Use the following word sight techniques. Pronounce each new word at least five times and have children repeat as a group, or call on them individually. Then write sentences on the board and use echo reading. For example: The sound of the taiko drum is loud and deep. The shekere is a musical instrument from Africa. We said, "Hello," to the man carrying the cello.

Think aloud strategy: Sometimes when we read, we recognize a word, but we might forget how to pronounce or define it. This is especially true if the word is not very common. For example—The sound of the taiko drum is loud and deep. When this happens, ask yourself: "What do I know about the word? What can I remember about it? Can I guess the meaning of the word by rereading the sentence?"

Word Work
Using commas in a series is the target mechanics skill for this lesson. Review the use of the comma in series. Rule: Use a comma to separate three or more items in a series (unless all items are joined by and or or). Write an example on the blackboard using familiar words. For example: Everyone has a book, pencil, paper, and eraser. Point out the comma placement and read aloud emphasizing the comma pause. Ask children to turn to page 6 and locate the sentence with commas used in a series. The sound can be soft, loud, gentle, harsh, wild, or soothing. Ask someone to read the sentence, emphasizing the comma pause. If time allows, read other sentences out loud in class, using examples on pages 4, 7, 9, 11, 13, 14, 16, 17, 18, 19, and 25. On page 11, one of the sentences contains adjectives that precede each noun in the series. On page 24, the sentence is more complex, using commas in a series of phases. The sentences from the text and other examples of commas in series will be included in the worksheets.

On the blackboard, have children create new sentences using commas in series and the vocabulary from the lesson. Have children complete worksheet number 2, Commas in Series


Go to Expand on the Reading