Skill Building

Lesson Plans for A PET FOR JUPE Level F

Building Skills

Phonological Awareness
Medial Sound Substitution
Have students listen while you say a word: pet. Ask students what sound they hear in the middle of the word. Then tell students you are going to make a new word by changing the e to a. Tell students the new word (pat) and have them repeat it after you. Then ask students to make a new word by changing the a in pat to i, the i in pit to u, and the u in put to o. Repeat with the word like by changing it to lake, luck, and lock.

Phonics
Variant vowel long /o/
Have students turn to page 3 and find three words that have the long /o/ sound (Jupe, you, too). Write these words on the board. Ask students to tell you what letters make the long /o/ sound in these words. Challenge them to find a word on page 6 (soon) and on page 7 (food) that have the same variant vowel sound. Explain that this sound has several spellings. Have students brainstorm a list of words with the sound and write them on the board under the word with the same spelling. Discuss which spellings of the sound seem to be most common.

Word Work

Inflectional Ending -s
Have students read the first sentence on page 3, and have them tell you the verb (wants). Write the phrase Jupe wants on the board. Then ask students what you need to write if you change Jupe to I. Write the following in a list under Jupe wants and I want: you want, he wants, she wants, we want, they want. Discuss how the verb changes according to the subject of the sentence by adding -s. Have pairs of students look through the book for other examples of verbs ending in -s. Discuss how the words are used in the sentences. Give students worksheet 2 and have them write the correct form of the verbs. Have them refer to the list on the board to use as a model.

High-Frequency Words:
what, your, would, gives
Write these words on the board and have students read each one with you. Have students spell each one by tracing the letters in the palms of their hands. Select one of the words and, without students seeing, erase one of the letters. Have students tell you which letter is missing. Replace the letter and have students read the word. Continue with the other words.

Targeted Vocabulary Words:
dinosaur, alien, snake, ant, collar, food, toy, water
Write the words on the board and read through them with students. Ask how these words are important in the story. Talk about pets and the needs of pets. Then create a tree diagram that branches into types of pets on one side and things pets need on the other, for example, collar, food, shelter, etc. Discuss which pets on the list would be good ones for the monsters.

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Phonics
Variant vowel long /o/
Have students turn to page 3 and find three words that have the long /o/ sound (Jupe, you, too). Write these words on the board. Ask students to tell you what letters make the long /o/ sound in these words. Challenge them to find a word on page 6 (soon) and on page 7 (food) that have the same variant vowel sound. Explain that this sound has several spellings. Have students brainstorm a list of words with the sound and write them on the board under the word with the same spelling. Discuss which spellings of the sound seem to be most common.

Word Work

Inflectional Ending -s
Have students read the first sentence on page 3, and have them tell you the verb (wants). Write the phrase Jupe wants on the board. Then ask students what you need to write if you change Jupe to I. Write the following in a list under Jupe wants and I want: you want, he wants, she wants, we want, they want. Discuss how the verb changes according to the subject of the sentence by adding -s. Have pairs of students look through the book for other examples of verbs ending in -s. Discuss how the words are used in the sentences. Give students worksheet 2 and have them write the correct form of the verbs. Have them refer to the list on the board to use as a model.

High-Frequency Words:
what, your, would, gives
Write these words on the board and have students read each one with you. Have students spell each one by tracing the letters in the palms of their hands. Select one of the words and, without students seeing, erase one of the letters. Have students tell you which letter is missing. Replace the letter and have students read the word. Continue with the other words.

Targeted Vocabulary Words:
dinosaur, alien, snake, ant, collar, food, toy, water
Write the words on the board and read through them with students. Ask how these words are important in the story. Talk about pets and the needs of pets. Then create a tree diagram that branches into types of pets on one side and things pets need on the other, for example, collar, food, shelter, etc. Discuss which pets on the list would be good ones for the monsters.