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Teacher Lessons and Student Resources

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Student Resource Sheets

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Level 8Lesson 41

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lesson forty-one

Lesson Materials:• Student Resource Book: Student Resource Sheets: Word Study, Fluency, Comprehension, Vocabulary• Dry-erase boards, dry-erase markers, erasers

LESSON OBJECTIVE:Word Studyidentify the prefixes ‘inter-’ and ‘intra-’ and understand their meanings

Fluencydefine fluency and understand how to read to improve fluency

Comprehensionunderstand how to access prior knowledge before reading

Vocabularydemonstrate familiarity with content vocabulary words

20 mins. 5 mins. 20 mins. 5 mins.

SET-UP NOTES:

NOTE: Greet students by name and take attendance. State Lesson Objectives for today.

Welcome 2 mins.

A. Access Prior Knowledge

(a group of letters added to the beginning of a root or root word)

B. Skill Introduction

NOTE: Write the word ‘national’ on the dry-erase board.

Introduction 5 mins.Word Studyidentify theprefixes ‘inter-’ and ‘intra-’ and understand their meanings

290 Lesson H41

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H41

(inter-)

NOTE: Write ‘international’ on the dry-erase board.

NOTE: Write ‘intra- + mural = intramural’ on the dry-erase board.

(The prefix ‘intra-’ means ‘within or inside of.’)

NOTE: After students have written the prefixes ‘intra-’ and ‘inter-’ on their dry-erase boards, review the definition and sample word for each. Review the directions for the activity aloud.

NOTE: Assist students as they work. Review completed work as a group.

DifferentiationAfter students complete their chart, direct them to respond to the prompt: ‘My favorite intrastate destination is….’

DifferentiationDirect students to work with a partner to complete the resource sheet.

Direct Skill Instruction and Guided Practice: Word Study 10 mins.

Short Independent Practice 5 mins.

291©2010 Catapult Learning, LLC

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lesson forty-one

Fluencydefine fluencyand understand how to read to improvefluency

A. Teacher Introduces Passage with Intonation and Modeling

B. Reading: first 1/2 by Teacher, second 1/2 by Students

NOTE: Orient students to the page and introduce the selection. Read the first half of the selection aloud to students, using appropriate intonation and expression. Invite students to join you in reading aloud the second half of the selection.

DifferentiationSet a personal goal for increased speed, accuracy, and/or intonation.

DifferentiationSelect a reduced portion of the text for fluency practice.

Text Introduction 5 mins.

Comprehensionunderstand howto access prior knowledge before reading

Introduce Skill in Isolation

Introduction 5 mins.

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(list anything we know about that topic)

Direct Skill Instruction: Comprehension 10 mins.

NOTE: Write the word ‘baseball’ on the dry-erase board.

NOTE: Share student responses. Responses may include: a game played with a bat and a ball, the New York Yankees, home runs, foul balls, etc.

Guided Practice 5 mins.

NOTE: Read the directions aloud to the students. Direct them to first work independently and then to pair up and compare their webs with a partner.

NOTE: Discuss how this would assist students in reading an article on recycling.

H41

293©2010 Catapult Learning, LLC

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lesson forty-one

DifferentiationAfter students complete their web, direct them to respond to the prompt: ‘Accessing my prior knowledge is important….’

DifferentiationDirect students to complete a reduced portion of the resource sheet.

Vocabularydemonstratefamiliarity with content vocabulary words

A. Access Prior Knowledge

(a word that has the opposite meaning of another word)

B. Content Word Introduction

(tolerant, resigned to, in agreement with)

(to do something special because of a particular event or special occasion)

(a long talk on a particular subject)

(to make someone feel angry and upset by doing or saying something that insults them)

(a religious talk given as part of a Christian church service, usually based on the Bible)

NOTE: Write ‘happy’ and ‘difficult’ on your dry-erase board.

Introduction 5 mins.

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NOTE: Review answers. Students may have responded ‘unhappy’ or ‘sad’ and ‘easy.’

NOTE: Review the directions. Assist students in completing the activity as a group.

DifferentiationDirect students to identify antonyms for the words ‘brief,’ ‘locate,’ and ‘improve.’

DifferentiationDirect students to work in pairs to complete the activity.

(to tap into information about a topic that you already know)

(in a list or web)

Summary/Closure

3 mins.

NOTE: Direct students to count tokens and record total in Token Tracker.

Count/Record Tokens

5 mins.

Total Time 60 mins.

295©2010 Catapult Learning, LLC

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296 Lesson H41

within a state

to throw in between

between different religions

within a galaxy

The recycling effort has grown trememdously in the last ten years.

Donating unused and unwanted items is also considered recycling.

You must separate the materials before the pick-up.

There is a pick-up that is separate from the trash pick-up.

Plastic, newspaper, bottles, cardboard, etc. are recyclable.

Recycling helps to save the environment.

intolerant, disapproving

respectful, please

ignore, indifferent, castigate

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2 Lesson F41 Date:

Word Study • Lesson 41

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Date: ©2010 Catapult Learning, LLC 3

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Fluency • Lesson 41

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4 Lesson F41 Date:

Comprehension • Lesson 41

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Date: ©2010 Catapult Learning, LLC 5

Vocabulary • Lesson 41

strenuous anticipation survival

surveying extraordinary resourceful

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