Teacher Script: Reading Comprehension Quest

Week 1: Foundations

Session 1: CVCe Word Introduction & Blending (30 min)

(Warm-up: CVCe Words Warm Up - 5 min)

"Good morning, everyone! Let's start with our CVCe Words Warm Up today. We'll quickly review some sounds to get our brains ready." (Facilitate warm-up activity)

(Introduction to CVCe Words - using CVCe Word Blending Slides - 10 min)

"Alright, fantastic! Today, we're going to learn about a very special kind of word called CVCe words. Has anyone heard of a 'magic e'?" (Pause for responses)

"Great! On our CVCe Word Blending Slides, you'll see a 'magic e' slide. This 'e' at the end of a word is super special. It doesn't make its own sound, but it makes the vowel before it say its long name! Let's look at some examples on the slides. See how 'cap' becomes 'cape'? The 'e' at the end makes the 'a' say its name, 'ay'."

"Let's try a few together. I'll show you a word, and we'll say the sounds, remembering our magic 'e'."

(Guided Practice Blending CVCe Words - 10 min)

"Now it's your turn to be word wizards! I'll put a word on the board, and I want you to tell me what sound the 'magic e' makes the vowel say, and then we'll blend the whole word together." (Write CVCe words on the board like 'make', 'hide', 'cone', 'cute'. Provide individual support and correct pronunciation.)

(Recap - 5 min)

"Excellent work today, word wizards! What's the special rule we learned about the 'magic e'?" (Expect answers like 'makes the vowel say its name'.) "Perfect! We'll practice more next time."

Session 2: CVCe Word Spelling & Sentence/Question Differentiation (30 min)

(CVCe Word Review - 5 min)

"Welcome back! Let's quickly review our CVCe words from last time. I'll say a word, and you tell me how to spell it, remembering our magic 'e'!" (Say words like 'bake', 'time', 'robe', 'flute'.)

(Introduction to Sentences vs. Questions - using CVCe Word Blending Slides - 10 min)

"Super job! Now, let's switch gears. Today, we're going to talk about sentences and questions. Look at the CVCe Word Blending Slides for 'Sentences or Questions?'. What's the difference between a sentence and a question?"

"A sentence tells you something. It ends with a period (.). For example, 'The cat is fluffy.' A question asks you something. It ends with a question mark (?). Like, 'Is the cat fluffy?' Do you see the difference?"

(Practice Identifying & Forming Sentences/Questions - 10 min)

"Let's try some! I'll say something, and you tell me if it's a sentence or a question, and what punctuation it needs. You can give me a thumbs up for a sentence and a period, or a thumbs down for a question and a question mark." (Provide examples like: 'The sun is bright.', 'What is your favorite color?', 'Are you happy?', 'I like pizza.')

"Now, try to turn this sentence into a question: 'Birds can fly.'" (Guide them to 'Can birds fly?')

(Exit Ticket - 5 min)

"For our exit ticket today, I want each of you to write one sentence and one question on a piece of paper. Remember your punctuation!" (Collect papers.)

Session 3: Story Elements & Sequencing Introduction (30 min)

(Review Sentences/Questions - 5 min)

"Let's do a quick check-in on sentences and questions. Who can give me an example of a sentence? And a question? Great!"

(Introduction to Main Events & Sequencing - 10 min)

"Today, we're going to become story detectives! When we read a story, things happen in a certain order. This order is called sequencing. Think about getting ready for school. First, you wake up. Next, you eat breakfast. Then, you brush your teeth. Last, you leave for school. If you mixed up those steps, would it make sense?"

"The main events are the most important things that happen in a story. We need to put them in the right order to understand the story properly."

(Model Sequencing with Story Event Cards - 10 min)

"I have some Story Event Cards here from a very short story. I'm going to read you the story, and then we'll work together to put these cards in the correct order. Watch how I think about what happened first, next, and last." (Read a very short, simple story. Then, with the cards, model thinking aloud as you sequence them, asking guiding questions.)

(Quick Discussion - 5 min)

"Why is it important to know the order of events in a story?" (Expect answers like 'so it makes sense' or 'to understand what happened'.) "Exactly! You're all doing a wonderful job. We'll work more on sequencing next week."

Week 2: Comprehension & Questioning

Session 4: Deepening Story Sequencing (30 min)

(Warm-up: Sentences/Questions Quick Check - 5 min)

"Let's begin with a quick warm-up. I'll read some phrases, tell me if it's a sentence or a question!" (Give 2-3 quick examples.)

(Introduce Sequencing Story Events Reading - 10 min)

"Alright, today we're going to continue our work as story detectives, focusing on sequencing. I have a new short story for us to read, called Sequencing Story Events Reading. As I read, I want you to listen carefully for the important parts, the main events."

(Students Work in Pairs to Sequence Events using Story Event Cards - 10 min)

"Now, I'm going to give each pair of you some Story Event Cards that go with the story I just read. Work with your partner to put these events in the correct order from beginning to end. Remember to think about what happened first, next, then, and last." (Circulate and provide support.)

(Share and Discuss Sequencing - 5 min)

"Let's share! What was the first event? What happened next? Why did you put that event there?" (Have pairs share their sequences and discuss any differences.)

Session 5: Pre-Reading Questions & Predictions (30 min)

(CVCe Word Review - 5 min)

"Let's quickly review some CVCe words. I'll say a word, you spell it!" (Say 'game', 'drive', 'note', 'rule'.)

(Introduce Generating Questions Before Reading - 10 min)

"Today, we're going to learn another super reading power: asking questions before we even start reading! Look at this new text from our Comprehension Reading Passages. Before I read it, just by looking at the title and any pictures, what do you think this story might be about? What questions pop into your head?"

"Asking questions before reading helps our brain get ready for the story and helps us think about what we already know. We're making predictions!"

(Students Practice Generating Questions - 10 min)

"I'm going to show you a new title and picture. On your paper, I want you to write down 1-2 questions you have before reading, just from seeing the title and picture." (Provide a new passage from Comprehension Reading Passages with a clear title and image. Circulate and support students in forming questions.)

(Discuss Predictions - 5 min)

"Let's share some of your questions and predictions. What do you think will happen? Why do you think that?"

Session 6: During-Reading Questions & Monitoring (30 min)

(Recap Pre-Reading Questions - 5 min)

"Yesterday, we talked about asking questions before reading. Why is that helpful?" (Expect answers like 'to make predictions' or 'get ready to read'.)

(Introduce Generating Questions During Reading - 10 min)

"Today, we're going to learn to ask questions while we are reading! This helps us make sure we understand what's happening. If something is confusing, or if you want to know more, it's a great time to ask a question. We're monitoring our understanding. We're going to use another passage from Comprehension Reading Passages."

(Guided Practice with Read-Aloud - 10 min)

"I'm going to read aloud a part of a story. I'll stop sometimes and ask, 'What questions do you have right now?' or 'What are you wondering?' You can also just blurt out your questions!" (Read a short passage, stopping at key points or confusing parts to model asking questions.)

(Partner Sharing of Questions - 5 min)

"Now, I want you to turn to your partner and share one question you had while I was reading that story excerpt." (Facilitate quick sharing.)

Session 7: Post-Reading Questions & Summarizing (30 min)

(Review During-Reading Questions - 5 min)

"We've asked questions before reading and during reading. What's the purpose of asking questions during reading?" (Expect answers like 'to check understanding' or 'when something is confusing'.)

(Introduce Generating Questions After Reading - 10 min)

"Today, we're going to talk about asking questions after we've finished reading a story. These questions help us think about what we learned, what was most important, and what we might still be curious about. This also helps us summarize the story – tell the main parts in our own words. Let's use another passage from Comprehension Reading Passages."

"After reading this passage, what questions do you have about the story? What did you learn? What was the most important part?"

(Students Independently Generate Post-Reading Questions - 10 min)

"Now, I'm going to give you a short passage from Comprehension Reading Passages to read silently. After you finish, write down 2-3 questions that you have after reading. Think about what you understood and what you still wonder about." (Circulate and support.)

(Introduction to Summarizing - 5 min)

"Who would like to share one of their post-reading questions? Great questions! These questions can help us summarize. When we summarize, we tell the most important parts of the story in a few sentences. What do you think was the main idea or the most important thing that happened in this passage?"

Session 8: Reading Comprehension Practice (30 min)

(Warm-up: Sentence vs. Question Quick Check - 5 min)

"Let's do a quick warm-up. Thumbs up for a sentence, thumbs down for a question! 'Is it sunny today?' 'I like warm weather.'"

(Guided Reading with All Three Question Types - 15 min)

"Today is our big practice day for reading comprehension! We're going to read a new passage from Comprehension Reading Passages together, and we'll practice asking questions before, during, and after reading. Remember, good readers are always asking questions to understand better."

"First, let's look at the title and picture. What questions do you have before we read?" (Record questions.)

"Now, as I read, silently think of questions you have during the story. I'll pause sometimes to let you share." (Read, pausing to prompt questions.)

"Okay, we've finished reading. What questions do you have after reading? What did we learn? What was the main idea?"

(Independent Practice with Questions - 5 min)

"On your own, I want you to choose one question you had (before, during, or after) and try to answer it based on the text." (Provide support.)

(Class Share and Discussion - 5 min)

"Who would like to share their question and answer? Excellent work, everyone! You're becoming amazing question-asking readers."

Week 3: Writing & Assessment

Session 9: Organizing Ideas in Writing (30 min)

(CVCe Word and Sequencing Review - 5 min)

"Let's quickly recall our CVCe words. How about 'grape'? And what does it mean to sequence a story?" (Recap briefly.)

(Introduce Strategies for Organizing Ideas - 10 min)

"Today, we're going to talk about making our writing easy to understand. Imagine trying to tell a story where you jump all over the place! It would be confusing. We need to organize our ideas so they flow smoothly."

"Think about a paragraph. It usually has a topic sentence that tells the main idea. Then, we add details that support that idea, in an order that makes sense. We can use transition words like 'first', 'next', 'then', 'finally', or 'also' to connect our ideas. This is like building with LEGOs – you put the pieces together in a logical way."

(Guided Practice Organizing Scrambled Sentences - 10 min)

"I have some scrambled sentences here that are all about one topic. They're all mixed up! Your job, with my help, is to put them in the correct order to make a smooth-flowing paragraph." (Write 3-4 scrambled sentences on the board that form a simple paragraph. Guide students to identify the topic sentence and logical order.)

(Discussion on Effective Organization - 5 min)

"Why did we put the sentences in that order? How did the transition words help? Why is good organization important in writing?" (Lead a brief discussion.)

Session 10: Editing Drafts (30 min)

(Warm-up: Identify Errors in Example Sentences - 5 min)

"Let's start by being error detectives! I'm going to write a sentence on the board with some mistakes. See if you can spot them!" (Write a sentence with a capitalization, spelling, or punctuation error and guide students to identify and correct.)

(Introduce the Editing Process - using Editing Drafts Worksheet - 10 min)

"Great job! Today, we're going to learn about editing our writing. Editing means looking closely at our own writing, or someone else's, and fixing any mistakes to make it the best it can be. We'll use our Editing Drafts Worksheet to help us."

"When we edit, we look for:

• Spelling mistakes: Are all the words spelled correctly?
• Punctuation errors: Did I remember periods, question marks, and capital letters where they belong?
• Sentences that don't make sense: Is everything clear? Does it sound right?"

(Students Practice Editing - 10 min)

"I'm going to give you a short paragraph that has some mistakes on your Editing Drafts Worksheet. Your job is to read it carefully and circle or highlight any mistakes you find. Don't worry about being perfect, just try your best to find them!" (Circulate and assist students.)

(Partner Review of Edits - 5 min)

"Now, turn to your partner and compare what mistakes you found. Did you find the same ones? Did your partner find something you missed?"

Session 11: Skill Review & Quiz (30 min)

(Comprehensive Review - 15 min)

"Wow, we've learned so many important things over the past few weeks! Let's do a quick review of everything before our quiz.

• Who can remind me about 'magic e' words? What do they do?
• What's the difference between a sentence and a question?
• Why is sequencing important in a story?
• What kind of questions do good readers ask before, during, and after reading?
• Why do we organize our ideas when we write?
• What does it mean to edit a draft?"

"Excellent review, everyone! You've grasped so many new skills."

(Administer Comprehension Quiz and Sentence vs Question Quiz - 10 min)

"Now, it's time to show what you know! I'm handing out two short quizzes: the Comprehension Quiz and the Sentence vs Question Quiz. Please do your best. Read the questions carefully, and take your time." (Distribute quizzes and monitor students. Read questions aloud if necessary for students.)

(Collect Quizzes - 5 min)

"Please hand in your quizzes when you are finished. Thank you!"

Session 12: Final Assessment & Project Introduction (30 min)

(Administer Final ELA Skills Test - 20 min)

"Good morning, everyone. Today is our final assessment where you can show off all the amazing ELA skills you've learned. You'll be taking the Final ELA Skills Test. Do your best, read carefully, and use all the strategies we've practiced." (Distribute tests. Provide accommodations as needed, such as reading questions aloud.)

(Introduce Writing Organization Project Guide - 5 min)

"You've all worked incredibly hard on your ELA skills! After this test, I want to briefly introduce our Writing Organization Project Guide. This is a fun project you can work on to continue practicing organizing your ideas into smooth-flowing writing. We might start it next, or you can even explore it on your own!"

(Cool Down: Reading Strategy Cool Down - 5 min)

"You've done a fantastic job today and throughout these lessons! Let's wrap up with our Reading Strategy Cool Down. Think about one reading strategy you learned that you found most helpful. We'll share quickly." (Facilitate cool down.) "You are all becoming incredible readers and writers!"

CVCe Words Warm Up: Spot the Magic 'e'!

Directions: Read each word below. If you see a 'magic e' (CVCe word), circle the word and explain how the 'e' changes the vowel sound.

Words to Explore:

1. hat
2. hate
3. kit
4. kite
5. fin
6. fine
7. cop
8. cope
9. cut
10. cute

Think & Share:

• How does the 'e' at the end of a word make the vowel sound different?
• Can you think of another 'magic e' word?

Story Event Cards

Directions: Cut out these cards. After listening to a story, put them in the correct order from beginning to end.

Card 1

The little bear woke up from his long winter nap.

Card 2

He was very hungry and decided to look for berries.

Card 3

He found a bush full of delicious, ripe blueberries.

Card 4

The bear ate all the berries until his tummy was full.

Card 5

He went back to his cave for another cozy nap.

The Bear's Big Day

It was a chilly morning when the little bear woke up from his long winter nap. He stretched his big paws and let out a yawn. He felt a rumble in his tummy. He was very hungry!

"Time to find some breakfast," he thought. He ambled out of his cave and started to look for berries in the forest. He sniffed the air, hoping to catch the sweet scent of fruit.

Soon, his nose led him to a clearing. There, he saw it! A large, green bush full of delicious, ripe blueberries. His eyes lit up with joy.

The bear happily ate all the berries until his tummy was full and round. He felt happy and content. The sun was warm, and a gentle breeze blew through the trees.

With a happy sigh, he slowly went back to his cave for another cozy nap. He dreamed of more blueberries.

Comprehension Reading Passages

Passage 1: The Busy Bee

Bea the bee was very busy. Every morning, she flew out of her hive to find flowers. She collected sweet nectar to take back home. Her friends, Buzz and Bella, were also busy. They worked together to make delicious honey. When the sun went down, Bea was tired but happy. She loved being a busy bee.

Questions for Passage 1:

1. What did Bea the bee do every morning?
2. What did Bea and her friends make?
3. How did Bea feel at the end of the day?
   
   
   
   
   
   
   

Passage 2: Max the Dog

Max is a playful dog. He loves to run in the park and chase after his red ball. His owner, Lily, throws the ball far, and Max brings it back. After playing, Max likes to take a nap in a sunny spot. He is a very good dog and always wags his tail when Lily comes home.

Questions for Passage 2:

1. What does Max love to do in the park?
2. Who is Max's owner?
3. What does Max do after playing?
   
   
   
   
   
   
   

Passage 3: The Little Red Apple

Once there was a little red apple. It grew on a tall tree in a big orchard. The apple loved to feel the warm sun and the gentle rain. One day, a farmer came to pick the apples. He carefully picked the little red apple. It was a perfect, shiny red apple, ready to be eaten!

Questions for Passage 3:

1. Where did the little red apple grow?
2. What did the apple love to feel?
3. What happened to the apple one day?
   
   
   
   
   
   
   

Question Generation Activity: Be a Reading Detective!

Directions: Use the strategies we learned to ask questions at different times while reading. Remember, good readers always ask questions!

Part 1: Before Reading

Look at the title and any pictures for a new story. Write down 1-2 questions you have before reading.

Story Title: "The Mystery of the Missing Toy"

Picture: (Imagine a picture of a child looking sad, a magnifying glass, and a slightly messy room)

Your Questions (Before Reading):

Part 2: During Reading

As you listen or read a story, write down questions that come to your mind. These are questions you have while the story is happening.

Story Excerpt:

"Lily was searching everywhere for her favorite teddy bear, Patches. She looked under her bed. She looked in her toy box. Patches was nowhere to be found! Lily started to feel worried. Where could Patches be?"

Your Questions (During Reading):

Part 3: After Reading

After you have finished a story, write down questions that help you think more deeply about what you read. These questions can help you summarize or think about important parts.

Story Summary:

"Lily finally found Patches! He wasn't under the bed or in the toy box. Patches was sitting on the kitchen counter, next to a half-eaten cookie. Lily giggled. Patches must have been looking for a snack!"

Your Questions (After Reading):

Editing Drafts: Be a Super Editor!

Directions: Read the story below. It has some mistakes! Your job is to find the mistakes and make the story better. Look for:

• Spelling mistakes
• Punctuation mistakes (like missing periods or question marks)
• Capitalization mistakes (missing capital letters at the start of sentences or for names)

The Mixed-Up Picnic

last saturday, my family went to the park for a picnic we brought a big blanket, sandwhiches, and juicy oranges. my dog, buddy, came too. he love to play catch. a squirrel ran by and buddy barked loudly. did he want to play with the squirrel it was a very fun day

Your Edits:

Rewrite the story correctly in the space below. Circle the changes you made!

### Reflection:

What kind of mistakes were easiest for you to find?



What kind of mistakes were tricky?

Writing Organization Project: Tell Your Own Story!

Objective: To organize your ideas into a clear, smooth-flowing story or paragraph that makes sense to your reader.

Part 1: Choose Your Topic

Think of something you want to write about! It could be:

• Your favorite day
• A fun memory
• A pet you have or wish you had
• What you like to do on the weekends

Write your topic here:

Part 2: Brainstorm Your Ideas

Before you start writing, think of all the important things you want to say about your topic. Write down your ideas in a list or draw pictures.

My Ideas:

Part 3: Order Your Ideas (First, Next, Then, Last)

Now, look at your ideas. How can you put them in an order that makes the most sense? What should come first? What should come last?

Use this chart to plan your story:

Part 4: Draft Your Story

Now, write your story! Use your organized ideas from Part 3. Remember to start each sentence with a capital letter and end it with a period or question mark. Try to use words like "first," "next," "then," and "finally" to connect your ideas.

Part 5: Check Your Work

Read your story aloud. Does it make sense? Did you put your ideas in a good order? Does it flow smoothly? Ask a friend or your teacher to read it too and give you feedback!

Reading Strategy Cool Down: My Best Reading Tool!

Directions: Think about all the reading strategies we learned in our lessons (like asking questions before, during, and after reading, or sequencing events).

1. What is one reading strategy you learned that you think will help you the most?
   
   
   
   
2. Why do you think this strategy is so helpful?
   
   
   
   
3. How will you remember to use it next time you read?
   
   
   
   

Answer Key for Worksheets and Assessments

CVCe Words Warm Up: Spot the Magic 'e'!

Answers:

1. hat (Not CVCe)
2. hate (Magic 'e' makes 'a' say its name /ay/)
3. kit (Not CVCe)
4. kite (Magic 'e' makes 'i' say its name /igh/)
5. fin (Not CVCe)
6. fine (Magic 'e' makes 'i' say its name /igh/)
7. cop (Not CVCe)
8. cope (Magic 'e' makes 'o' say its name /oh/)
9. cut (Not CVCe)
10. cute (Magic 'e' makes 'u' say its name /yoo/)

Think & Share:

• How does the 'e' at the end of a word make the vowel sound different? The 'e' at the end is silent, but it tells the vowel before it to say its long sound (its name).
• Can you think of another 'magic e' word? (Answers will vary, e.g., 'cake', 'mine', 'rode', 'flute')

Editing Drafts: Be a Super Editor!

The Mixed-Up Picnic (Corrected Version)

Last Saturday, my family went to the park for a picnic**.** We brought a big blanket, sandwiches, and juicy oranges. My dog, Buddy, came too. He loves to play catch. A squirrel ran by and Buddy barked loudly. Did he want to play with the squirrel**?** It was a very fun day**.

Reflection:

• What kind of mistakes were easiest for you to find? (Answers will vary, e.g., capitalization, periods)
• What kind of mistakes were tricky? (Answers will vary, e.g., spelling, verb agreement like 'loves' instead of 'love')

Sentence vs Question Quiz

1. Which of these is a question?
   • Correct Answer: What is your name?
2. Which of these is a sentence?
   • Correct Answer: She smiled brightly.
3. Rewrite this sentence as a question: "He is happy."
   • Correct Answer: Is he happy?
4. Rewrite this question as a sentence: "Did you finish your work?"
   • Correct Answer: You finished your work.
5. What punctuation mark does a question end with?
   • Correct Answer: ?
6. What punctuation mark does a sentence end with?
   • Correct Answer: .
7. Write one sentence about your favorite animal.
   • (Answers will vary)
8. Write one question you would ask a friend.
   • (Answers will vary)

Comprehension Quiz

1. What does it mean to 'sequence' a story?
   • Correct Answer: To put the events of the story in order.
2. Name one thing a good reader does before reading to understand a story better.
   • Correct Answer: Generate questions / Look at the title and pictures / Make predictions.
3. Why is it helpful to ask questions during reading?
   • Correct Answer: To check understanding / To clarify confusing parts / To stay engaged.
4. What kind of questions do you ask after reading a story?
   • Correct Answer: Questions to summarize and reflect on what you learned.
5. Think of a very short story you know (like 'The Three Little Pigs'). Write down the first main event.
   • (Answers will vary, e.g., 'The three little pigs built their houses.')
6. Think of the same short story. Write down the last main event.
   • (Answers will vary, e.g., 'The wolf couldn't blow down the brick house.')
7. I feel confident asking questions before, during, and after reading.
   • (Likert scale response)

Final ELA Skills Test

1. Which word has a 'magic e'?
   • Correct Answer: tape
2. Spell the CVCe word for the picture of a (imagine a picture of a cone)
   • Correct Answer: cone
3. Which sentence tells the main idea of a story?
   • Correct Answer: The rabbit lost his carrot and found it again.
4. Put these events in order:
   A. He ate breakfast.
   B. He woke up.
   C. He went to school.
   D. He brushed his teeth.
   • Correct Answer: B, A, D, C
5. What kind of question would you ask before reading a book called 'The Ocean's Secrets'?
   • Correct Answer: What do I already know about the ocean?
6. Write one question you would ask during reading if a character suddenly disappeared.
   • (Answers will vary, e.g., 'Where did they go?' 'Why did they disappear?')
7. What punctuation mark goes at the end of 'What is your favorite color'?
   • Correct Answer: ?
8. Which of these is a sentence?
   • Correct Answer: Walk the dog.
9. Rewrite the following ideas in a smooth-flowing paragraph:
   A. I put on my shoes.
   B. I woke up.
   C. I ate cereal.
   D. I went outside to play.
   • (Answers will vary, e.g., 'First, I woke up. Next, I ate cereal. Then, I put on my shoes. Finally, I went outside to play.')
10. Find and correct the two mistakes in this sentence: 'my cat is cute and he love to play.'
    • Correct Answer: My cat is cute and he loves to play.