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ELA Wonders | Unit One/Week One | Storytime | What can stories teach you?

Unit One Theme: The Big Idea 

How can learning help us grow?

Weekly Concept: Storytime

Essential Question:

What can stories teach you?

What stories have inspired you? What new discoveries have you made after reading stories? What else can you learn from stories? Have students discuss in pairs or groups.

  • Model using the Concept Web to generate words and phrases related to stories. Add students’ contributions.
  • Have partners continue the discussion by sharing what they have learned about stories. They can complete the Concept Webs, generating additional related words and phrases.

Three Pigs Play

Vocabulary Routine

Define: If a part of your body ached , it was hurt or felt sore.Example: My head ached and hurt when I had a bad cold.Ask: When has your head ached?

  • Select the vocabulary word.
  • Discuss the visual with students.
  • View the words with animation by clicking on the play icon.
  • Click on the sound icon to listen to the context sentence.
  • Click on the routine tab.
  • Read together with students the definition and example sentence.
  • Read the question. Ask partners to discuss the word.
  • Ask partners to share with the class what they discussed.


concentrateWhen you concentrate, you think very carefully about what you are doing.
Cognate: concentrar
discoveryWhen a discovery is made, something that was hidden or unknown is found.
educatedAn educated person has a great deal of knowledge.
effortA person works hard to finish a task that takes effort.
improvedWhen a person has improved, he or she has become better at something.
inspiredWhen you inspire another person, you encourage that person to do something good.
Cognate: inspirado
satisfiedsatisfied person is pleased with the way something happened.
Cognate: satisfecho

Vocabulary Strategy: Synonyms

Reading Writing Workshop Book

“Bruno’s New Home”

Note Taking Read page 23 together. As you read, model how to take notes. I will think abut the Essential Question as I read and note key ideas and details. Encourage students to note words they don’t understand and questions they have.Page 23: Reread the first paragraph together. Model visualizing for students.I read that Bruno shivered. It is cold and windy, and leaves blow through the trees. I can visualize Bruno with his arms crossed as he shivers. He must be very, very cold.Ask: How do details from the illustration add to the description of the setting in the text? The illustration supports the description of the setting. The text tells me that it is almost winter. I can see that Bruno is wearing a hat and a scarf, and he is shivering from the cold.Tell students that writers often use nonliteral, colorful language when describing a character or a setting to make a story more vivid and interesting. Have students review the first paragraph to find examples of nonliteral language. Say: The text says the “leaves danced around the trees.” I know that leaves do not really dance. The writer must be using dance to make the description of falling leaves more interesting and easier to visualize.

Reading Comprehension Strategy: Visualize

Comprehension Skill: Character


Fragments Vs. Sentences


short a, short i sounds

Spelling Words:

camp grin hand
clap lift stamp
snack rack grabs
glad bill miss
click pink sick

1. Clap your hands after the play.2. We had a tent to camp outside.3. The student raised her hand.4. The stamp came with an inkpad.5. Carrots are a tasty snack.6. Let clean dishes dry on the rack.7. Inez grabs her bike handles.8. The dog wags her tail when she is glad.9. His dad paid the phone bill.10. I miss the summer weather.11. The button made a click.12. The kitten had pink paws.13. Kevin was sick with the flu.14. Her grin showed her nice teeth.15. I could not lift the big box.


Published by Jackie Marie Beyer

I grew up on Long Island about 20 miles from NYC. When I was in 4th grade I read Sasha, My Friend by Barbara Corcoran which is a story about a little girl who moves to her dad’s Christmas tree farm in northwest Montana. From that day on I was determined to move there and when I was 21 I entered the University of Montana in Missoula. During my junior year I met my husband on a mountainside and we have been happily married for over 25 years now! I have had such an exciting life, traveling all around the United States, mostly in the Northwest corner and back and forth between Montana and NYC. When I am not in the classroom, I spend most of my time in Montana’s National Forests, collecting firewood, picking wildflowers, gathering mushrooms, searching for antlers, or just sighting a majestic mountain view! I love to hike with my friends and family and paint the things that I see and find, creating stories to share!

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