UNIT 8

Lesson OBJECTIVES:

24 • to read and spell words containing er

• to read words ending in -ed, -ing, and -er

Say Sounds
A. Phonemic Awareness You will blend and segment sounds as
you read and spell words.
B. Letter/Sound Associations Look at the letters. Say the sounds.
fern
1. er ar oa igh
2. ay er i ar
3. a_e a er ai
4. ow ar ee er
5. o_e ea i_e u

Read Words
C. New Words Say the sound. Sound out the word. Read the word.
1. her fern farm
2. hay term train
3. verb herd hard
4. own tart Herb
5. clerk cloak cheek
6. stern smart perk

D. Word Families Read down. Read rapidly.

10 Second
jar date right Challenge
tar gate night Cold Timing words read
far late fight
Practice words read
char state flight
Hot Timing words read
scar crate bright
140 UNIT 8 • LESSON 24 ©Curriculum Associates, LLC Copying is not permitted.
 Lesson 24

E. Review Words Read a line of words. When your teacher

gives a meaning, circle the correct word.
1. rote rot throne hard
2. glide stack stake shake
3. rip ripe plan plane
My Points
4. dime dim slim slime

F. Words with Endings Read words with endings.

1. glided 2. shaking 3. trading 4. planned 5. ripping
6. farmer 7. harder 8. trainer 9. owner 10. starter

G. Multisyllabic Challenge Words Sound out the syllables.

Read the whole word.
per fect sher bet mod ern ver dict lan tern

en ter sum mer gar den er yes ter day Sep tem ber

H. High-Frequency Words Say. Spell. Read.

my why by cry dry
come who where there what

Read Sentences
I. Sentences Read the sentences with phrasing.
1. Why do they speak to pets in such a stern way?
2. Who can come with me to help pick the perfect gift
for my sister?
3. Nell will stop by the farm where they sell hay for goats.
4. Tessa worked hard and had her best term at school.
5. When will Amara say what her plan is for the summer?

Spell Words
J. Spelling Journal Turn to the Spelling Journal on page 200.

©Curriculum Associates, LLC Copying is not permitted. UNIT 8 • LESSON 24 141

 Read Text
K. Decodable Narrative Text Read each part. Answer your teacher’s
questions and select the picture that goes with each part.

Summer Plans
Part 1
Teacher Reads Five good friends are finishing their last semester, or
term, of high school. They are about to graduate, earning their high
school diplomas, so big changes are happening! It is the end of the
school day and the friends are talking about what will come next.
“It is hard to make plans when it seems like we just
12 started high school yesterday,” Tessa said. “I think the
21 rest of my last term at Fern High will be my very best,”
34 she added with a smile.
39 “I think the best part of this term is that it is the
52 LAST term!” Jen said. “I can’t wait to be rid of verbs
64 and math. Fern High has been OK, but it is all in
76 the past.”

Part 2
Teacher Reads The five friends are walking away from their school,
discussing how they could earn money after graduation. Read on to find
out what one friend is planning and why.
78 “Well, it is not all in the past yet, Jen,” Asma
89 said. “And we still have to make summer plans.
98 If you all come home with me, I can fix some
109 snacks, and then we can think of summer jobs
118 we may get. There is not a lot of time left to
130 get a job. I need a job to help pay my way at
143 State University in September. I am going to
151 be a teacher! What do you say? Will you all
161 come to my home?” asked Asma.

142 UNIT 8 • LESSON 24 ©Curriculum Associates, LLC Copying is not permitted.

 Lesson 24

Part 3
Teacher Reads Read on to find out what different ideas other friends
come up with, and what Amara says about her plan.
167 Later on at Asma’s home, Hiba said, “You may
176 be right, Asma. This is the best time to make summer
187 plans. Maybe I can get a part-time job as a clerk at the
201 Herb Stern Market. Herb Stern owns the market, and
210 he may need help this summer. At least it is a start.
222 What will you do, Amara?”
227 “I think my plans are going to shock you!” Amara
237 exclaimed. “After we eat I will tell you what I am
248 doing!” she teased.
251

Part Part Part

©Curriculum Associates, LLC Copying is not permitted. UNIT 8 • LESSON 24 143

 Independent Practice

L. Text Comprehension Read each question. Think of the answer or look back
at the text. Fill in the blank. Be sure the sentence makes sense.
▶ Part 1
1. WHERE did the pals go to school?

The pals went to .

2. WHO are the pals in this part of the story?

The pals in this part of the story are .

3. WHAT did Tessa say that makes it seem she likes school?

It seems that Tessa likes school because she said

▶ Part 2
4. WHAT problem did the pals have?

The problem the pals had was they .

5. WHY did Asma ask her pals to come to his home?

Asma asked them to come to .

6. WHY did Asma say she needs a summer job?

Asma said she needs a summer job to .

▶ Part 3
7. WHAT job was Hiba thinking of getting?

Hiba was thinking of getting a job as .

8. WHAT did Amara say the pals would think of her plans?

Amara said her plans would .

My Points

144 UNIT 8 • LESSON 24 ©Curriculum Associates, LLC Copying is not permitted.

 Lesson 24

M. More Practice Read each story. Answer the questions.

Story 1: Parker and Dad went to see a film yesterday. The tale was sad and
made Parker cry. A pet was lost and did not come home. After looking and
looking, the man saw his lost dog by the light of his lantern. The man was so
glad to see his dog.
Dad saw that Parker was sad, so he gave her a hug.
“Next time, let’s see a fun film,” Parker said.

1. WHERE did Parker and Dad go yesterday?

Yesterday, Parker and Dad went to .

2. WHAT did the man see with his lantern?

With his lantern, the man saw .

3. WHAT did Parker plan to see next time?

Next time, Parker planned to see .

Story 2: Jasmin entered the shop at ten. She needed a coat to stay dry in the
rain. “May I see that gray raincoat?” Jasmin asked the clerk. “It looks like just
what I need.”
“Why not see if it fits? Put it on,” the clerk said to her. Jasmin put on the
raincoat. It was a perfect fit. “I will take this gray raincoat. Is there a gray hat
that will match my raincoat?”
1. WHAT did Jasmin need?

Jasmin needed .

2. WHY did Jasmin get the gray raincoat?

Jasmin got the gray raincoat because .

3. WHAT did Jasmin hope to get after the raincoat?

After the raincoat, Jasmin hoped to get .

My Points Lesson completed

©Curriculum Associates, LLC Copying is not permitted. UNIT 8 • LESSON 24 145
UNIT 8
UNIT 8
Lesson
LESSON OBJECTIVES:
Lesson OBJECTIVES:

3
24 • to read and spell words containing er
• to read words ending in -ed, -ing, and -er 24 • to read and spell words containing er
• to read words ending in -ed, -ing, and -er

Say Sounds

Say Sounds A. Phonemic Awareness You will blend and segment sounds as
you read and spell words.
A. PHONEMIC AWARENESS B. LETTER/SOUND
B. Letter/Sound ASSOCIATIONS
Associations Look at the letters. Say the sounds.
NOTE:
fern
Blending and segmenting of sounds are emphasized in
print Activities C, D, E, G, and J that involve decoding 1. er ar oa igh
(reading) and encoding (spelling) words. 2. ay er i ar
Based on students’ performance on Activity A in 3. a_e a er ai
Lessons 1–12, determine the best plan for the class. 4. ow ar ee er
1. If students completed Activity A with ease and
accuracy, reallocate the instructional time to the other
5. o_e ea i_e u p 140
activities in Level B. Read
1. Words
Open your book to Lesson 24, page 140. Find Activity B.
2. If students had difficulty with the oral blending and C. NewYou are going
Words Say thetosound.
learn the sound
Sound outfor the
the letters
word. [Link] word.
Read
segmenting activities in Lessons 1–12, teach the
Touch underfern
1.2. her the word. Thisfarmword is fern.
supplemental blending and segmenting lessons found
What word? fern
in the Teacher Toolbox. 2. hay term train
3. The underlined letters e-r represent the sound /er/.
3. If students were able to accurately blend and segment 3. verb
What sound?herd
/er/ Say thehard
sound for e-r again. /er/
sounds but you believe they would benefit from more
4.4. own
Touch undertart Herb
the first letters in Line 1. Pause.
challenging phonemic awareness activities, teach the
20 supplemental lessons found in the Teacher [Link] sound?cloak
clerk /er/ cheek
Toolbox. In these lessons, students will manipulate Next
6. stern sound? /ar/
smart perk
sounds within spoken words by adding and deleting Next sound? //
sounds. Next sound? //
D. Word Families Read down. Read rapidly.
5. Touch under the first letters in Line 2.
10 Second
What sound? //
jar date right Challenge
Next sound? /er/
tar gate night Cold Timing wor
Next sound? // Name? i
far
Next sound? /ar/ late fight
Practice wor
char
6. Repeat Step 5 withstatethe letters inflight
Lines 3, 4, and 5.
Hot Timing wor
scar crate bright
MONITOR AND ADJUST
140 UNIT 8 • LESSON 24 ©Curriculum Associates, LLC Copying i

• Correction If students make an error, say the sound or

name and have them repeat it. Then begin the line again.
• Firm up Call on individuals to say the sounds or the
sounds and names in a line.

ENGLISH LEARNER SUPPORT

• In Spanish, the letters e-r are pronounced //rrr/. Have
students practice identifying and saying the sound /er/.
Have students say the sounds for letters in Lines 1
and 2 again.

T248 PHONICS FOR READING | Lesson 24 ©Curriculum Associates, LLC Copying is not permitted.
 2. ay er i ar
3. a_e a er ai
4. ow ar ee er
UNIT 8 • Lesson 24
5. o_e ea i_e u
Read Words
Read Words
C. NEW WORDS
C. New Words Say the sound. Sound out the word. Read the word.
8. Next word. Pause. What sound? /ar/ What word? farm
9. Repeat Step 8 with the words in Line 2: hay, term, train;
1. her fern farm Line 3: verb, herd, hard; and Line 4: own, tart, Herb.
2. hay term train
Gradual Release
3. verb herd hard
10. Touch under the first word in Line 5. Sound out the
4. own tart Herb word to yourself. Put your thumb up when you can
5. clerk cloak cheek read the word. Pause. What word? clerk
6. stern smart perk 11. Next word. Pause. What word? cloak
p 140
12. Next word. Pause. What word? cheek
D.
PREPARATION Readthe
Word FamiliesWrite down. Readwords
following rapidly.
on the board or 13. Repeat Step 12 with the words in Line 6: stern,
display them onscreen: her fern farm. 10 Second smart, perk.
jar date right Challenge
1. tar
Look here. Yougate nightwords containing
are going to read the
Cold Timing MONITOR
words read AND ADJUST
letters e-r. late
far fight • words
Correction If students mispronounce a sound, say the
Practice read
Point to her. My
2. char turn to soundflight
state out this word. Touch sound and have them repeat it.
under the letters e-r. What sound? /er/ Watch asHot Timing
I sound words read mispronounce a word, say the word and have
scar crate bright If students
out the word. I won’t stop between the sounds. Slide them repeat it. Then have them sound out the word and
140 8 • LESSON
UNITyour finger24under the letters as you sound out the©Curriculum
word. Associates, LLC Copying is not permitted.
read the word.
/h/er/ Sound out the word with me. Don’t stop • Firm up Call on individuals to read a line.
between sounds. Slide your finger under the letters as
you sound out the word. /h/er/ Run your finger under the
whole word and ask: What word? her
3. Point to fern. Let’s sound out words together. Touch
under the letters e-r. What sound? /er/ Sound out the
word with me. Don’t stop between sounds. Slide your
finger under the letters as you sound out the word.
/fff/er/nnn/ Run your finger under the whole word and
ask: What word? fern
4. Point to farm. Touch under the letters a-r. What sound?
/ar/ Sound out the word with me. Don’t stop between
sounds. Slide your finger under the letters as you sound
out the word. /fff/ar/mmm/ Run your finger under the
whole word and ask: What word? farm
5. Find Activity C. Now it’s your turn. Touch under the
first word in Line 1. Look at the underlined letters.
Everyone, what sound? /er/
6. Sound out the word to yourself. Put your thumb up
when you can read the word. Wait until thumbs are up.
What word? her
7. Next word. Pause. What sound? /er/ Put your thumb up
when you can read the word. What word? fern

©Curriculum Associates, LLC Copying is not permitted. UNIT 8 | Lesson 24 T249

 2. hay term train
3. verb herd hard
UNIT4.8 •own
Lesson 24
tart Herb
5. clerk cloak cheek
L
Read
6. Words
stern (cont.)
smart perk
E. Review Words Read a line of words. When your teacher
D. WORD FAMILIES E. gives
REVIEW WORDS
a meaning, circle the correct word.
D. Word Families Read down. Read rapidly.
10 Second
1. rote rot throne hard
jar date right Challenge
2. glide stack stake shake
tar gate night Cold Timing [Link]
rip read ripe plan plane
far late fight My Points
Practice [Link] read
dime dim slim slime
char state flight p 141
Hot Timing words read
scar crate bright 1. Find Activity E. You are words
going with
to read review words.
p 140 F. Words with Endings Read endings.
140 UNIT 8 • LESSON 24 ©Curriculum Associates, LLC
Then I will tell you a meaning, and you will circle the
Copying is not permitted.
1. glided 2. shaking 3. trading 4. planned 5. ripping
PREPARATION Obtain a stopwatch or other timing device word that goes with it.
that measures 10 seconds. [Link] theharder
Read all 7. 8. trainer
words in Line 9. owner
1 to yourself. 10. starter
Be sure they
are real words. When you can read all four words, put
1. Find Activity D. You are going to see how many G. Multisyllabic
your thumb Challenge
up. WaitWords Soundare
until thumbs [Link] syllables.
rhyming words you can read in 10 seconds. Read the whole word.
3. Get ready to read the words in Line 1 together. Begin.
per fect
rote,sher
rot,bet modhard
throne, ern Circle
ver dict lan tern
the word that means a
Cold Timing
special chair for a king or queen. Pause. Throne is a
2. Start with Column 1 and read down each column. en ter sum mer gar den er yes ter day Sep tem ber
special chair for a king or queen. If you made a mistake,
3. When I say go, whisper read quietly so you do not cross out your word and circle throne.
disturb your neighbors. If you read all the words before H. High-Frequency Words Say. Spell. Read.
4. Read the words in Line 2 to yourself. When you can
I say stop, go back to the beginning and read the words my read all whyfour words,by put your thumb cry up. Waitdryuntil
again. Get ready. GO. Time students for 10 seconds. STOP.
comethumbs who are up. Readwhere thereBegin. glide,
Line 2 together. what
4. Count the number of words that you read and record stack, stake, shake Circle the word that means to
the number after Cold Timing. Read Sentences
move along smoothly and easily. Pause. Glide means
to moveRead
I. Sentences alongthesmoothly
sentencesand easily.
with If you made a
phrasing.
Practice
mistake, cross out your word and circle glide.
5. Let’s practice again. Get ready. GO. Time students for 1. Why do they speak to pets in such a stern way?
5. Read the words in Line 3 to yourself. Wait until thumbs
10 seconds. STOP. 2. Who can come with me to help pick the perfect gift
aremy
for Read Line 3. Begin. rip, ripe, plan, plane Circle
up. sister?
6. Count the number of words that you read and record the word that means to tear apart or off. Pause. Rip
the number after Practice. 3. Nell will stop by the farm where they sell hay for goats.
means to tear apart or off. If you made a mistake, cross
4. Tessa worked
out your wordhard
and and
circlehad
[Link] best term at school.
Hot Timing
5.6. When willwords
Read the Amara in say
Linewhat
4 to her plan is
yourself. foruntil
Wait the summer?
thumbs
7. Please exchange books with your partner. Pause.
are up. Read Line 4. Begin. dime, dim, slim, slime
8. Partner 1, you are going to read first. Partner 2, you are Spell Words
Circle the word that means not bright. Pause. Dim
going to listen carefully. If your partner makes a TurnIftoyou
themade
Spelling Journalcross
on page
J. Spelling
meansJournal
not bright. a mistake, out200.
mistake, underline the word.
your word and circle dim.
9. Ones, get ready to read quietly to your partner. GO. UNIT 8 • LESSO
7. Count how
©Curriculum Associates, LLC
many correct answers you have and write
Copying is not permitted.
Time students for 10 seconds. STOP. Twos, determine the
the number in the My Points box.
number of words your partner read correctly. Record
the number after Hot Timing in your partner’s book.
MONITOR AND ADJUST
10. Partner 2, your turn to read. Ones, listen carefully. If
your partner makes a mistake, underline the word. • Correction If students mispronounce a word but it is
Twos, get ready to read quietly. GO. Time students for close, prompt them to make it a real word.
10 seconds. STOP. Ones, determine the number of If students still can’t pronounce the word, tell them the
words your partner read correctly. Record the number word and have them repeat it.
after Hot Timing in your partner’s book. • Firm up Call on individuals to read a line.
11. Please return your partner’s book.

T250 PHONICS FOR READING | Lesson 24 ©Curriculum Associates, LLC Copying is not permitted.
 gives a meaning, circle the correct word.
1. rote rot throne hard F. Words with Endings Read words with endings.
2. glide stack stake shake 1. glided 2. shaking UNIT
3. trading 8 • Lesson
4. planned 5. 24
ripping
3. rip ripe plan plane 6. farmer 7. harder 8. trainer 9. owner 10. starter
My Points
4. dime dim slim slime
G. Multisyllabic Challenge Words Sound out the syllables.
F. WORDS WITH ENDINGS G. MULTISYLLABIC CHALLENGE WORDS
F. Words with Endings Read words with endings. Read the whole word.
1. glided 2. shaking 3. trading 4. planned 5. ripping per fect sher bet mod ern ver dict lan tern
6. farmer 7. harder 8. trainer 9. owner 10. starter en ter sum mer gar den er yes ter day Sep tem ber
p 141
p 141
G. Multisyllabic Challenge Words Sound out the syllables. H. High-Frequency Words Say. Spell. Read.
1. Find Activity F.
Read the whole word. 1. Find Activity G. You are going to read long words
2. Find Item 1. Touch the word. How many d’s? one my part by why by each word
part. What does crypart have?
dry
one
per fect sher bet mod ern ver dict lan tern
3. Will you say the name or the sound for the letter i? comevowel sound
who where there what
en ter the mer
sum name gar den er yes ter day Sep tem ber 2. Touch under the first word. Sound out the first part to
4. What is the name? i Read Sentences
yourself. Put your thumb up when you can say the
H. High-Frequency Words Say. Spell. Read. I. Sentences Read
part. Wait thethumbs
until sentences with
are up. phrasing.
What part? per
5. Sound out the word to yourself. Wait.
my Whatwhy by
word? glided cry dry Sound
1.3. Why doout thespeak
they next to
part to in
pets yourself.
such a Put your
stern thumb
way?
come6. Itemwho where
2. Touch the there
word. How many k’s?what
one 2. up when
Who can you
comecan sayme
with thetopart.
helpWait
pickuntil
the thumbs
perfect are
giftup.
7. Will you say the name or the sound for the letter a?
What part? fect
for my sister?
Read Sentences
the name 4. Say the
3. Nell willparts
stop again.
by the First
farmpart?
where per Next
they hay fect
sellpart? for goats.
I. Sentences Read the sentences with phrasing.
8. What is the name? a Say the
4.5. Tessa wholehard
worked word.
andperfect
had her best term at school.
1. Why do they speak to pets in such a stern way?
9. Sound out the word. Wait. What word? shaking Repeatwill
5.6. When Steps 2–5 with
Amara saythe remaining
what is for sherbet,
her planwords: the summer?
2. Who can come with me to help pick the perfect gift modern, verdict, lantern, enter, summer, gardener,
10. Sound
for my out Item 3 to yourself. Put your thumb up when
sister? Spell Words
yesterday, and September.
3.
you can read the word. Wait. What word? trading
Nell will stop by the farm where they sell hay for goats.
11. Repeat Step 10 with the words planned and ripping.
J. Spelling Journal Turn to the Spelling Journal on page 200.
4. Tessa worked hard and had her best term at school. MONITOR AND ADJUST
12. Let’s read these five words together. glided, shaking,
5. When will Amara say what her plan is for the summer? • Correction IfCopying
students
©Curriculum Associates, LLC mispronounce a word part, say
is not permitted. UNIT 8 •
trading, planned, ripping
the word part and have them repeat it.
Spell 13.
Words
Find Item 6. Touch the word. You are going to read
If students mispronounce the whole word but it is close,
J. Spellingwords with
Journal theto
Turn ending e-r. Journal on page 200.
the Spelling
prompt them to make it a real word. If students still can’t
14. Sound out the underlined word. Put your thumb up pronounce the word, tell them the word and have them
whenCopying
youiscan
©Curriculum Associates, LLC read the underlined word. Wait. WhatUNIT 8
not permitted. • LESSON 24 141
repeat it.
word? farm
• Firm up Call on individuals to read several words.
15. Read farm with the ending. farmer
16. Repeat Steps 14 and 15 with the remaining words: harder,
trainer, owner, and starter.
17. Let’s read these five words together. farmer, harder,
trainer, owner, starter

MONITOR AND ADJUST

• Correction If students mispronounce a word in Items
1–5, say the word and have them repeat it. Then repeat
the entire set of guiding questions: How many        ’s?
Will you say the name or sound for the letter        ?
Sound out the word. What word?
If students mispronounce a word in Items 6–10, say the
word and have them repeat it.
• Firm up Call on individuals to read words.

©Curriculum Associates, LLC Copying is not permitted. UNIT 8 | Lesson 24 T251

 en ter sum mer gar den er yes ter day Sep tem ber
G. Multisyllabic Challenge Words Sound out the syllables.
Read8the whole word. H. High-Frequency Words Say. Spell. Read.
UNIT • Lesson 24
per fect sher bet mod ern ver dict lan tern my why by cry dry
come who where there what
Read
en ter Words
sum mer (cont.)
gar den er yes ter day Sep tem ber Read Sentences
Read Sentences
H. HIGH-FREQUENCY WORDS I. SENTENCES
H. High-Frequency Words Say. Spell. Read. I. Sentences Read the sentences with phrasing.
my why by cry dry 1. Why do they speak to pets in such a stern way?
come who where there what 2. Who can come with me to help pick the perfect gift
p 141 for my sister?
[Link]
Find Activity H. You are going to read high-frequency 3. Nell will stop by the farm where they sell hay for goats.
[Link] the sentences with phrasing.
I. Sentences 4. Tessa worked hard and had her best term at school.
Touch 5. When will Amara say what her plan is for the summer?
1. 2. Why dounder the first
they speak to word.
pets inLet’s
suchread the way?
a stern rhyming
p 141
words in bold. The first word is my. What word? my
2. Who can come with me to help pick the perfect gift Spell Words
1. Find Activity I. You are going to read sentences using
If you
3. for sister?my, you know the next four words. What
my know Turn toYou
thewill
Spelling
J. Spellinggood
Journal
phrasing. stop Journal on page
at periods and 200.
pause
3. Nell will why,
words? by,the
stop by cry,farm
dry where they sell hay for goats.
at commas.
Touch
4. 4. Tessa under hard
worked the next
and word. This
had her word
best is come.
term What
at school. ©Curriculum Associates, LLC Copying is not permitted. UNIT 8 • LESSON 24 141
word? come Say, spell, read. come, c-o-m-e, come 2. Read Sentence 1 to yourself. When you can read all of
5. When will Amara say what her plan is for the summer? the words in the sentence, put your thumb up. Pause.
5. Repeat Step 4 with the remaining words: who, where,
Wait until thumbs are up.
there, and what.
Spell Words
3. Listen to me read the sentence using good phrasing.
6. Let’sJournal
J. Spelling read theseTurn words
to theagain. Have
Spelling students
Journal onreread the
page 200. Use appropriate phrasing. Make the sentence sound like
words together. my, why, by, cry, dry, come, who,
normal speech. Why do they speak to pets in such a
where, there, what
©Curriculum Associates, LLC Copying is not permitted. UNIT 8 • 141 way?
LESSON 24stern

MONITOR AND ADJUST 4. Let’s read the sentence together. Begin. Why do they
speak to pets in such a stern way?
• Remind students to use known letter/sound associations
5. Read Sentence 2 to yourself. Pause. Wait until all thumbs
to help them pronounce a word.
are up.
• Correction If students mispronounce a word, say the
6. Listen to me read the sentence using good phrasing.
word and have them repeat it. Then have them say, spell,
Use appropriate phrasing. Make the sentence sound like
and read the word.
normal speech. Who can come with me to help pick
• Firm up Call on individuals to read several words.
the perfect gift for my sister?
7. Let’s read the sentence together. Begin. Who can come
with me to help pick the perfect gift for my sister?
8. Repeat Steps 5–7 with the remaining sentences.
• Nell will stop by the farm where they sell hay
for goats.
• Tessa worked hard and had her best term at
school.
• When will Amara say what her plan is for the
summer?

MONITOR AND ADJUST

• Correction If students mispronounce a word, say the
word and have them repeat it. Then have them reread
the sentence.
If students do not read with good phrasing, model it
again and have them repeat it.
• Firm up Call on individuals to read a sentence, or have
students read the sentences to their partners.

T252 PHONICS FOR READING | Lesson 24 ©Curriculum Associates, LLC Copying is not permitted.
 My Points

1. charm charm
Lesson

23 2. sharp sharp UNIT 8 • Lesson 24

3. tarnish tarnish
Spell Words
4. discard discard
5. The man will park his car.
J. SPELLING JOURNAL Multisyllabic Words
My Points
9. Your next spelling word is perfect. What word?
Lesson 1. term term perfect Tap and say the word parts in perfect. ­
24 2. fern fern
per-fect
3. perfect perfect
4. yesterday yesterday 10. Say the word parts as you write perfect. Monitor.
5. The herd ate hay on the farm. 11. Look at your word. Does it look like perfect? If not, fix
p 200 it up.
My Points
12. Write perfect on the board or display it onscreen. Spell
PREPARATION You will need a board to write on or a display perfect with me. First part: p-e-r Next part: f-e-c-t
onscreen to provide feedback on each word.
13. Check your word. If you misspelled it, cross it out.
©Curriculum Associates, LLC Copying is not permitted. SPELLING JOURNAL 21
Pause.
1. Turn to your Spelling Journal on page 200 for spelling
14. Now write the word perfect again on the line to the
dictation. Wait until students have located the Spelling
right. Monitor. Check the word.
Journal and Lesson 24. Remember, don’t write until I ask
you to. 15. Repeat Steps 9–14 with the word yesterday.

Single-Syllable Words Sentence

2. The first word is term. What word? term Put out three 16. Listen. The herd ate hay on the farm. Say the
fingers. Put three fingers in front of you. Touch your sentence. The herd ate hay on the farm.
fingers and say each sound. /t/ /er/ /m/ 17. Write the sentence. Write neatly. If needed, dictate the
3. Say the sounds as you write term. Monitor. sentence again in parts. Monitor.
4. Look at your word. Does it look like term? 18. Reread your sentence. Check the spelling of each word.
If not, fix it up. 19. Write the sentence on the board or display it onscreen.
5. Write term on the board or display it onscreen. Spell Check each word. If you misspelled a word, cross it
term with me. Touch under the letters as you spell term. out and write it correctly over the misspelled word.
t-e-r-m Monitor.
6. Check your word. If you misspelled it, cross it out. 20. Count the number of words in Lines 1–4 that you
Pause. spelled correctly on the first try and write the number
after My Points.
7. Now write the word term again on the line to the
right. Monitor. Check the word.
8. Repeat Steps 2–7 with the word fern.

©Curriculum Associates, LLC Copying is not permitted. UNIT 8 | Lesson 24 T253

UNIT 8 • Lesson 24

Read Text
K. DECODABLE NARRATIVE TEXT 5. Second Read: Let’s read Part 1 together. Our goal is
to read smoothly with good phrasing. We will stop at
periods and pause at commas. Chorally read the section
Summer Plans with students. Read at a moderate rate using appropriate
Part 1 phrasing. Have students touch under the words as
Teacher Reads Five good friends are finishing their last semester, or they read.
term, of high school. They are about to graduate, earning their high 6. Third Read (Optional): Select the best option for your
school diplomas, so big changes are happening! It is the end of the
school day and the friends are talking about what will come next. group.
Partner Reading: Assign partners and give designations
“It is hard to make plans when it seems like we just
such as 1 and 2 or A and B. Indicate which partner should
12 started high school yesterday,” Tessa said. “I think the
begin reading. Have students alternate by paragraph.
21 rest of my last term at Fern High will be my very best,”
Train students to assist their partners by pronouncing
34 she added with a smile.
39 “I think the best part of this term is that it is the difficult words and having their partners repeat correct
52 LAST term!” Jen said. “I can’t wait to be rid of verbs pronunciation. Circulate and monitor.
64 and math. Fern High has been OK, but it is all in Individual Turns: Call on a student to read several
76 the past.” sentences as classmates follow along. Continue until all of
p 142 Part 1 has been read. To reduce anxiety, consider offering
students the ME or WE option: If the student says WE,
OPTIONAL PREPARATIONPart Obtain
2 a stopwatch/timing classmates are invited to read with the student.
device.
TeacherDownload
Reads The from the Teacher
five friends Toolbox:
are walking away from their school,
• discussing
Building how they couldKnowledge
Background earn money after graduation.
(teach Read on to find
before reading) Comprehension – Part 1
out what one friend is planning and why.
• Vocabulary Support 7. For each of the following items, ask the question, provide
• Displays
78 “Well, it Comprehension
for Text is not all in the past yet, Jen,” Asma the sentence stem, and give students time to prepare their
89 said. “And we still have
• text copies for the Fluency to make summer plans.
Check answers. Then, call on a student to say the sentence stem
98 If you all come home with me, I can fix some and give the answer. Note: if you downloaded the
109 snacks, and then we can think of summer jobs displays, show the question and the sentence stem.
1. Turn to page 142. Find Activity K. We are going to read
118 we may get. There is not a lot of time left to • Where did the friends go to school?
a narrative, a story, in this lesson and the next. As we
130 get a job. I need a job to help pay my way at
read, we will ask: What is the setting? Who are the Begin by saying: The friends went to        . The
143 State University in September. I am going to
main characters? What is the characters’ problem? and friends went to Fern High.
151 be a teacher! What do you say? Will you all
Whatto happens in theasked
end?Asma. • Who are two main characters in this part of
161 come my home?”
the story?
2. Touch the title of the passage. Let’s read the title
Begin by saying: Two main characters in this part of
together. Summer Plans
the story are        . Two main characters in this
3. Find Part 1 and follow along as I read the introduction. part of the story are Tessa and Jen.
Have students touch under the words as you read. • Which character enjoyed high school more,
Repeated Reading – Part 1 Tessa or Jen?
Begin by saying: The character who enjoyed high
4. First Read: Beginning with the word “It,” read Part 1
school more was        . The character who
carefully to yourself. You may have students read silently
enjoyed high school more was Tessa.
or whisper to themselves. Put your thumb up when you
have read it one time. Then go back and reread Part 1
until I say stop. If I come to you, whisper read to me.
Ask individuals to whisper read a segment to you. Wait
until all thumbs are up.

T254 PHONICS FOR READING | Lesson 24 ©Curriculum Associates, LLC Copying is not permitted.
 21 rest of my last term at Fern High will be my very best,”
34 she added with a smile.
39 “I think the best part of this term is that it is the
52 LAST term!” Jen said. “I can’t wait to be rid of verbs UNIT 8 • Lesson 24
64 and math. Fern High has been OK, but it is all in
76 the past.”

Comprehension – Part 2
Part 2
Teacher Reads The five friends are walking away from their school, 13. For each of the following items, ask the question, provide
discussing how they could earn money after graduation. Read on to find the sentence stem, and give students time to prepare their
out what one friend is planning and why. answers. Then, call on a student to say the sentence stem
78 “Well, it is not all in the past yet, Jen,” Asma and give the answer.
89 said. “And we still have to make summer plans. • What problem are these friends facing?
98 If you all come home with me, I can fix some Begin by saying: These friends are facing the
109 snacks, and then we can think of summer jobs problem of        . These friends are facing the
118 we may get. There is not a lot of time left to problem of getting summer jobs.
130 get a job. I need a job to help pay my way at • What did Asma want to discuss with her friends at
143 State University in September. I am going to his home?
151 be a teacher! What do you say? Will you all Begin by saying: Asma wanted to discuss        .
161 come to my home?” asked Asma. Asma wanted to discuss summer jobs.
p 142

8. Find Part 2 and follow along as I read the introduction. Part 3

Have students touch under the words as you read. Teacher Reads Read on to find out what different ideas other friends
come up with, and what Amara says about her plan.
9. Touch under the bold word. Monitor. This word is
167 Later on at Asma’s home, Hiba said, “You may
University. What word? University
176 be right, Asma. This is the best time to make summer
Repeated Reading – Part 2 187 plans. Maybe I can get a part-time job as a clerk at the
10. First Read: Read Part 2 carefully to yourself. Put your
201 Herb Stern Market. Herb Stern owns the market, and
210 he may need help this summer. At least it is a start.
thumb up when you have read it. Then go back and
222 What will you do, Amara?”
reread Part 2 until I say stop. Wait until all thumbs
227 “I think my plans are going to shock you!” Amara
are up.
237 exclaimed. “After we eat I will tell you what I am
11. Second Read: Let’s read Part 2 together. Our goal is 248 doing!” she teased.
to read smoothly with good phrasing. Read at a 251
moderate rate using appropriate phrasing. p 143
12. Third Read (Optional): Select the best option for your
14. Find Part 3 and follow along as I read the introduction.
group.
Have students touch under the words as you read.
Partner Reading: Indicate which partner should begin
reading. Have students alternate by paragraph, assisting Repeated Reading – Part 3
their partner with pronouncing difficult words. Circulate 15. First Read: Read Part 3 to yourself. Put your thumb up
and monitor. when you have read it one time. Then go back and
Individual Turns: Call on students to read several reread Part 3 until I say stop. Wait until all thumbs are up.
sentences as classmates follow along. Continue until
16. Second Read: Let’s read Part 3 together. Our goal is
Part 2 has been read.
Part 2 to read smoothly with 1 phrasing. Read at a Part 3
Partgood
moderate rate using appropriate phrasing.
17. Third Read (Optional): Select the best option for your
group.
Partner Reading: Indicate which partner should begin
reading. Have students alternate by paragraph, assisting
their partner with pronouncing difficult words. Circulate
and monitor.
Individual Turns: Call on students to read several
sentences as classmates follow along. Continue until
Part 3 has been read.
(cont.)
©Curriculum Associates, LLC Copying is not permitted. UNIT 8 | Lesson 24 T255
UNIT 8 • Lesson 24

Read Text (cont.)

Comprehension – Part 3 Fluency Check (Optional)
18. For each of the following items, ask the question, provide 20. Refer to the Fluency Check on page A25 to choose a
the sentence stem, and give students time to prepare their grouping (Partner, Individual, or Self-Monitored) and
answers. Then, call on a student to say the sentence stem follow the steps using text copies. Remind students to
and give the answer. record their number of words on their Reading
• What was Hiba’s summer plan? Fluency Graph.
Begin by saying: Hiba’s summer plan
was        . Hiba’s summer plan was to get a MONITOR AND ADJUST
part-time job at the Herb Stern Market. Lesson 24
• Correction If students make an error, say the word
• What did Amara say her friends would think of and have them repeat it. Then have them reread
her plans? Part 3 the sentence.
Begin
Teacher Readsby saying:
Read Amara
on to find out saidideas
what different herother
plansfriends
come up with, and what Amara says about her plan.
would        . Amara said her plans would
167 Later on at Asma’s home, Hiba said, “You may
176shock
be right,her
[Link].
This is the best time to make summer
187 plans. Maybe I can get a part-time job as a clerk at the
19. Picture Match Look at the three pictures. Figure out
201 Herb Stern Market. Herb Stern owns the market, and
which picture
210 he may goes
need help thiswith
[Link] partit isofa start.
At least the passage.
222 What
Write thewill you do, number
correct Amara?” under each picture. Monitor.
227 “I think my plans are going to shock you!” Amara
If237students disagree
exclaimed. “After weon
eat their choices,
I will tell you whatdiscuss
I am which
answers
248 doing!” would be best.
she teased.
251

Part 2 Part 1 Part 3

p 143

©Curriculum Associates, LLC Copying is not permitted. UNIT 8 • LESSON 24 143

T256 PHONICS FOR READING | Lesson 24 ©Curriculum Associates, LLC Copying is not permitted.
 UNIT 8 • Lesson 24

Independent Practice
L. TEXT COMPREHENSION M. MORE PRACTICE

Lesson 24
Independent Practice

L. Text Comprehension Read each question. Think of the answer or look back M. More Practice Read each story. Answer the questions.
at the text. Fill in the blank. Be sure the sentence makes sense. Story 1: Parker and Dad went to see a film yesterday. The tale was sad and
▶ Part 1 made Parker cry. A pet was lost and did not come home. After looking and
looking, the man saw his lost dog by the light of his lantern. The man was so
1. WHERE did the pals go to school? glad to see his dog.
Fern High Dad saw that Parker was sad, so he gave her a hug.
The pals went to .
“Next time, let’s see a fun film,” Parker said.
2. WHO are the pals in this part of the story?
1. WHERE did Parker and Dad go yesterday?
The pals in this part of the story are Tessa and Jen .
Yesterday, Parker and Dad went to see a film .
3. WHAT did Tessa say that makes it seem she likes school?
2. WHAT did the man see with his lantern?
It seems that Tessa likes school because she said the rest of the
With his lantern, the man saw his lost dog .
term would be the best ever .
3. WHAT did Parker plan to see next time?
▶ Part 2 a fun film
Next time, Parker planned to see .
4. WHAT problem did the pals have? needed to make
The problem the pals had was they summer plans . Story 2: Jasmin entered the shop at ten. She needed a coat to stay dry in the
rain. “May I see that gray raincoat?” Jasmin asked the clerk. “It looks like just
5. WHY did Asma ask her pals to come to his home? what I need.”
“Why not see if it fits? Put it on,” the clerk said to her. Jasmin put on the
Asma asked them to come to think of summer plans . raincoat. It was a perfect fit. “I will take this gray raincoat. Is there a gray hat
that will match my raincoat?”
6. WHY did Asma say she needs a summer job? help pay his way at 1. WHAT did Jasmin need?
Asma said she needs a summer job to State University .
Jasmin needed a raincoat .
▶ Part 3
2. WHY did Jasmin get the gray raincoat?
7. WHAT job was Hiba thinking of getting? a clerk at the Herb Jasmin got the gray raincoat because it was a perfect fit .
Hiba was thinking of getting a job as Stern Market .
3. WHAT did Jasmin hope to get after the raincoat?
8. WHAT did Amara say the pals would think of her plans?
After the raincoat, Jasmin hoped to get a gray hat .
Amara said her plans would shock the pals .

My Points My Points Lesson completed

144 UNIT 8 • LESSON 24 UNIT 8 • LESSON 24 145
©Curriculum Associates, LLC
p 144
Copying is not permitted. ©Curriculum Associates, LLC Copying is not permitted.
p 145

General Directions for Independent Providing Feedback on Completed Activities

Activities L and M 1. For each completed activity, provide feedback on each
1. Read the directions for the activity with students. item by telling students the answer or calling on a student
2. Have students complete the first item. to provide the answer.
3. Provide feedback on the item by telling students the 2. Ask students to circle the number or letter for each
correct answer. Have students correct any errors. correct answer.
4. Use one of these options for completing the activity. Select 3. Have students count the number of correct items and
the procedure that reflects the amount of scaffolding/ record the number after the activity’s My Points.
support needed by students. 4. Have students correct any errors after the feedback has
a. Have students complete the activity independently. been given.
b. Complete the remaining items orally with students.
Then, have students complete the activity
independently, adding all written responses.
c. Proceed item by item with students, providing
scaffolding/support as needed and immediate
feedback.

©Curriculum Associates, LLC Copying is not permitted. UNIT 8 | Lesson 24 T257