Materials Needed

• Index Cards or Sticky Notes (approx. 20)
• Markers (two different colors, e.g., red and blue)
• Scissors (optional, for the cutting activity)
• Pencils and Notebook Paper
• One or two standard six-sided dice (or digital dice app)
• List of Compound Words that include E or I root sounds (e.g., sunfish, headlight, firefly, treetop, shellfish).
• Success Tracker Checklist

I. Introduction: The Blueprint (10 Minutes)

Hook: The Mystery Bag

Educator Prompt: “Valentina, imagine you are a super Sentence Architect. Architects don't just build big buildings; they know exactly how to use small parts to make something strong. I have two small index cards here: one says 'SUN' and the other says 'FLOWER.' What happens when we put them together? We get 'SUNFLOWER'! Today, we are learning the blueprints for building powerful words and strong sentences.”

Learning Objectives (Student-Friendly Language)

By the end of this workshop, you will be able to:

1. Build Words: Successfully combine two smaller words to create at least five new compound words.
2. Build Sentences: Identify the Subject (Who/What) and the Predicate (What they Did) in any simple sentence.
3. Build Knowledge: Quickly solve addition facts up to 12.

Success Criteria

You know you've succeeded when:

• You can correctly explain what a compound word is.
• You can draw a line to divide a sentence exactly between the Subject and the Predicate.
• You can answer three quick addition facts in a row without counting on your fingers.

II. Body: Construction Phase – Words and Sentences (30 Minutes)

Activity A: Compound Word Smashing (Addressing E/I Sounds) (10 Minutes)

I Do (Modeling & Scaffolding)

Educator Prompt: “A compound word is a word made of two smaller words that keep their meaning. Sometimes, the sounds in the smaller words can trick our brains, especially the 'i' and 'e' sounds, like in 'pin' and 'pen.' Let's be super careful listeners.”

• The Educator presents two index cards: "FIRE" and "FLY".
• Model slowly saying each root word, emphasizing the vowel sound (I sound in F-I-RE).
• Smash the cards together to form “FIREFLY.”

We Do (Guided Practice for E/I Sounds)

1. Use the provided list of compound words (e.g., headlight, shellfish, treetop). Write the root words on separate cards.
2. The Educator reads the first word (e.g., "SHELL"), asking Valentina to repeat it clearly and identify the vowel sound (E).
3. The Educator reads the second word (e.g., "FISH"), asking Valentina to repeat it clearly and identify the vowel sound (I).
4. Valentina combines the cards to form the compound word, practicing the distinct sounds before combining them.
5. Check for Understanding: Have Valentina use the compound word in a simple sentence.

(Differentiation Note: Use different colored markers for the 'E' sound cards versus the 'I' sound cards for a strong visual aid.)

Activity B: The Sentence Train (Subject and Predicate) (20 Minutes)

I Do (Modeling and Analogy)

Educator Prompt: “Every good sentence is like a train. It has two main parts. The Subject is the engine—it tells us WHO or WHAT the sentence is about. The Predicate is the long part behind the engine—it tells us WHAT THE SUBJECT DID.”

Write the following example sentence on the board/paper:

The joyful squirrel / quickly hid its acorn.

• Model asking the "WHO/WHAT" question: "Who is this sentence about? The joyful squirrel." (Label this the Subject, use the Red Marker to underline it.)
• Model asking the "WHAT DID IT DO" question: "What did the squirrel do? Quickly hid its acorn." (Label this the Predicate, use the Blue Marker to circle it.)

We Do (Interactive Segmentation)

1. Prepare three simple sentences written clearly on strips of paper or index cards (e.g., "The friendly dog barked loudly," "Valentina drew a masterpiece," "My cozy bedroom smelled clean").
2. Read the first sentence together.
3. Ask Valentina: "Who or what is this sentence about?" (Subject).
4. Valentina uses the red marker to draw a box around the Subject.
5. Ask Valentina: "What did they do?" (Predicate).
6. Valentina uses scissors to literally cut the sentence strip between the Subject and the Predicate. (Kinesthetic learning reinforced).

You Do (Independent Practice & Creation)

Task: Sentence Architect Challenge

1. Valentina creates three original sentences about things she likes (e.g., her favorite pet, a fun activity, a specific food).
2. For each sentence, she must use the two color markers:
   • Red: Underline the Subject.
   • Blue: Box the Predicate.

Success Check: Review the sentences. Ensure the division line makes grammatical sense (the Subject always includes the noun/pronoun, and the Predicate always includes the verb).

III. Body: Construction Phase – Adding the Facts (15 Minutes)

Activity C: The Fast Fact Dice Game

Goal: Improve speed and accuracy with addition facts.

I Do & We Do (Modeling the Game)

Educator Prompt: “Sentences are built quickly, and so are math facts! We are going to build our addition knowledge using speed.”

1. Roll two dice together.
2. The Educator states the equation and the answer quickly (e.g., "3 plus 5 equals 8").
3. The Educator models a simple strategy for quick addition (e.g., "I know 5, so I count up 3 more: 6, 7, 8.").

You Do (Game Time)

Rules:

• Valentina rolls the two dice.
• She must state the full equation and the sum (total) within 5 seconds.
• If she is correct, she scores a point. If she needs more time, the Educator helps, but she does not score a point (focusing on speed recall).

Play for 10 rounds, keeping track of the score.

Differentiation:

• Scaffolding (If struggling): Provide a number line or counting blocks next to her for immediate visual support, but encourage looking at the dice first.
• Extension (If succeeding): Use three dice instead of two, or use dice with larger numbers (e.g., 10-sided dice) to extend the facts past 12.

IV. Conclusion: Final Inspection and Review (5 Minutes)

Recap and Reflection

Educator Prompt: “We were excellent builders today! Tell me one thing you remember about each of these parts:”

• What is the special rule for making a compound word? (Two smaller words join together.)
• How do you find the Subject in a sentence? (It tells who or what the sentence is about.)
• What is one math fact you remember learning today?

Summative Assessment: The Exit Ticket

Task: Valentina creates one final, strong sentence that includes a compound word she learned today (e.g., firefly).

1. Write the sentence neatly.
2. Underline the Subject (Red).
3. Box the Predicate (Blue).
4. Circle the compound word.

Success Criteria Check: The Educator quickly reviews the exit ticket to ensure all three elements of the objective were met. Specific feedback is given (e.g., "Your subject/predicate split is perfect, and you used the 'i' sound in 'firefly' correctly!").