CONNECTIONS

Sentence Building
Comprehension
Skill Set 1 Sentence building activities are critical to the development of
reading comprehension. As students put words in the correct
• Print Concepts sequence to build sentences, they make connections among words,
(Oral Language)
phrases, and meaning.
• Picturing Keywords
(Oral Language) Classroom Ideas
• Picturing Stories
(Oral Language) Teach or Review
As necessary, teach or review the concept that the words in a
• Sequencing sentence must be in the right order to make sense. Pantomime an
(Oral Language) action (e.g., making a wish on a birthday cake). Display and read
words out of sequence (e.g., wish a I made) to match the action.
• Understanding Phrases Present words in various sequences and have students give a
thumbs-up when they hear the words in the correct order. Repeat
• Sentence Comprehension this process with additional examples.

• Sequencing Sentences Puzzle Pieces

Write mixed-up sentence parts on note cards (e.g., ate/green
• SENTENCE BUILDING
grapes/Mike/for snack). Read sentence parts aloud and distribute
cards to students. Have students work together to put the puzzle
• Sentence Structure
pieces into the correct sentence order. When possible, challenge
students to identify more than one correct sequence. Provide
• Grammar Concepts
decoding support as needed.
• Signal Words
Make a Match
Create three decks of cards: a variety of subjects (e.g., The loud
ducks), a variety of verb phrases (e.g., played basketball) , and a
variety of prepositional phrases (e.g., on the moon). Have students
select one card from each pile, read the sentence aloud, and say
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Curriculum Connection
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whether it is possible or impossible. Provide decoding support

as needed.
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Provide curriculum-
related mixed-up Pair Share
questions to students Provide student pairs with two mixed-up sentences at one time,
(e.g., creates / what / one true (e.g., lay/eggs/birds) and one false (e.g., eggs/dogs/
tornadoes). Have the lay). Ask them to rearrange each sentence and identify the true
students rewrite the sentence.
questions in the correct
order (e.g., What creates Brainstorm
tornadoes?). Then, have Display and read a mixed-up sentence to students, with one
them compose answers “chunk” underlined (e.g., of a state/Alaska/is an example). As
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to the questions. a group, write sentences in the correct order (e.g., Alaska is an
example of a state). Then, have students brainstorm ideas on how
to change the underlined chunk to make a new sentence (e.g.,
Texas is an example of a state).
 CONNECTIONS
Advanced Word Chains
Phonics
Skill Sequence 2 To create word chains, students begin with a single word, and then
substitute, add, and delete letters in order to form subsequent
• Long Vowel Teams words. Through this sound manipulation, students strengthen their
understanding of the connections between letter and sound sequences.
• Silent E Construction

• Two Syllable Words Classroom Ideas

• Vowel-r Combinations
Teach or Review
• Vowel Combinations As necessary, teach or review the concept that a word can be
changed into a different word by changing, adding, or taking away
• ADVANCED WORD CHAINS a letter. Use letter tiles to show an example (e.g., bag ➜ brag),
modeling your thinking aloud. Then, have students practice. Begin
• Multi-Syllable Words with a displayed word (e.g., clap). Have students listen for added,
deleted, or substituted sounds and use letter tiles to show this
• Hard and Soft C & G change (e.g., clap ➜ lap ➜ lamp ➜ lump).

• Syllable Division Pair Share

Display two words that differ by one letter (e.g., cat/cot, lip/flip)
• Spelling Generalizations
and have students work with a partner to compare and contrast the
& Rules
words. Have them underline the letters that differ, read each word
aloud, and then say the sounds that are different.
• Irregular Plurals & Verbs
Word Play
Play a word-building game in which students add one letter at a
time to spell a word that grows longer and longer. Examples of
Curriculum Connection words to say in sequence: in, pin, spin, spine; an, ran, bran, brand;
it, sit, slit, split.
Create “math” problems
with word chains. Present Beat the Clock
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students with a clue Present students with letter tiles that spell a multi-syllable word or
(e.g., Without a map,
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phrase related to classroom themes or activities (e.g., Hundredth

you might be…) and the Day of School). Have students work in small groups to rearrange
problem to solve (e.g., and manipulate letters in the word or phrase to make and record as
lot + s = ______). Have many smaller words as they can in a set amount of time.
students add the letters
together to form a word Show & Tell
that answers the clue Model a simple word chain example (e.g., pat ➜ sat ➜ rat ➜ fat) for
(e.g., lost). students and challenge students to generate their own word chains
of up to four words. Have them work in pairs, with each student
taking a turn to play the role of teacher. Students should present
his or her word chain (one word at a time) as the partner student
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spells the words with letter tiles.

page 1
 CONNECTIONS Advanced Word Chains–continued

Example Word Chains

Consonant Blends Long Vowels Consonant Digraphs

rip - ripe - rope - cope - cape rug - lug - luck - lick - chick -
lip - slip - sip - sit - fit - fist
- cane check

tap - tape - take - tale - tile - cap - cash - mash - math - bath
tap - trap - rap - rip - trip - grip
mile - bad

take - bake - lake - lane - line pack - pick - thick - wick - with -
spot - pot - plot - lot - lit - lift
- lone wing

spoke - spike - spine - spin - hug - hung - hang - sang - sing

cat - cast - last - list - lint - flint
pin - pine - sick

test - west - wet - went - wept five - dive - Dave - cave - thud - mud - mad - Chad - chap
- swept came - game - chip
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page 2
 CONNECTIONS
Multi-Syllable Words
Phonics
Skill Sequence 2 There are six syllable types that combine to form multi-syllable
words: open, closed, silent e, vowel-r, vowel combination, and
• Long Vowel Teams consonant-le. As students learn syllable types, they begin to identify
syllable patterns to read and spell longer words.
• Silent E Construction

• Two Syllable Words Classroom Ideas

• Vowel-r Combinations
Teach or Review
• Vowel Combinations As necessary, teach or review the Syllable Types on the following
page. Present a variety of syllables on cards; have students sort
• Advanced Word Chains the cards by syllable type. Then, show several syllables at once
(e.g., mo, ment, pi). Say a two-syllable word (e.g., moment) and
• MULTI-SYLLABLE WORDS have students select the necessary syllables and sequence them
correctly to form the word.
• Hard and Soft C & G
Get Moving
• Syllable Division Distribute one, single syllable card to each student (e.g., lish, lic,
ter). Then, display a closed syllable (e.g,. pub). If students are able
• Spelling Generalizations
to create a real word by combining their syllable card with the
& Rules
displayed syllable (e.g., public, publish), they should perform a
dance move. Record the word, provide a new card to the student,
• Irregular Plurals & Verbs
and display a new syllable.

Mystery Word
Display sentences or phrases in which the first or second syllable of
Curriculum Connection a word is missing. Have students choose the missing syllable from
three choices. For example: We saw a ____tle at the pond (tin, ta,
Select important terms tur). Challenge students with sentences that contain a three syllable
from math, science, word. For example: It is fun to play ___ketball (get, bas, top).
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history, or literature.
Divide the words Make a Match
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into syllables (e.g., Play a memory matching game using cards made from the syllables
character ➜ char/ac/ter) of 10–12 regular, two syllable words (e.g., nap/kin, pan/cake). If a
and write each syllable player turns over two syllables that can be combined to make a real
on a small card. Then, word, he or she keeps both cards and writes the word. The player
have students combine with the most words at the end is the winner.
the syllables to make a
word. Students can Puzzle Pieces
then define or explain Create word puzzles with three and four syllable words (e.g., fan/
each term. tas/tic). Write words on note cards and cut into puzzle pieces.
Present pieces for up to five words to students. Have students
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combine puzzle pieces to form words. Students can read words

aloud and illustrate each.

page 1
 CONNECTIONS Multi-Syllable Words–continued

Six Syllable Types

Within
Syllable Type Single Syllable Words Characteristics
Multi-Syllable Words
pub-lish, quin-tet, -ends with one or more consonants
Closed win, chop, draft
At-lan-tic - vowel sound is short

- ends with a single vowel

Open go, hi, we me-ter, u-nit, ve-to
- vowel sound is long
- ends with a silent-e
mem-brane,
Silent-e grade, time, bone - vowel preceding the final consonant
cal-cu-late, rep-tile
is long
- includes a vowel that is combined
per-cent, chap-ter,
Vowel-r born, start, fur with an r
tor-na-do
- the r impacts the vowel sound
- includes two or more consecutive
Vowel roy-al, rail-road, main-
bay, join, noun vowels
Combination tain
- combined vowels make one sound
- always comes at the end of
dwin-dle, cir-cle, a word
Consonant-le -ble, -zle, -dle
bar-na-cle - e is silent and syllable has no
vowel sound

Multi Syllable Words

Closed/Closed basket, insect, invent, magnet, picnic, plastic, problem, public, sunset, velvet

Open/Closed focus, frequent, hotel, label, music, open, robot, rodent, silent, student, tulip

Open/Silent e beside, donate, locate, ozone, polite, profile, refuse, revise, rotate, unite, vacate

Open/Vowel
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cocoa, decoy, delay, detail, domain, pronoun, rebound, relay, remain, repeat
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Combination
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Open/R-controlled acorn, flavor, meter, over, paper, prefer, radar, refer, report, return, spider, tiger

Compound with
backbone, bedtime, flagpole, handmade, handshake, pipeline, sideline, sunshine
Silent e

Closed/Silent e collide, confuse, dispose, excuse, invade, invite, mistake, reptile, suppose, tadpole

R-controlled/Closed blister, chapter, forget, garden, lobster, market, number, perfect, popcorn, target

Consonant -le apple, hurdle, marble, needle, poodle, puzzle, scramble, stable, steeple, title

Multi-syllable words
astronaut, Atlantic, caterpillar, comprehend, computer, consonant, dandelion, elastic,
with regular syllable
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employment, fantastic, forbidden, important, kindergarten, republic, umbrella

patterns

page 2
 CONNECTIONS
Simple Suffixes
Structural Analysis
Skill Sequence Suffixes are word parts that come at the end of the word and can
change the meaning or form of a base word. The ability to recognize
• SIMPLE SUFFIXES simple suffixes helps students understand the structure and
meaning of words, allows students to develop word identification
• Latin Prefixes
strategies for multisyllabic words, and serves as a foundation for
• Latin Suffixes understanding the most common spelling rules.
• Spelling Rules:
Doubling & Drop E Classroom Ideas
• Prefix Meanings
Teach or Review
• Vocabulary Strategies As necessary, teach or review the definition of a suffix. Teach
students to break down words with suffixes by displaying example
• Root Meanings words and then having students circle the suffix and underline the
base word.
• Prefix Change Rules
Listening Lab
• Spelling Rules: Say a word that contains a learned suffix (e.g., basement) and use
Change y to i the word within the context of a sentence for students. Then, have
the students tell you the suffix contained within the target word,
• Greek Combining Forms along with the spelling of the suffix.

• Special Accent Rules Super Sort

Create word cards that contain words with different learned
suffixes. Have students work in pairs to sort the words by suffix and
then read each word.
Curriculum Connection
Phrases & Sentences
Distribute a paragraph to Have students take pictures of scenes in the classroom.
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students that summarizes (Alternatively, distribute magazines and have students cut out a
variety of images.) They should compose one sentence about each
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previously learned
content or a paragraph picture; each sentence should contain at least one word with a
taken directly from a learned suffix. Students should underline or highlight the words
classroom text. Be sure with suffixes. Provide a list of target suffixes, as well as a list of
the sample includes a sample words, as necessary.
selection of words that
have learned suffixes. Get Moving
Ask students to read Have students practice working with the three sounds of -ed (/ed/,
the paragraph, circle /d/, /t/). Assign a gesture or movement to each sound (e.g.,when
the words with learned students see a word with the /ed/ sound, they do a jumping jack;
suffixes, and then select when they see a word with the /d/ sound, they touch their toes).
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several of the circled Then, display a variety of -ed words, one at a time for students to
words. They should read and react.
compose new content-
relevant sentences using
the words.

page 1
 CONNECTIONS Simple Suffixes–continued

Common Simple Suffixes

-ed (listed, failed, marked)* -ment (shipment, treatment)

-ish (foolish, selfish) -est (deepest, newest)

-en (dampen, deepen) -ness (darkness, illness)

-less (soundless, aimless) -ful (handful, playful)

-er (boxer, seller) -s (chats, taps)

-ly (fairly, hardly) -ing (bumping, splashing)

-es (classes, dishes) -y (grassy, misty)

*Please see the table below, which provides word lists for each of the three sounds of -ed.

3 Sounds of -ed
/ed/ /d/ /t/

listed dented failed wailed marked chirped

rented scolded turned burned surfed stuffed

planted folded formed harmed cracked packed

landed shouted farmed twirled hooked looked

rested started whirled charmed licked kicked

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page 2
 CONNECTIONS
Illustrations & Visual Information
Comprehension
Skill Set 3 Comprehension is an active process that involves purposeful
interaction between a reader and a text. Strategic readers can identify
• ILLUSTRATIONS & connections between written information and visual elements, such
VISUAL INFORMATION
as illustrations, photographs, diagrams, maps, graphs, and timelines,
• Narrator’s Point of View in the narrative and informational texts they read.

• Sequence & Procedure

Classroom Ideas
• Cause & Effect
Teach or Review
• Compare & Contrast As necessary, teach or review the connections between visual and
written information. Focus on one type of visual element at a time:
• Fact vs. Opinion illustrations, photographs with captions, labeled diagrams, or maps.
Give students multiple opportunities to find examples in narrative
or informational texts in their classroom library. Encourage them
to explain how they are able to use the visual element to better
understand what is written.
Curriculum Connection
Tell Me More
Provide students Provide students with a copies of graphic novel that is appropriate
with an informational for independent reading. Have them select one or two pages to
paragraph on a science summarize. Students should present their summaries and explain
or social studies topic. how the illustrations give information about the setting, the
After they read the text, characters, and the plot.
ask students to create
a labeled diagram or Art Studio
timeline that supports Have students create a map for a fictional setting. They should
the written information. include as many features as possible in their maps (e.g., title, key
Then, have them share or legend, compass rose, and scale). Then, encourage students to
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their visual element and share their map and point out any details from the story they used
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explain how it connects to create it.

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to the main idea and/or

details in the text. Pair Share
Select an illustrated fiction book to read aloud. Before reading,
share certain illustrations with students, and ask them to turn and
talk with a partner to identify the main subject and important
details. Encourage student pairs to make predictions about events
in the story based on the illustrations. After reading the book,
discuss student predictions and the connections between the text
and the illustrations.

Show & Tell

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Display or distribute a short informational text. Have students

create an infographic that includes facts and statistics from the text.
Then, encourage students to share their infographics to compare
and contrast ways to visually represent the information.
 CONNECTIONS
Narrator’s Point of View
Comprehension
Skill Set 3 Comprehension is an active process that involves purposeful
interaction between a reader and a text. Strategic readers distinguish
• I llustrations & points of view in fiction: the narrator’s point of view, the characters’
Visual Information
points of view, and their own point of view as readers.
• NARRATOR’S POINT
OF VIEW Classroom Ideas
• Sequence & Procedure
Teach or Review
• Cause & Effect As necessary, teach or review the concept of point of view in
narrative text. Define a point of view as what the narrator telling
• Compare & Contrast a story sees, hears, and knows. Use a familiar story to show that
a narrator has one point of view as the storyteller. Explain that
• Fact vs. Opinion fictional characters can also have points of view—about each other
and about events. Remind students that they form their own point
of view, too, as readers.

Listening Lab
Curriculum Connection Have students read aloud to reinforce differences among the
points of view in narrative text. Students should choose a page from
Discuss familiar fables a story that includes characters’ conversations. Encourage them to
and fairy tales, such as change their voices as they read the words of the narrator and the
The Three Little Pigs, words of the characters to show how the speakers feel. Listeners may
Jack and the Beanstalk, tell what they think the characters are like, based on what they heard.
and Goldilocks. Ask how
each story might be Super Sort
different if told from an Set up a sorting activity with story excerpts. Explain to students
alternative point of view. that in first-person point of view, the narrator uses the pronouns I,
Encourage students to me, my, we, and us. In third-person point of view, the narrator uses
rewrite part of the story the pronouns he, him, she, her, they, and them. Students should
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with a new narrator. label two index cards—first person and third person—and write the
pronouns that correspond to each point of view. Then, distribute
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the story excerpts, and have students underline or highlight the

pronouns used in each before sorting.

Scavenger Hunt
Conduct a scavenger hunt to focus on distinguishing between first-
person narrators and third-person narrators. Provide fiction books
from the classroom or school library and have student partners
take turns reading a section of the text aloud and recording the
narrator’s point of view.
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Art Studio
Highlight the differences in point of view between narrators and
characters. Have students choose a favorite scene from a familiar
story to bring to life in a comic strip. Display a three-panel comic
strip template with narration boxes (to show the point of view of
the narrator) and speech bubbles (to show the point of view of
the characters).
 CONNECTIONS
Reading Poems
Comprehension
Skill Set 2 Comprehension is an active process that involves purposeful
interaction between a reader and a text. When readers are able to
• Narrative Text Structure identify the structural elements of poems, such as rhyme, rhythm,
meter, line, and stanza, they are better able to understand the ways in
• Informational Text
Structure which poetry differs from narrative text and express ideas about poems
they read.
• Context Clues

• Inferences & Conclusions Classroom Ideas

• READING POEMS
Teach or Review
• Reading Plays As necessary, teach or review terms such as rhyme, rhythm, meter,
line, and stanza. (Definitions are on the next page.) Point out each
• Paraphrasing element, and explain how it contributes to the meaning of the poem.
Then, have students work in pairs to identify and discuss each
• Summarizing element in another poem.

• Predicting Outcomes Art Studio

Have each student select a poem to illustrate. (A poetry anthology
can be a good source.) Students should present their illustration
along with an oral reading of the poem. Then, prompt students to
share what part or idea in the poem they have illustrated.
Curriculum Connection
Tell Me More
Find poetry that focuses Reinforce the differences among poetry, informational text (the
on a science topic, such author presents facts about the real world to inform the reader), and
as the solar system, narrative text (the author writes about realistic or imagined characters
weather, or landforms. and events to entertain the reader). Display or distribute one
Encourage students to example of each type of text. Work together to identify the genres.
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describe the similarities Then, discuss and record similarities and differences.
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and differences between

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information from Scavenger Hunt

content-area sources and Display the Figurative Language Chart on the following page. Discuss
the images they are able the distinction between literal comparisons and the figurative
to form after reading comparisons often found in poetry. Then, have students conduct a
a poem. scavenger hunt to find and record examples of simile, metaphor, and
personification in poems.

Tournament Time
Distribute four poems by different poets. While students read
the poems, display a tournament bracket (similar to one used for
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basketball playoffs) with poem titles. Then, have students debate

the merits of each poem using the poetry terms on the next page
and text evidence. Encourage students to vote for a winner in each
bracket until a champion emerges.

page 1
 CONNECTIONS Reading Poems–continued

POETRY TERMS
line: A line is a group of words in a poem. A line does not
need to be complete sentence.
meter: Meter refers to the regular pattern of stressed and
unstressed syllables in a poem.
rhyme: Words that rhyme have the same ending sounds.
When the last words in lines rhyme, the poem has end rhymes.
rhythm: Rhythm in a poem is like drumbeats that go with
groups of words.
stanza: A stanza is a group of lines in a poem.

Figurative Language Chart

Kind of Language Explanation Example

Literal Comparison Two similar things A breeze is not as
are compared. strong as a gust
of wind.

Simile Two unlike things The breeze felt as

are compared with gentle as a hug.
the words like or as.
The breeze was like a
friendly smile.

Metaphor Two unlike things Cooling breezes

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are compared are welcome gifts.

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without the words

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like or as.

Personification Something that The breeze sang a

is not human light-hearted song.
is given human
qualities.
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page 2
 CONNECTIONS
Sentence Structure
Comprehension
Skill Set 1 Sentence building activities are critical to the development of
reading comprehension. As students identify sentence parts, they
• Print Concepts make connections among words, phrases, and meaning.
(Oral Language)

• Picturing Keywords Classroom Ideas

(Oral Language)
Teach or Review
• Picturing Stories As necessary, teach or review the concept of a subject (who or
(Oral Language) what the sentence is about) and a predicate (what the subject is
doing). Display simple sentences (e.g., Sarah eats); have students
• Sequencing
underline the subject once and the predicate twice. Explain
(Oral Language)
that the predicate may also tell when, why, how, or where. Have
students point to the relevant words in each sentence as you ask:
• Understanding Phrases
Who or what is the sentence about? What is the subject doing?
How (where, when, why) is the subject doing it?
• Sentence Comprehension

• Sequencing Sentences Tell Me More

Display a sentence (e.g., The excited children played happily on
• Sentence Building the new playground after lunch). Read the sentence together. Then,
ask several questions related to the sentence (e.g., How did the
• SENTENCE STRUCTURE students play?). Students can read the entire sentence aloud in
response, emphasizing the part that answers the question.
• Grammar Concepts
Brainstorm
• Signal Words Display a sentence starter, such as The students work…. Have
students generate one ending that answers at least two of the
question words (when, where, why, how). For example, The
students work...quietly at their desks. Make a list of these possible
endings and share with group.
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Curriculum Connection
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Pair Share
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Use sentence starters Write the following words on the sides of a large die: when, where,
as a way to review why, how, pick two, pick three. Provide pairs of students with a
classroom content. Have variety of written sentence starters as well as the die. Students roll
students fill out a review the die and complete the sentence with information to answer
sheet that requires them the question(s) identified. Students may write their response or
to complete sentences respond orally.
by answering specific
questions (e.g., The Show & Tell
Pilgrims travelled to Distribute an interesting picture to each student, and have them
what is now the United write two sentences about it: one with a simple subject and
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States…[how]). predicate (e.g., The lion roars) and one in which they expand the
predicate to answer when, where, why, or how (The lion roars
loudly at the giraffe). Students should share their picture and
sentences with the group.

page 1
 CONNECTIONS Sentence Structure–continued

Sentence Starter Ideas

Several mice scurried... Two girls had been chatting...

The sun rose... The aggressive alligators and crocodiles swim...

She tapped her fingers... His bike went tumbling...

The television will turn on... A spotted dog ate breakfast...

The chair’s legs creaked... Sarah and Tom sneered at each other...
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page 2
 CONNECTIONS
Sequence & Procedure
Comprehension
Skill Set 3 Comprehension is an active process that involves purposeful
interaction between a reader and a text. Strategic readers can identify
• Illustrations & clues to sequence in the text. They are able to interpret and use
Visual Information
signal words that are common in both fiction and nonfiction.
• Narrator’s Point of View
Classroom Ideas
• SEQUENCE &
PROCEDURE
Teach or Review
• Cause & Effect As necessary, teach or review the signal words or phrases that
indicate the time order in which events occur (e.g., after, as soon as,
• Compare & Contrast at last, before, earlier, finally, next, while). Display and read aloud
a variety of paragraphs that describe a procedure or a sequence
• Fact vs. Opinion of events. Have students practice identifying any signal words and
listing each step or event.

Pair Share
Have students discuss a morning or evening routine with a partner,
Curriculum Connection taking notes if needed. Then, have student pairs present each
other’s routines to the class. Encourage students to select from a
Have students create a displayed list of sequence signal words in their presentations.
timeline after reading
a biography or an Build a Book
informational text Create a class collection of how-to articles (e.g., how to play a
about a historical event. game, how to do a craft project, how to improve a skill). First, work
Encourage students to together with students to brainstorm a list of sequence signal
use sequence signal words and phrases. Then, have students use the signal words to
words to explain provide structure as they write an article on a topic of interest.
the order of events. Students can trade articles and follow the written multistep
Alternatively, provide directions to play a game, make a craft, or improve a skill.
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a timeline and have

Art Studio
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students create an oral

or written summary that Provide students with visual representations of sequential events,
uses signal words to such as a series of photographs or a comic strip. Students should
describe the events. write a simple description of what they see, using a separate note
card for each sentence. Then, have students shuffle their cards and
trade with a partner. Challenge partners to re-sequence the cards
as quickly as possible, using the photographs or the comic strip as
a guide.

Show & Tell

Have students create and narrate a video while they follow a simple
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recipe. After distributing a recipe to students, help them prepare

to narrate their actions by asking questions about the order of the
steps they need to follow. Encourage students to use sequence
signal words to describe the procedure.
 CONNECTIONS
Hard and Soft C & G
Phonics
Skill Sequence 2 The letter c makes the soft (/s/) sound before e, i, and y. Similarly, the
letter g makes the soft (/j/) sound before e, i, and y. Knowledge of
• Long Vowel Teams these letter-sound correspondences helps students apply word attack
strategies for reading and spelling.
• Silent E Construction

• Two Syllable Words Classroom Ideas

• Vowel-r Combinations
Teach or Review
• Vowel Combinations As necessary, teach or review that the letters c and g each make
two sounds: hard (c = /k/ and g = /g/) and soft (c = /s/ and
• Advanced Word Chains g = /j/). Explain that when c or g are followed by e, i, and y, they
make their soft sounds. Then, display one word at a time and
• Multi-Syllable Words have students say whether the c or g in the word is hard or soft,
explaining why. Students should then read each word aloud.
• HARD AND SOFT C & G
Get Moving
• Syllable Division Create word cards that contain a mix of hard and soft c (or g)
words, and distribute one card to each student. Students should
• Spelling Generalizations
sort themselves based on sound (hard or soft) without saying
& Rules
anything but the word written on their card. Challenge each
student group to write a story or poem that uses all their words.
• Irregular Plurals & Verbs
Super Sort
Display and label a Venn diagram, with “soft sounds” on one side,
“hard sounds” on the opposite side, and “both sounds” in the
Curriculum Connection middle. Present a set of word cards with soft c (or g) words, hard c
(or g) words, and words with both hard and soft sounds. Read the
Select a variety of hard words to students, and have them write the word in the correct
and soft c and g words area of the diagram.
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(e.g., princess, cyclone,

budget). Have students Word Play
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sort them into curriculum Have student pairs play a version of tic-tac-toe. Give each pair a list
categories (e.g., history, of hard and soft c (or g) words and have them work collaboratively
science, math). Make to highlight each type (hard or soft) in a different color. Then, one
sure that students student should be “hard,” while the other is “soft.” For each turn,
provide a rationale for students select a word, read it, and copy it into one of the tic-tac-toe
why they have put each squares. Players win when three of their words are written in a row.
word into a particular
category (e.g., A cyclone Phrases & Sentences
is a type of storm. We Display one list of soft c (or g) and one list of hard c (or g) words.
have talked about Students can select one word from each list (e.g., ice and crab),
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weather in science). and then compose a “could” question with the words (e.g., Could
Some words may fall into a crab eat ice?). They can read the questions aloud to classmates,
more than one category. who should answer the question.

page 1
 CONNECTIONS Hard and Soft C & G–continued

Soft c Words Hard c Words Both Sounds

One-Syllable Two-Syllable One-Syllable Two-Syllable Two-Syllable

cease lice cellar recent cake cold cabin curtain accept
cell mice cement stencil camp cone cactus curtsy cancel
cent nice central absence cane cook camel acorn circle
cinch price cider advice car cork candy bacon circus
ace rice city announce card corn carry escape concept
brace slice cymbal pronounce cart cram cascade focus concert
face spice cypress sentence cast crazy Cathy predict convince
grace twice bracelet silence clad crisp clipping plastic cycle
lace spruce decent cloak crook colder rustic cyclist
place truce except clock crust combine static cyclone
race fierce fancy coach cuff complete success
space force faucet coast curse crafted
trace pierce mercy coat cut crayon
dice scarce pencil cod flock crocus
ice source princess coin rock curly

Soft g Words Hard g Words Both Sounds

One-Syllable Two-Syllable One-Syllable Two-Syllable Multi-Syllable

gel huge gentle digest game grab garden foggy gigantic
gem change gerbil exchange gang graft garlic magnet suggest
gene range German fidget gap gum gather pigtail
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gent strange gesture mangy gas gust gavel rigging

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germ fringe giant ranger gasp bag goldfish seagull

gym hinge ginger stranger gave brag golfer wagon
age singe giraffe gaze egg golly
cage lunge gymnast girl plug grabbing
page plunge agent glass rag gafting
rage barge arrange glaze smug gutter
sage charge arrange goat swing dragon
stage large budget gold wag dugout
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wage danger good wig eggnog

page 2
 CONNECTIONS
Spelling Generalizations & Rules
Phonics
Skill Sequence 2 Certain spelling generalizations apply to one syllable words ending
with the sounds /f/, /l/, /s/, /z/, /k/, /j/ and /ch/. Understanding these
• Long Vowel Teams generalizations allows students to spell words that cannot be spelled
exactly as they sound.
• Silent E Construction

• Two Syllable Words Classroom Ideas

• Vowel-r Combinations
Teach or Review
• Vowel Combinations Use the chart on the following page to teach or review the spelling
generalizations. Initially, guide students orally through the process
• Advanced Word Chains of applying the generalization. In the case of the word fluff: Does
the word have one syllable? (thumbs up) What sound do you hear
• Multi-Syllable Words at the end of the word? (/f/). Does the word have a short vowel
sound right before the /f/? (thumbs up). Then show the word,
• Hard and Soft C & G modeling how to double the final consonant.

• Syllable Division Show & Tell

Display short sentences that contain words that end with -ff, -ll,
• SPELLING GENERALIZATIONS
-ss, -zz. Invite student “teachers” to read the sentences aloud and
& RULES
identify the words by underlining the double consonants at the end.
For example: After the bell rang there was less noise in the class.
• Irregular Plurals & Verbs
Word Play
Show students examples of FLSZ base words that have simple
suffixes added (e.g., fluffy, thrilling, hissed, buzzed). Have students
Curriculum Connection create word sums for each word (e.g., fluffy = fluff + y). Then,
dictate FLSZ base words for students to write.
Give students some
time to look through Art Studio
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stories or selections of Present pairs of pictures to students; one picture should represent
informational text that
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a word that is spelled with -ck/-tch/-dge (e.g., bridge), and one

you have read previously. picture should represent a word that is not spelled with -ck/-tch/-
Have them find examples dge (e.g., cage). Students should write both words and then circle
of words that use these the one that is spelled with -ck/-tch/-dge.
spelling patterns. Then,
have students select Build a Book
several words (e.g., 3-5) Have students create individual books to display examples of FLSZ
and compose sentences. words and words that are spelled with -ck/-tch/-dge. Each page
Share ideas. should feature words with common endings. For example, the words
grass, mess, kiss, boss, dress, and class would be grouped together.
Encourage students to create word art or illustrate their words. Then,
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have them share their books by reading the words aloud.

page 1
 CONNECTIONS Spelling Generalizations & Rules–continued

Spelling Generalizations
When a one syllable word has a short vowel sound and ends in /f/, /l/, /s/,
or /z/, the final consonant is usually doubled.
FLSZ Rule
hiss, bell, bless, fizz, grill, bluff, loss, jazz, puff, scruff, whizz, moss, fluff, well,
razz, scuff, press, ill, shell, sniff, buzz, thrill

When a one syllable word has a short vowel sound right before the ending
sound /k/, the final consonant letters are -ck.
-ck Rule
stack, quick, shuck, trick, stock, check, tick, truck, back, tack, flack

When a one syllable word has a short vowel sound right before the ending
sound /ch/, the final consonant letters are -tch.
-tch Rule
crutch, scratch, fetch, latch, pitch, clutch, switch, notch, glitch

When a one syllable word has a short vowel sound right before the ending
sound /j/, the final consonant letters are -dge.
-dge Rule
judge, bridge, ridge, fudge, grudge, lodge, dodge, ledge, dredge
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page 2
 CONNECTIONS
Syllable Division
Phonics
Skill Sequence 2 There are several basic syllable division patterns, including vc/cv
(mas/cot), v/cv (pi/lot), and vc/v (cam/el). Knowledge of these syllable
• Long Vowel Teams division patterns is important for reading unfamiliar words with two
or more syllables.
• Silent E Construction

• Two Syllable Words Classroom Ideas

• Vowel-r Combinations
Teach or Review
• Vowel Combinations As necessary, teach or review the Steps for Syllable Division on the
next page. Display these steps and have students write the steps in
• Advanced Word Chains a notebook. Then, use letter tiles to display two syllable vccv words
(e.g., napkin). Have students 1) put their index fingers on each
• Multi-Syllable Words vowel to move the vowels apart, 2) count the consonants between
the vowels and separate the word into two syllables, 3) decode
• Hard and Soft C & G each syllable, and 4) push the tiles back together to read the entire
word. Repeat using words with other syllable patterns.
• SYLLABLE DIVISION
Make & Take
• Spelling Generalizations
Explain how to divide words with three and four consonants
& Rules
between the vowels. Usually, these words divide after the first
consonant: vc/ccv or vc/cccv. Point out that consonant digraphs are
• Irregular Plurals & Verbs
never split (e.g., ath/lete) and blends are rarely split (e.g., pil/grim).
Then, have students create syllable division cards with the whole
word on one side and the division pattern on the other. Place cards
on a ring so students can review independently.
Curriculum Connection
Word Play
Select key terms from Display three syllable words (e.g., disconnect) and show students
an upcoming content- that the division pattern vc/cv is found twice in this word. Cue them
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based unit. Distribute a to look at the first two syllables and apply the rules for division before
list of the terms to pairs looking at the second and third syllables. Suggested words: fantastic,
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of students. Partners can assistant, Atlantic, Manhattan, forgetful, unhappy, September.

work together to divide
and read the words. Then, Puzzle Pieces
have students write a Present note cards with two and three syllable words. Have
sentence about what they students mark vowels and divide into syllables. After marking four
think they will be learning, cards, have students cut the cards into syllables. Students should
based upon the words mix up the puzzle pieces, exchange with a partner, and combine
that they have decoded. the syllables to reform the words.
Read the terms together
and share predictions. Show & Tell
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Provide copies of connected text that students can mark lightly,

dividing longer words into syllables. Have them share words that
they decoded using the steps of syllable division. Discuss word
meaning as necessary.

page 1
 CONNECTIONS Syllable Division–continued

Steps for Syllable Division VC/CV

1. Find the vowels and mark them with a dot. 4. Mark the first vowel sound and read the
first syllable.

2. Count the consonants between the vowels. 5. Mark the second vowel sound and read the
second syllable.

3. If there are two consonants, divide between 6. Blend the syllables together to read the
them. ➜ VC / CV whole word.

Sample Words (VC/CV): trumpet, invade, insect, sunrise, pancake, bandit, invite, umpire, picnic,
number, hermit, maintain, banjo, jello, subway

Sample Words (VC/CCV) and (VC/CCCV): instant, tantrum, children, explode, complete, gumdrop,
hundred, construct

Sample Words (Multi-Syllable): fantastic, assistant, Atlantic, Manhattan, forgetful, unhappy, September

Steps for Syllable Division V/CV and VC/V

1. Find the vowels and mark them with a dot. 4. Mark the first vowel sound and read the
first syllable.

2. Count the consonants between the vowels. 5. Mark the second vowel sound and read the
second syllable.

3. First try dividing after the first vowel. If this 6. Blend the syllables together to read the
does not give you a real word, try dividing after whole word.
the middle consonant.

Sample Words (V/CV): tulip, open, final, robot, pupil, student, vacant, unit, rival, even, humid, hero,
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judo, meter, music, local, major, crater, flavor

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Sample Words (VC/V): pedal, denim, planet, closet, tenant, seven, finish, radish, rapid, panic, cabin,
panel, visit, level, comic, atom, habit, punish, shiver, tremor, tonic, volume
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page 2
 CONNECTIONS
Synonyms & Antonyms
Vocabulary
Skill Sequence Synonyms (e.g., big and large) are words that have the same
meaning, while antonyms (e.g., big and little) are words that have
• Basic Categories opposite meanings. As students learn more about synonyms and
antonyms, they develop their vocabulary and expand their descriptive
• Basic Concept Words
language skills.
• Describing Words

• Combining Adjectives Classroom Ideas

• Categorizing Words Teach or Review

As necessary, teach or review the definition of synonyms and
• Multiple Meaning Words antonyms. Collaborate with students to create word webs, with a
word, such as cold, at the center and related synonyms, such as
• SYNONYMS & ANTONYMS
chilly, frosty, and freezing, on the outside. Students may check if
words are synonyms by using them in the same sentence. Then,
• Similes & Metaphors
have students generate an antonym for the word and create a
unique sentence using that word.
• Idioms

• Simple Analogies Mystery Word

Use examples of synonym or antonym pairs. Display and say one of
•  ffix & Root Meaning
A the words and provide a clue for the student to guess the matching
(Structural Analysis) word. For example, “I’m thinking of a word that means almost the
same thing as loud and begins with the letter n.”
• Academic Vocabulary
Make a Match
• Shades of Meaning Select at least four synonym or antonym pairs and have students
write each word with a picture cue on an index card. They can use
• Complex Analogies these cards and play a memory matching game, trying to turn up
pairs of synonyms or antonyms.
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Pair Share
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Create a page with three columns with a target word in the middle
Curriculum Connection column (e.g., happy). Have students fill in synonyms for the target
words in one column (e.g., glad), as well as antonyms in the
Review classroom other column (e.g., sad). Provide a thesaurus and have students
vocabulary by having collaborate in pairs to complete the task.
students generate
synonyms and/or Phrases & Sentences
antonyms for previously Display and read sentences to students (e.g., He was not very
learned terms. For polite, so he grabbed the book). Underline specific words and have
example, vocabulary students generate thoughtful, specific synonyms or antonyms. Work
words and synonyms
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with students to rewrite the sentences, using the new words (e.g., He
from a science unit was not very courteous, so he snatched the book).
may include soil (dirt),
rocks (stones), and
grow (develop).

page 1
 CONNECTIONS Synonyms & Antonyms–continued

Synonym Pairs Antonym Pairs

Possible Possible
First Word First Word
Second Word Second Word

sweet kind or nice sweet sour

smart bright or clever curly straight

rug mat or carpet right wrong

yell shout or scream new old

road street or avenue soft hard

easy simple or effortless light dark

rest nap or sleep slow fast

robber thief or burglar shout whisper

dirt soil or earth laugh cry

giggle chuckle or laugh found lost

loud noisy or rowdy rainy sunny

thin slim or skinny sick healthy

happy glad or thrilled give take

cry sob or weep thick thin

search seek or look for dry wet

friend pal or buddy happy sad

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page 2
 CONNECTIONS
Fluent Reading
Automaticity
& Fluency Fluency integrates automatic word identification with the application
Skill Sequence of intonation, rhythm (prosody), and phrasing at the text level.
Fluent reading allows students to focus attention and cognitive
• Automaticity for energy on text meaning and higher order thinking skills.
Letter Names

•  utomaticity for Letter-

A Classroom Ideas
Sound Correspondences
Teach or Review
• Automaticity for As necessary, model how to read with expression. Encourage
Sight Words students to pay close attention to punctuation and meaningful
word groups as they read. Then, display and read aloud a segment
• Automaticity for of text, sweeping your hand under the sentences. Add single
Regular Words slashes to signal a brief pause and double slashes to signal a
slightly longer pause at an end mark. Finally, have students work in
• FLUENT READING
pairs to practice reading and marking their own passages. Students
should reread as necessary to give an expressive oral reading.

Phrases & Sentences

To support students in developing a sense of how punctuation
Curriculum Connection affects prosody, create “mini sentences” using three to four
letters from the alphabet with a variety of punctuation marks. For
Select short passages example: ABC. DEF! GHIJ? KLM, NOP. Students should practice
of informational text reading these aloud and may create their own for classmates to try.
or sections of dialogue
from literature for Act It Out
students to rehearse. Help students develop sensitivity to changes in stress. Display one
They should practice sentence at a time and stress different words. Have students act out
expressing meaning each sentence and explain how the meaning changes as the stress
with appropriate pitch, changes. For example: I want that apple. (The apple is for me.)
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stress, and phrasing.

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I want that apple. (I really, really want it.) I want that apple. (I want
These can be read aloud that one, not a different one.) I want that apple. (I want the apple,
© 2023 Lexia Learning LLC, a Cambium Learning® Group company

or performed in front of not something else.)

a group or with a partner
and can be used as an Listening Lab
opportunity to review Emphasize Echo Reading, a method for modeling fluent oral
content presented reading for students to imitate. Display text and have students
in class. follow along as you read aloud. Have them repeat the text as they
run their finger under it.

Pair Share
Provide student pairs with short poems, and have them take turns
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reading aloud. Then, have students use markers in different shades

to underline or highlight rhyming words for a visual identification
of the rhyme scheme. Encourage them to record each other
reading the poems.
 CONNECTIONS
Context Clues
Comprehension
Skill Set 2 Comprehension is an active process that involves purposeful
interaction between a reader and a text. Strategic readers think
• Narrative Text Structure about words in context, using surrounding text as one way to figure
out the meaning of unfamiliar words.
• Informational Text
Structure
Classroom Ideas
• CONTEXT CLUES

• Inferences & Conclusions Teach or Review

As necessary, teach or review the concept of using context to
• Reading Poems figure out a word’s meaning. Reference the Using Context: Four
Steps chart on the following page as you model how to determine
• Reading Plays the meaning of unfamiliar words in a passage. Then, have students
work in pairs to apply the steps with new words and passages.
• Paraphrasing
Make & Take
• Summarizing Work with students to create a Context Clue Chart similar to the
one on the following page. List and describe the five common
• Predicting Outcomes
kinds of clues: direct definition, definition after a comma, antonym,
synonym, and example. Then, have students generate their own
sentences to exemplify each type of clue.

Mystery Word
Curriculum Connection Display related sentences with blanks for missing, but not
unfamiliar, words (e.g., Raymond was the youngest ___ in his family.
Divide students into He had two sisters and one ___. The family ___ in a little house).
pairs or trios. Have Encourage students to suggest words that fit in each blank, and
them read passages talk about other words in the sentence that helped them make
from informational texts their suggestions.
together, recording any
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Word Play
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challenging words and

collaboratively applying
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Display sentences that contain a fun, made-up word in place of a

the four steps of using target word (e.g., I was so moozled from the day’s busy activities
context. Once students that I fell asleep during dinner). Have students work together
are finished, ask them to figure out the likely meanings of the made-up words. Then,
to share the words that encourage students to create their own sentences. Create words
they found, as well as that mimic verb tenses (-ed) or parts of speech (-ly) to reinforce
examples of how they the value of using more than one strategy (context clues and
used context effectively. morphology) to determine word meaning.

Pair Share
Provide students with a paragraph from an informational text. Have
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them work with in pairs to read a brief informational passage,

record any challenging words they encounter, and apply the four
steps of using context. Then, ask students to share their words and
explain how they used context to determine the meaning.

page 1
 CONNECTIONS Context Clues–continued

Using Context: Four Steps

When you find a word you
don’t know, stop and re-read
Step One Reread and read ahead.
the other words that come
before it and after it.
Think about the meaning of
Step Two Identify context clues.
the other words in the text.

Use what you know from the

Step Three Decide on a meaning. context to decide what the
unfamiliar word means.
The meaning you decided
Check that meaning in the
Step Four on should make sense in the
context.
sentence.

Context Clue Chart

Kind of Clue Explanation Example

Chinese junks were sailing ships with flat

Direct Definition The meaning is stated.
bottoms.

Travelers crossed the plains, flat lands with

The definition is set off few trees.
Definition After Comma
by commas, and may be
(appositive) A country imports, or brings in, products
introduced with or.
from other countries.

Unlike animals that hunt during the day,

An opposite meaning is
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Antonym nocturnal hunters must find their way in

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in the context.
darkness.
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A beaver uses its big front teeth to gnaw

A similar meaning is in
Synonym trees. These incisors continue to grow as
the context.
they are worn away.

A group of items fit in a The animals feed on grasses, leafy plants,

Example
category. shrubs, and other vegetation.
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page 2
 CONNECTIONS
Informational Text Structure
Comprehension
Skill Set 2 Comprehension is an active process that involves purposeful
interaction between a reader and a text. Strategic readers distinguish
• Narrative Text Structure between main ideas and details, and understand the structure of
informational texts, which enhances comprehension and recall.
• INFORMATIONAL TEXT
STRUCTURE
Classroom Ideas
• Context Clues

• Inferences & Conclusions Teach or Review

As necessary, teach or review the difference between a main idea
• Reading Poems (i.e., the most important idea in a passage) and details (i.e., pieces
of information that tell more about the main idea). Explain that as
• Reading Plays we read informational text, we think about what the author is telling
us, as well as how the author has organized the passage. Display
• Paraphrasing and read a brief informational paragraph for students; work
together to list the main idea and the supporting details.
• Summarizing
Brainstorm
• Predicting Outcomes Reinforce the concept of main ideas and details through
categorizing activities. Provide a broad category (main idea), such
as mammals, and have students brainstorm examples (details) that
fit into the category. Alternatively, provide examples of items in a
category and have students suggest the category name.
Curriculum Connection
Super Sort
Textbooks are often Provide students with several sentence strips about a topic, including
organized with headings some detail and some main idea sentences. Have students sort the
that depict the main sentences into details and main ideas, explaining their reasoning.
idea of a paragraph
of section. To review Write About It
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content, present a Develop main idea sentences for students (e.g., Some classes in
page from a classroom
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our school have pets; There are many things to do at recess). Have
textbook. Cover or students come up with details to support that main idea and record
remove the headings this information in a text structure map. The map can be used to
and then have students write a paragraph about the idea.
read each section and
generate their own Tell Me More
headings to represent Present a multi-paragraph informational text to students. Assign
the main idea. each student (or small group of students) a different paragraph
within the text. Students should read their paragraph, identify the
main idea and details, and complete a text structure map with the
information. Students can then use their completed text structure
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map to tell each other about their paragraph.

page 1
 CONNECTIONS Informational Text Structure–continued

Text Structure Map

Main Idea

Detail #1 Detail #2 Detail #3

Advanced Text Structure Map

Topic

Main Idea Main Idea Main Idea

Detail #1 Detail #1 Detail #1

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Detail #2 Detail #2 Detail #2

Detail #3 Detail #3 Detail #3

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page 2
 CONNECTIONS
Narrative Text Structure
Comprehension
Skill Set 2 Comprehension is an active process that involves purposeful
interaction between a reader and a text. Strategic readers understand
• NARRATIVE TEXT STRUCTURE and recognize narrative structure, which enhances comprehension
and supports story retell.
• Informational Text
Structure
Classroom Ideas
• Context Clues

• Inferences & Conclusions Teach or Review

As necessary, teach or review the elements of a story that are
• Reading Poems outlined in the story structure map on the following page. Work
together with students to organize the details of a familiar
• Reading Plays narrative. Model how you would include the different parts in a
retelling of the story, and then have students practice telling the
• Paraphrasing story to each other.

• Summarizing Tell Me More

Read a short story to students. After reading, give students two
• Predicting Outcomes written choices (one correct and one incorrect) for each part
of the story map. Have students identify the correct choice for
each element. Wrap up the activity by displaying only the correct
choices in the story map and have students retell the story.

Curriculum Connection Listening Lab

Display a story map. Tell students a story, leaving out one or more
Practice and reinforce elements from the story map. After they have listened to the story,
narrative structure by have students discuss which elements of the narrative structure
having students recount were included in your story and which were left out.
literature read in class by
following the structure of Brainstorm
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the story map. Similarly, Hand out blank note cards to students. Assign each student a
ask them to review
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different story element to generate and have them write it on the

interesting school events card. For example, one student may think of characters, while a
by telling the story with different student picks a setting. Display students’ ideas in a story
the map as a guide. map. Use the map to tell the silly story that results from combining
each of these elements.

Build a Book
Use the story map as a planning tool for writing. Provide students
with a partially completed story map and ask them to fill in the
remainder of the map in pairs or small groups. Then, have them
compose, in oral or written form, their own brief stories that include
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the elements from the story map. Share students’ stories or collect
them to “publish” as a book.

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Setting:

Resolution:
Major Events:
Story Map:

Problem/Goal:
Main Characters:

This story is mainly about…

CONNECTIONS
Narrative Text Structure–continued

page 2
 CONNECTIONS
Irregular Plurals & Verbs
Phonics
Skill Sequence 2 Common irregular plural nouns include children and mice, while
common irregular past tense verbs include ran and chose. As students
• Long Vowel Teams work with these irregular words, they strengthen their understanding
of the connections among word forms, meanings, and usage.
• Silent E Construction

• Two Syllable Words Classroom Ideas

• Vowel-r Combinations
Teach or Review
• Vowel Combinations As necessary, teach or review the concept that nouns may be
singular (one) or plural (more than one). Explain that plural nouns
• Advanced Word Chains typically end in -s or -es, but some differ. Display pairs of cards that
include irregular plurals (e.g., foot/feet). Use the singular form in a
• Multi-Syllable Words question (e.g., Can you wiggle one foot?). Have students answer
using the irregular plural form (e.g., I can wiggle both of my feet).
• Hard and Soft C & G Repeat the activity with irregular past tense verbs, explaining that
past tense verbs typically end in -ed, but there are exceptions.
• Syllable Division
Super Sort
• Spelling Generalizations
Write a variety of singular nouns on note cards, as well as their
& Rules
irregular plural matches. Have students sort the cards into two
piles: singular nouns and plural nouns. Then, students should
• IRREGULAR PLURALS & VERBS
select several example pairs and compose sentences about each
one (e.g., One ox relaxed in the sun. Several oxen plowed the
muddy fields).

Curriculum Connection Phrases & Sentences

Display sentences for students to read (e.g., Rain makes puddles).
Select content-specific Then, have them write related sentences using the past-tense form
poems, sentences, or of the verb (e.g., Rain made a big puddle). If support is needed,
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paragraphs that are cue them to start their sentence with a temporal word or phrase
written in the present (e.g., Yesterday, the rain made a big puddle).
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tense and contain a

number of verbs that Go Fish
have irregular past tense Have partners play Go Fish using sets of word cards. Students must
forms. Highlight the collect the present and past tense form of each word to make a
verbs, and then have match; they should then use each word in a sentence. This activity
students edit them so may also be used for singular and irregular plural nouns.
that the text is entirely in
past tense. Finally, have Show & Tell
students read the edited Distribute a selection of three different irregular plural nouns and
version aloud. three different irregular past tense verbs to students. Have them
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write a variety of sentences that include at least one of the nouns

and one of the verbs. Then, students should share their sentences.

page 1
 CONNECTIONS Irregular Plurals & Verbs–continued

Examples of Irregular Plural Nouns and Irregular Past Tense Verbs

Irregular Plural Nouns Irregular Past Tense Verbs

mouse/mice blow/blew light/lit

ox/oxen choose/chose make/made

wolf/wolves come/came meet/met

goose/geese draw/drew ride/rode

man/men drink/drank run/ran

woman/women drive/drove say/said

foot/feet eat/ate see/saw

tooth/teeth fall/fell sell/sold

child/children feed/fed send/sent

person/people feel/felt sing/sang

leaf/leaves find/found sink/sank

shelf/shelves fly/flew sleep/slept

knife/knives get/got speak/spoke

snowman/snowmen go/went stand/stood

loaf/loaves grow/grew swim/swam

thief/thieves has/had take/took

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moose/moose* hide/hid tell/told

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sheep/sheep* keep/kept throw/threw

deer/deer* leave/left

*It is important to point out that the singular and plural forms of these words are the same.
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page 2
 CONNECTIONS
Latin Prefixes
Structural Analysis
Skill Sequence Latin prefixes are word parts that come at the beginning of the word
and change the meaning, and occasionally the form, of a base word.
• Simple Suffixes The ability to recognize Latin prefixes helps students understand
the structure and meaning of words (prefix, root/base word, suffix),
• LATIN PREFIXES
allows students to develop word identification strategies for
• Latin Suffixes multisyllabic words, and serves as a foundation for understanding
• Spelling Rules: the most common spelling rules.
Doubling & Drop E
Classroom Ideas
• Prefix Meanings

• Vocabulary Strategies Teach or Review

As necessary, teach or review the definition of a prefix. Show students
• Root Meanings how to break down words with prefixes by displaying example words
(e.g., return) and having them circle the prefix, underline the rest of
• Prefix Change Rules the word and read it, and then read the whole word.

• Spelling Rules: Listening Lab

Change y to i
Say words that contain prefixes aloud. Ask students to repeat the
words first; then, have them say or write only the prefix that is
• Greek Combining Forms
contained in the word. Provide visual references (such as prefix
• Special Accent Rules words cards) as necessary.

Super Sort
Write a number of words that include Latin prefixes on cards (or
dictate them to students). Have students sort the words by prefix
Curriculum Connection and then read each word. If necessary, provide a limited number of
prefixes at a time.
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Copy a page from a

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math, science, history, Brainstorm

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or geography text. Write a newly learned prefix (e.g., pre-) in the middle of a circle.
Challenge students to Ask students to generate as many words as they can that contain
locate as many learned the prefix (e.g., preview, preheat); add those words to the outside
prefixes as they can on of the circle. Then, assign students to their own prefixes and have
the page. Then, spend them repeat the exercise. Provide resource materials as needed.
time discussing findings
as a class. Beat the Clock
Provide students with word cards that contain a variety of prefixes
(e.g, in-, mis-) and base words (e.g, take, lead). Challenge them to
combine the prefixes and base words to create and record as many
real words as possible in a set amount of time.
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page 1
 CONNECTIONS Latin Prefixes–continued

Common Latin Prefixes

Latin Prefix Sample Words

ab- = away from abduct, absent

ad- = toward advise, admit

con- = together conduct, contract

de- = down, away detract, destruct

dis- = not or apart disagree, disobey; disrupt, distant

ex-/e- = out/away, from export, expel

in- = not or in incorrect, inactive; income, intake

mis- = wrong mislead, misprint

non- = not nonsense, nonstop

ob- = against object, obstruct

pre- = before predict, prescribe

pro- = forward produce, propel

re- = again, back replay, return

sub- = under/below subtract, subject

un- = not unkind, unwise

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 CONNECTIONS
Similes & Metaphors
Vocabulary
Skill Sequence Similes (e.g., He swims like a fish) are comparisons of two dissimilar
things using like or as. Metaphors (e.g., The kitchen was a pigsty) are
• Basic Categories comparisons in which one thing is said to be another. By identifying
similes and metaphors, students develop their awareness of
• Basic Concept Words
figurative expressions and expand their descriptive language skills.
• Describing Words

• Combining Adjectives Classroom Ideas

• Categorizing Words Teach or Review

As necessary, teach or review the definition of similes and
• Multiple Meaning Words metaphors. Guide students through the process of figuring out
the meanings of each type of figurative language. Read sentences
• Synonyms & Antonyms
(e.g., The boy swims like a fish.) and work together to identify what
is being compared. Have students explain how the two are similar
• SIMILES & METAPHORS
(e.g., the boy and the fish are both strong swimmers) and illustrate
example sentences.
• Idioms

• Simple Analogies Brainstorm

Display a simile (e.g., as hungry as a bear) and discuss the meaning.
•  ffix & Root Meaning
A Then, have students generate ideas to complete a sentence starter
(Structural Analysis) with the simile (e.g., I am as hungry as a bear after swim practice
since I use up so much energy). Challenge students to contribute
• Academic Vocabulary as many different thoughts and scenarios as they can.

• Shades of Meaning Art Studio

Discuss the meaning of well-known similes and metaphors.
• Complex Analogies Then, have students illustrate pictures to represent the figurative
expressions. Once students have completed their illustrations, they
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should compose one or two sentences about the picture that use
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the simile or metaphor.

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Curriculum Connection Show & Tell

Provide students with a picture of a common object (e.g., a
Present a simile or refrigerator) and the first few words of a simile (e.g., as smooth as
metaphor and have ___, as shiny as ___, as cold as ___). Have them complete each simile
students use it in a to describe the object presented and then share ideas as a class.
sentence that also
incorporates learned Pair Share
content. For example, Show students a variety of illustrations from a class text. Assign
if you displayed like pairs of students a story element represented in the image (e.g.,
diamonds, students
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character(s), setting). Have them describe their elements using

might suggest, similes or metaphors. Then, discuss how the image and students’
“Constellations, such descriptions relate to the overall story.
as the Big Dipper, shine
like diamonds in the
night sky.”

page 1
 CONNECTIONS Similes & Metaphors–continued

Common Similes and Metaphors

Similes Metaphors

John is a good swimmer. He swims like a fish. The weather turned the yard into a swamp.

Jim ate all his dinner. He was as hungry

The man’s fingers were sticks of butter.
as a bear.

We glided along the ice rink. It was as smooth

Nora is quite a bookworm.
as glass.

The sun set on the pond. The water sparkled

The kitchen was a pigsty.
like diamonds.

Dad has worn that shabby shirt for years.

It was a ghost town after all the stores closed.
It is as old as dirt.

The boy took a long time to walk up the stairs.

He was a thundercloud at the party.
He was as slow as a snail.
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