Fill in the circle next to the correct answer

198 Pages·2010·14.33 MB·English

Grade 1 Correlated to State and
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a
ding Co WE8EK WSSctthuuahddreeaonncttt sse arrr’ees aanaddcd tttiooo nddWsee)tt.eehrrmmaiinntee ““wwhhoo”” ((tthhee mmaaiinn cchhaarraacctteerr)) aanndd ““wwhhaatt”” ((tthhee mmaaiinn
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prehension DA11Y Tamemtcsstlssaolettaaa ttCootnssccuui’trrthstttnddulyyiii ey nvvoeed ccaa iinnnahaettksstt myynba tsssss otor wwttteslla uuuuoow iiatcddccdttththn.hhaaeeee aaDttd nnnraateet. ttt i w tsstsppttrWhh hh’eaahff iaooceeerrsahn t lltt caat wllannssoo hnnttwteeeww haussdrreewwr..ed ko aara TTeee cs clltyoonrr hhatht oennttoeeiies nnurggyygdy’ .. de oattt sswtGGhhohthhehteeeiisoouueeln s.uunlssiir . ddRktt. ptll Sooddiee ertoarr aahssrrynyycdtteee: uut aaaa t Titmoddddnnchh eee ddteaaa nneh fillrri ttiellnmneenss ttrr isdchhttaeeltoolhieeaariun nu addccwwsgrc oo tctt ooartmmthhhiacrrhoooatddtppeniessrssoll eerseema noo ttcassiee.uuastee t Se?itt nntttn rahhllh(ttoo yceeeeiceuu:asnn h ff tTtddcctii)aorrhee hrpbbLsssseattiee ..e sco paaffHHt toofpcc’Wee srraatttirr eehciirvv shvvi eteeeoddniiuoa ttneessp dyyrs ttcc ae..atuuo iiotg WWddrddnghre iiteeiite dnniioveannhtt gg ess lhhttitoW t sssnah ooou ee cnddgennrhaadl d ooy uccfta.tto hhhhheTtptttlo hhseeelaiiho tt iieeyasfeeerrw tiib ssnmmWnnaaoDiiio ggnnngrdr,,Eu Ahhey ssghh tEoawwtt Yee i dutKwwslleehpp trrt oo1 e ss8htrr ..he dde ss
1 Name:
Read the story. Think about the main character and what the character does.
Rosa has a cat named Puff.
He likes to play a game.
Rosa throws a toy mouse.
PPuuffff rruunnss aafftteerr tthhee mmoouussee..
HHHeee pppiiiccckkksss iiittt uuuppp iiinnn hhhiiisss mmmooouuuttthhh...
PPPuuuffffff bbbrrriiinnngggsss ttthhheee tttoooyyy bbbaaaccckkk tttooo RRRooosssaaa...
RRRooosssaaa ttthhhrrrooowwwsss ttthhheee tttoooyyy ooovvveeerrr aaannnddd ooovvveeerrr...
PPPuuuffffff ppplllaaayyysss fffooorrr aaa lllooonnnggg tttiiimmmeee...
TTThhheeennn hhheee tttaaakkkeeesss aaa nnnaaappp...
PPPuuuffffff nnneeeeeedddsss tttooo rrreeesssttt...
TThheenn hhee ccaann ppllaayy aaggaaiinn!!
Fill in the circle next to the correct answer. 3. Which one does Puff play with?
1. What is Puff?
AA a girl AA
BBBB aa mmoouussee
52999
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Contents
Week Skills Page
Comprehension: Main Idea
1 Language Development: Phonics (initial consonant sounds, short a, 10
rhyming words)
Comprehension: Who and What
2 16
Language Development: Sight Words (good, has, two, are, not)
Comprehension: Sequence
3 22
Language Development: Word Meanings (water, bay, last, when, soft)
Comprehension: Compare and Contrast
4 Language Development: Phonics (rhyming words, final consonant sounds, 28
long i, short o, long e)
Comprehension: Fantasy and Reality
5 34
Language Development: Sight Words (said, soon, ride, please, her)
Comprehension: Prediction
6 40
Language Development: Word Meanings (dress, cluck, peep, grab, sticky, patted)
Comprehension: Main Idea
7 Language Development: Phonics (initial consonant sounds, final consonant 46
sounds, long e)
Comprehension: Who and What
8 52
Language Development: Sight Words (then, use, his, put, eat)
Comprehension: Sequence
9 58
Language Development: Word Meanings (bits, poking out, wiggly, when, hatch)
Comprehension: Compare and Contrast
10 64
Language Development: Phonics (hard and soft c, long e, long i, s/z sound)
Comprehension: Fantasy and Reality
11 70
Language Development: Sight Words (were, was, that, where, they)
Comprehension: Prediction
12 Language Development: Word Meanings (spray, wavy, lacy, stack, 76
meadow, everything)
Comprehension: Main Idea and Details
13 Language Development: Phonics (rhyming words, oo, consonant digraphs, 82
long e)
Comprehension: Who, What, and Where
14 88
Language Development: Sight Words (under, could, went, must, live)
Comprehension: Sequence
15 94
Language Development: Word Meanings ( form, does, spill, breathe, dashed)
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Week Skills Page
Comprehension: Compare and Contrast
16 Language Development: Phonics (compound words, rhyming words, ou, 100
long e, i spelled y, short a )
Comprehension: Fantasy and Reality
17 106
Language Development: Sight Words (with, of, just, like, every)
Comprehension: Prediction
18 112
Language Development: Word Meanings ( jiggles, down, store, loaf, rumble)
Comprehension: Main Idea and Details
19 Language Development: Phonics (long o, silent e rule, hard and soft g, long e, 118
rhyming words)
Comprehension: Who, What, and Where
20 124
Language Development: Sight Words (out, one, there, know, from)
Comprehension: Sequence
21 130
Language Development: Word Meanings (set, bottom, pulled, jaw, pier)
Comprehension: Compare and Contrast
22 136
Language Development: Phonics (oo/ou, long vowels, s/z sound)
Comprehension: Author’s Purpose
23 142
Language Development: Sight Words (over, through, let, white, have)
Comprehension: Prediction
24 148
Language Development: Word Meanings (verbs, bumpy, verbs, wiggle, creaked)
Comprehension: Main Idea and Details
25 Language Development: Phonics (rhyming words, heteronyms, base words 154
and endings, s blends, syllables)
Comprehension: Who, What, Where, and When
26 160
Language Development: Sight Words (saw, walk, after, this, old )
Comprehension: Sequence
27 Language Development: Word Meanings (grader, toss, squirt, sprinkle, 166
center, milk, kelp)
Comprehension: Compare and Contrast
28 172
Language Development: Phonics (s blends, plurals, syllables, oo/ou, long e )
Comprehension: Author’s Purpose
29 178
Language Development: Sight Words (again, when, ask, eight, take)
Comprehension: Prediction
30 Language Development: Word Meanings (shoos, change, trick, wag, 184
chews, gnaws)
© Evan-Moor Corp. • EMC 3451 • Daily Reading Comprehension 3
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What’s in This Book?
Each week of Daily Reading Comprehension follows the same five-day format, helping
to make the teaching and learning process simpler.
1 The weekly teacher page lists the skill that students will focus on for that week and
provides a brief definition of the skill. Read the definition aloud to students each day
before they complete the activities, or prompt students to define the skill themselves.
You may also wish to reproduce the comprehension skill definitions on page 8 as a
poster for your classroom.
2 The teacher page provides an instructional path for conducting each day’s lesson and
activities. Use the tips and suggestions in each day’s lesson to present the skill and
introduce the passage.
3 Use the student record sheet on page 9 to track student progress and to note which skills
a student may need additional practice with.
4 Each student page begins with directions for reading the passage. These directions also
serve as a way to establish a purpose for reading. Help students see the connection
between setting a purpose for reading and improving their comprehension.
5 Because much of reading comprehension stems from a reader’s background knowledge
about a subject, take a moment to discuss the topic with students before reading a
passage. Introduce unfamiliar phrases or concepts, and encourage students to ask
questions about the topic. Also, as you read to your students, or as they read
independently, help them see the connection between the words and the pictures.
6 After students have read a passage, a comprehension activity gives students an
opportunity to practice the weekly comprehension skill. Questions are designed to look
like the multiple-choice items found on state tests. Items use words and pictures to help
students practice skills, whether or not they are fluent readers.
7 The comprehension activity is followed by a language development activity that
practices skills in one of three important areas for improving literacy: phonics, sight
words, and word meanings. The language development activity may be completed
independently, in small groups, or as a whole group.
4 Daily Reading Comprehension • EMC 3451 • © Evan-Moor Corp.
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Weekly Teacher Page
WEEK Main Idea
1 When students read for the main idea, they seek to understand the central
message of a passage or story.
Weekly skills are explained at
the top of each teacher page.
Write hop, run, walk, and fly on the board. Point to each word, say it aloud, and ask students to
repeat after you. Say: When we come to one of these words in the story, you may read it with me if
you wish. Then direct students’ attention to the illustrations. Ask: What do you see in the pictures
DAY on this page? (bugs, insects) What a story is mostly about is the main idea of the story. Let’s read
1 twhhea stt tohreyy t aor fei gnodi nthge t om laoionk ifdoera i.n R tehaed s tthorey i.n (sfotruurc wtioaynss baut gths ec atonp m oof vthe)e Ipnasgtreu aclto sutdu.d Aenskts s ttou dfoelnlotsw the
story by pointing to each word as you read aloud. After each pair of lines, stop to ask students how a
bug can move. At the end of the story, ask students to tell all four ways a bug can move. Ask: What
do you think the main idea of this story is? (ways bugs can move) Complete the activities together.
Write cat, hat, fat, scat, that, and flat on the board. Ask: What is the same about these words? (the
word part “at” ; the letters a-t ) Since they have the same word family part at the end, these words
DAY rahpypmeaer. iRne tahde tshtoe rwy.o Rrdesm tiongde tshtuerd seenvtes rtahla tti mthees m. Ianivni tied setau odfe na tsst otor yr eisa dw thhaet wthoer dstso oryu ti sl omuods wtlhy eanb othuet.y
2 Stoa yd:e Tschreib pei cwtuharet st hiney a s seteo irny tohfet einllu hsetlrpa trioeands.e (rcsa lte sairttnin agb oount h tahte, mstaokryin’sg m it afilnat )id Reeaa. dA aslko uindd tihveid uals The daily instruction path provides
instructions at the top of the page and the story. Then complete the activities together. Point out that
item 1 is asking about the main idea. suggestions for modeling the skill
D3AY WRanerdvi itteehw teh nteh rewe asokdrid iltsl , a ma snyed,c s orkenyad, db t ytimh, aeen i, ndin sftvlryiut oicnntig ot hsntesu badtoe tnahrtsde .tt ooIn prt eroaofd dt huweco epr dtahsg eet hwaelooyr udkdsn. o aRwse r awedci otthmh eym ostueon.r dTye htdoe n os ntcu oDdmeanpytl 2es,t. e and guiding students through the
the activities together. Point out that item 1 is asking about the main idea.
DAY Dilliursetcrta sttiound etnot isn’ tartotednutcioe nth teo wthoer dilslu ksittr aantido nd eann.d R eelmiciitn idd estaus dfoenr tws hthata tt hweh satto trhye i ss taobroyu its. aUbsoeu tth ies called passage and activities.
4 the Main Idea. Read the instructions at the top of the page aloud. After reading the story, ask
students what they remember about foxes. Complete the activities together.
DAY Daniryeocnt es tsuede ean wtso’ radtt einnt tiohne stoto trhye t ihllauts ntraamtioens tahned d aosgk? f o(Mr wopo)r dWs htoy dise stchraitb ae tghoeo ddo nga. mThee fno ra stkh:i sD dooegs?
5 Read the instructions at the top of the page aloud. After reading the story, ask students what things
Mop can do. Complete the activities together.
10 Daily Reading Comprehension • EMC 3451 • © Evan-Moor Corp.
Name: Main Idea WDEAEYK 31
RReeaadd tthhee ssttoorryy.. LLooookk ffoorr ssoommeetthhiinngg ffuunnnnyy..
OI Nshea,m em ea:y !pig in the sky. Main Idea WDEAEYK 21 Daily Student Pages
TRRheeeaa pddi gtthh iees ssfltt ooyrrinyyg.. AA bssy yy!oouu rreeaadd,, ffiinndd oouutt wwhhaatt hhaappppeennss ttoo tthhee hhaatt..
AA bduugck c caTTTTanhhhhn fleeee fly cccc.yaaaa ittttn iiii sssstNh aofofeaamnn ttse.. :mmk yyy. hhaatt.. Main Idea WDEAEYK 11 Activity directions help students
Can a piSSg ccfl aaytt?,, ccaatt!!Read the story. Find out four ways bugs can move.
OA hp,i gm iys! iGGGGn eeeethtttt eaaaa wwwwskaaaayyyyy.!! ffrroomm THmmhoyyips hh, baahutto..gp ,c haonp h!op. establish a purpose for reading.
That pig OOcahhn,, nnfl ooy!!!
LLooookk aatt tthhaatt!! This bug can run. Grade-appropriate text and
FFiillll iinn tthhee cciirrccllee nnMMeexxyytt hh ttaaoott tt iihhssee flflcc aaoottrr..rreecctt aannsswwReerru..n, run, run!
11.. WWhhaatt iiss tthhee ssttooWWrryyhh aaaabbtt ooccuuaattnn?? II ddoo aabboouutt tthhaatt ??3. WThhicish bwuogr dcsa snh owwa lsku.rprise? illustrations support
 A pig flies in the sky. W flayilkn,g w baylk, walk! comprehension.
 A duFFciillkll iifnnli ettshh ieen cc tiihrrccell ees knnyee.xxtt ttoo tthhee ccoorrrreecctt aannss wwOeehrr.., myT!his bug can fl y.
 A bu 11g.. lWWoohhkaastt aiitss ttthhheee ssskttooyrr.yy aabboouutt??  in th 33e.. sFWWklyyhh, iiflcc hhy, oo flnn yee! tteellllss aabboouutt tthhee hhaatt??
22.. WWhhiicchh oonnee ttAAee llccllssaa ttaa bbttaaookkuueettss tt aahh eehh aappttii..gg??  TThhee hhaatt iiss ffllaatt..
 The pig i sAA o ccnaa att eefaaarttssm aa. hhaatt..  TThhee hhaatt iiss ffaatt..
 The pig i sAA i ncc aattth sseii ttsssk ooy.nnF aai lhhl aaittn.. the circle next to the cor rTTehhceet ahhnaatts wiisse oor.nn tthhee ccaatt..
LCLCRRooiiHHrrooccYYkkll eeMM Tbb IItthaaNNhhcceGGrr kk 22eep VV WW..eeaai OOg WWttOOwwWW ttRRi ooshhEEhhTTTTTTDD rrLLeeiiihhhhhhSSddncc SSsseeeeeehhss ttaOO oocccccctt ooUUzhhaaaaaarrnnottttttNNyyaa ee..oiisiisttDD ssss ii.ttSSrrtt eesfsfsshhaallmm yylluutt ss2..1mmaann aa..ll ddeebbllWW..ee oowwrr uuhhhhhI iitttttoooattihh cchhtttwwweeh ahh i b n shheebbbo y aatuuunh.httgggeo..esss p t segeh.tlaoeolt ??slrp ya baobuotu at? ? 3. W hich bug can hop? Each passage is followed by a
SCCaiiyrrcc cclleeaa tttt..hhee wwoorrdd tthhaatt hhaa IIsstt ttcchhaaeenn ss rfaaluymmn.ee. vvoowweell ssoouunndd aass ccaatt..  comprehension activity, as well as
11.. ccaammee 22.. aallll 33.. hhaavvee 44.. ppllaayy language development practice.
©© EEvvaann--MMoooorr CCoorrpp.. •• EEMMCC 33445511 •• DDaaiillyy RReeCaaddBiiinnErggc GCClIooeNmm tppNhrreeIehhNee Gwnnss iioSoonnrO dU tNhDaSt starts with the same sound you 1h3ear in bug.
1. rug 2. but 3. rub
12 DDaaiillyy RReeaaddiinngg CCoommpprreehheennssiioonn •• EEMMCC 33445511 •• ©© EEvvaann--MMoooorr CCoorrpp..
© Evan-Moor Corp. • EMC 3451 • Daily Reading Comprehension 11
Student Record Sheet
Student Record Sheet Student: 9
Number of Questions Answered Correctly
Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Notes: The record sheet allows you to
Week 2
Week 3 record students’ progress and
Week 4
Week 5
Week 6 identify areas in which individuals
Week 7
WWeeeekk 89 need improvement.
Week 10
Week 11
Week 12
WWWWWWWWWWWWWWWWWWeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeekkkkkkkkkkkkkkkkkk 111111122222222223345678901234567890 © Evan-Moor Corp. • EMC 3451 • Daily Reading Comprehension
© Evan-Moor Corp. • EMC 3451 • Daily Reading Comprehension 5
3451FM.indd 5 3/29/10 1:29 PM
Skills in
Daily Reading Comprehension
Daily Reading Comprehension helps students become stronger readers by combining
comprehension instruction and practice with language development. Every week,
students are given the opportunity to practice standards-based comprehension skills,
along with phonics, sight words, or vocabulary.
Comprehension
Students learn and practice six common comprehension skills that will help them become proficient
readers and prepare them for reading assessments they will encounter in later grades. Each skill below
is the focus of five weekly lessons, occurring every six weeks, for repeated practice and instruction:
• Main Idea and Details • Who, What, Where, When • Sequence
• Compare and Contrast • Fantasy and Reality • Prediction
Phonics
Gaining the ability to decode, or sound out, words is an important skill for becoming a fluent reader.
The following phonics skills are practiced throughout Daily Reading Comprehension:
• rhyming words • digraphs
• beginning and ending consonant sounds • blends
• short and long vowel sounds
Sight Words
Sight words help students decode and read fluently. Daily Reading Comprehension activities
focus on 50 of the 220 words from the Dolch sight word list:
after has not saw under
again have of soon use
are her old take walk
ask his one that was
could just out then went
eat know over there were
eight let please they when
every like put this where
from live ride through white
good must said two with
Word Meanings
Reading comprehension depends not only on being able to decode a word, but to understand
its meaning. Each word meaning activity in Daily Reading Comprehension focuses on a
grade-appropriate vocabulary word from that day’s reading selection.
6 Daily Reading Comprehension • EMC 3451 • © Evan-Moor Corp.
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