Shel Silverstein

Unit Overview

Message to Adult Mentor

This lesson continues a format that is integrated and includes the reading process (literary and informational), writing, spelling and fluency. You will be asked to read aloud and model book handling, left-right reading, expression and fluency. During Guided Oral Reading, the student will reading the story orally and work on reading strategies and respond to literature. Spelling words will be introduced during this lesson and a variety of spelling activities will be assigned. There will be opportunities to make words with magnetic letters and learn word families. Writing instruction will continue with a focus on writing sentences and questions. Since daily writing is key to the reading-writing process, time should be set aside daily for a journal entry. Topics for writing in the journal should be self-selected and drawing a picture to accompany the writing is encouraged. The writing journal will be turned in at the end of the course.

Word Power

Sight Word Scrabble

Fluency

Message to Adult Mentor:

Let’s continue to increase sight word vocabulary. These sentences include common words that appear often in text, which children need to know instantly for their reading. In the following sentences the focus is on the words, which are high frequency words (sight words). If you notice that the student is having difficulty with these words please practice them throughout the week.

Read the sentences silently, then aloud to your adult mentor. It is important to be able to recognize high frequency words and reading them should become automatic.

1. Call me first before you go for help.

2. They don’t know what she does all day.

3. We saw five fast jets fly by.

4. I am giving him a call first before I go away.

5. The first of five cats I found is old.

6. You don’t like the cold at all.

7. He gave me a pretty green mat made of rags.

8. Call me when the bell goes off.

9. Many old cars are green or brown.

10. Its nose is black and its paw is white.

Sight Word Building Fun

Word Search

Spelling

Message to Adult Mentor

Please read the following to student:

In this lesson, you will learn to spell words with the suffix -est spelling patterns. With your magnetic letters, make the following words, saying each word as you make it.

1. fastest	6. softest
2. slowest	7. smartest
3. biggest	8. silliest
4. shortest	9. brightest
5. loudest	10. funniest

Next, the student may choose one or more activities to practice their spelling words each day from the Spelling Menu below!

Unit 23 Spelling Words

Unit 23 Spelling Words
1. fastest	6. softest
2. slowest	7. smartest
3. biggest	8. silliest
4. shortest	9. brightest
5. loudest	10. funniest

Spelling Menu

Click on SPELLING TRAINING to practice your spelling words. Add each of your spelling words to the list, then complete one the activites below the list.

Click on the link below to print a fun activity to help you practice your spelling words!

Spelling Cootie Catcher

Reading

Message to Adult Mentor:

Please read this paragraph to the student:

It is time to turn our attention to reading! Poets can create poetry by using carefully chosen words to show ideas or feelings. A poem can paint a picture in your mind or tell you a story. Sheldon Allan "Shel" Silverstein was an American poet, singer-songwriter, cartoonist, screenwriter, and author of children's books.

Sheldon Allan “Shel” Silverstein

It is time to turn our attention to reading! Poets can create poetry by using carefully chosen words to show ideas or feelings. A poem can paint a picture in your mind or tell you a story. Sheldon Allan "Shel" Silverstein was an American poet, singer-songwriter, cartoonist, screenwriter, and author; known for children’s books such as The Giving Tree and Where the Sidewalk Ends, and many others. So come in, open your imagination, bend your brain, and let the magic of Shel Silverstein fill your mind. Click on his picture to the left to learn more about him.

The Giving Tree

Message to Adult Mentor:

The Giving Tree, by Shel Silverstein

Narrated by: Laura Domineau

Book Introduction: During the book introduction, you want to encourage conversation about student’s knowledge and experience surrounding the book. After reading the title and looking at the picture on the title page, ask student to predict what the book/story might be about. During the reading, you may want to pause and talk about parts of the story. A new or interesting vocabulary word may require discussion.

Read this to the student:

“The Giving Tree” is a narrative poem. It is a poem that tells a story. This particular narrative poem is a parable. A parable is a simple story used to illustrate a moral or a lesson. Listen as the story is read and see if you can find the moral or lesson.

Click the link below to watch the 1973 “Giving Tree” movie spoken by Shel Silverstein.

Put “The Giving Tree” events in order from beginning to end.

_____ The boy and the tree loved each other and were happy.

_____ The boy rested on a stump.

_____ The boy cut down the trunk to make a boat.

_____ The boy and the tree played hide and seek.

_____ The boy pretended to be king of the forest.

_____ The boy cut off the branches to build a house.

_____ The boy picked apples from the tree to sell.

_____ The tree loved a boy who came every day.

When you read, it is important to be able to ask and answer questions to show that you understand what you are reading. Print and complete the Questioning the Text Worksheet to practice asking questions about “The Giving Tree."

In the poem, the tree let the boy use its parts throughout his life. How many different ways can you remember? Trees are very useful, and our world would not be the same without them. They provide us with the oxygen we need to breathe. They give us wood to build houses, boats, furniture, and all kinds of other things. They provide us with fuel to keep our homes warm. Paper is made from trees. And trees provide much of our fruits. Discuss other ways the tree could have been useful to the boy at each stage of life.

Just as the Tree was giving to the boy, think of some people who are giving to you? What do they give you? Print and complete The Giving Tree: Idea Web. Share your answers with your mentor and place your web in your writing journal. Why do you think the tree was so giving?

What do you think is the central message (theme) of “The Giving Tree?" Discuss your thoughts with your mentor. Then print and complete the Determining Theme worksheet to illustrate and explain the theme. Place it in your writing journal when you are finished.

Now answer questions 1-10.

Writing

Articles: a, an, the

Message to Adult Mentor

Read the following to the student and discuss:

A, an, and the are a special kind of adjective called articles. They help nouns.

A, an, and the are a special kind of adjective called articles. They help nouns.

The Rules:

· A is used before a noun that begins with a consonant.

§ Example: a chair

· An is used before a noun that begins with a vowel (a, e, i, o, u).

§ Example: an egg

· The is used before a noun that names a particular person, place, or thing.

§ Example: the woman

Let’s try a few examples! Read each noun and add the correct article (a, an, the) before the word. Discuss your answers with your mentor.

1. _____ zipper

2. _____ owl

3. _____ airplane

4. _____ idea

5. _____ water

Now answer questions 11-20.

Reading

Sick

In his poem, Shel Silverstein uses rhyming couplets. A couplet is a group of two lines that rhyme. Look at the poem below, read the poem aloud to your mentor and fill in the missing words that you think go in the blanks of the poem.

SICK

I have the measles and the mumps,

A gash, a rash and purple _________________

My mouth is wet, my throat is dry

I’m going blind in my right _________________

My tonsils are as big as rocks,

I’ve counted sixteen chicken ________________

I cough and sneeze and gasp and choke,

I’m sure that my left leg is __________________

My nose is cold, my toes are numb

I have a sliver in my ___________________

Now it’s your turn to read! Print out the poem “Sick” by Shel Silverstein and read the whole poem to your mentor.

Message to Adult Mentor

Print Sick, by Shel Silverstein

As the student reads, if the student comes to a word that they do not know, lead them through the decoding strategies listed below. You may also encourage the student to pause and talk about parts of the story. After the student is finished reading, ask about the characters in the story and encourage the student to orally retell what has happened so far.

Listen to Scott Provo narrate the Shel Silverstein’s classic "Sick," from “Where the Sidewalk Ends."

Now answer questions 21-25.

Close Reading

Message to Adult Mentor

Print No Difference by Shel Silverstein

Read the following to the student:

You are now going to do a close reading of the poem, No Difference. First, you are going to begin by reading silently to yourself. As you read, it is important that you underline with your pencil or use your highlighter to find important ideas as you read. After you have read the story, talk to your mentor about what you have highlighted.

What do you think the poem is about? Record your thoughts on your Poetry Map.

Message to Adult Mentor

Step 3: During the second reading of the story, you are going to read aloud. It is important that you read clearly and model left-right reading, expression and fluency.

Do you want to change your mind about the meaning of the poem? If not, take a few minutes to write about the elements of poetry (rhyme, rhythm, simile, metaphor, personification, onomatopoeia) used in the poem on your Poetry Map.

For the final reading, it is your turn to read aloud! You are going to read, No Difference, aloud to your mentor. During the reading, it is important to remember what to do if you come to a word that is tricky for you. Remember to record any new thoughts that come to mind on your Poetry Map. What do you think is the theme or the message? How do you know? Explain?

Message to Adult Mentor

As the student reads, if the student comes to a word that they do not know, lead them through the decoding strategies. You may also encourage the student to pause and talk about parts of the story. After the student is finished reading, ask about the characters in the story and encourage the student to orally retell what has happened.

Click on the link below to listen to Shel Silverstein read “No Difference."

Now answer questions 26-30.

Writing about Reading

Print the Poetry Review worksheet. Complete the sheet for the poem, No Difference, by Shel Silverstein. Use your imagination and be creative. Try to really picture what Shel is showing us in this poem. Be sure to be colorful when you draw your picture! Don’t forget to rate this poem.

If you would like, you can print another Poetry Review sheet to complete using another poem. When you are finished, place your paper(s) in your Writing Journal.

Spelling Test

Message to Adult Mentor

Please feel free to use the sentences below or create your own!

Read the following instruction to student:

Now it is time to take your spelling test. Number your writing paper to ten. Your adult mentor will read the screen and say each spelling word as you write them. Then, read the sentence provided. You will send your paper to the VLA Teacher to be checked. Please send it on Friday.

SPELLING TEST
1.	fastest	The number three car was the fastest of all the cars in the race.
2.	slowest	The turtle was the slowest in the race with the hare; however, he persevered and won.
3.	biggest	The biggest building in the city had over 26 floors.
4.	shortest	My best friend B.J. is the shortest student in my class.
5.	loudest	The drummers were the loudest players in the band.
6.	softest	I can whisper the softest of every one in my family.
7.	smartest	The dog that jumped through the hoop was the smartest of all the dogs.
8.	silliest	My friends say that I am the silliest of us all.
9.	brightest	The light around the basketball court was the brightest of all the lights in the park.
10.	funniest	I think my friend Sam is the funniest of all my friends.

Now it is time to take your spelling test! Number your writing paper to ten. Your adult mentor will read the screen and say each spelling word as you write them. Then, read the sentence provided. You will send your paper to the VLA Teacher to be checked. Please send it on Friday.

Now answer question 31.

Cursive Writing

What skill would you like to gain more than any other? Would you like to become a famous baseball player? Or would you like to perform as a graceful ballerina in front of a huge audience? Maybe you would like to play football in college or soccer for your high school…Whatever your wish, in order to have it come true, you must practice, practice, practice.

Well, the same thing goes if you are to become a very good cursive writer. Sooooo, let’s spend some time practicing the letters you have learned so far.

Remember, you have learned to make a cursive “i."

You have also learned to make a cursive “t."

And, last, but not least, you have learned to make a cursive “u."

Now, it’s time to practice those letters. Click on this link to print out a worksheet with the letters i ,t, and u. PDF File

Now answer question 32.

Now, it’s time to learn some new cursive letters. We will begin with the cursive letter “s."

Look carefully at the following animated cursive “s."

With your mentor's help, read the chart below. It tells exactly how the cursive "s" is formed. 

Next, look at the animated “s” again. As you look at it, trace the strokes in the air. Do this 5 times, or more, if you would like.

Next, practice writing the letter on paper. Click on this link to retrieve and print a worksheet for practice. PDF File You will send this sheet to your VLA Teacher on Friday.

Now answer question 33.

Let’s move on to the cursive letter “r."

Look carefully at the following animated cursive r.

With your mentor's help, read the chart below. It tells exactly how the cursive "r" is formed. 

Next, look at the animated “r” again. As you look at it, trace the strokes in the air. Do this 5 times, or more, if you would like.

Next, practice writing the letter on paper. Click on this link to retrieve and print a worksheet for practice. PDF File You will send this sheet to your VLA Teacher on Friday.

Now answer question 34.

Let’s move on to the cursive letter “e."

Look carefully at the following animated cursive “e."

With your mentor's help, read the chart below. It tells exactly how the cursive "e" is formed. 

Next, look at the animated “e” again. As you look at it, trace the strokes in the air. Do this 5 times, or more, if you would like.

Next, practice writing the letter on paper. Click on this link to retrieve and print a worksheet for practice. PDF File You will send this sheet to your VLA Teacher on Friday.

Now answer question 35.

Let’s move on to the cursive letter “l."

Look carefully at the following animated cursive “l."

With your mentor's help, read the chart below. It tells exactly how the cursive "l" is formed. 

Next, look at the animated “l” again. As you look at it, trace the strokes in the air. Do this 5 times, or more, if you would like.

Next, practice writing the letter on paper. Click on this link to retrieve and print a worksheet for practice. PDF File You will send this sheet to your VLA Teacher on Friday.

Now answer question 36.