Teaching Notes
for
G-K Level 1: Book 1
Teaching Notes for G-K Level 1: Book 1
Title: Hello!
Word Count: 38
Decodable Words: am, Tag, can, hop, Jet, run,
Rip, hit, Pop, hide, Bug
High-Frequency
Words: Hello, I, fly, here,
are, and
Phonics Focus: s, a, t, p
Story: Meet The Word Monsters, a
group of fun-loving characters
with some interesting abilities!
Activities: Story Details
Phonics Fun
Word Works
1
Guided Reading - Title Screen
High-Frequency Words
• Explain to your child/students that the name of
the book is “Hello!”. Tell them that “Hello” is a
tricky word because letter “o” is not pronounced
its usual way. Also point out that the two “L”s in
“Hello” are pronounced like one “L.” Introduce
the other tricky words (I, fly, here, are, and).
(CCSS.ELA-Literacy.RF.K.3c: Read common
high-frequency words by sight (e.g., the, of, to,
you, she, my, is, are, do, does).
Predicting
• Talk to your child/students about the picture on the title page.
Ask them what they think the book will be about.
Craft and Structure
• Make sure that the child/students understand(s) what an author
and an illustrator are. Ask them what they think a person would
need to be good at to become an author or an illustrator. Show
the child/students another book and ask them if they can identify
the author and illustrator for that book.
(CCSS.ELA-Literacy.RL.K.6 With prompting and support, name
the author and illustrator of a story and define the role of each in
telling the story.)
2
Guided Reading - Screen 1
Print Concepts
• Explain to the child/students that every word is
made up of letters. For example, the word “I”
is made of a single letter – “I.” The word “am”
has two letters – “a” and “m.” Ask them how
many letters make up the word “Tag.” Remind
the child/students that letters represent spoken
sounds. So the letters “T,” “A,” and “G” represent
the sounds /T/ /A/ and /G/.
(CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by
specific sequences of letters.)
Phonics
• Point out that the words “am” and “Tag” both have the /A/
sound. Tell the child/students that the letter “A” makes the /A/
sound, like in “ant.” Ask the child/students if they can think of
any other words that start with the /A/ sound.
(CCSS.ELA-Literacy.RF.K.3b Associate the long and short
sounds with the common spellings (graphemes) for the five
major vowels.)
3
Guided Reading - Screen 2
Comprehension
• Ask the child/students where Tag is. Make sure
they can support their answer with details from
the illustration.
(CCSS.ELA-Literacy.RL.K.3 With prompting and
support, identify characters, settings, and major
events in a story.)
• Ask the child/students to think of words that
describe what Tag is like (e.g. happy, fun, lively).
(CCSS.ELA-Literacy.L.K.6 Use words and phrases
acquired through conversations, reading and
being read to, and responding to texts.)
Guided Reading - Screen 3
Language
• Tell the child/students that the word “I” is always
written in uppercase.
(CCSS.ELA-Literacy.L.K.2a Capitalize the first
word in a sentence and the pronoun I)
Phonics
• Point out that the word “Jet” ends with the /T/ sound. Ask the child/students if they can
think of any other words that end with the /T/ sound (e.g. pat, net, fit, hot, and cut).
(CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of letter-sound correspondences
by producing the primary or most frequent sound for each consonant.)
4
Guided Reading - Screen 4
Phonics
• Tell the child/students to look at the word “run.”
Ask them if they swapped “a” for “u” in this word,
what new word they would get? See if they can
understand the difference between “run” and “ran.”
(CCSS.ELA-Literacy.RF.K.2e Add or substitute
individual sounds (phonemes) in simple,
one-syllable words to make new words.)
Vocabulary
• Ask the child/students if they can think of any other words for
“run” (e.g. jog, sprint, race, dash) and/or if they can think of a
word that means the opposite of “run” (i.e. walk).
(CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among
verbs describing the same general action (e.g., walk, march, strut,
prance) by acting out the meanings/CCSS.ELA-Literacy.L.K.5b
Demonstrate understanding of frequently occurring verbs and
adjectives by relating them to their opposites (antonyms).)
5
Guided Reading - Screen 5
Comprehension
• Ask the child/students where Rip is. Make sure
they can support their answer with details from
the illustration.
(CCSS.ELA-Literacy.RL.K.3 With prompting and
support, identify characters, settings, and major
events in a story.)
Phonics
• Ask the child/students how many sounds are in the word “Rip”.
Ask them to sound out the word. Ask them if they can think of
any words that rhyme with Rip.
(CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes
of single-syllable spoken words./CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.)
6
Guided Reading - Screen 6
Phonics
• Tell the child/students that the word “Pop” starts
and ends with the /P/ sound. Ask them if they
know what letter makes the /P/ sound. Ask them
if they can think of any words that either start,
or end, with the /P/ sound (e.g. pat, pet, pig, pot,
put, tap, sip, top)
(CCSS.ELA-Literacy.RF.K.3a Demonstrate basic
knowledge of letter-sound correspondences by
producing the primary or most frequent sound for
each consonant.)
• Write the words “pip” and “pop” on a piece of
paper/whiteboard. Ask the child/students to read
each word aloud and then ask them to identify
the difference in the spelling of each word. Ask the
them if replaced the letter “p” at the start of each
word with the letter “h” what new words would
they get?
(CCSS.ELA-Literacy.RF.K.3d Distinguish between
similarly spelled words by identifying the sounds of
the letters that differ./CCSS.ELA-Literacy.RF.K.2e
Add or substitute individual sounds (phonemes) in
simple, one-syllable words to make new words.)
7
Guided Reading - Screen 7
High-Frequency Words
• Ask the child/students to look at the word “hide”
in the story. Tell them that if they were to sound
out this word, they would say /H/ /I/ /D/ /E/.
However, we don’t pronounce this word as “hihdeh”;
we say “hide.” Explain to the child/students that
the “e” at the end of a word is often silent, but
that it changes the vowel in the word from a short
vowel sound to a long vowel sound.
(CCSS.ELA-Literacy.RL.K.3 With prompting and
support, identify characters, settings, and major
events in a story.)
Comprehension
• Ask the child/students what trick Pop played in this screen.
(CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and
answer questions about key details in a text.)
8
Guided Reading - Screen 8
Print Concepts
• Ask the child/students if the word “Bug” starts
with an uppercase or lowercase “B.” Then ask
them to show how lowercase “b” is written – they
can either do this in a copybook or use their finger
to draw the letter in the air.
(CCSS.ELA-Literacy.L.K.1a Print many upper- and
lowercase letters.)
Phonics
• Write the words “Tag,” “Jet,” “Rip,” “Pop,” and “Bug” on a piece of
paper/whiteboard. Ask the child/students to identify the middle
letter/sound in each word. Explain that the letters a, e, i, o, and u
are called vowels. Have the child/students sound out each vowel
and point out that every word contains a vowel.
(CCSS.ELA-Literacy.RF.K.3b Associate the long and short
sounds with the common spellings (graphemes) for the five
major vowels.)
9
Guided Reading - Screen 9
Comprehension
• Ask the child/students about Bug’s shed. What sort
of things do they see? What do they think Bug
does in the shed?
(CCSS.ELA-Literacy.RL.K.1 With prompting and
support, ask and answer questions about key details in a text.)
Guided Reading - Screen 10
Phonics
• Tell the child/students to look at the word “fly.”
Point out that the letter “y” in this word is
pronounced /I/ (make the long I sound). Explain
that “y” usually makes the /y/ sound, but that
sometimes “y” can make the long /I/ or long /e/
sound (e.g. bye, try, lazy, crazy).
(CCSS.ELA-Literacy.RF.K.3 Know and apply
grade-level phonics and word analysis skills in
decoding words.)
10
Guided Reading - Screen 11
Response to Text
• Ask the child/students who their favourite word
monster is and why? Ask them if they can remember what each of the monsters can do (i.e., Tag/
hop, Jet/run, Rip/hit, Pop/hide, Bug/fly)
(CCSS.ELA-Literacy.RL.K.1 With prompting and
support, ask and answer questions about key
details in a text.)
11