Phonemic Awareness: Blend and segment phonemes

• Say the word drapes phoneme by phoneme (/d/ /r/ /â/ /p/ /s/) and have students repeat the sounds and blend them together to say the word. Make sure students understand what to do, and then say the following words: /f/ /l/ /a/ /g/ (flag); /b/ /l/ /a/ /k/ (black); /g/ /r/ /ô/ (grow); /f/ /r/ /e/ /n/ /d/ (friend); /t/ /r/ /u/ /k/ (truck); /s/ /l/ /a/ /p/ (slap); /s/ /t/ /â/ /k/ (stake).
• Give students the following words and have them segment the words into their individual phonemes: Jupe, hide, Zog, play, friend, knock. 

Phonics: r-family blends

• Write the word drapes on the board and have students read it with you. Ask them what sounds they hear at the beginning of the word. Circle the dr and tell them that this is a blend - the /d/ and /r/ sounds blend together. Have students repeat the word, emphasizing the initial blend.
• Have students turn to page 6 and find another r-family blend. Explain that other letters besides the letter d can blend together with r. Have students underline the word they find (presents). Have them circle the blend with a different color.
• Challenge students to find other r-family blends in the book (grass on page 12; friend on page 13).
• Have students brainstorm other r-family blends. Write them on the board or chart paper and have volunteers come up and circle the initial blend.

Grammar, Mechanics, and Usage: Dialogue

• Review with students that dialogue is a character's direct speech. Ask students how we know when a character is speaking, and point out the quotation marks. Ask students how we know who is speaking. Point out the dialogue tag.
• Hand out the worksheet and review the first completed question. Students are to add quotation marks in the correct places. Point out the clue that when students see the word said, the quotation marks will come right before or right after.
• Instruct students to complete the worksheet. Guide as necessary. 

High-Frequency Words

• Write the words when, see, over, for, and many on the board. Read each word with students. Explain that these words are used often in books and that it will help them read faster if they learn them by heart.
• Point to each word quickly and in random order and have students read them several times.
• Give students clues and have them guess the words: for example, "This word starts with the same sound as say"; "This word rhymes with any;" etc.
• Ask volunteers to think of clues while the other students guess the word.

Building Fluency 

Reading Independently

• Allow students to read their books independently or with a partner. Partners can take turns reading in the book.

Home Connection

• Have students take their books home. They can read it to parents, caregivers, siblings, or friends.