Welcome to Reading Level D

Welcome to Reading Level D
Interactive
Classroom
Mini‐lessons
•
Expanding
vocabulary?
Play
a
guessing
game
with
the
vocabulary
theme
words.
Write
each
word
on
a
separate
slip
of
paper.
Draw
a
slip
without
showing
it
to
your
students
and
give
meaning
clues
to
help
them
guess
the
word
on
it.
Then
your
students
can
draw
a
slip
and
give
you
and
the
other
students
clues.
o Writing
vocabulary
words?
Help
your
students
practice
writing
and
saying
the
vocabulary
words
from
the
story.
They
can
copy
the
words
from
the
slips
of
paper
you
made
for
the
guessing
game.
•
Exploring
long
a
spelled
ai
Write
ail
in
large
letters.
Then
write
these
words:
fail,
hail,
nail,
pail,
sail,
tail,
and
wail.
Ask
your
students
to
read
each
word.
•
Exploring
long
o
spelled
oa
Write
the
word
moan
on
the
board.
Explain
that
oa
makes
a
long
o
sound.
Write
the
following
words:
oat,
boat,
goat,
float,
coat,
throat,
road,
load,
toad,
groan.
Then
ask
your
students
to
sort
the
words
into
rhyming
word
groups
while
they
say
them
aloud.
•
Exploring
tch
as
in
catch
Help
your
students
learn
the
tch
ending
with
these
two
word
families:
catch,
batch,
match,
scratch
and
itch,
ditch,
pitch,
switch.
Write
each
word
and
ask
your
students
to
sound
out
the
words.
Underline
the
tch.
Then
ask
your
students
to
sort
the
words
into
two
word‐family
columns.
o Writing
words
with
tch
Encourage
your
students
to
write
sentences
using
some
of
the
words
ending
in
tch.
•
Exploring
long
i
spelled
igh
Write
the
ending
ight
in
large
letters.
Then
present
this
challenge.
Say,
Try
to
come
up
with
as
many
new
words
as
you
can
using
these
letters
together.
Assist
your
students
in
forming
several
of
these
words:
fight,
light,
bright,
night,
sight.
•
Exploring
o
as
in
love
Show
your
students
that
the
o
in
love
makes
the
same
sound
as
the
short
u
in
cup.
Say
these
pairs
of
words
and
ask
them
to
identify
the
short
u
sound:
love
or
mouth,
coin
or
dove,
glove
or
raise,
above
or
batch,
yard
or
shove.
•
Exploring
silent
k
as
in
knight
Remind
your
students,
Some
letters
are
silent—we
don’t
pronounce
them.
Write
the
word
knight
as
an
example.
Explain
to
your
students
that
they
should
sound
out
the
letter
next
to
the
k
(n)
to
get
the
beginning
sound.
o Writing
words
with
kn
Point
to
or
act
out
each
of
these
words:
knee,
knock,
knife,
knot.
Ask
your
students
to
find
the
word
on
your
list
and
write
it
out
themselves.
•
Exploring
ough
as
in
thought
Say
the
word
thought.
Explain
to
your
students
that
this
is
one
sound
made
by
ough.
Write
these
words
and
help
your
students
sound
them
out:
thought,
bought,
brought,
ought,
fought,
sought.
•
Exploring
oy
as
in
toy
Say
the
word
toy
and
explain
to
your
students
the
sound
made
by
the
oy.
Take
turns
naming
other
words
that
include
the
/oy/
sound
(annoy,
boy,
joy,
destroy,
cowboy,
joyful,
enjoyment,
voyage,
loyal).
•
Exploring
dge
as
in
edge
Point
out
the
/j/
sound
in
the
word
edge.
Then
say
the
following
pairs
of
words
for
your
students
and
ask
them
which
word
in
each
pair
has
the
/j/
sound
made
by
dge:
end
or
edge,
bridge
or
bring,
ride
or
ridge,
badge
or
bad,
dog
or
dodge.
•
Exploring
two‐syllable
words
Instruct
your
students
to
look
for
two‐syllable
words
as
they
read
the
stories
in
the
D
level.
Say
each
word
and
help
your
students
listen
for
the
units
of
sound
in
the
word.
Ask
them
to
clap
their
hands
once
per
syllable.
Then
make
a
list
of
two‐syllable
words
that
you
find.