Skill Building

Lesson Plans for CAMPING WITH BONK Level I

Building Skills

Phonological Awareness: blending and segmenting
Say the word packs from the story by segmenting the sounds (/p/ /a/ /k/ /s/). Ask students to blend the sounds together and tell you the word. Repeat with these words from the story: camping, screeching, broken. Then say the word Snag and have students segment the sounds and then blend them together. Repeat with the words fun, sets, tent, and tree.

Phonics:
r-family blends
Write the words brave (page 2) and branch (page 9) on the board. Have students turn to these pages to find and read the sentences where the words are found. Ask students what is the same about the two words (they both start with /br/). Circle the blend and have students read each word, emphasizing the blend (/b/ /rrrr/ /a/ /v/). Explain that /br/ is an r-family blend. It blends the letter r with another consonant sound to make a blend sound. Challenge students to find another r-family blend on page 2 (friend), page 8 (grunting), and page 11 (broken). Write the words on the board and circle the blends.

Word Work:
compound words
Write the word fireflies on the board, and explain that this is a compound word because it is made up of two smaller words. Circle the two words, fire and flies. Write the word flashlight on the board, and have students read the word. Ask a volunteer to come up and circle the two words that make up the compound word flashlight. Repeat with the words backpacks and campfire.

Word Work:
high-frequency words
Write the words has, soon, and with on the board. Explain to students that these are words that are used often in books and that if they can learn to read these words quickly, it will help make their reading faster. Point to each word, read it with students, and have them spell the word in the air with their fingers. Have students go on a word hunt in the book to find the high frequency words. Give them sticky notes and have them mark each word they find. Then have students read the sentences in which the words are found.

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Phonics:
r-family blends
Write the words brave (page 2) and branch (page 9) on the board. Have students turn to these pages to find and read the sentences where the words are found. Ask students what is the same about the two words (they both start with /br/). Circle the blend and have students read each word, emphasizing the blend (/b/ /rrrr/ /a/ /v/). Explain that /br/ is an r-family blend. It blends the letter r with another consonant sound to make a blend sound. Challenge students to find another r-family blend on page 2 (friend), page 8 (grunting), and page 11 (broken). Write the words on the board and circle the blends.

Word Work:
compound words
Write the word fireflies on the board, and explain that this is a compound word because it is made up of two smaller words. Circle the two words, fire and flies. Write the word flashlight on the board, and have students read the word. Ask a volunteer to come up and circle the two words that make up the compound word flashlight. Repeat with the words backpacks and campfire.

Word Work:
high-frequency words
Write the words has, soon, and with on the board. Explain to students that these are words that are used often in books and that if they can learn to read these words quickly, it will help make their reading faster. Point to each word, read it with students, and have them spell the word in the air with their fingers. Have students go on a word hunt in the book to find the high frequency words. Give them sticky notes and have them mark each word they find. Then have students read the sentences in which the words are found.