First Grade - ELA
1: Environment
Unit 1: Habitats and Homes
Lesson 1
My Environment
Students sing a song that includes the phrase "Water, food, and shelter," giving them oral practice using the conjunction "and." Students complete a writing prompt that begins "The _______ is the most important room because _______," requiring them to speak or write a clause using "because." Students discuss items that meet needs using prompts like "water, food, or shelter," providing practice with the conjunction "or."
Lesson 4
Animals Live and Grow
The lesson includes several speaking and writing prompts that require explanatory responses (e.g., Question #3 asks "Why does Nana tell the boy to give the plants a drink?" and Question #6 asks "Would you enjoy planting a garden? Why or why not?"), which invite use of 'because' and 'or'. The activities ask students to list multiple needs and characteristics (e.g., "Ask your child to name the things animals need to live and grow" and the "Plants can... / Plants are... / Plants have..." organizer), which invite students to join ideas with 'and' or 'or'. Discussion prompts about how habitats provide things (water, food, and shelter) model frequently occurring conjunctions in context.
Lesson 10
Amazing Animals
Several read-aloud passages and role-play scenarios include frequently occurring conjunctions (for example, the starfish scenario uses "but," and instructions use "or" in "read to your child or encourage him to read along"). Students are prompted to explain what they would do in each situation and to answer follow-up questions, creating opportunities to speak using connecting words. The Skills and Activities sections require listening and speaking responses, which could naturally elicit use of conjunctions in student speech.
Lesson 11
Amazing Me
Several teacher prompts and fact statements contain frequently occurring conjunctions: e.g., "Our bodies can change because of our environments, and the environment can change the way we feel," and activity prompts use "and," "or," and "so" (e.g., "you might put on more clothes or … begin to shiver," "our skin gets darker, or tans, so that we are less likely to sunburn"). Students are asked to read or read-aloud story lines and to share examples aloud and in writing (Activity 3 and wrapping up), exposing them to sentences that include conjunctions. Activities require students to express ideas and read words aloud, which provides opportunities to encounter these conjunctions in context.
Unit 2: Weather
Lesson 1
Reading the Skies
Students are asked to dictate sentences using vocabulary words in Activity 2 (Option 1 and Option 2), which requires them to produce connected sentences. Activity 3 asks students to tell a story about their favorite weather and to explain why they enjoy it, a prompt that can lead students to use words like "because." The Life Application and Introduction prompt students to describe sky conditions and discuss what to wear and what activities to do, giving opportunities to combine ideas in speech.
Lesson 7
Spring
Students read poems that contain the conjunction "and" (for example, "Red and yellow all around" and "chirped and cried") and attempt to read and discuss those poems. Students follow multi-step directions that use conjunctions (for example, "color the seeds according to the instructions and then cut them out" and "Plant two green seeds and one yellow seed"). These reading and listening activities expose students to frequently occurring conjunctions in context.
Lesson 8
Summer
Students read and hear the conjunction "and" in multiple places: the fill-in-the-blank story uses the phrase "play in the sand and ___ in the waves," the season song contains lines like "Winter's cold, and fall is cool" and "Spring is warm, and summer's hot," and the Questions to Explore include "people, plants, and animals." These instances show students encountering a frequently occurring conjunction in spoken and written contexts.
Final Project
Weather Games
Students are asked to write and speak weather observations and a three-day family weather forecast (Activity 4) using the Weather Forecast graphic organizer, which requires them to answer multi-part questions in sentences. An example forecast is provided that contains frequently occurring conjunctions (e.g., "and" in "no rain and very few clouds," "or" in "go to the park or to play a game"). Students also make oral presentations and record answers, giving natural opportunities to combine ideas in speech and writing.
Unit 3: Community
Lesson 3
Jobs in the Community
Students are given a fill-in-the-blank 'When I Grow Up' page that explicitly includes the prompt 'I could help ___________ because ___________.' The example paragraph and the model sentences include conjunctions such as 'because', 'and', and 'but' (e.g., 'I would like being a firefighter because I could sound the alarm, slide down the pole, and drive the fire truck.' and '...but this would be a good job because...'). Activity 5 asks students to record one simple sentence about how each worker helps and to say each sentence aloud, providing opportunities to use conjunctions in spoken and written sentences.
Lesson 4
Goods and Services in the Community
The lesson text repeatedly uses frequently occurring conjunctions in teacher language and prompts (for example, Questions to Explore: "What is my role in the community and what are others' roles...", Introduction: "Goods are objects that you buy and use", and Activity 2: "each item costs a certain amount of money and that she can buy only a certain number of items because she has only $16"). Several instructions for student responses ask the child to "explain" or "describe" community goods, services, and why people have jobs, which model sentences containing "and" and "because". The materials also include paired tasks (matching, describing, trading) where compound ideas appear in the text.
Lesson 6
A Good Community Citizen
Students are asked to explain how they made decisions about whether actions show good citizenship, which requires speaking (e.g., explaining Frank, Maria, Caleb scenarios). The lesson language and prompts include frequently occurring conjunctions in context (e.g., "How and why...", lists using "and" such as "taking turns, sharing, listening, and helping family members"). Students are also asked to label pictures and write descriptions for family members, providing opportunities to produce connected phrases or sentences.
Lesson 9
Caring for Our Communities
Students read a story that contains frequently occurring conjunctions such as "and" and "but" (e.g., "She goes to the library with her mom, and on weekends her dad..."; "but that job is too big for a little girl"). Instructions include the word "or" in choices (e.g., "use a well-known tune or think of your own"), and students are asked to answer questions and role-play community situations, which require speaking. Several comprehension and speaking activities (Q&A, role-play, sharing pictures or videos) provide opportunities for verbal responses that could include conjunctions.
Final Project
I Can Make A Difference
Students are prompted to complete the reflection sentence 'I made my community a better place because __,' which requires use of the conjunction "because." Activity suggestions include phrasing such as 'Visit a nursing home and spend time...' and 'help clean an elderly person's home or help with yard work,' which expose students to and invite use of 'and' and 'or.' The unit questions and prompts (e.g., 'How and why does a healthy environment lead to a healthy community?') also present conjunctions in contexts students will read and respond to.
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 1
Describe It
Students encounter conjunctions in model sentences and examples, such as "shiny, metal, small, and something that cuts" and "These two objects are different because the banana is yellow, and the apple is red." Activity 4 asks students to write or copy a sentence describing an object, which provides an opportunity to use conjunctions in writing. The Guess What's in the Bag and Similar or Different activities require spoken descriptions and comparisons where conjunctions appear in sample language.
Lesson 3
Size, Shape, and Color
Students are asked to describe how one object is different from and similar to another, prompting use of conjunctions in spoken comparison. Students are asked what makes purple, green, and orange (e.g., "red and blue"), which invites use of the conjunction "and" when naming color combinations. Several prompts use "or" (e.g., options for organizing objects, and "mix white with red (pink) or white with blue"), which may lead students to use "or" in responses.
Lesson 7
More Attributes
Students are asked to find items described with combined attributes using conjunctions (e.g., "Find all the blocks that are red and thick," "Find all the thick and large blocks"), which has them identify items that are both A and B. Students place items in Venn diagrams where they must put objects that are "both triangles and yellow," reinforcing the 'and' relationship between attributes. The wrap-up asks "Why or why not?", prompting students to respond to a question that uses the conjunction 'or.'
Lesson 8
Amazing Attributes
The Skills list includes 'Use words that describe in speech and writing (LA)', indicating students are expected to produce descriptive language. The 'MAGNETIC OR NOT' activity page asks students to write predictions and results, and the 'Sink or Float' activity directs students to predict, sort, and compare predictions to results. The wrap-up prompts require students to explain causes (e.g., 'Ask your child what causes an object to sink or float') and to discuss density.
Unit 2: Senses
Lesson 1
My Five Senses
Students encounter frequently occurring conjunctions embedded in the materials and instructions. For example, students read phrases such as "We see, hear, taste, touch, and smell" and instructions that state "More than one sense can be used for some objects, but she should put the item on the sense that would be most useful." Students also hear conjunctions in teacher prompts and explanations (e.g., 'decide which sense she would use and place all the items on the webs').
Lesson 6
Experimenting With Our Senses
Students are asked to tell a story about a favorite flavor and to read it aloud (Activity 3), which requires composing connected ideas in speech. Students are asked to write or dictate and copy a sentence about something they smelled or tasted (Activity 4), providing an opportunity to use conjunctions in writing. The taste-test questions include prompts like 'Are these cups of liquid the same or different?' and 'If your answers were different, why were they different?' which model and invite use of 'or' and 'because'.
Lesson 8
Writing About Our Senses
Students produce descriptive lists that include the conjunction "and," for example when describing an apple: "red, delicious, smooth, hard, crunchy, and juicy." An example in the Sensing My Day sample uses "and" in a list: "I saw red, yellow, and orange leaves." Instructions and choices in activities include the word "or" (e.g., "or you may read them aloud"), so students may encounter "or" in context. Students are asked to write sentences about popcorn and sensory experiences, providing opportunities where conjunctions could appear in their writing.
Unit 3: We're the Same, We're Different
Lesson 2
Physical Characteristics
The read-aloud story "Different Friends" contains frequently occurring conjunctions within the text (for example, sentences that include "and" and "so" when describing Susan and Casey). Students are asked to retell the story in their own words and to dictate and record a friendship story with a beginning, middle, and end, which gives students opportunities to produce multi-clause sentences where conjunctions could be used.
Lesson 4
Interests and Hobbies
Students see and hear frequently occurring conjunctions in the text and directions (e.g., "Some hobbies we can do alone, and some we can do with other people.", "dictate and then copy or to write", and "Because we are all different, we can learn new things from one another."). Activity instructions (Activity 1 and Activity 4) include the words and, or, and because, so students are exposed to these conjunctions when they write sentences about their hobby and complete handwriting practice. The Hobby Survey and My Interest prompts require students to produce multi-word responses where conjunctions might naturally appear.
Lesson 5
Shapesville
Students hear and read sentences that include conjunctions such as 'and' and 'or' when they identify shapes, describe characters, and follow directions (for example, 'draw your face with the shape as your body, or you can cut your face out of a picture and paste it on the shape'). Students are asked to dictate short descriptions of personality and interests and to write or copy a sentence on handwriting paper, providing opportunities to encounter and potentially use conjunctions in speech and writing.
Lesson 6
Different Families
Students complete sentence frames on the "Families Around the World" (Option 1) page that explicitly use conjunctions: "My family is similar to a family from _______ because we both _______" and "My family is different from a family from _______ because we _______, but they _______." Students are asked orally to describe how their family is "similar to and different from" other families, prompting use of "and." The Skills list also directs students to "Complete sentences (LA)," which aligns with practicing conjunctions in written responses.
Lesson 8
Different Holidays and Traditions
Activity 3 asks students to write three sentences about their favorite holiday and provides an example sentence frame that uses the conjunction "because" ("_____ is important because _____"). Activity 5 requires each holiday page to include "A sentence about the holiday" and offers the same example frame with "because," giving students multiple opportunities to produce causal sentences. The skills and introductory prompts ask students to describe what they enjoy and to list activities, days, and months (e.g., "days of the week, months of the year, and seasons"), which could lead students to use coordinating conjunctions like "and" when combining ideas.
Lesson 10
Wants and Needs
The lesson includes at least one explicit instance of a conjunction in student-facing text: "Explain that things we want are things we would enjoy but can live without," which models the use of "but." Several activities ask students to explain answers, write about how it felt to give away items, and discuss survey results, providing opportunities for students to use conjunctions (e.g., when comparing wants and needs or explaining reasons). The survey/web and discussion prompts ask students to discuss whether items are truly needs or wants, which could prompt use of conjunctions such as and, or, and because during speaking or writing.
Lesson 11
Being Part of a Group
Students complete a prompted paragraph that includes the conjunction "because" ("The members in the group are alike because __"). Students are asked to read the paragraph aloud after dictating or writing it, providing spoken exposure to conjunctions used in the text. The wrap-up and instructions contain conjunctions (for example, "but" in "it is fun to be part of a group, but it is also important") that students encounter while discussing groups.
3: Patterns
Unit 1: Identifying and Creating Visual Patterns
Lesson 8
Creating and Writing About Patterns
Students fill in sentence stems that include the conjunction "and," for example by completing "This pattern is made up of __, __, and __." Students are prompted to write sequence words as "first, then, and next," so they read and copy a phrase containing "and." Students are asked to mark out the line before "and" on a two-item pattern sentence, which has them attend to and reproduce the word "and."
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 3
Poetry Patterns
Students read and sing the song "A‑Hunting We Will Go," which contains the conjunction "and" in lines such as "And then we'll let it go." Students complete a fill‑in activity that includes the prompt "Put it _____ And then we'll let it go," which requires them to write or reproduce a sentence containing "and." The materials also present the choice phrase "read along or sing a song," exposing students to the conjunction "or."
Lesson 5
Story Patterns
Students read and hear short narrative texts that include conjunctions (for example, the story sentences "He walked over to the rock and put his ear on it" and "The boy was scared until he realized it was only his older brother…"). Students are asked to dictate, write, or copy sentences from both provided texts and their own stories (Activities 2, 3, and 4), giving them opportunities to encounter and reproduce these sentence forms.
Final Project
Patterns Video
Students write or dictate scripts that include sentence frames such as "It is made of ____, ____, and ____," and they practice speaking those scripts for a recorded video. The activity asks students to describe parts of patterns and to sequence them using prompts like "First comes... Then... Then...," which requires combining ideas in spoken or written sentences.
Unit 3: Patterns in Your World
Lesson 4
Daily Routines
Students are asked to dictate or write a sentence for each step in Activity 2 and to write or copy a sentence describing a routine in Activity 4, providing opportunities to produce connected sentences. Activity 3 asks students to record activities in words and times across a day, which could involve linking ideas in written phrases. The student activity pages include multi-step descriptions (e.g., the dinner example with four sequential sentences) that students can reproduce or paraphrase.
4: Change
Unit 1: Changes on Planet Earth
Lesson 1
What Causes Change?
Students complete the "Write About a Change" prompt that includes the sentence "________ changed because ________," which requires them to use the conjunction "because" to link cause and effect. Students mark items as "fast or slow" on the Fast or Slow Change? pages, encountering the conjunction "or" in a choice context. Students also see conjunctions in labels or lists (for example, items joined by "and") while they observe and describe changes.
Lesson 2
What Changed?
Students encounter and hear common conjunctions in teacher prompts and text (for example, lists using "and" such as "amount, size, color, weight, and location" and the prompt to "describe the cause of the change and whether the change is positive, negative, or neither"). Students are asked to record sentences describing examples of changes, which could elicit use of conjunctions. Questions and directions use conjunctions in speech (e.g., "positive, negative, or neither", "when you grow, both your weight and height change"), providing incidental models of conjunctions.
Lesson 7
Living Things Change
Students are prompted to answer questions that use conjunctions (e.g., "How and why the lizard changed," and "Did the number or amount of something change? … or did it move?"), which can elicit spoken use of words like and, or, and because. Activity 4 asks students to write or copy a sentence describing how something changes in size, providing an opportunity to produce written sentences that could include conjunctions. Multiple teacher prompts and question-and-answer interactions throughout the activities use conjunctions in context.
Lesson 11
People Change the Environment
The lesson text repeatedly uses common conjunctions in context (e.g., sentences containing "and" and "or": "we are driving electric cars, and even young children can help out..." and "reusable metal or plastic water bottles"). It also uses "while" to contrast definitions: "Reducing means... while reusing means..." Students are asked to "describe... explain how it is changing the environment, and decide if the change is positive, negative, or neutral," which requires spoken or written linking of ideas.
Unit 2: Characters Change
Lesson 1
What's in a Name
Students complete worksheets that present conjunctions in context: Activity 5 prompts include sentences with 'and' and 'but' (e.g., "When Chrysanthemum first went to school she was __________ and __________." and "Before, Chrysanthemum was __________ but now she is __________."). The introduction and directions also use common conjunctions in examples and questions (e.g., "first names, middle names, and last names" and "sad, mad, or happy"). These occurrences require students to read and respond within sentences that contain 'and', 'but', and 'or'.
Lesson 2
Why Worry?
The lesson defines a conjunction and gives "and" and "but" as examples and lists the skill "Use frequently occurring conjunctions (e.g., and, but, or, so, because)." In Activity 1 students orally and in writing combine pairs of sentences using the conjunction "and" and practice combining sentences with "but." In Activity 2 and the wrap-up students identify and circle conjunctions in response pages and are asked to produce sentences using "and" and "but."
Lesson 3
Is It a Problem?
The lesson's skill list explicitly names using frequently occurring conjunctions (e.g., and, but, or, so, because). Activity 3 has students orally combine pairs of sentences using the conjunction "or" and an accompanying "USING 'OR'" activity page asks students to write combined sentences. Activity 5 asks students to identify and circle the conjunctions "and," "but," and "or" on a character-change activity page, providing recognition practice in context.
Lesson 4
Comparing Characters
Students are given an explicit cause-and-effect example that uses the conjunction "because" ("I took medicine because I had the flu"), which models using a frequently occurring conjunction to link clauses. The "I Change" activity page prompts students to write sentences that include conjunctions in context (e.g., lines beginning with "but now I am" and "I changed because"), encouraging use of "but" and "because" in their own writing. Several writing prompts (story summaries and reflective sentences) require students to produce multi-clause sentences where conjunctions could be used.
Lesson 5
The Raft
Students encounter conjunctions in the story text and question answers (for example: "There is no one to play with, and his grandma doesn't even have a TV."). Students read sentences that use "so" in context ("I pushed the raft into the reeds then tied it to the dock so it wouldn't drift away."). Students also see "because" used in an explanatory answer ("A fawn; because he rescued the baby deer from the mud").
Lesson 6
Positive and Negative Change
Students are asked to write or dictate sentences describing causes and effects of change, which gives them an opportunity to produce connected ideas. The lesson text and examples contain frequently occurring conjunctions in context (for example, repeated uses of "and" in phrases like "cause and effect" and "positive and negative," and the example phrasing "Or you could say..."). Students also engage in discussion questions (e.g., comparing positive vs. negative responses) where conjunctions appear in prompts.
Final Project
My Own Story
Students are asked to dictate and write a multi-page story (Part 5) that explains a problem and how the character comes to a solution, which requires describing cause and effect. The "Problem and Solution" student page prompts students to answer "How does the character change from the beginning to the end of the story?" and "Why did the character need to change?", encouraging explanatory language. Students also describe characters with three traits (Part 2) and are reminded to use interesting language to show how the character changed, providing opportunities to combine ideas in sentences.
Unit 3: A First Look at History - Change Over Time
Lesson 6
Predicting Future Change
The Activity 3 fill-in-the-blank prompt "I changed because _______________" requires students to produce a clause with the conjunction because. Activity 2 asks students to write sentences describing a change and its result, which models connecting ideas (e.g., the example uses "which would be negative, but you would also meet new friends"). The introduction and examples use conjunctions such as "and," "but," and "because," and students are asked to speak or dictate explanations in Activities 1 and 3.
Final Project
My Past, Present and Future
Multiple student activity pages prompt students to complete sentence stems that include the conjunction "because" (e.g., "I was different because," "My family was different in the past because ______"). Students are instructed to write or dictate full sentences for past and present comparisons (e.g., "In the past __________" and "Today __________"), which require composing connected ideas. The prompts repeatedly provide spaces for students to write explanatory responses that can use causal language with "because."
6: Reading
Unit 1: Semester 1
Lesson 1
Letter Sounds Review I
The lesson introduces the sight words "the," "and," and "a" and has students identify and say these words using sight word cards (Activity 1.3). Students read the Weekly Message aloud and point to words, which exposes them to the word "and" in context, and Day 3 asks students to count how many times "and" appears in the message. Students repeatedly practice recognizing and reading the specific word "and" across several activities.
Lesson 2
Letter Sounds Review II
Students are asked to identify and read sight words including "and" (Activity 1.3 and Day 3 Activities). Students locate the word "and" in the Weekly Message and point to it while reading (Activity 1.1 and Day 3). The Weekly Message itself contains the conjunction "and," which students read aloud when following words from left to right.
Lesson 3
Letter Sounds Review III
Students identify and read the sight word "and" in multiple activities (Activity 1.1, Activity 1.3, Activity 4.3). Students read and complete sentences that include the conjunction "and" (What's Missing answer key: "The cat and the dog ran") and are asked to read sentences aloud pointing to each word. Students also encounter "and" in the Weekly Message and are prompted to point to words they know.
Lesson 4
Letter Sounds Review IV
Students are asked to point to and read sight words, and the materials explicitly list and as a recognizable sight word that students may identify in the Weekly Message. The Weekly Message and activities prompt students to read sentences aloud and point to words as they read, giving repeated exposure to the word "and." Activity 1.1 has students locate known words in print (including "and") and Activity 3.1 has students circle and read sight words within sentences.
Lesson 5
Adding s, More Word Families, Ending with ck
Students practice the sight word 'and' on the Writing Sight Words activity page where they trace, read, and write sight words (including 'you,' 'and,' and 'she'). Sight word review activities ask students to read and rapidly recognize sight words, which includes previously taught words such as 'and.' Students also read and write short sentences in dictation and reader activities, giving exposure to sight words in context.
Lesson 6
Open Syllables and Digraph th
Students will write and read the dictated sentence "The path was wet and hot," which uses the conjunction "and" (Activity 5.3). Teacher prompts and text include the words "or" (e.g., "Do these words end with the same sound or with different sounds?") and "But first" in the weekly message, exposing students to other conjunctions in spoken/read text (Getting Started; Activity 1.1). Students also read and rearrange multiword sentences that could contain conjunctions while forming sentences (Activity 5.1), providing incidental exposure to conjunctions in context.
Lesson 8
Blends with s
Students are asked to read Weekly Message #8 aloud and to underline sight words they can find, with 'and' listed among those sight words (you, to, and, are). The Weekly Message itself uses 'and' in examples (e.g., "stop," "snap," and "sled"), which students read and may point to. Activity 1.1 explicitly directs students to identify punctuation and sight words in connected text, including the word 'and'.
Lesson 9
Blends with l
Students are given sight word cards that include "or" and are shown the Weekly Message where the word "and" appears among words to underline. In Activity 1.3 the teacher models and uses "or" in an oral sentence ("I can save my dollars or I can spend them"), and students are asked to read or identify those sight words in context. Students also create and read sentences in Activity 5.1, which could allow use of conjunctions when composing sentences.
Lesson 10
Blends with r
Students are asked to read the Weekly Message aloud and point to words they know, which exposes them to the word "and" in context. Activity 1.1 explicitly asks students to underline sight words and lists "and" among the words to find and underline. Students also read and point to words during sight word practice, so they will identify "and" as a known word.
Lesson 11
Ending Blends
Students are shown and read the sight word card "but" (Activity 1.3) and encounter the word "But" in the Weekly Message, which they read aloud with the adult (Activity 1.1). Students also copy and write the sight words, including dictated practice for "but" and "not," giving them practice in recognizing and producing the word in print.
Lesson 12
Double ll, ss, ff, zz (FLOSS)
Students read and write sentences that include the conjunction "and," for example they write the dictated sentence "They pick a dress and a doll." Students are asked to make up and write sentences using sight words (an activity that can include "and"), and students find and read sight words in a word search that explicitly lists the word "but." Students also read aloud and point to words in example sentences that include conjunctions (e.g., paired sentences demonstrating present vs. past: "Yesterday, we were... / Today, we are...").
Lesson 16
R-Controlled Vowels (ar)
The Weekly Message contains the conjunctions "because" and "and," and students are asked to read the Weekly Message aloud and point to words they know (Activity 1.1). The message sentence "Reading can be hard because there are so many rules, and there are exceptions to these rules" gives students contextual exposure to two frequently occurring conjunctions.
Unit 2: Semester 2
Lesson 5
Long a Spellings ai, ay
Students read the Weekly Message that begins with the word "And" and are asked to reread the Weekly Message (Activity 1.1 and Wrapping Up). The Life Application asks students to make silly long a sentences that include a coordinating conjunction (example: "A snake and a snail played..."). Students read and write sentences throughout the week that sometimes include the word "and."
Lesson 6
Long e Spellings ee, ey, ea
Students read and point to words in the Weekly Message that includes the conjunction "but," allowing them to encounter and read a conjunction in context (Activity 1.1). In Making Sentences (Activity 4.2) students use sentence starters such as "They eat ____ and ____," which requires them to use the conjunction "and" when forming sentences aloud or in writing. Students also read and reread sight word cards and sentence starters aloud, giving opportunities to say conjunctions during oral practice.
Lesson 7
Long i Spellings y, igh, ie
Students are asked to read the Weekly Message #7 aloud and to point to words they know; that message contains the conjunction "but." The lesson introduces sight word cards that include the word "so" (and other words like "could" and "than") and has students read and identify those sight words. Activities require students to read sentences aloud (e.g., dictation and reading the reader), which exposes them to conjunctions in context.
Lesson 12
Other Vowel Sounds oi, oy
Students read the Weekly Message that contains the conjunction "and" (e.g., "Reading can bring joy and spelling can give you a voice for writing") and are asked to read it aloud. In Activity 4.1 (Making Sentences) students are given sentence starters that include a prompt using "and" ("The girls _____ and _____") and are asked to make and read sentences. The Life Application and example sentences include conjunctions such as "so" and "if" ("If you boil soil, you should use foil so it doesn't spoil."), which students may hear and reread.