Grade 1
Teacher’s Manual
sample lesson
Week 11
An Extraordinary Egg
by Leo Lionni
It’s an extraordinary day on Pebble Island for three frogs when one of them discovers a
beautiful white egg. They’ve never seen a chicken egg before, but they’re sure that’s what
this must be. So when the egg hatches and out crawls a long green, scaly creature, they
naturally call it . . . a chicken! From award-winning artist Leo Lionni, here’s a hilarious case
of mistaken identity that children are sure to delight in.
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Grade 1
TEACHER’S MANUAL
SAMPLE LESSON
© Developmental Studies Center
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Week 11
Overview
An Extraordinary Egg
by Leo Lionni
(Dragonfly Books, 1994)
Three frogs make friends with an animal that hatches
from an egg they find.
Words Taught
Words reviewed
ordinary
gulp
extraordinary
huge
exclaim
meadow
astonished
nibble
wobble
Word-learning strategies
• Recognizing antonyms (review)
• Recognizing words with multiple meanings (review)
• Recognizing shades of meaning (review)
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Vocabulary Focus
• Students hear and discuss a story.
• Students learn and use four words from the story.
• Students review antonyms and words with multiple meanings.
• Students review shades of meaning.
• Students build their oral language skills.
social Development Focus
• Students share their thinking.
• Students share their partner’s thinking.
• Students take turns talking and listening.
• Students speak clearly.
DO AHEAD
• (Optional) Prior to Day 3, review More Strategy Practice on page 222.
• Prior to Day 5, collect these word cards and picture cards for Ongoing
Review: 28, 29, 30, 33, and 35.
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Day 1
read-aloud
Materials
In this lesson, the students:
•
•
•
•
an extraordinary egg
Hear and discuss a story
Share their thinking
Take turns talking and listening
GE T R E A DY TO R E A D
Gather and Get ready to Work Together
Gather the class with partners sitting together. Remind the students
that they have been working with their partner for the past two
weeks, and explain that they will continue to work with their partner
this week. Discuss:
Q
What has been going well in your partner work?
Tell the students that they will hear a story today and share their
thinking about the story with their partner. Remind the students that
it is important for partners to take turns talking and listening as they
share their thinking. Tell them that you will check in with them at the
end of the lesson to see how they did working with their partner.
Teacher note
You might remind the students
that earlier they heard another
book by Leo Lionni, It’s mine!
Teacher note
Check to make sure that the
students understand the
Introduce An Extraordinary Egg
Show the cover of an extraordinary egg and read the title and the
author’s name aloud. Explain that Leo Lionni is also the illustrator
of the book. Explain that this is a story about three frogs: Jessica,
Marilyn, and August. The frogs live on Pebble Island. One day Jessica
discovers something extraordinary, or very special, on the island. This
is the story of what she finds.
words pebble (“small stone
or rock”) and island (“land
surrounded by water”).
R EA D A LOU D
read the story aloud
English Language Learners may
benefit from more frequent stops
and discussions during the reading
(for example, after pages 9 and 17).
212
Explain that you will stop during the reading and the students will
talk about the story. Read the story aloud slowly and clearly, showing
the illustrations and stopping as described on the next page. Deal
with each suggested vocabulary word as you come to it.
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Week 11 Day 1
suggested Vocabulary
wonder: excitement about seeing new things (p. 5)
were never impressed: didn’t think much of it (p. 5)
mound: pile (p. 6; refer to the illustration on pp. 6–7)
triumphantly: proudly (p. 10)
astonished: surprised (p. 10)
amazement: surprise (p. 12)
a commotion: lots of activity (p. 17)
inseparable friends: friends who are always together (p. 20)
ell Vocabulary
English Language Learners may benefit from discussing additional
vocabulary, including:
float: [Spanish cognate: fl otar] rest or lie on top of the water (p. 15)
paddle: move arms and legs in the water to swim (p. 15)
For more information about
tangled in the weeds: twisted and caught in some plants (p. 19; refer to
the illustration)
cognates, see page xxvii.
Read pages 3–11 and stop after:
p. 11
“‘There are some things you just know.’”
Ask:
Q
What has happened in the story so far? Turn to your partner.
Have one or two volunteers share their thinking.
Reread the last sentence on page 11 and continue reading to
page 23. Stop after:
p. 23
“…and to the great pebble monument.”
Ask:
Q
What happened after the egg cracked and opened? Turn to your
partner.
Have one or two volunteers share their thinking. Reread page 23 and
continue reading to the end of the story.
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Week 11 Day 1
FAC I L I TAT ION T I P
Continue to practice asking a
DISCUSS THE R EA DI NG
question once without repeating
Talk about the story
or rewording it. Notice the
Discuss as a class:
effect this has on the students’
attentiveness and responsiveness
Q
What happens at the end of the story?
during class discussions.
REFLECT
reflect on Partner Work
Facilitate a brief discussion about how partners did working
together. Ask:
Q
What did you do today to make sure both you and your partner got
a chance to talk?
Discuss any problems the students had and what they might do
differently the next time.
EXTENSION
Teacher note
You might write the passage
on page 6 on the board or on a
sheet of chart paper and point
to each word as you read it. As
the students identify words that
helped them picture the egg,
you might underline them.
explore Figurative language in An Extraordinary Egg
Explain that good writers like Leo Lionni, the author of an
extraordinary egg, use words that help us imagine what is happening
in a story. Explain that you will read the part of the story in which
Jessica finds the extraordinary egg, which she thinks is a stone.
Explain that as you read, you want the students to use the author’s
words to picture in their mind what the egg looks like.
Read page 6 aloud without showing the illustration. Discuss:
Being a Writer™ Teacher
You might revisit this
story and passage as you
work with the students on
exploring figurative language
through poetry in Unit 6.
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Q
What picture did you make in your mind?
Q
What words in the story helped you picture what the egg looks like?
If necessary, explain that language such as “white like the snow” and
“round like the full moon on a midsummer night” help us imagine
what the egg looks like. Explain that sometimes authors compare
one thing, such as the egg, to something else that is very different,
such as snow and the moon, to help us see something in a new and
interesting way.
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Introduce Ordinary and
Extraordinary
Day 2
In this lesson, the students:
Materials
•
Learn and use the words ordinary
and extraordinary
•
•
•
•
Review antonyms
•
•
•
Build their oral language skills
an extraordinary egg
Pocket chart
Word cards and picture
cards 41, 42
Share their thinking
Speak clearly
Words Taught
ordinary (p. 5)
ordinary means “normal or common.” Something that is ordinary is not
special or different in any way.
extraordinary (title; p. 5)
extraordinary means “very special or different.” Something that is
extraordinary is far from ordinary.
I N TRODUCE A N D USE OR DI NARY
A N D E XTR AOR DI NARY
Get ready to Work Together
Gather the students with partners sitting together. Review
that yesterday the students heard and discussed the story an
extraordinary egg. Tell them that today they will talk about two
words from the story.
Explain that, as usual, the students will be sharing their thinking
about the words with their partner and with the class. Briefly review
the importance of talking so that others can hear. Ask for volunteers
to model speaking at very soft, very loud, and appropriate levels. Tell
the students that you will check in with them later to see how they
did speaking loudly and clearly.
Introduce Ordinary and Extraordinary and
review antonyms
Review that an extraordinary egg is a story about three frogs who live
on Pebble Island. Show pages 4–5 and review that this part of the
story describes the frog named Jessica. Read the second paragraph
on page 5 aloud, emphasizing the words ordinary and extraordinary.
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Week 11 Day 2
Teacher note
If you started an antonym chart,
add ordinary and extraordinary to it.
Teacher note
You might remind the students
that earlier they learned another
meaning of wonder (“when
you wonder about something,
you want to know about it”).
Teacher note
You will discuss and display the
picture cards for ordinary and
extraordinary later in the lesson.
Teacher note
Tell the students that the two words they will learn today
are ordinary and extraordinary, and explain that ordinary and
extraordinary are antonyms, or words with opposite meanings.
Tell the students that ordinary means “normal or common,” and
that something that is ordinary is not special or different in any way.
Explain that Jessica is full of wonder, or excitement about seeing new
things. Even when she finds an ordinary pebble, or a pebble that
looks normal and is not special or different from other pebbles, she
is excited. Show word card 41 and have the students say ordinary.
Display the word card.
Tell the students that extraordinary means “very special or
different.” Explain that something that is extraordinary is far from
ordinary. Explain that to Jessica, even an ordinary little pebble is
extraordinary, or very special. Show word card 42 and have the
students say extraordinary. Display the word card.
You might point out that
the word ordinary is part of
the word extraordinary.
use the Picture cards to Discuss the Words
Show picture card 41 and explain that it shows an ordinary car. Give
the students a few moments to look carefully at the picture. Then ask:
Teacher note
Remind the students to use
the prompt, if necessary.
Q
What is ordinary about this car? How is it like other cars?
PrOMPT: “The car is ordinary because….”
Show picture card 42 and explain that it shows an extraordinary
car. Again, give the students a few moments to look carefully at the
picture. Then ask:
Q
What is extraordinary about this car? How is it different from an
ordinary car?
PrOMPT: “The car is extraordinary because….”
Display the picture cards on the chart.
Discuss an Ordinary and an extraordinary Morning
Explain that most of your mornings are ordinary, and give examples
of things you do on an ordinary school-day morning (for example,
get dressed, brush your teeth, feed the dog, and eat breakfast).
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Week 11 Day 2
Ask:
Q
What do you do on an ordinary morning before school? Turn to
your partner.
PrOMPT: “On an ordinary morning, I….”
Ask the students to imagine that something extraordinary happens
one morning before school. Then ask:
Q
What extraordinary thing might happen one morning before
school? What might happen that would be very different or special?
Turn to your partner.
Teacher note
Listen as partners share ideas.
If many students are struggling
to describe an extraordinary
PrOMPT: “An extraordinary thing that might happen is….”
Review the pronunciations and meanings of the words ordinary
and extraordinary.
morning, call for the students’
attention and give a few
examples of both believable
and unbelievable things that
might happen to you on an
extraordinary morning (for
REFLECT
example, your family serves
reflect on speaking loudly and clearly
Remind the students that you asked them to focus on talking loudly
and clearly as they shared their thinking today. Discuss as a class:
Q
you breakfast in bed, you get
a phone call from a friend you
haven’t heard from in years, an
alien spacecraft lands in your
yard, and your breakfast makes
How did you do today with talking loudly and clearly? Why do you
say that?
itself). Then repeat the questions.
If the students had trouble hearing one another, remind them that
the next time they cannot hear someone, they can politely ask the
person to speak louder.
MOR E ELL SU PPORT
Discuss an Ordinary and an extraordinary lunch
Review the meanings of ordinary and extraordinary and picture
cards 41 and 42. Ask the students to close their eyes and imagine
that they are eating an ordinary lunch. Ask them to imagine what
food they are eating and think about why the food is ordinary. Then
have them open their eyes. Ask:
Q
What food did you eat during your ordinary lunch? Why was the
food ordinary?
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Week 11 Day 2
Have the students discuss the questions in pairs using these prompts:
PrOMPTs: “During my ordinary lunch, I ate…” and “The food was
ordinary because….”
Ask two or three volunteers to share what they talked about.
Repeat this procedure, but this time ask the students to imagine and
discuss an extraordinary lunch.
EXTENSION
explore the suffix -er
Write the word teach on the board. Ask:
Q
What do you call a person like me who teaches students in school?
If necessary, explain that a person who teaches is called a teacher.
Write the word teacher on the board. Ask:
Q
What do you notice about the words teach and teacher? How are
they different?
If necessary, point out that the word teacher ends in -er, and explain
that sometimes when you see -er at the end of a word, it means “a
person who.”
Write the word sing on the board and ask:
Q
What do you call a person who sings?
If necessary, explain that a person who sings is a singer. Write the
word singer on the board and review that sometimes -er at the end
of a word means “a person who.”
Show pages 20–21 of an extraordinary egg and review that the
alligator has just saved Jessica from drowning. Explain that as you
read a sentence from this part of the story aloud, you want the
students to listen for a word that ends in -er and think about what it
means. Then read the first sentence on page 20 aloud. Ask:
218
Q
What word did you hear that ends in -er?
Q
What do you think a rescuer is?
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Week 11 Day 3
If necessary, point out that rescuer ends in -er. Remind the students
that they learned the word rescue earlier and that rescue means “save
someone or something from danger.” Explain that a person who
saves someone or something from danger is a rescuer. Explain that
the alligator is Jessica’s rescuer.
During the year, look for opportunities to point out other words that
use the suffix -er. For example, if the students are writing, you might
point out that someone who writes is a writer.
Day 3
Introduce Exclaim and Astonished
In this lesson, the students:
Materials
•
Review the words ordinary and extraordinary
from Day 2
•
•
Learn and use the words exclaim and astonished
•
•
•
•
•
Speak clearly
Review shades of meaning and words with
multiple meanings
an extraordinary egg
Pocket chart from Day 2
Word cards and picture
cards 43, 44
Share their partner’s thinking
Words Taught
exclaim (pp. 12, 25)
exclaim means “say something suddenly or with strong feeling, especially
because you are surprised, excited, or angry.”
astonished (p. 12)
astonished means “very surprised.”
I N T RODUC E A N D USE E XC L A I M
Get ready to Work Together
Gather the students with partners sitting together. Explain that
today the students will talk more about words from the story an
extraordinary egg. Tell the students that as they talk about words
today, you will ask some of them to share their partner’s thinking
with the class. Discuss:
Q
What can be challenging (hard) about sharing your partner’s thinking?
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Week 11 Day 3
Students might say:
“You have to listen really well or you won’t be able to share what
your partner said.”
“You have to remember what your partner said. Sometimes I forget.”
“Sometimes you have to say ‘Please say that again’ because you
didn’t understand the first time.”
Tell the students to keep these things in mind as they talk to their
partner today.
Briefly review Ordinary and Extraordinary
Review the Day 2 words.
Introduce and Define Exclaim
Show pages 12–13 of the book and review that the frogs are
watching as the scaly creature crawls out of the egg. Reread these
sentences, emphasizing the word exclaimed: “‘See!’ exclaimed
Marilyn. ‘I was right! It is a chicken!’”
Teacher note
You might write exclaim on the
board, add an exclamation point
next to the word, and explain
that when you write something
that a person exclaims, you
put an exclamation point
after the person’s words.
Explain that exclaim means “say something suddenly or with strong
feeling, especially because you are surprised, excited, or angry.” Tell
the students that when the scaly creature appears, Marilyn exclaims,
or speaks with excitement in her voice. Model exclaiming as you
reread what Marilyn says, “See! I was right! It is a chicken!”
Show picture card 43. Explain that it shows a girl taking a letter out
of her mailbox. Model exclaiming as you read the speech bubble and
explain that the girl is exclaiming, “A letter for me!” because she is
surprised and excited to be receiving a letter. Show word card 43 and
have the students say exclaim. Display the cards.
Imagine, Discuss, and act Out exclaiming
Teacher note
Support struggling students
by reviewing the definition
of exclaim and asking, “What
would you say if you were
surprised to be getting a puppy?
How would you say that?”
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Review that people often exclaim when they are surprised or excited.
Ask the students to close their eyes and imagine the following:
•
You just found out that you are going to get a puppy.
Use “Think, Pair, Share” to discuss:
Q
What would you exclaim if you found out you were going to get a
puppy? Why? [pause] open your eyes and turn to your partner.
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Week 11 Day 3
PrOMPT: “I would exclaim [‘I’m so surprised!’] because….”
Have one or two volunteers share their thinking. Ask each volunteer
to exclaim what he would say.
Review the pronunciation and meaning of the word exclaim.
I N T RODUCE A N D USE ASTON ISHED
Introduce Astonished and review shades of Meaning
Show pages 12–13 and reread the following sentences aloud,
emphasizing the word astonished: “The chicken took a deep breath,
grunted, gave each of the astonished frogs a look, and said in a
small, raspy voice, ‘Where is the water?’”
Explain that astonished means the same thing as surprised—with
one important difference. Explain that when you are astonished,
you are not just a little surprised, you are very surprised. Explain that
when the scaly creature appears, it astonishes the frogs—they are
very surprised.
Show picture card 44 and explain that it shows a child opening a
gift and finding a bike. Explain that the child is astonished because
he was not expecting to get a bike. Point to the boy in the picture
and explain that often when people are astonished, their eyes open
wide and their mouths fall open. An astonished person might also
exclaim, “I’m so surprised!” or “Wow!” Show word card 44 and have
the students say astonished. Display the cards.
Teacher note
If you started a “Just the
Right Word” chart, add the
word astonished with its
definition, “very surprised.”
Discuss When They have Been astonished
Give examples of times when you have been astonished. (You might
say, “One time, my cousin rang my doorbell. He lives far away, so I
was astonished to see him at my door. On television last week I saw
a news story about a nine-year-old boy who spoke four different
languages. I was astonished to hear that someone so young could
speak so many languages.”) Use “Think, Pair, Share” to discuss:
Q
When have you been astonished? Why were you astonished?
[pause] Turn to your partner.
PrOMPT: “I was astonished when [I came home and saw a fire truck
in front of my house] because….”
Teacher note
Support struggling students by
asking questions such as, “When
did something happen that you
didn’t expect?” “When have you
heard or seen something that
surprised you?” and “When have
you learned something new
that greatly surprised you?”
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Week 11 Day 3
Have one or two volunteers share their partner’s thinking.
PrOMPT: “[Jose] said he was astonished when [he came home and
saw a fire truck in front of his house] because….”
Review the pronunciation and meaning of the word astonished.
REFLECT
reflect on sharing Their Partner’s Thinking
Facilitate a brief discussion about how the students did with sharing
their partner’s thinking. Ask:
Q
If you shared your partner’s thinking today, how did it go?
M OR E S T R AT E G Y P R AC T IC E
Discuss Multiple Meanings of the Word Watch
Review that words often have more than one meaning and that
sometimes the meanings are very different. Explain that you will
read a sentence from an extraordinary egg that includes a word
with two very different meanings.
Teacher note
If the students struggle to
answer the question, point to
Show pages 12–13 and review that the scaly creature crawls out
of the egg. Read the following sentence aloud, emphasizing the
word watched: “They watched in amazement as the egg cracked
and out crawled a long, scaly creature that walked on four legs.”
your watch if you are wearing
one and ask, “What is a watch?”
Alternatively, ask questions
such as, “Who do you know
who wears a watch?” and “Why
do people wear watches?”
Explain that in the story, watch means “look.” The frogs watch,
or look, as the egg cracks open and the scaly creature comes
out. Ask:
Q
What else do you know about the word watch?
If necessary, explain that watch can also mean a “small clock that
you wear on your wrist.”
You might point to your wrist and
explain that your wrist is the “part
of your arm above your hand.”
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Day 4
Weekly review
In this lesson, the students:
Materials
•
•
•
•
•
Review and practice using this week’s words
Pocket chart from Days 2–3
Build their oral language skills
Share their thinking
Speak clearly
Words reviewed
ordinary
ordinary means “normal or common.” Something that is ordinary is not
special or different in any way.
extraordinary
extraordinary means “very special or different.” Something that is
extraordinary is far from ordinary.
exclaim
exclaim means “say something suddenly or with strong feeling, especially
because you are surprised, excited, or angry.”
astonished
astonished means “very surprised.”
R EV I EW T H E WOR DS
review This Week’s Words
Gather the students with partners sitting together. Review the
pronunciation and meaning of each word. Discuss:
Teacher note
Q
answer the questions, give
Which of these words might you use when you talk to your friends
or family? How might you use the word?
Give the students a few moments to think about the questions. Then
have two or three volunteers share their thinking with the class.
PrOMPT: “I might use the word [ordinary] when I’m talking to [my
mom]. I might say….”
If the students struggle to
some examples of how you
might use the words. (You
might say, “I might use the word
extraordinary when I’m talking
to my husband. I might say, ‘I
saw something extraordinary
when I was driving home today.’
I might use the word astonished
when I’m talking to my friend. I
might say, ‘I was astonished to
learn that you play the piano
so well; I never knew that!’”)
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Week 11 Day 4
PR AC T ICE USI NG T H E WOR DS
Discuss Ordinary and extraordinary Toys
Point to the word ordinary on the chart. Ask the students to imagine
that they go to a toy store. In the store, they see ordinary toys. Use
“Think, Pair, Share” to discuss:
Q
What ordinary toys might you see in a toy store? Why are they
ordinary? [pause] Turn to your partner.
PrOMPTs: “Some ordinary toys you might see are…” and “They are
ordinary because….”
Point the word extraordinary on the chart, and ask the students to
imagine that they go to a toy store and see some extraordinary toys.
Use “Think, Pair, Share” to discuss:
Q
What extraordinary toys might you see in a toy store? Why are they
extraordinary? [pause] Turn to your partner.
PrOMPTs: “Some extraordinary toys you might see are…” and
“They are extraordinary because….”
Think More about Astonished and Exclaim
Point to the word astonished on the chart and ask:
Q
Explain that an amusement park
Would you be astonished if your father picked you up after school
and said, “We’re going to an amusement park”? Why? Turn to
your partner.
is a “park with games and many
rides such as roller coasters
and merry-go-rounds.”
PrOMPT: “I [would/would not] be astonished because….”
Follow up by pointing to the word exclaim and asking:
Q
If you were astonished, what might you exclaim?
PrOMPT: “If I were astonished, I might exclaim….”
Have one or two volunteers share their thinking. Have the students
act out how they might look if they were astonished and what they
might exclaim.
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Day 5
Ongoing review
In this lesson, the students:
Materials
•
•
•
•
•
•
Review words they learned earlier
Build their oral language skills
Share their thinking
Pocket chart
Word cards and picture
cards 28, 29, 30, 33, 35
Speak clearly
Words reviewed
gulp
Gulp means “swallow something quickly.”
huge
Huge means “enormous, or very big.”
meadow
A meadow is a “big, grassy field.”
nibble
nibble means “eat something with quick, small bites.”
wobble
Wobble means “move unsteadily from side to side.”
R EV I EW T H E WOR DS
Briefly review the Words
Have the students gather with partners sitting together. Review the
pronunciation and meaning of each word.
PR AC T ICE USI NG T H E WOR DS
Introduce the activity “What Do You Think about?”
Explain that partners will do an activity called “What Do You Think
About?” Point to the words huge and nibble on the chart and explain
that you want the students to notice what they think about, or what
picture comes into their mind, when they hear each of the words.
Practice the activity as a class
Tell the students that before they do the activity in pairs, they will
practice as a class. Point to and pronounce the word huge and
explain that huge is the first word the students will think about.
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Week 11 Day 5
Model the activity by thinking aloud about what comes into your
mind when you hear the word huge. (You might close your eyes and
say, “When I hear the word huge, in my mind I see a huge building
that’s much higher and bigger than all the buildings around it. I also
think of a picture I saw of a redwood tree so huge you could drive a
car through it.”)
Have the students close their eyes, and ask:
Teacher note
Q
If the students struggle to make
associations, support them by
asking questions such as, “When
have you seen a huge [animal/
tree/building/ship/plane]?”
What do you think about when you hear the word huge? What
picture comes into your mind? Why?
Give the students a few moments to make a picture in their mind.
Then have them open their eyes, and have one or two volunteers
share their thinking with the class.
PrOMPT: “When I hear the word huge, I think of….”
Do the activity in Pairs
Point to and pronounce the word nibble. Explain that the students
will make a picture in their mind about the word nibble and then
share what they pictured with their partner. Have the students close
their eyes. Use “Think, Pair, Share” to discuss:
Teacher note
Q
If the students struggle to make
associations, call for attention and
What do you think about when you hear the word nibble? What
picture comes into your mind? Why? [pause] open your eyes and
turn to your partner.
think aloud about what comes
into your mind when you hear
PrOMPT: “When I hear the word nibble, I think of….”
the word nibble. (You might close
your eyes and say, “When I hear
the word nibble, I picture a mouse
nibbling on a piece of cheese.”)
If the students continue to
struggle, support them by asking
Think More about Gulp, Meadow, and Wobble
Use “Think, Pair, Share” to discuss:
Q
questions such as, “When have
you nibbled something?” and
“When have you seen a person
or animal nibble something?”
226
If you ran for three blocks as fast as you could, would you gulp for
air afterward? Why? [pause] Turn to your partner.
PrOMPT: “If I ran three blocks fast, I [would/would not] gulp for air
afterward because….”
Words in Action™
Words in Action™ Sample Lesson, Grade 1 © Developmental Studies Center Project name: Words in Action TM Grade 1 Week 11
devstu.org
Week 11 Day 5
Have one or two volunteers share their thinking. In the same
way, discuss:
Q
If you were drawing a picture of a meadow, what might you include
in the picture? Why? [pause] Turn to your partner.
PrOMPT: “If I were drawing a meadow, I might include [flowers]
because….”
Q
If a baby giraffe were taking its first steps after being born, might it
wobble? Why? [pause] Turn to your partner.
PrOMPT: “A baby giraffe [might/might not] wobble because….”
Grade One
Words in Action™ Sample Lesson, Grade 1 © Developmental Studies Center Project name: Words in Action TM Grade 1 Week 11
227
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