This is a PowerPoint presentation that was used with my sixth and seventh grade Deaf and Hard of Hearing Students. It was projected onto a white dry-erase board, so that the students could actively participate in the lesson by writing on the slides of the presentation. This presentation could be used with any student reading at the second-grade level. The PowerPoint was created to supplement the story “Tara and Tiree” which is found in the Scott Foresman Reading Street Curriculum (Level 2.2). The PowerPoint was used during one week of reading instruction. It includes spelling activities, pre-reading activities to build vocabulary and background knowledge, and post-reading activities to assess comprehension.

Illinois State Goals: Objectives: State Goal 1: Read with understanding and fluency. State Goal 2: Read and understand literature representative of various societies, eras, and ideas. State Goal 3: Write to communicate for a variety of purposes. State Goal 4: Listen and speak effectively in a variety of situations Objectives: 1.A.1a: Apply word analysis skills to recognize new words. 1.A.3b: Analyze the meaning of words and phrases in their context. 1.B.3a: Preview reading materials, make predictions and relate reading to information from other sources. 1.B.3b: Read age-appropriate material with fluency and accuracy.

Objectives (continued): 1.C.1d: Summarize content or reading material using text organization (i.e., sequence). 2.A.1a: Identify the literary elements of theme, setting, plot, and character within literary works. 2.B.1c: Relate character, setting, and plot to real-life situations. 3.A.1: Construct complete sentences which demonstrate subject/verb agreement, appropriate capitalization and punctuation, correct spelling, and appropriate use of the eight parts of speech. 4.A.1b: Ask questions and respond to questions from the teacher and from group members to improve comprehension.

- or - ar - ore - or - ar - ore * There are three spelling patterns in our list this week. They are ______, ______, and ______. Sort the words into the correct column based upon their spelling pattern. Be sure to spell the words correctly. - or - ar - ore part hard score morning porch born horse before more corn smart farm therefore cardinal chore - or - ar - ore

1. part 6. more 11. chore 2. hard 7. smart 12. score 3. born 8. farm 13. cardinal 4. horse 9. porch 14. therefore 10. corn 5. before 15. morning * Use the words on your spelling list to complete the activity on the next two slides. Read each sentence and write the spelling word that completes each sentence correctly. Make sure to spell the words correctly.

* You can have _______________ of my apple. * What was the _______________ of the football game? * I think my math homework is ______________. * My _______________ at home is to wash the dishes. * I was ______________ in June. That is when I celebrate my birthday. * My favorite vegetable to eat is _______________. * The children each had a turn riding on the _______________.

* My dad likes to sit on the front ____________ every night and look at the stars. * Look both ways ____________ you cross the street. * We saw many animals on our field trip to the ____________. * I feel hungry, so I want ______________ to eat. * The students knew all of the answers. They are ____________. * The beautiful, red ___________ sat on the branch. * The sun rises in the _______________. * You worked hard and, ________________, got good grades.

Hero Not a Hero 1. Have you ever heard or read about a hero? * Complete the chart below to compare a hero to a person who is not a hero.   Hero Not a Hero   1. Have you ever heard or read about a hero?   2. Who are some people who help when others are in danger? Does a hero have to be a person such as a policeman or fireman?

Your definition Real Definition Vocabulary Word within the context of a sentence Your definition Real Definition The hero saved the children’s lives.   The fearless fireman went into the burning building. Jim learned how to train the dogs. He helped the dogs learn to be good. The dogs had good coats to keep warm. Jim got hold of the dog’s collar around his neck. The dogs slipped on the ice, but they didn’t stop. There is such a thing as a brave and wonderful dog! A person who helps others when they are in danger To have no fear; brave To teach an animal how to do something An animal’s fur A band that a dog wears around its neck To slide on accident, without wanting to Showing no fear of dangerous things

slipped brave fearless collar coat train hero   ___________ to slide on accident, without wanting to showing no fear of dangerous things to have no fear; brave a band that a dog wears around its neck An animal’s fur to teach an animal how to do something a person who helps others when they are in danger slipped brave fearless collar coat train hero

1. Read the title on page 167. What is the title? 2. Who is the author of this story? Who is the illustrator? 3. Look at the picture on pages 166 and 167. What do you see in the picture? 4. Let’s take a Picture Walk through the story. We will look at the pictures, but we won’t need to read any of the words…yet! 5. What do you think this story is going to be about?

* Choose the prediction that you think is correct. A man named Jim has two dogs, Tara and Tiree. When Jim falls into the water, the dogs try to save him. Prediction #1 A dog named Tara and a man named Tiree go ice skating one day. The dog, Tara, falls into the ice and Tiree saves her. Prediction #3 Tara and Tiree try to save their owner Jim when he falls out of the tree. Tara and Tiree are good dogs.

* Now that we have read the story, “Tara and Tiree,” let’s discuss the characters, setting, plot, problem, and solution. Who are the main characters in the story? What is the setting of the story? What is the plot of the story? How was the problem solved? What is the problem in the story?

* Let’s discuss the following questions. 1. Where did Jim live when he was a young boy? 2. What are the names of Jim’s two dogs? 3. Describe what Tara and Tiree look like. 4. How does Jim feel about his dogs? How do the dogs feel about Jim? 5. What do the dogs like to do outside during the winter? 6. What happened while Jim was out for a walk with his dogs? 7. Why did Jim want the dogs to stay off of the ice?

8. What happened when Tiree came to help Jim? 9. Why couldn’t Tara pull Jim out of the water by herself? 10. How did Tiree get out of the icy water? 11. How did Tara and Tiree save Jim? 12. Why didn’t the dogs give up when they started slipping? 13. What did Jim say about his dogs at the end of the story? 14. Tell about someone who is a hero to you and explain why.

Let’s sequence the important events of the story * Let’s sequence the important events of the story. Number the events from 1 – 10. _____ Jim says his dogs are brave and wonderful. _____ Jim had two dogs named Tara and Tiree. _____ When Jim was a boy in Canada, his family raised dogs. _____ Tara and Tiree heard Jim and came running. _____ Tara and Tiree saved Jim’s life! _____ When Jim grew up, he still loved dogs and had two of his own. _____ Jim and his dogs like the winter time. _____ Jim fell into the cold, icy water. _____ Tara and Tiree worked together to pull Jim onto the ice. _____ One day Jim and his dogs went for a walk on the lake.

Remember to indent the first line of each paragraph. On your paper, write a summary of the story. Make sure to include the most important events. Remember to include time-order words such as first, second, next, then, and last. Remember to indent the first line of each paragraph. Remember to capitalize the first letter of each sentence and the names of the characters. Please use your best writing. Re-read your summary when you are finished. Correct any misspelled words. Add periods and commas where they are needed.