slope up to the moon. Fall to Earth. Curve up to the moon and fall to Earth with a swoop.
o Moon line. Orbit Planet O. Finish with a loop.
Earth line. Slope up the stars. Fall to Earth with a swoop. Lift off to the Moon line and thrust forward.
Earth line. Slope up to the moon. Fall to Earth and curve up to the moon. Fall back down to Earth with a swoop.
Earth line. Slope up to the moon. Slope back down to Earth. Slope up to the moon with a swoop.
Earth line. Slope up to the moon. Fall to Earth and curve up to the moon. Fall back to Earth and curve back up to the moon. Swoop forward.
Earth line. Slope up to the moon. Slope down to Earth with a swoop. Lift off to the moon and zoom down to Earth.
Earth line. Slope up to the moon. Fall to Earth and curve back up to the moon. Plunge below Earth and loop back up with swoop.
Earth line. Slope up to the moon and curve back down to Earth. Make a small jump on Earth and plunge below Earth. Loop back up with swoop.
ELPS Alignment
For 3rd Grade Literacy Skills
Skills: Phonics and Fluency
TEKS
3.2.A.i: Decode multisyllabic words with multiple sound-spelling patterns such as eigh , ough , and en .
3.2.A.ii: Decode multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.
3.2.A.iii: Decode compound words, contractions, and abbreviations.
3.2.A.iv: Decode words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts.
3.2.A.v: Decode words using knowledge of prefixes.
3.2.A.vi: Decode words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i , and doubling final consonants.
3.2.A.vii: Identify and read high-frequency words from a research-based list.
3.3.4: Read grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
that involve generating words from word families and spelling high-frequency and irregular words.
ELPS-Aligned Recommendations Based on Proficiency Levels
BEGINNER
Listening: Slow down speech and provide repeated exposure to sounds, word patterns, and irregular spellings.
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ELPS-Aligned Recommendations
ELPS Listening: Use audio and visual aids to support understanding of phonemes, word families, and irregular spelling patterns.
ELPS Speaking: Provide sentence stems to scaffold oral responses about phonemes, high-frequency words, and irregular spellings.
ELPS Reading: Use decodable texts and word cards to practice decoding consonant blends, digraphs, and high-frequency words.
ELPS Writing: Provide structured writing activities
Speaking: Provide sentence stems to scaffold oral responses about phonemes, word families, and highfrequency words.
Reading: Use decodable texts with visuals to support decoding consonant blends, digraphs, and highfrequency words.
Writing: Provide word-building templates and sentence frames for writing simple words and sentences.
INTERMEDIATE
Listening: Provide guided listening tasks to identify specific phonemes, blends, and digraphs in spoken words.
Speaking: Support oral fluency through structured read-alouds with teacher and student interaction that require one- to two-sentence responses.
Reading: Provide opportunities for guided reading practice with repeated practice of word families and syllable patterns.
Writing: Encourage students to write sentences using high-frequency and irregular words with teacher guidance.
ADVANCED
Listening: Engage students in tasks requiring the identification and analysis of phonemes, syllable patterns, and irregular spellings in oral texts.
Speaking: Encourage students to explain decoding strategies and participate in discussions about word patterns.
Reading: Assign independent reading tasks with grade-appropriate texts that include irregular spelling patterns and multisyllabic words.
Writing: Encourage students to write short paragraphs, demonstrating fluency and accurate spelling.
ADVANCED HIGH
Listening: Expose students to authentic listening activities (e.g., passages or presentations) with minimal scaffolding.
Speaking: Provide opportunities for students to independently analyze and discuss decoding strategies and fluency techniques.
Reading: Encourage students to analyze and apply advanced decoding strategies independently.
Writing: Provide extended writing assignments where students independently incorporate decoding strategies and fluency skills.
Skill: Comprehension TEKS
3.6.B: Generate questions about text before, during, and after reading to deepen understanding and gain information.
3.6.D: Create mental images to deepen understanding.
3.6.E: Make connections to personal experiences, ideas in other texts, and society.
3.7.C: Use text evidence to support an appropriate response.
ELPS-Aligned Recommendations
ELPS Listening: Use read-alouds or oral presentations where students can practice identifying key information and making connections to their background knowledge.
ELPS Speaking: Encourage students to share personal connections to a text, relating it to their own experiences, other texts, or broader societal themes.
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3.6.F: Make inferences and use evidence to support understanding.
3.6.G: Evaluate details read to determine key ideas.
3.6.H: Synthesize information to create new understanding.
3.6.I: Monitor comprehension and make adjustments such as rereading, using background knowledge, asking questions, and annotating when understanding breaks down.
3.7.A: Describe personal connections to a variety of sources, including self-selected texts.
ELPS Reading: Use guided reading activities that focus on generating questions, making predictions, and drawing connections while reading.
ELPS Writing: Assign writing tasks that require students to ask and answer questions about a text, using text evidence to support their ideas.
ELPS-Aligned Recommendations Based on Proficiency Levels
BEGINNER
Listening: Use visuals, gestures, and sentence-level repetition to support understanding of questions about the text.
Speaking: Encourage one- or two-word answers to text-based questions to build confidence.
Reading: Provide highly visual and simplified texts to help students identify basic details.
Writing: Provide fill-in-the-blank writing prompts for answering basic text-based questions.
INTERMEDIATE
Listening: Offer guided listening tasks where students identify key details or text evidence with teacher support.
Speaking: Scaffold discussions with visual prompts and sentence starters to encourage full sentence responses.
Reading : Use guided reading tasks with scaffolding (e.g., highlighted text evidence or graphic organizers) to help students answer questions about the text.
Writing: Scaffold writing tasks with sentence starters and graphic organizers for connecting texts to personal experiences or other readings.
ADVANCED
Listening: Engage students in listening tasks where they answer more complex questions about a text using text evidence.
Speaking: Encourage students to elaborate on their answers, including explaining connections to personal experiences or other texts.
Reading: Assign texts with more complex vocabulary and ideas, asking students to independently identify and use text evidence.
Writing: Assign tasks where students write short paragraphs using text evidence to support answers.
ADVANCED HIGH
Listening: Provide students with the opportunity to independently comprehend oral questions about a text and identify answers with minimal support.
Speaking: Provide students with the opportunity to provide extended, spontaneous responses with text evidence and personal insights.
Reading: Use tasks where students synthesize text evidence and background knowledge to answer nuanced questions.
Writing : Provide students with the opportunity to independently write extended responses or essays, analyzing text evidence and making meaningful connections.
3.3.D: Identify, use, and explain the meanings of antonyms, synonyms, idioms, homophones, and homographs in a text.
3.7.F: Respond using newly acquired vocabulary as appropriate.
3.10.D: Describe how the author’s use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes.
ELPS-Aligned Recommendations
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Skills: Vocabulary & Morphology
TEKS
3.3.A: Use print or digital resources to determine meaning, syllabication, and pronunciation.
3.3.B: Use context within and beyond a sentence to determine the meanings of unfamiliar words and multiple-meaning words.
3.3.C: Identify the meanings of and use words with affixes such as im - (into), non -, dis -, in - (not, non), pre -, - ness , -y, and -ful
ELPS Listening: Use interactive read-alouds and oral explanations to expose students to new vocabulary and descriptive language.
ELPS Speaking: Facilitate discussions where students describe actions, directions, or categories using newly acquired vocabulary.
ELPS Reading: Use guided reading activities where students practice identifying context clues within and beyond a sentence to understand unfamiliar words.
ELPS Writing: Assign tasks where students write sentences or short paragraphs using newly acquired vocabulary, descriptive words, and context clues.
ELPS-Aligned Recommendations Based on Proficiency Levels
BEGINNER
Listening: Use visuals, gestures, and simplified language to help students recognize vocabulary and understand descriptive language.
Speaking: Encourage repetition and short responses to practice new vocabulary, such as naming actions or describing objects.
Reading: Provide highly visual texts with simple vocabulary and descriptive words supported by illustrations.
Writing: Provide fill-in-the-blank and visuals to help students practice new vocabulary and descriptive words.
INTERMEDIATE
Listening: Incorporate listening tasks where students identify basic context clues and descriptive language in short sentences.
Speaking: Provide sentence stems and visuals to scaffold vocabulary use (e.g., “The picture shows .”).
Reading: Use simple texts with clear visuals and descriptive language, supporting students in identifying word meanings.
Writing: Guide students in using dictionaries or digital tools to incorporate new vocabulary.
ADVANCED
Listening: Provide listening tasks that require understanding of more complex vocabulary and context clues in oral discussions.
Speaking: Provide prompts for students to independently use vocabulary in detailed sentences or explanations.
Reading: Assign reading tasks that require students to independently determine word meanings using context clues or illustrations.
Writing: Assign writing tasks that require using newly learned vocabulary and descriptive words in detailed sentences or paragraphs.
ADVANCED HIGH
Listening: Use authentic audio or oral tasks that challenge students to analyze and apply word meanings.
Skills: Print Awareness & Spelling TEKS
3.2.B.i: Spell multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.
3.2.B.ii: Spell homophones.
3.2.B.iii: Spell compound words, contractions, and abbreviations.
3.2.B.iv: Spell multisyllabic words with multiple sound-spelling patterns.
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Speaking: Encourage spontaneous, fluent use of vocabulary during presentations or group interactions.
Reading: Provide opportunities for students to infer meaning from nuanced text structures without additional supports.
Writing: Provide students with the opportunity to write independently using advanced vocabulary and descriptive language in extended writing tasks.
3.2.B.v: Spell words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV.
3.2.B.vi: Spell words using knowledge of prefixes.
3.2.B.vii: Spell words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i , and doubling final consonants.
3.3.A: Use print or digital resources to determine meaning, syllabication, and pronunciation.
ELPS-Aligned Recommendations
ELPS Listening: Use read-alouds or audio texts with explicit focus on understanding vocabulary through context and illustrations.
ELPS Speaking: Encourage students to explain word meanings or describe actions, directions, and positions using context clues.
ELPS Reading: Provide guided reading tasks where students analyze context clues and illustrations to determine word meanings.
ELPS Writing: Assign writing tasks where students use newly learned vocabulary and descriptive language to create sentences or short paragraphs.
ELPS-Aligned Recommendations Based on Proficiency Levels
BEGINNER
Listening: Focus on identifying single words or phrases during listening activities.
Speaking: Allow reliance on visuals or gestures to support verbal responses.
Reading: Use bilingual glossaries, picture dictionaries, or word banks to aid vocabulary recognition.
Writing: Use guided activities for writing basic descriptions or actions.
INTERMEDIATE
Listening: Use shorter sentences and slower pacing to help students focus on understanding vocabulary.
Speaking: Provide opportunities for guided speaking tasks where students describe actions, directions, and word meanings in simple sentences.
Reading: Scaffold reading tasks with graphic organizers or word lists to help students identify and infer word meanings.
Writing: Encourage students to write short paragraphs that incorporate context clues and taught vocabulary.
ADVANCED
Listening: Provide students with the opportunity to process and respond to nuanced language and advanced word use.
Speaking: Encourage independent speaking tasks where students use context clues and descriptive language to explain or describe vocabulary.
Speaking: Facilitate tasks requiring students to spontaneously describe or analyze the use of words in context.
Reading: Have students read and analyze grade-level texts, inferring meanings of advanced vocabulary with minimal support.
Writing: Provide students with the opportunity to write fluently using advanced vocabulary and descriptive language in sentences and paragraphs.
Skill: Handwriting TEKS
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Reading: Assign tasks requiring students to independently determine word meanings using context, illustrations, or textual clues.
Writing: Encourage peer feedback and self-editing to refine writing for correct vocabulary usage.
ADVANCED HIGH
Listening: Have students identify and understand complex sound patterns in words.
3.2.D: Write complete words, thoughts, and answers legibly in cursive, leaving appropriate spaces between words.
ELPS-Aligned Recommendations
ELPS Listening: Use videos or live demonstrations where students listen to instructions while observing the proper strokes for cursive writing.
ELPS Speaking: Encourage students to verbally describe the steps for forming and connecting cursive letters (e.g., “First, I make a curve, then a loop to connect the letters.”).
ELPS Reading: Provide visual charts or resources that display correctly formed cursive letters and their connections.
ELPS Writing: Assign tasks where students practice writing individual cursive letters and then progress to forming words and sentences.
ELPS-Aligned Recommendations Based on Proficiency Levels
BEGINNER
Listening: Use slow, clear, and repetitive auditory instructions paired with visuals or live demonstrations of cursive strokes.
Speaking: Encourage single-word or short-phrase responses while practicing cursive letter descriptions.
Reading: Provide visual aids with clearly labeled cursive letters and strokes.
Writing: Provide templates and tracing sheets with guided lines to support initial handwriting practice.
INTERMEDIATE
Listening: Pair auditory instructions with guided practice to reinforce comprehension of strokes and letter connections.
Speaking: Provide guided opportunities for students to describe the steps for cursive writing in simple sentences.
Reading: Provide worksheets with written cues for tracing or connecting letters.
Writing: Encourage writing simple, short words using structured practice sheets.
ADVANCED
Listening: Encourage listening tasks where students identify and correct errors in letter formation based on oral guidance.
Speaking: Encourage students to articulate detailed descriptions of letter formation during peer feedback sessions.
Reading: Incorporate resources with minimal visuals, encouraging students to rely on written instructions.
Writing: Assign independent tasks requiring students to write longer sentences and short paragraphs in cursive.
ADVANCED HIGH
Listening: Use authentic auditory activities, such as peer-led instructions or real-world tasks involving cursive writing.
Writing: Provide students with non-guided, independent activities where they are expected to write fluently in cursive, using advanced techniques like proper spacing, alignment, and consistent letter size.
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Speaking: Provide opportunities for students to explain handwriting processes fluently, incorporating precise vocabulary and advanced concepts like spacing and alignment.
Reading: Provide students with the opportunity to independently read and follow instructions for cursive writing, including advanced techniques like proper alignment and spacing.
Glossary
1-1-1 Doubling Rule: when a 1-syllable base has one vowel letter followed by one consonant letter, this rule says to double the final consonant before adding a vowel suffix. X does not get doubled.
abbreviations: shortened, or abbreviated, forms of words or groups of words. Students will learn about the following forms in Orbit : Short Forms, Initialisms, and Acronyms.
abstract: words that represent ideas, feelings, or qualities that cannot be seen or touched directly
action-object link: when two words are related based on the action that is done to an object
affixes: morphemes attached to a base and/or root to alter meaning. Affixes are considered bound morphemes that carry their own meaning.
analogous thinking: a solid understanding of how analogies work that can have a deep impact on a student’s ability to recall, understand, and critically analyze text
analogy: two word pairs that have the same semantic link
antonym: a word with the opposite meaning
antonym link: when two words are related because they mean the opposite of one another
appositive: a word or phrase that comes right after a noun and renames or explains it. An appositive gives us a way to add details to our writing without having to build a whole new sentence.
cause: an event that makes something happen
Change the y to i Rule: when adding a vowel suffix to a word ending in y, change the y to i . If making a word plural, add es . This rule does not apply to suffix - ing
chunk: in Orbit lessons, a group of letters in one syllable that consistently spells the same sounds. The letters in chunks can almost always be read reliably as a group. For example, chunk all almost always spells the sounds /aw/ when the letters are in the same syllable, as in ball or call
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blend: see consonant blend
bound base: a part of a word that must be attached to another morpheme to form a real word; struct in construct and spect in inspect are common examples. Bound bases still contain their own meaning, but typically, they will need to be combined with affixes or another base to be meaningful in context.
category-example link: when two words are related because one is the category and the other is an example of something that belongs in it
closed syllable: a syllable that has one vowel letter followed by one or more consonant letters. The vowel sound in a closed syllable is usually short. Examples of words containing Closed Syllables are cat , pick , and hab it .
communication: the process of sharing meaning. It includes a sender, a receiver, a message, and an environment. Each part of this process is equally important for success.
compare: to think about how two things are alike complementary antonyms: words that are true opposites (example: on and off)
concrete: words that represent things that can be seen, touched, heard, smelled, or tasted directly
conjunction: a word that joins ideas together in a sentence
connotation: the feeling or idea that a word gives you, in addition to its basic meaning
consonant blend (blend): two or more consonant letters next to each other in which each letter spells a separate sound
consonant-le: a syllable type that contains a consonant letter followed by the letters le Consonant-le syllables are unaccented and occur only at the end of words with two or more syllables. This is always a three-letter syllable. The letters le in a Consonant-le Syllable always spell the sounds / l/. Examples of words containing Consonant-le Syllables are gig gle, puz zle, and ca ble .
consonant letter: a letter that, on its own or when combined with other letters in a grapheme, spells a consonant sound. Letters are consonants only when they spell a consonant sound. For example, the letter y is a consonant in the word yes because it spells the consonant sound /y/. The letter y is a vowel in the word by because it spells the long i vowel sound.
consonant sound: a speech sound in which some obstruction of the flow of air makes the sound. The obstruction is made with the lips, the teeth, the tongue, or a combination of these. Consonant sounds can be made with or without using the vocal cords. Most syllables have consonant sounds.
consonant suffix: a suffix that begins with a consonant letter
context clues: hints provided by other words in the text surrounding a multiple-meaning word
contraction: a shortened form of one or more words, created by leaving out letters and replacing them with an apostrophe. Examples of contractions are I’d for I would , he’ll for he will , and you’ve for you have .
contrast: a difference between two things
coordinating conjunction: a word that joins two independent clauses. Examples of coordinating conjunctions are but , so, and and
correlation: a connection between two semantic links
denotation: the most basic, literal meaning of a word
dependent clause: an idea that does not make sense on its own
description-object link: when two words are related because one gives a description and the other is the thing being described
digraph blend: a digraph and a consonant letter that are next to each other, in which the consonant letter spells one sound and the digraph spells one sound. The letters shr in the word shrimp and nch in the word ranch are digraph blends.
diphthong: a vowel sound that has two parts. The position of the mouth changes as a diphthong is articulated. Diphthongs are also called “glides” or “gliding vowels” because the mouth glides from one part of the vowel sound directly into another. Examples of diphthongs taught in Orbit are /oi/ as in oink and /ou/ as in ouch .
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digraph: two letters that work together to spell one sound. The sound spelled by a digraph can be a vowel sound or a consonant sound. In Orbit and in many other reading programs, the term “digraph” is used to refer only to consonant digraphs, or two consonant letters that spell one sound. Some reading programs use the term “vowel digraph” to refer to two vowel letters that work together to spell one vowel (as in ai , oa , oo, and ee). In Orbit, a vowel digraph is called a vowel team.
Drop the e Rule: when adding a vowel suffix to a word ending in a Vowel-Consonant-e Syllable, drop the final e before adding the suffix.
effect: the result or outcome that happens after the cause
etymology: the study of the origin and history of words and how their meanings, forms, and usage have changed for modern usage
example-category link: when two words are related because one is an example of the other
fiction: anything that is not real; imaginary. Examples of fiction include fairy tales, fables, and “Rascal Jack and the Briar Bluff.”
figurative: when words are abstract and mean something beyond their dictionary meaning
figure of speech: the category for any phrase or expression that means something different from its exact, or literal, words. Examples of figures of speech include similes, metaphors, idioms, and hyperbole.
flexible thinking: knowing that words can have more than one meaning, including a figurative meaning, and being able to use the information around the word to understand it best
fluency: reading with sufficient speed, expression, and accuracy to support an accurate understanding of what is being read
fragment: a group of words that is an incomplete sentence; may be missing a subject, a verb, or both
free base: a part of a word that can stand alone as a complete word—think play or use
gradable antonyms: words that name different degrees or levels of a particular trait on a gradual scale
grapheme: a letter or letter combination that spells a phoneme. Graphemes can have one, two, three, or four letters. For example, in the word chef, the phoneme /sh/ is spelled by the grapheme ch
Greek combining form: a family of a few types of morphemes; typically prefixes and roots that originate from the Greek language and are used to form complex English words. We see Greek combining forms mostly in academic, scientific, and technical vocabulary. Greek combining forms are more commonly found in specialized terms like telephone or photograph . These forms entered the English language primarily through scholarly and scientific discourse during the Renaissance and Enlightenment, as Greek was the language of early science and philosophy.
hard sound (as in hard c and hard g): one of the two pronunciations for the letters c and g . Hard c is the sound /k/ as in cold . The letter c spells its hard sound when it is followed by any letter except e, i , y, or h . Hard g is the sound /g/ as in goal . The letter g spells its hard sound when it is followed by any letter except e, i , or y. There are exceptions in which the letter g spells its hard sound when followed by e, i , or y, such as get , give, and gynecology. The other pronunciation for the letters c and g is called the soft sound.
Heart Word: a high-frequency word. Students use their phonics knowledge to read and spell regularly spelled high-frequency words and to read and spell the regular parts of irregularly spelled high-frequency words. Only the tricky parts must be memorized.
determine because the meaning of the whole phrase does not match the meanings of the individual words
independent clause: a complete thought that can stand on its own
irrelevant: not related to the topic or situation you are talking about. Irrelevant information is not helpful.
kernel: a complete sentence with only the necessary components of a complete sentence and no additional details
Latin chunks: chunks of letters that come from the Latin language that can and should be read as a whole because of their consistent pronunciation. The Latin chunks taught in Orbit are tion , sion , and ture
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homograph: words that have the same spelling but different pronunciations or meanings
homonym: words that are spelled and pronounced the same way but have different meanings (multiplemeaning words)
homophone: words that sound the same but are spelled differently or have different meanings
hyperbole: saying something in an exaggerated way to show a strong feeling or to make something sound really big or exciting
idiom: an expression whose meaning is difficult to
location-object link: when two words are related because one names a place and the other is something that might be found there
long vowel: a vowel sound that is produced with tension in the vocal cords; also called “tense.” The duration of the pronunciation of a long vowel is often longer than that of a short vowel. The five long vowel sounds in English are long a (/ā/), long e (/ē/), long i (/ī/), long o (/ō/), and long u (/y/).
material-object link: when two words are related because one is used to make the other
metaphor: a figure of speech that compares two different things by saying one thing is another, even though it isn’t literally true
morpheme: the smallest unit of meaning within a word; it cannot be broken down any further
morphology: the study of morphemes, which are the meaningful parts of words such as affixes, roots, combining forms, and bases. Refers to the structure and meaning of words by focusing on the smallest components.
narrative: any type of story
narrative nonfiction: a true story about real people and real events, told in order like a story, with a real setting and time-order words
nonfiction: something that is true or real
object-action link: when two words are related based
on the action that is done by an object
object-description link: when two words are related because one names something and the other describes it
object-location link: when two words are related because one names something and the other is a place where it can be found
object-material link: when two words are related because one is something that’s made of the other
one-sentence summary: collecting information from a variety of different question words (e.g., who, what , where, when , why, how) and organizing it into one strong sentence to explain what you read
opaque idioms: idioms that are more difficult to figure out because the literal words do not give clues to the idiom’s intended meaning
open syllable: a syllable that ends with a single vowel letter. The vowel sound in an Open Syllable is usually long. Examples of words containing Open Syllables are me, hi , ta ble, o pen , and u nit
other vowel: in Orbit, a vowel sound that is not categorized as long, short, or r-controlled. Some reading programs call these vowel sounds “variant” vowels. The other vowel sounds taught in Orbit are // as in food , /oi/ as in oink , /ou/ as in ouch , // as in book , and /aw/ as in awesome .
part-whole link: when two words are related because one is a part of the other
phoneme: the smallest unit of sound in a spoken word. A phoneme is a sound, not a letter.
polysemous: words with multiple meanings possessive: a word that shows ownership or a relationship, usually formed by adding an apostrophe and s (or just an apostrophe) to a noun (for example, the dog’s leash, the teachers ’ lounge). Possessive adjectives (your, my, their) and possessive pronouns (mine, theirs , yours) do not include an apostrophe.
prefix: a word part that can be added to the beginning of a base or root to change the word’s meaning
prior knowledge: what you already know about a topic before you read or learn more about it
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phonemic awareness: a person’s ability to identify, segment, blend, hold in memory, and manipulate phonemes in words
phonics: the study of the systematic relationship between sounds and the letters that spell those sounds
phonological awareness: a person’s ability to understand all levels of the speech-sound system. Phonological awareness includes knowledge of word boundaries, syllables, onset-rime units, and phonemes. Phonemic awareness is a subset of phonological awareness.
question: a sentence that requests information
question words: words that tell us what type of information we need to answer correctly
r-controlled vowel: a vowel sound that is modified because it is immediately followed by consonant sound /r/. The pronunciation of an r-controlled vowel is heavily affected by the sound /r/. Examples of r-controlled vowel sounds are /ar/ as in car, /or/ as in fork , and /er/ as in bird , hurt , and her
relevant: related to the topic or situation you are talking or thinking about
Right There question: questions with answers that can be found directly in the text
root: the basic part of a word that holds the core meaning. In the modern English language, roots come from older languages (like Latin and Greek) and cannot be broken down into smaller parts of meaning. Some roots can stand alone as real words. These are free base roots, like port , while other roots appear within larger words. These are bound base roots, like rupt or tract
schwa: an unaccented and unstressed vowel sound. The schwa sound is a weak, quick sound said with less energy than a typical vowel sound, pronounced as / uh/ or /ih/. Any vowel letter can spell the schwa sound in unaccented syllables. The second vowel sound in seldom , the first vowel sound in about , and the second vowel sound in helmet are schwa sounds. The phonetic symbol for the schwa sound is / /.
semantic link: the way that a target word connects with another word. These connections build a network
that helps us learn, store, and remember words more efficiently.
semantic reasoning: using clues from what we already know, pictures, and related words to help us figure out the meaning of an unfamiliar word
semantics: meaning of language
sequence: the order in which things happen. Sequence is important when building an analogy. Synonyms and antonyms are the only semantic links that do not need to share the same sequence or order.
shades of meaning: words that mean the same or nearly the same (synonyms) but also have a positive or negative feeling added to their meaning
short vowel: a vowel sound that is produced with little tension in the vocal cords; also called “lax.” The five short vowel sounds in English are short a (/ă/), short e (/ĕ/), short i (/ĭ/), short o (/ŏ/), and short u (/ŭ/).
silent letters: any letter that is seen in a word and is not heard. Examples of silent letters are b in lamb, c in scenario, and g in sign
simile: a figure of speech that compares things using the word like or as
soft sound (as in soft c and soft g): one of the two pronunciations for the letters c and g . Soft c is the sound /s/ as in city. The letter c spells its soft sound when it is followed by the letters e, i , or y. Soft g is the sound /j/ as in gem . The letter g usually spells its soft sound when it is followed by the letters e, i , or y, although there are exceptions such as get , give, and gynecology. The other pronunciation for the letters c and g is called the hard sound.
the spelling of words when a vowel suffix is added. See 1-1-1 Doubling Rule, Drop the e Rule, and Change the y to i Rule .
split vowels: two vowel letters that are next to each other in a word, but that spell two separate vowel sounds in separate syllables. Examples of words containing split vowels are ne on , ra di o, and gi ant .
statement: expresses a complete thought by including a person, place, or thing and an action
subordinating conjunction: a word that joins an independent clause and a dependent clause suffix: a word part that can be added to the end of a base or root. Suffixes change a word’s verb tense, part of speech, and/or meaning.
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sound box: the two slashes surrounding a phoneme’s symbol. In Orbit, phonemes are represented by letters inside sound boxes. Examples of phonemes represented inside sound boxes are /r/, /ŭ/, /ī/, /m/, and /sh/. When a letter is shown inside a sound box, say the sound (phoneme), not the letter name. Often, vowel letters are augmented with special diacritical marks.
specific word: a word that makes something very clear
Spell It Right rules: a set of three rules that inform
syllable: a unit of spoken language that is larger than a phoneme. Every syllable contains a vowel sound, and almost every syllable contains one or more vowel letters.
synonym: a word with the same, or almost the same, meaning
synonym link: when two words are related because they mean the same or almost the same thing
Text and Me question: questions that ask us to connect what we read to our own ideas, experiences, or opinions. The answer is not directly in the text. We have to think about what we already know and how it relates to the text.
textual evidence: the words or details in the text that show or prove your answer is correct
Think and Search question: a type of comprehension question where the answer is found in more than one place
transparent idioms: idioms with meanings that can be guessed from clues found within the literal words of the expression
trigraph: three letters that work together to spell one sound
vague word: a word that can refer to many things, so it does not give enough information
vowel-consonant-e: a spelling pattern (and syllable
type) in which a single vowel letter is followed by one consonant letter and the letter e . In Orbit, the e in vowel-consonant-e is not considered silent because it works with the single vowel letter to spell the vowel sound. In vowel-consonant-e, the vowel sound is usually long. Examples of words containing vowelconsonant-e are make, eve, fine, note, and cute
vowel letter: a letter that, on its own or when combined with other letters in a grapheme, spells a vowel sound
vowel spelling: a letter or a group of letters that spells a vowel sound. The vowel spelling in bat is a The vowel spelling in eight is eigh . The vowel spelling in cake is a e
vowel sound: a speech sound made with the mouth open, produced using vocal cords and with no obstruction of the flow of air to make the sound. Vowel sounds are voiced (produced with vibrations in the vocal cords) and continuants (sounds that can be held for as long as the breath lasts). Every spoken syllable has a vowel sound.
vowel suffix: a suffix that begins with a vowel letter
vowel team: two or more letters that work together to spell one vowel sound. Some examples are ai , oa , oo, igh , and ough .
whole-part link: when two words are related because one is the whole and the other is a part of it
word classes: groups of words that are set up according to what the word does in a sentence. Word classes include nouns, verbs, adjectives, and adverbs.
word origin: English word origins derive from the Anglo-Saxon, Latin, Greek, Old English, and Old French languages. A word origin refers to the language and historical path a word has taken to become part of the modern English language. For example, the Latin root dict means “to say,” and it appears in words like predict , dictate, and verdict .
