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Archive for the ‘Reading Street-Unit 4’ Category

postheadericon Reading Street: Unit 4 Skills Sheets (Grade 1)


Educator Station is back from February vacation and the school days are in high gear. Gearing up for progress monitoring, the push through March, and the countdown to April vacation. Lots to get done before now and then! 


Here are the Unit 4 Skills Sheets. They are great for planning and a great resource for parents to keep on the refridgerators to reference for tests and homework throughout the week.


(Click on the images below to download)

Mama's Birthday Present

4.1 Mama's Birthday Present_ skills sheet




4.2 Cinderella_ skills sheet


A Trip to Washington, D.C.

4.3 A Trip To Washington D.C._ skills sheet



4.4 A Southern Ranch._ skills sheet


Peter's Chair

4.5 Peter's Chair._ skills sheet


Henry and Mudge and Mrs. Hopper's House

4.6 Henry and Mudge._ skills sheet



To download Unit 1, Unit 2, and Unit 3:

click on the links below:

Unit 1 Skills Sheets

Unit 2 Skills Sheets

Unit 3 Skills Sheets

postheadericon Teaching Phonics Based Spelling: Intensive Intervention Strategies


As part of our Reading Street curriculum, we have 10 spelling words to read and write for each story. Students need to be able to have an understanding of the phonics rule, it's sound, it's spelling, and be able to decode and encode the word. 

When we begin a new story, I spend time talking about our new spelling words. I explain we are going to see our new spelling words. This week we are going to learn about igh and ie. 

I refer to my spelling pocket chart to begin my spelling lesson. 





This first thing I do is familarize my students with the words. I point to the igh and explain that the three letters igh say one sound, it says /i/. This sound is in the middle of the word. All the words that have igh have 3 sounds (except the word "high"). Let's take a look at my first word. It says "tight."


To make sure the students can give meaning to the word, I use the word in a sentence.

My old jeans from last year were too tight!


Let's sound out that word. /t/  /i/  /t/. As we sound out the word, I point to each of the letters in the word as I say their sounds. 

Then, using the finger spelling method from Project Read, we then practice finger spelling.  I throw the word out to the students, saying "TIGHT" They "catch" the word and begin to let out their sounds. As they do this, they lift up one finger, starting with their thumb, and let each sound out. When using their fingers, they can see that each word has three sounds. The beginning sound, middle sound, and ending sound. 

I do this for each word on the igh list. 


Then, I go over to the words with -ie. 

I remind the students this is a vowel team. There are two letters that say one vowel sound. This sound is /i/.

 I again go through the above process. 

1. Say the word, while pointing to the word in the pocket chart. 

2. I put the word in a sentence

3. Then, we finger spell the words. 

4. Review: igh is in the middle of our words and it says /i/. ie is at the end of our words and also says /i/.



The next day, the students come to my teacher table and I review the igh and ie sound.

Using spelling cards (see below to download them), I sort them with my students. I ask them to listen to the word. If we hear the long /i/ sound in the middle, we are going to place the card in the igh category. If we hear the long /i/ sound at the end of the word, we are going to place them in the -ie category. 

I read each word to the students. Each student helps me to place the card in the correct category. I ask students to tell me where I am going to sort the word and why it is under either igh or ie. 

Now, it is their turn. I pass out the cards to the students, so each student gets 2 cards.  Sometimes, I make two copies of the word cards, so that each student will get more cards to sort. They each read their card. Then, I ask them, "Where is the long /i/ sound? Is it in the middle or is it in the end? They answer and I ask them, "Should this card go under igh or -ie? Then, the student puts the card in the correct category and I go onto the next student. I go around the table until all cards have been sorted correctly. 

I give my students the opportunity to practice, so that they are reading the word, listening for sounds, and using language to explain where they hear the long /i/ sound. It also gives them  an opportuntiy to be out of their seat. They all love "being the teacher." It builds their confidence and, at the same time, it provides me an informal assessment of each student. 

(To download the PDF, click on the image below)

4.4 spelling cards


DAY THREE: Let's Build!

I love to work on word building with our spelling words. I believe if children can build it, they can read it! Below is an activity I did with my students. I cut out the letters below and modeled how to build words with igh. The students built their words on cookie sheets. Once they built a word, I had them share their word and I wrote their word on the board. Then, I took out the igh and gave them the ie and had them build words ending with ie. 

When they are comfortable building words and can do this independantly, I put word building out into a center for them to practice during the week. 


(To download the PDF, click on the image below)

word building

DAY FOUR: Let's Write!

Before we write our words, I review the long /i/ sound, along with igh and -ie. I do a quick sort (See Day 2) and I am ready to begin!

Using my pocket chart, which has the cards sorted, I begin by explaining the the /i/ sound, when in the middle of a word has three letters that make one sound. I practice a few words using Finger Spelling, so that the students can see the sound in the middle, as well as hear the sound as they finger spell along with me. 

Let's practice writing! I am only going to teach the igh words. 

Let's practice the word: tight. 

I finger spell the word /t/  /i/ /t/. I hear three sounds! But, we know the word has more than three letters. The beginning sound is the letter t, the middle sound has 3 letters, igh, and the end sound in another t. As I explain this, I write the word on my board. I continue to go through each word the same way. As, I write the word, each of my students write the word on their paper. I have them underline or highlight the igh in each word. 

When I am done with igh words, I then teach the -ie words the same way. These words have two sounds, buy there are three letters. The letters -ie make the  /i/ sound when at the end of the word. 

The following day, I have some sort of spelling center to reinforce what we have done at the teacher table. 



Now that the students have a solid understanding of the sounds, it is time to practice spelling those words on paper. Today, I simply review what I have been doing at my teacher table all week and work mostly on writing our words. Sometimes, I use white boards and sometimes I use paper to practice our spelling. Today, is practice spelling test day. I do this by reading the word, putting the word in a sentence, and finger spelling the word. I finger spell the words, so that the students can hear and place the sounds correctly when writing the word. 

When we have completed the practice test, I correct each student's practice test. If they have a word incorrect, I spell the word on their paper and review the sounds and letters in the word. Then, I have them write the word a few times on their paper. By the time they are done, they can verbally spell the word to me. 



Our school runs on a six day cycle. So, Day 6 is our assessment day. I use this time to assess the students with the good ol' spelling test. 



To learn more about the Project Read Curriculum, 

Click on the image below:



postheadericon The True Story of the Three Little Pigs- A Read, Think, Write Activity


This is one of my favorite stories to do as a read-aloud. This book is the story of the Three Little Pigs, but is written from the wolf's perspective. The wolf's name is A. Wolf. He didn't mean to blow their house down! He had to sneeze a great sneeze! He was framed! Read it and you decide if he REALLY was a big bad wolf! 

I introduced the lesson to my students and told them we were going to read a fun story. While I read, I wanted them to think about adjectives to describe the wolf and events that happen in the story. 

This lesson was divided into three different parts. The fist part is simply to read the book to the students and engage them in conversation about the wolf. Did he mean to blow down the pig's houses? The second part is "Think." Giving them a graphic organizer, we are going to think about events that happened in the story and think about adjectives to describe A. Wolf. The third part of the lesson is to "Write" sentences in paragraph form using their graphic organizer. 

Let's Begin! 



-Review the story of the Three Little Pigs with the students. 

-Introduce A. Wolf and explain that he is telling the story, not the pigs. 

-Engage students in conversation. Get them excited about the story! Talk about the wolf! Was he framed? Was he mean or was it just an accident? 





My students were seated on the rug for the story and conversation. Now, we move to the teacher table and each student receives a graphic organizer. 

Using my pocket chart, I model how to fill in their graphic organizer.

(You can download the graphic organizer by clicking on the image below). 


3 pig gr org


I used my pocket chart to help the students think about events, adjectives, verbs, and our sentence expander (where?). They brainstorm the words and I write them on cards as I model where their answer is going to be on their chart. I found it easier to write the word "wolf" in the noun column and then brainstorm a list of adjectives. Then, we filled in the verbs going across, as well as their sentence expander, where. 

photo copy 2


This is what their chart looked like once we were done brainstorming. 

photo copy 2

photo copy 5




Now it's time to write some great sentences. I model on the white board how to write the first sentence, making sure my students understand that we are reading across to write our sentences. For some students, it may be easier to cover the other sentences and move the paper down as they progress from one sentence to another. 

Here a few samples of work from our writing lesson:


photo copy 6


photo copy 4

photo copy 3


postheadericon Writing Super Sized Sentences with Adjectives


We are currently in unit 4 in our Reading Street curriculum and have been learning about adjectives. I wanted my students to be able to write sentences using adjectives to describe the subject. 

As a Special Education teacher, I like to use organizers as an educational tool for writing.  The organizers give my students something concrete to work with. It gives the students something to see, interpret, and apply to their learning. It empowers them to write! 

I recently found these graphic organizers from Swamp Frog First Graders:


bare bone


super sentences3


super sentences2


This graphic organizer helps students to break up the sentence into parts: An article to start (We use either "The" or "A" to start our sentence), an adjective (descriptor), a noun (subject), a verb, and a sentence expander, where


This activity was teacher led with a small group of students. I modeled the graphic organizer using the pocket chart and word cards and my small group brainstormed adjectives and the sentence expander "where?" Next, I modeled how to use the graphic organizer to write sentences. 



The next day, at their independent center, I gave the students a similiar activity using the word "student" as the noun and the word "plays" as the verb. Their job was to brainstorm adjectives and our sentence expander "where?" When they were done, they started writing their rough draft. 

photo copy


The following week, we were ready to write independantly at the teacher table. This student wrote about a bear. She used her graphic oragnizer to brainstorm adjectives, verbs, and our sentence expander "where?" Then, she wrote her sentences in paragraph form. 




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