Teacher Notes 1 CCSS RF.1.3.b, RF.1.3.c, RF.1.3.g Getting started CCSS SL.1.1.a, SL.1.4 • Have children talk about things they like to do at school. Ask, What things do you enjoy? What do you like to play? As a group, make a list of things that are fun to do at school. • Ask, Have you ever had a bad day at school? Have you ever had something go wrong? Talk about how children feel if they are having a bad day. Discuss strategies for solving problems or things they can do if they are having a bad day. Book walk CCSS RL.1.1, RL.1.3, RL.1.7, SL.1.1.c • Introduce the story. Give each child a copy of the book and discuss the title. Ask, How many words are in the title? What does the title make you think? Discuss the illustration on the front cover and link to children’s personal experiences. Encourage children to predict what the story will be about. Ask, What do you think happens to Sammy? Do you think Sammy is having a good day or a bad day? • Flip through the book, discussing events and illustrations. Discuss how illustrations help us to read the text. When questioning, use vocabulary from the text. pages 2–3: Ask, What is Sammy playing with? Do you think she will let the ball fall? Where is the ball going? What is going up, up, up? Is Sammy having fun playing with the ball? pages 4–5: Ask, Did the ball fall? Why do you think Sammy shouted “Oh, no!”? Would dropping the ball be fun? Is Sammy having fun now? pages 6–7: Ask, What does Sammy see now? What does Sammy want to make a big tower with? Do you think she will let the block tower fall? What is going up, up, up? Is Sammy having fun making a big tower with the blocks? pages 8–9: Ask, Did the blocks fall? Why do you think Sammy shouted “Oh, no!”? Do you think that Sammy has fun when the blocks fall down? pages 10–11: Ask, Why do you think Sammy thinks she cannot play with the ball? Why do you think Sammy thinks she cannot play with the blocks? Is she having fun at school? pages 12–13: Ask, How do you think Sammy is feeling? Why would she be sad? Where is she going to sit? What happened when she sat down in her chair? Why do you think Sammy cried “Oh, no!”? Is she having fun? pages 14–15: Ask, Who does Sammy see? What do you think Sammy’s mom and teacher are doing? What might they be talking about? Where do you think Mom and Sammy are going? Why do you think Mom is helping Sammy? Do you think Sammy will have fun at school? page 16: Ask, What does Sammy have? Why do you think she needed to get glasses? How will having glasses help Sammy at school? Do you think school will be lots of fun for Sammy now? Reading the text CCSS RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.7, RL.1.10 • Have children read independently. Focus on meaning, structure, and visual cues. Support development of reading strategies. Identify areas that challenge children and can be developed into future learning experiences. • Discuss reading strategies with students. During reading, ask, How could you work out this word? Did that make sense? Discuss how looking at the illustrations can help with reading. • Ask students to relate the story to their own experiences. Ask, Have you ever dropped a ball or knocked over your block tower? Have you ever had a bad day at school? • Ask children to predict what will happen on the next page or how the story might end. • Talk about the characters in the story and their role. • Have children retell the story in their own words. • Ask inferential questions such as: Why do you think Sammy dropped the ball, knocked the blocks and fell on floor? Where do you think Mom took Sammy after school? Why might Sammy have more fun at school now that she has glasses? After reading Focus on meaning, structure, and visual cues that children found difficult while reading. Discuss strategies and provide opportunities for children to consolidate specific skills. For example, if the children had difficulty with the word ‘blocks’, discuss strategies such as sounding out, re-reading, or looking at the illustrations. Oh, No! Sammy! EIL: 9 GRL: F Fiction Word count: 168 Text type: Narrative High frequency words introduced: be, but, let, lots, new, saw High frequency words consolidated: all, have, help, her, very Program links: Oh, No! Sammy! E-Book, Look and See (nonfiction) Curriculum link: me/family, school Story summary: Sammy isn’t having fun at school because she drops the ball, her tower of blocks falls over, and she falls off her chair. Her mom takes her to get glasses so school will be lots of fun!
• Have children talk about things they like to do at school. Ask, What things do you enjoy? What do you like to play? As a group, make a list of things that are fun to do at school.
• Ask, Have you ever had a bad day at school? Have you ever had something go wrong? Talk about how children feel if they are having a bad day. Discuss strategies for solving problems or things they can do if they are having a bad day.
Book walk CCSS RL.1.1, RL.1.3, RL.1.7, SL.1.1.c
• Introduce the story. Give each child a copy of the book and discuss the title. Ask, How many words are in the title? What does the title make you think? Discuss the illustration on the front cover and link to children’s personal experiences. Encourage children to predict what the story will be about. Ask, What do you think happens to Sammy? Do you think Sammy is having a good day or a bad day?
• Flip through the book, discussing events and illustrations. Discuss how illustrations help us to read the text. When questioning, use vocabulary from the text.
pages 2–3: Ask, What is Sammy playing with? Do you think she will let the ball fall? Where is the ball going? What is going up, up, up? Is Sammy having fun playing with the ball?pages 4–5: Ask, Did the ball fall? Why do you think Sammy shouted “Oh, no!”? Would dropping the ball be fun? Is Sammy having fun now?pages 6–7: Ask, What does Sammy see now? What does Sammy want to make a big tower with? Do you think she will let the block tower fall? What is going up, up, up? Is Sammy having fun making a big tower with the blocks?pages 8–9: Ask, Did the blocks fall? Why do you think Sammy shouted “Oh, no!”? Do you think that Sammy has fun when the blocks fall down?pages 10–11: Ask, Why do you think Sammy thinks she cannot play with the ball? Why do you think Sammy thinks she cannot play with the blocks? Is she having fun at school?pages 12–13: Ask, How do you think Sammy is feeling? Why would she be sad? Where is she going to sit?What happened when she sat down in her chair?
Why do you think Sammy cried “Oh, no!”? Is she having fun?pages 14–15: Ask, Who does Sammy see? What do you think Sammy’s mom and teacher are doing? What might they be talking about? Where do you think Mom and Sammy are going? Why do you think Mom is helping Sammy? Do you think Sammy will have fun at school?page 16: Ask, What does Sammy have? Why do you think she needed to get glasses? How will having glasses help Sammy at school? Do you think school will be lots of fun for Sammy now?
Reading the text CCSS RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.7,
RL.1.10
• Have children read independently. Focus on meaning, structure, and visual cues. Support development of reading strategies. Identify areas that challenge children and can be developed into future learning experiences.
• Discuss reading strategies with students. During reading, ask, How could you work out this word? Did that make sense? Discuss how looking at the illustrations can help with reading.
• Ask students to relate the story to their own experiences. Ask, Have you ever dropped a ball or knocked over your block tower? Have you ever had a bad day at school?
• Ask children to predict what will happen on the next page or how the story might end.
• Talk about the characters in the story and their role.• Have children retell the story in their own words.• Ask inferential questions such as: Why do you think Sammy
dropped the ball, knocked the blocks and fell on fl oor? Where do you think Mom took Sammy after school? Why might Sammy have more fun at school now that she has glasses?
After readingFocus on meaning, structure, and visual cues that children found diffi cult while reading. Discuss strategies and provide opportunities for children to consolidate specifi c skills. For example, if the children had diffi culty with the word ‘blocks’, discuss strategies such as sounding out, re-reading, or looking at the illustrations.
Oh, No! Sammy!EIL: 9 GRL: F Fiction Word count: 168 Text type: Narrative
High frequency words introduced: be, but, let, lots, new, saw
High frequency words consolidated: all, have, help, her, very
Program links: Oh, No! Sammy! E-Book, Look and See (nonfi ction)
Curriculum link: me/family, school
Story summary: Sammy isn’t having fun at school because she drops the ball, her tower of blocks falls over, and she falls off her chair. Her mom takes her to get glasses so school will be lots of fun!
‘all’ wordsYou will need: colored pencils or crayons
• Write ‘all’ in the blanks.
• Color the pictures and draw a line to match them to the correct word.
Main teaching focusVocabulary: Visual recognition of high frequency words.
Other teaching focusWord awareness: Recognizing similarities and differences in words.
Teacher’s noteChildren cut out the letters at the bottom of the page. They then use the letters to spell the high frequency words and paste them into the boxes.
Main teaching focusComprehension: Recalling events from the text.
Other teaching focusComprehension: Discuss the characters, setting, and plot.
Teacher’s noteEnsure you read through the questions with the children, and assist them to answer the questions in sentences.
BLM 1Name: Date:
BLM 2Name: Date:
3 42
Choose from the following activities.
Comprehension CCSS RL.1.1, RL.1.2, RL.1.3, RL.1.7 • Recall: Flip through the book and discuss who is in the
story, where the story is set, and what happens. Encourage children to role-play events of the text. Have children complete BLM 1 (page 3). Ensure you read through the questions with the children before completing the page.
• Summarizing: Have children summarize the story by drawing pictures of the main events. Have children then explain their drawings to verbally summarize the text.
• Predicting: As a group, discuss what happened at the end of the story. Ask, Why do you think Sammy has glasses now? How will glasses help her at school? Give children a piece of paper and have them write sentences and draw pictures about what they predict will happen the next day when Sammy is at school. Ask, Do you think that Sammy will have a better day at school? Why/why not?
RF.1.3.a, RF.1.3.b • Find ‘fall’ and ‘ball’ in the text. Talk about how these words
rhyme because they have the same ‘all’ ending. Have children cover the ‘b’ and ‘f ’ at the beginning of each word to identify the word ‘all’. Brainstorm other words that rhyme with ‘ball’ and ‘fall’. Have children complete BLM 2 (page 4), writing ‘all’ to complete each word and matching words and pictures.
• Talk about the two-letter consonant blends at the beginning of words, e.g. ‘pl’, ‘bl’, ‘cr’, and ‘gl’. Discuss how these letters are sounded together rather than separately (i.e. ‘pl’ rather than ‘p-l’). Have children find ‘pl’, ‘bl’, ‘cr’, and ‘gl’ words in the text. Brainstorm words that begin with these blends.
• As a group, talk about the consonant digraph ‘sh’ and the sound these letters make when they are together. Have children find words with ‘sh’ in the text. Discuss how the ‘sh’ can be at the beginning, middle, or end of the word. Brainstorm other ‘sh’ words.
• Find the word ‘chair’ and discuss the consonant digraph ‘ch’. Talk about the sound these letters make when they are together. Discuss how the ‘ch’ can be at the beginning, middle, or end of a word. Brainstorm other ‘ch’ words.
• Talk about the final consonant digraph ‘ck’. Talk about how these letters are sounded together as ‘ck’, rather than separately as ‘c-k’. Find ‘ck’ words in the text. Brainstorm other words that end with ‘ck’.
Vocabulary CCSS RF.1.3.b, RF.1.3.g • Visual recognition of high frequency words: ‘be’, ‘but’, ‘let’,
‘lots’, ‘new’, ‘saw’. Ask children to find these words in the text. Write these words on cards (two cards for each word) and have children practice reading the words. Use the cards to play a game such as Go Fish.
• Have the children complete BLM 3 (page 5) to reinforce high frequency words.
Fluency CCSS RL.1.10, RF.1.4.b
• Discuss the concept of reading fluently—smoothly and without stopping. Demonstrate how to read fluently. Have children practice by reading pages of the text to each other.
Text conventions CCSS R.F.1.1.a, L.1.1.a • Sentence features: Talk about sentences, uppercase letters,
and periods. Discuss how sentences begin with an uppercase letter and end with a period, exclamation point, or question mark. Select a page in the book. Ask, How many sentences are on this page? How do you know where the sentence starts? How do you know where the sentence ends?
• Text emphasis/bold font: As a group, talk about how ‘not’ is bold on page 2. Ask, Why do you think ‘not’ is printed in bold font? Explain how we emphasize the bold word or use a louder voice when we read it. Model this to children and encourage them to practice. Have children find other bold words in the text.
• Uppercase letters: Talk about how we write an uppercase letter at the beginning of people’s names. Have children find names in the text. Write children’s names, emphasizing the uppercase letters.
• Exclamation points: Talk about how exclamation points influence the way the text is read. Have children identify exclamation points in the text. Have them practice reading sentences with exclamation points and compare this with how they would be read if there were no exclamation points.
Writing CCSS W.1.3 • Have children write a text about things they like to do at
school. Ask, Have you ever found these things difficult? Have children write a text about what they can do when they find things difficult or when things go wrong.
English Language Learners CCSS SL.1.4, L.1.5.a
• Talk about glasses. Ask, Why do people wear glasses? Where do people get glasses from? How do glasses help people? What other things can people wear or get to help fix parts of their bodies? Collect items such as bandages, ice packs, and Band-Aids. Ask, How do these things help us? Have children name and describe each item and relate the items to their own experiences. Ask, Have you used these things before? Support and enhance children’s language development during the activity.
Assessment• BLMs 1, 2, and 3 completed• Note the child’s responses, attempts, and reading
behaviors before, during, and after reading• Collect work samples, e.g. BLM 1 could be kept in the
child’s portfolio• Complete Oral Reading Record (page 6)
Questions and answers• Read the questions and write in the question marks.
• Write sentences to answer the questions.
What did Sammy let fall
What was not fun
Why was Sammy sad
Where do you think Sammy went after school
High frequency wordsYou will need: scissors, glue
• Cut out the letters, and paste them into the boxes to spell the words.
Main teaching focusVocabulary: Visual recognition of high frequency words.
Other teaching focusWord awareness: Recognizing similarities and differences in words.
Teacher’s noteChildren cut out the letters at the bottom of the page. They then use the letters to spell the high frequency words and paste them into the boxes.
Main teaching focusComprehension: Recalling events from the text.
Other teaching focusComprehension: Discuss the characters, setting, and plot.
Teacher’s noteEnsure you read through the questions with the children, and assist them to answer the questions in sentences.
BLM 1Name: Date:
BLM 2Name: Date:
3 42
Choose from the following activities.
Comprehension CCSS RL.1.1, RL.1.2, RL.1.3, RL.1.7 • Recall: Flip through the book and discuss who is in the
story, where the story is set, and what happens. Encourage children to role-play events of the text. Have children complete BLM 1 (page 3). Ensure you read through the questions with the children before completing the page.
• Summarizing: Have children summarize the story by drawing pictures of the main events. Have children then explain their drawings to verbally summarize the text.
• Predicting: As a group, discuss what happened at the end of the story. Ask, Why do you think Sammy has glasses now? How will glasses help her at school? Give children a piece of paper and have them write sentences and draw pictures about what they predict will happen the next day when Sammy is at school. Ask, Do you think that Sammy will have a better day at school? Why/why not?
RF.1.3.a, RF.1.3.b • Find ‘fall’ and ‘ball’ in the text. Talk about how these words
rhyme because they have the same ‘all’ ending. Have children cover the ‘b’ and ‘f ’ at the beginning of each word to identify the word ‘all’. Brainstorm other words that rhyme with ‘ball’ and ‘fall’. Have children complete BLM 2 (page 4), writing ‘all’ to complete each word and matching words and pictures.
• Talk about the two-letter consonant blends at the beginning of words, e.g. ‘pl’, ‘bl’, ‘cr’, and ‘gl’. Discuss how these letters are sounded together rather than separately (i.e. ‘pl’ rather than ‘p-l’). Have children find ‘pl’, ‘bl’, ‘cr’, and ‘gl’ words in the text. Brainstorm words that begin with these blends.
• As a group, talk about the consonant digraph ‘sh’ and the sound these letters make when they are together. Have children find words with ‘sh’ in the text. Discuss how the ‘sh’ can be at the beginning, middle, or end of the word. Brainstorm other ‘sh’ words.
• Find the word ‘chair’ and discuss the consonant digraph ‘ch’. Talk about the sound these letters make when they are together. Discuss how the ‘ch’ can be at the beginning, middle, or end of a word. Brainstorm other ‘ch’ words.
• Talk about the final consonant digraph ‘ck’. Talk about how these letters are sounded together as ‘ck’, rather than separately as ‘c-k’. Find ‘ck’ words in the text. Brainstorm other words that end with ‘ck’.
Vocabulary CCSS RF.1.3.b, RF.1.3.g • Visual recognition of high frequency words: ‘be’, ‘but’, ‘let’,
‘lots’, ‘new’, ‘saw’. Ask children to find these words in the text. Write these words on cards (two cards for each word) and have children practice reading the words. Use the cards to play a game such as Go Fish.
• Have the children complete BLM 3 (page 5) to reinforce high frequency words.
Fluency CCSS RL.1.10, RF.1.4.b
• Discuss the concept of reading fluently—smoothly and without stopping. Demonstrate how to read fluently. Have children practice by reading pages of the text to each other.
Text conventions CCSS R.F.1.1.a, L.1.1.a • Sentence features: Talk about sentences, uppercase letters,
and periods. Discuss how sentences begin with an uppercase letter and end with a period, exclamation point, or question mark. Select a page in the book. Ask, How many sentences are on this page? How do you know where the sentence starts? How do you know where the sentence ends?
• Text emphasis/bold font: As a group, talk about how ‘not’ is bold on page 2. Ask, Why do you think ‘not’ is printed in bold font? Explain how we emphasize the bold word or use a louder voice when we read it. Model this to children and encourage them to practice. Have children find other bold words in the text.
• Uppercase letters: Talk about how we write an uppercase letter at the beginning of people’s names. Have children find names in the text. Write children’s names, emphasizing the uppercase letters.
• Exclamation points: Talk about how exclamation points influence the way the text is read. Have children identify exclamation points in the text. Have them practice reading sentences with exclamation points and compare this with how they would be read if there were no exclamation points.
Writing CCSS W.1.3 • Have children write a text about things they like to do at
school. Ask, Have you ever found these things difficult? Have children write a text about what they can do when they find things difficult or when things go wrong.
English Language Learners CCSS SL.1.4, L.1.5.a
• Talk about glasses. Ask, Why do people wear glasses? Where do people get glasses from? How do glasses help people? What other things can people wear or get to help fix parts of their bodies? Collect items such as bandages, ice packs, and Band-Aids. Ask, How do these things help us? Have children name and describe each item and relate the items to their own experiences. Ask, Have you used these things before? Support and enhance children’s language development during the activity.
Assessment• BLMs 1, 2, and 3 completed• Note the child’s responses, attempts, and reading
behaviors before, during, and after reading• Collect work samples, e.g. BLM 1 could be kept in the
child’s portfolio• Complete Oral Reading Record (page 6)
Questions and answers• Read the questions and write in the question marks.
• Write sentences to answer the questions.
What did Sammy let fall
What was not fun
Why was Sammy sad
Where do you think Sammy went after school
High frequency wordsYou will need: scissors, glue
• Cut out the letters, and paste them into the boxes to spell the words.
Main teaching focusVocabulary: Visual recognition of high frequency words.
Other teaching focusWord awareness: Recognizing similarities and differences in words.
Teacher’s noteChildren cut out the letters at the bottom of the page. They then use the letters to spell the high frequency words and paste them into the boxes.
Main teaching focusComprehension: Recalling events from the text.
Other teaching focusComprehension: Discuss the characters, setting, and plot.
Teacher’s noteEnsure you read through the questions with the children, and assist them to answer the questions in sentences.
BLM 1Name: Date:
BLM 2Name: Date:
3 42
Choose from the following activities.
Comprehension CCSS RL.1.1, RL.1.2, RL.1.3, RL.1.7 • Recall: Flip through the book and discuss who is in the
story, where the story is set, and what happens. Encourage children to role-play events of the text. Have children complete BLM 1 (page 3). Ensure you read through the questions with the children before completing the page.
• Summarizing: Have children summarize the story by drawing pictures of the main events. Have children then explain their drawings to verbally summarize the text.
• Predicting: As a group, discuss what happened at the end of the story. Ask, Why do you think Sammy has glasses now? How will glasses help her at school? Give children a piece of paper and have them write sentences and draw pictures about what they predict will happen the next day when Sammy is at school. Ask, Do you think that Sammy will have a better day at school? Why/why not?
RF.1.3.a, RF.1.3.b • Find ‘fall’ and ‘ball’ in the text. Talk about how these words
rhyme because they have the same ‘all’ ending. Have children cover the ‘b’ and ‘f ’ at the beginning of each word to identify the word ‘all’. Brainstorm other words that rhyme with ‘ball’ and ‘fall’. Have children complete BLM 2 (page 4), writing ‘all’ to complete each word and matching words and pictures.
• Talk about the two-letter consonant blends at the beginning of words, e.g. ‘pl’, ‘bl’, ‘cr’, and ‘gl’. Discuss how these letters are sounded together rather than separately (i.e. ‘pl’ rather than ‘p-l’). Have children find ‘pl’, ‘bl’, ‘cr’, and ‘gl’ words in the text. Brainstorm words that begin with these blends.
• As a group, talk about the consonant digraph ‘sh’ and the sound these letters make when they are together. Have children find words with ‘sh’ in the text. Discuss how the ‘sh’ can be at the beginning, middle, or end of the word. Brainstorm other ‘sh’ words.
• Find the word ‘chair’ and discuss the consonant digraph ‘ch’. Talk about the sound these letters make when they are together. Discuss how the ‘ch’ can be at the beginning, middle, or end of a word. Brainstorm other ‘ch’ words.
• Talk about the final consonant digraph ‘ck’. Talk about how these letters are sounded together as ‘ck’, rather than separately as ‘c-k’. Find ‘ck’ words in the text. Brainstorm other words that end with ‘ck’.
Vocabulary CCSS RF.1.3.b, RF.1.3.g • Visual recognition of high frequency words: ‘be’, ‘but’, ‘let’,
‘lots’, ‘new’, ‘saw’. Ask children to find these words in the text. Write these words on cards (two cards for each word) and have children practice reading the words. Use the cards to play a game such as Go Fish.
• Have the children complete BLM 3 (page 5) to reinforce high frequency words.
Fluency CCSS RL.1.10, RF.1.4.b
• Discuss the concept of reading fluently—smoothly and without stopping. Demonstrate how to read fluently. Have children practice by reading pages of the text to each other.
Text conventions CCSS R.F.1.1.a, L.1.1.a • Sentence features: Talk about sentences, uppercase letters,
and periods. Discuss how sentences begin with an uppercase letter and end with a period, exclamation point, or question mark. Select a page in the book. Ask, How many sentences are on this page? How do you know where the sentence starts? How do you know where the sentence ends?
• Text emphasis/bold font: As a group, talk about how ‘not’ is bold on page 2. Ask, Why do you think ‘not’ is printed in bold font? Explain how we emphasize the bold word or use a louder voice when we read it. Model this to children and encourage them to practice. Have children find other bold words in the text.
• Uppercase letters: Talk about how we write an uppercase letter at the beginning of people’s names. Have children find names in the text. Write children’s names, emphasizing the uppercase letters.
• Exclamation points: Talk about how exclamation points influence the way the text is read. Have children identify exclamation points in the text. Have them practice reading sentences with exclamation points and compare this with how they would be read if there were no exclamation points.
Writing CCSS W.1.3 • Have children write a text about things they like to do at
school. Ask, Have you ever found these things difficult? Have children write a text about what they can do when they find things difficult or when things go wrong.
English Language Learners CCSS SL.1.4, L.1.5.a
• Talk about glasses. Ask, Why do people wear glasses? Where do people get glasses from? How do glasses help people? What other things can people wear or get to help fix parts of their bodies? Collect items such as bandages, ice packs, and Band-Aids. Ask, How do these things help us? Have children name and describe each item and relate the items to their own experiences. Ask, Have you used these things before? Support and enhance children’s language development during the activity.
Assessment• BLMs 1, 2, and 3 completed• Note the child’s responses, attempts, and reading
behaviors before, during, and after reading• Collect work samples, e.g. BLM 1 could be kept in the
child’s portfolio• Complete Oral Reading Record (page 6)
Questions and answers• Read the questions and write in the question marks.
• Write sentences to answer the questions.
What did Sammy let fall
What was not fun
Why was Sammy sad
Where do you think Sammy went after school
High frequency wordsYou will need: scissors, glue
• Cut out the letters, and paste them into the boxes to spell the words.
• Have children talk about things they like to do at school. Ask, What things do you enjoy? What do you like to play? As a group, make a list of things that are fun to do at school.
• Ask, Have you ever had a bad day at school? Have you ever had something go wrong? Talk about how children feel if they are having a bad day. Discuss strategies for solving problems or things they can do if they are having a bad day.
Book walk CCSS RL.1.1, RL.1.3, RL.1.7, SL.1.1.c
• Introduce the story. Give each child a copy of the book and discuss the title. Ask, How many words are in the title? What does the title make you think? Discuss the illustration on the front cover and link to children’s personal experiences. Encourage children to predict what the story will be about. Ask, What do you think happens to Sammy? Do you think Sammy is having a good day or a bad day?
• Flip through the book, discussing events and illustrations. Discuss how illustrations help us to read the text. When questioning, use vocabulary from the text.
pages 2–3: Ask, What is Sammy playing with? Do you think she will let the ball fall? Where is the ball going? What is going up, up, up? Is Sammy having fun playing with the ball?pages 4–5: Ask, Did the ball fall? Why do you think Sammy shouted “Oh, no!”? Would dropping the ball be fun? Is Sammy having fun now?pages 6–7: Ask, What does Sammy see now? What does Sammy want to make a big tower with? Do you think she will let the block tower fall? What is going up, up, up? Is Sammy having fun making a big tower with the blocks?pages 8–9: Ask, Did the blocks fall? Why do you think Sammy shouted “Oh, no!”? Do you think that Sammy has fun when the blocks fall down?pages 10–11: Ask, Why do you think Sammy thinks she cannot play with the ball? Why do you think Sammy thinks she cannot play with the blocks? Is she having fun at school?pages 12–13: Ask, How do you think Sammy is feeling? Why would she be sad? Where is she going to sit?What happened when she sat down in her chair?
Why do you think Sammy cried “Oh, no!”? Is she having fun?pages 14–15: Ask, Who does Sammy see? What do you think Sammy’s mom and teacher are doing? What might they be talking about? Where do you think Mom and Sammy are going? Why do you think Mom is helping Sammy? Do you think Sammy will have fun at school?page 16: Ask, What does Sammy have? Why do you think she needed to get glasses? How will having glasses help Sammy at school? Do you think school will be lots of fun for Sammy now?
Reading the text CCSS RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.7,
RL.1.10
• Have children read independently. Focus on meaning, structure, and visual cues. Support development of reading strategies. Identify areas that challenge children and can be developed into future learning experiences.
• Discuss reading strategies with students. During reading, ask, How could you work out this word? Did that make sense? Discuss how looking at the illustrations can help with reading.
• Ask students to relate the story to their own experiences. Ask, Have you ever dropped a ball or knocked over your block tower? Have you ever had a bad day at school?
• Ask children to predict what will happen on the next page or how the story might end.
• Talk about the characters in the story and their role.• Have children retell the story in their own words.• Ask inferential questions such as: Why do you think Sammy
dropped the ball, knocked the blocks and fell on fl oor? Where do you think Mom took Sammy after school? Why might Sammy have more fun at school now that she has glasses?
After readingFocus on meaning, structure, and visual cues that children found diffi cult while reading. Discuss strategies and provide opportunities for children to consolidate specifi c skills. For example, if the children had diffi culty with the word ‘blocks’, discuss strategies such as sounding out, re-reading, or looking at the illustrations.
Oh, No! Sammy!EIL: 9 GRL: F Fiction Word count: 168 Text type: Narrative
High frequency words introduced: be, but, let, lots, new, saw
High frequency words consolidated: all, have, help, her, very
Program links: Oh, No! Sammy! E-Book, Look and See (nonfi ction)
Curriculum link: me/family, school
Story summary: Sammy isn’t having fun at school because she drops the ball, her tower of blocks falls over, and she falls off her chair. Her mom takes her to get glasses so school will be lots of fun!
‘all’ wordsYou will need: colored pencils or crayons
• Write ‘all’ in the blanks.
• Color the pictures and draw a line to match them to the correct word.
• Have children talk about things they like to do at school. Ask, What things do you enjoy? What do you like to play? As a group, make a list of things that are fun to do at school.
• Ask, Have you ever had a bad day at school? Have you ever had something go wrong? Talk about how children feel if they are having a bad day. Discuss strategies for solving problems or things they can do if they are having a bad day.
Book walk CCSS RL.1.1, RL.1.3, RL.1.7, SL.1.1.c
• Introduce the story. Give each child a copy of the book and discuss the title. Ask, How many words are in the title? What does the title make you think? Discuss the illustration on the front cover and link to children’s personal experiences. Encourage children to predict what the story will be about. Ask, What do you think happens to Sammy? Do you think Sammy is having a good day or a bad day?
• Flip through the book, discussing events and illustrations. Discuss how illustrations help us to read the text. When questioning, use vocabulary from the text.
pages 2–3: Ask, What is Sammy playing with? Do you think she will let the ball fall? Where is the ball going? What is going up, up, up? Is Sammy having fun playing with the ball?pages 4–5: Ask, Did the ball fall? Why do you think Sammy shouted “Oh, no!”? Would dropping the ball be fun? Is Sammy having fun now?pages 6–7: Ask, What does Sammy see now? What does Sammy want to make a big tower with? Do you think she will let the block tower fall? What is going up, up, up? Is Sammy having fun making a big tower with the blocks?pages 8–9: Ask, Did the blocks fall? Why do you think Sammy shouted “Oh, no!”? Do you think that Sammy has fun when the blocks fall down?pages 10–11: Ask, Why do you think Sammy thinks she cannot play with the ball? Why do you think Sammy thinks she cannot play with the blocks? Is she having fun at school?pages 12–13: Ask, How do you think Sammy is feeling? Why would she be sad? Where is she going to sit?What happened when she sat down in her chair?
Why do you think Sammy cried “Oh, no!”? Is she having fun?pages 14–15: Ask, Who does Sammy see? What do you think Sammy’s mom and teacher are doing? What might they be talking about? Where do you think Mom and Sammy are going? Why do you think Mom is helping Sammy? Do you think Sammy will have fun at school?page 16: Ask, What does Sammy have? Why do you think she needed to get glasses? How will having glasses help Sammy at school? Do you think school will be lots of fun for Sammy now?
Reading the text CCSS RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.7,
RL.1.10
• Have children read independently. Focus on meaning, structure, and visual cues. Support development of reading strategies. Identify areas that challenge children and can be developed into future learning experiences.
• Discuss reading strategies with students. During reading, ask, How could you work out this word? Did that make sense? Discuss how looking at the illustrations can help with reading.
• Ask students to relate the story to their own experiences. Ask, Have you ever dropped a ball or knocked over your block tower? Have you ever had a bad day at school?
• Ask children to predict what will happen on the next page or how the story might end.
• Talk about the characters in the story and their role.• Have children retell the story in their own words.• Ask inferential questions such as: Why do you think Sammy
dropped the ball, knocked the blocks and fell on fl oor? Where do you think Mom took Sammy after school? Why might Sammy have more fun at school now that she has glasses?
After readingFocus on meaning, structure, and visual cues that children found diffi cult while reading. Discuss strategies and provide opportunities for children to consolidate specifi c skills. For example, if the children had diffi culty with the word ‘blocks’, discuss strategies such as sounding out, re-reading, or looking at the illustrations.
Oh, No! Sammy!EIL: 9 GRL: F Fiction Word count: 168 Text type: Narrative
High frequency words introduced: be, but, let, lots, new, saw
High frequency words consolidated: all, have, help, her, very
Program links: Oh, No! Sammy! E-Book, Look and See (nonfi ction)
Curriculum link: me/family, school
Story summary: Sammy isn’t having fun at school because she drops the ball, her tower of blocks falls over, and she falls off her chair. Her mom takes her to get glasses so school will be lots of fun!
‘all’ wordsYou will need: colored pencils or crayons
• Write ‘all’ in the blanks.
• Color the pictures and draw a line to match them to the correct word.
