Lesson Plans for LOSING GRANDPA level S

Building Skills

Phonological Awareness
Word Skills
Revisit the word skills that were part of the main lesson. Ask children to find the following phrases in the text:
  • the questions tumbled out of Hannah’s mouth (page 6)
  • she blurted out through her sobs (page 13)
  • flopped in a chair (page 14)
  • put the thought away (page 16)
  • nestled into her mom’s morning warmth (page 18)
  • let sadness fill her up (page 19)
  • her tears were a huge river roaring through her heart (page 26)
Write each phrase on a chalkboard or a dry-erase board. Discuss the author’s use of these phrases more fully. Have children come up to the board and substitute words to see if the new phrases paint a stronger or weaker picture.

Phonics
Write the following words on the board: hound, house, sound, shouted. Ask children what spelling/phonics pattern is common to all these words (ou). Ask children to read the words aloud listening for the pronunciation. Ask children to work with a partner to list other words that have the same vowel diphthong.

Grammar
Discuss the use of commas with children.
Ask: Who can share with the group what a comma is? When you are writing, when do you use a comma? Let’s list the occasions when you should use commas.
List on the board when it is appropriate to use commas. Invite children to revisit the text to find examples of when you use a comma. Have children insert the commas in the sentences on the Losing Grandpa Worksheet. When the students have completed the Worksheet, they should check with the text to see how well they did.


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