Hernando eSchool - Hernando eSchool
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Pearson Reading Street Common Core – 1st Grade
Learning Coach Guide
Table of Contents
Unit 1 Week 2 - Pig in a Wig - Day 1 3 - 7
Unit 1 Week 2 - Pig in a Wig - Day 2 8 - 12
Unit 1 Week 2 - Pig in a Wig - Day 3 13 - 14
Unit 1 Week 2 - Pig in a Wig - Day 4 15 - 16
Unit 1 Week 2 - Pig in a Wig - Day 5 17 - 18
Unit 1 Week 3 - The Big Blue Ox - Day 1 19 - 23
Unit 1 Week 3 - The Big Blue Ox - Day 2 24 - 29
Unit 1 Week 3 - The Big Blue Ox - Day 3 30 - 32
Unit 1 Week 3 - The Big Blue Ox - Day 4 33 - 34
Unit 1 Week 3 - The Big Blue Ox - Day 5 35 - 36
Unit 1 Week 4 – A Fox and a Kit - Day 1 37 - 41
Unit 1 Week 4 - A Fox and a Kit - Day 2 42 - 46
Unit 1 Week 4 - A Fox and a Kit - Day 3 47 - 49
Unit 1 Week 4 - A Fox and a Kit - Day 4 50 - 52
Unit 1 Week 4 - A Fox and a Kit - Day 5 53 - 54
Unit 1 Week 5 – Get the Egg! - Day 1 55 - 58
Unit 1 Week 5 - Get the Egg! - Day 2 59 - 64
Unit 1 Week 5 - Get the Egg! - Day 3 65 - 67
Unit 1 Week 5 - Get the Egg! - Day 4 68 - 69
Unit 1 Week 5 - Get the Egg! - Day 5 70 - 71
Unit 2 Week 1 – A Big Fish for Max - Day 1 72 -75
Unit 2 Week 1 – A Big Fish for Max - Day 2 76 - 81
Unit 2 Week 1 – A Big Fish for Max - Day 3 82 - 84
Unit 2 Week 1 – A Big Fish for Max - Day 4 85 - 86
Unit 2 Week 1 – A Big Fish for Max - Day 5 87 - 88
Unit 2 Week 2 – The Farmer in the Hat - Day 1 89 - 92
Unit 2 Week 2 – The Farmer in the Hat - Day 2 93 - 97
Unit 2 Week 2 – The Farmer in the Hat - Day 3 98 - 100
Unit 2 Week 2 – The Farmer in the Hat - Day 4 101 - 102
Unit 2 Week 2 – The Farmer in the Hat - Day 5 103 -
Unit 1 Week 2 - Pig In A Wig - Day 1
Build Oral Language
Talk About Helping Animals Have students turn to page 38-39 in their Online Student Edition. Read the title and look at the photos. Use these questions to guide discussion and create the “What helps animals” K-W-L concept map.
1) Look at the pictures on page 39. How is the woman helping the dog? (She is helping its leg to heal)
2) What is the woman’s career or job? (She is a vet. Vets provide an important service. Let’s add Vets help sick or injured animals to out map)
3) Who is helping the dog in the picture on page 38? (a boy)
4) What is the boy doing with the dog? (He is teaching the dog to follow directions.)
5) What would you like to know about who helps animals? (Possible response: How can we help our pets? How do vets help sick animals?)
|What we KNOW |What we WANT to know |What we LEARN |
|Vets help sick or injured animals |How can we help our pets? | |
|People help animals learn |How do vets help sick animals? | |
Building Oral Vocabulary
Amazing Words
|Word |Meaning |Possible Synonym |Possible Antonym |
|Career |A job or profession that someone does for a living. |Job |Unemployed |
|Service |A helpful act. | | |
|Tool |A handheld device that aids in accomplishing a task. |Device | |
|Scrub |To clean with some force or pressure. |Clean | |
|Sloppy |Not careful or neat, showing a lack of care of effort. |Messy, untidy |Neat, clean |
|Exercise |Physical activity that is done in order to become stronger or |Workout | |
| |healthier. | | |
|Comfort |To cause someone to feel less worried. |Assure |Upset, worry |
|Search |To carefully look for someone or something. |Explore |Neglect |
Using the Frayer Model, have students complete the vocabulary concept map for each word.
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Amazing Words At Work Have students look at the pictures of page 2 of Sing with Me. Ask students the questions below.
1) Pam has a career as a groomer. What other careers can you have with animals? Use the word career in your answer. (Possible response: You can have a career as a vet if you want to work with animals.)
2) Pam is providing a service to help the dog in the picture. What is she doing? (She is grooming the dog.)
3) How is this a service? Use the word service in your answer. (Possible response: This is a service because Pam is helping the dog look and feel better.)
4) Describe which tools Pam is using in the picture and how the tools help her. (Pam us using a hair dryer and a brush. Theses tools help to make the dog dry and clean.)
Apply Amazing Words Have children demonstrate their understanding of the Amazing Words by completing these sentences orally.
1) My __________ has a Career as a ___________.
2) A _________ provides service to _________.
3) A ______ is a tool I use to _________.
Phonemic Awareness
Distinguished /i/
Read the first two bullet points on page 40. Ask the following question:
1) What animal is going to the vet? (a pig)
2) The middle sound in pig is /i/. Have students identify other items whose names contain the short I sound. (dish, fish, list, twins, stick)
3) What are the fish doing? (jumping in the water)
4) The first sound in the word in is /i/. Have students identify something whose name begins with the short I sound. (itch)
Phonics
Short i
Model Write the word sad. Ask students what they know about the vowel sound in this word. (The vowel sound is short. Sad has a short vowel sound /a/.) Explain that today they will learn how to spell and read words with short vowel sounds /i/.
Listen to the sounds in the word in: /i/ /n/. There are two sounds. Let’s blend those sounds to make a word: /i/ /n/, in. Continue with pig /p/ /i/ /g/, pig. Guide students as they distinguish /i/ in these words; dish, twins, stick, itch.
Spelling Pretest
Short i Words
Dictate Spelling Words Dictate the spelling words and read the sentences. Have children write the words. If needed, segment the words for students, clarify the pronunciations, and give meanings of the words. Have students check their pretests and correct misspelled words.
1) six I turned six years old yesterday.
2) lip I have an upper lip and a lower lip.
3) in I live in a house.
4) wig The clown had a pink wig on his head.
5) it I picked the flower and put it in water.
6) did What did you do today?
7) mix I can mix the batter with a spoon.
8) sit I like to sit and watch the game.
9) pin She wore a pretty pin on her shirt.
10) fix Could you fix my broken bike?
Text-Based Comprehension
Plot
Remind students of the weekly concept – Helping Animals. Have students listen as you read aloud “Paws and Jake”.
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Say: When I read, I pay attention to the events of the story. I notice that in the story, Paws and Jake get dirty because they go in the garden. This is a problem for Marta. I also pay attention to what Marta does to solve her problem. I see that she Paws and Jake a bath to get them clean. Then she brushes them to get the tangles out of their fur. This is the solution to Marta’s problem.
Teach Plot The plot of a story is what happens in the beginning, middle, and end of the story. The plot often includes a problem and a solution. Good readers pay attention to the plot because it helps them understand what happens in the story and why.
Guided Practice Now reread “Paws and Jake.” After reading, have students name other events that make up the story’s plot. (Marta takes the puppies for a walk. Marta has an idea for a pet sitting service.)
What other problem is there in the story? (The puppies have a lot of energy and need exercise.)
What does Marta do to solve this problem? (She takes them around the block for a walk.)
Conventions
Subjects of Sentences
Make Connections Today we read a story about Marta and her two dogs. Let’s tell sentences about Marta. List the student responses. Marta is the subject of these sentences.
Teach Briefly discuss word order with students. Write these sentences: Bark to the likes dog. The dog likes to bark. Track the words as you read each sentence and identify the sentence with the correct word order. Explain that a sentence makes sense when the words are in the correct order and you understand what it means.
Apply Have students complete these sentence frames orally using subjects.
1) My _____ needs a bath.
2) _____ ran up the tree.
3) _____ caught the ball.
Writing
Fantasy Story
Introduce This week you will write a fantasy story. A fantasy is a made-up story that could never really happen. In a fantasy story, characters do things that real people and animals cannot do.
Prompt Write a fantasy story about a person who helps an animal. Draw a picture for your story.
Unit 1 Week 2 Pig In A Wig - Day 2
Building Oral Language
Read the following sentences and ask student the questions after, answers are in blue.
Washing and scrubbing your dog is vital to its health.
1) What does washing and scrubbing your dog mean? (cleaning your dog)
2) What other word could we use in place of scrubbing? (answers will vary)
A kid’s best friend is a dog with big floppy ears, a wagging tail, and a wet nose … with a big tongue and sloppy kisses to lick and tickle your face clean.
1) What does sloppy mean? (messy)
2) What other word could we use in place of sloppy? (answers will vary)
Phonemic Awareness
Segment and Blend Phonemes
Model Look at the picture on pages 40-41. I see six kittens in the picture. The last sound I hear in six is /ks/. I also see a fox. The last sound in fox is /ks/. Now listen to the sounds in the word six: /s/ /i/ /ks/. Let’s blend those sounds to make a word: /s/ /i/ /ks/, six. Continue with fox, /f/ /o/ /ks/, fox.
Guided Practice Guide students as they segment and blend these words from the picture: box, fix, mix.
On Their Own Have students segment and blend the following words.
/o/ /ks/ ox /t/ /a/ /ks/ tax /w/ /a/ /ks/ wax /f/ /a/ /ks/ fax
Phonics
Short a: a
Short i: i
Decode Words In Isolation Display these words. Have students blend the words. Then point to the words in random order and ask students to read them quickly.
Pit pat wig ham
Pan pin pill will
Miss sad can sit
Decode Words In Context Display these sentences. Have students read the sentences.
1) A big pig can sit.
2) Fit ham in the pan.
3) Dad ran in back
Spelling
Short i Words
Guided Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.
1) /s/ /i/ /ks/ six
2) /l/ /i/ /p/ lip
3) /i/ /n/ in
4) /w/ /i/ /g/ wig
5) /i/ /t/ it
6) /d/ /i/ /d/ did
7) /m/ /i/ /ks/ mix
8) /s/ /i/ /t/ sit
9) /p/ /i/ /n/ pin
10) /f/ /i/ /ks/ fix
Selection Vocabulary
Vocabulary Strategy: Alphabetize
Teach Explain that words are alphabetized when they are listed in order the letters appear in the alphabet. You can alphabetize a list of words by looking at the first letter of each word. Draw a two-column chart. List these words in the left column: look, yellow, come, green. Explain how to alphabetize the list of words.
I know that the letter c is the third letter in the alphabet: a, b, ,c. C is the first letter of the word come. Since there are no words that begin with a or b, I know that come should be listed first. I will write come at the top of the right column and cross it out in the left column.
|Look |Come |
|Yellow |Green |
|Come |Look |
|Green |yellow |
Text-Based Comprehension
Introduce Main Selection
Genre An animal fantasy is a made-up story with animals that do things real animals can’t do. As they read Pig in a Wig, students should look for things the pig does that real pigs cannot do.
Preview and Predict Have students identify the title of the story, the author, and the illustrator. Have students describe the role of each. Help students look through the selection and predict what might happen in the story.
As you read Pig in a Wig with students ask them the questions below.
Page 46-47
1) Look at the picture on pages 46 and 47. What is this animal? (a pig)
2) Describe what it looks like. Encourage students to answer in complete sentences. (The pig is big. It is pink. It is wearing a wig.)
3) Is this pig a real pig or a made-up pig? (a made-up pig)
4) How do you know? (The picture shows a wig on the pig. Real pigs do not wear wigs.)
Page 48-49
1) Character and Setting Who are the characters in this story? Point to the picture as you identify them. (a boy, a girl, a big pig)
2) Where are the characters? (in a house)
3) How do you know? (There is a front door.)
4) Text Evidence What clues tell you that this part of the story takes place in the afternoon? (The story says, “Tick, tick, tick. It is three.” The picture shows a clock that say three o’clock)
Page 50-51
1) Text Evidence Look at the pictures on pages 50-51. What does Pig do that shows this story is a fantasy and could not really happen? (Pig mixes food in a bowl and eats it with a spoon.)
2) Connect to Science Discuss how real pigs eat. Tell students that they usually eat from a trough or off the ground.
Page 52-53
1) Plot What is the problem in the story? (Pig ate too much, and now she is sick.)
2) Synthesis How much time has passed at this point in the story? (three hours.)
3) What clues tell you that? The clock shows it is six o’clock. At the beginning of the story, it was three o’clock.)
Page 54-55
1) Reread Challenging Text Have students reread the sentence Take a sip. What does this sentence mean? (drink)
2) How does someone take a sip? Encourage students to demonstrate how a person would take a sip of water.
3) Evaluation Does the woman care about Pig? (yes)
4) Read the words or tell about the picture that tells you that. (She gives Pig medicine because she wants Pig to feel better)
5) Analysis / Text Evidence What do the words “Quick, quick, quick!” tell about Pig on page 55? (Pig is very sick and needs help right away.)
Page 56-57
1) Plot How is Pig’s problem solved? (She sips some medicine and feels better.)
Text-Based Comprehension
Check Understanding
Have students answer the questions below.
Animal fantasy What does Pig do that shows this story is a fantasy? (Pig wears a wig. She mixes food in a bowl and eats with a spoon.)
Draw conclusions What do you think Pig will think about the next time she eats? (She will try not to eat too much so she won’t get sick.)
Conventions
Subjects of Sentences
Teach Write The cat takes a nap. Point to each word as you read it. Ask students to identify the subject, or naming part, of the sentence. (the cat) Continue with The pig sits in back. (the pig) A subject tells who or what the sentence is about. What can the subject of a sentence name? (a person, place, animal, or thing.)
Apply Have students complete these sentence frames orally using subjects.
1) My ____ went to the store with me.
2) The ____ played catch.
3) _______ learned some tricks.
Writing
Fantasy Story
Introduce The Prompt Review with students the key features of a fantasy. Point out that Pig in a Wig is a fantasy story. Explain that today students will plan their own story with events that could not really happen. Read aloud the writing prompt.
Writing Prompt Write a fantasy story about a person who helps an animal. Draw a picture for your story.
Display a T-chart.
Guide students in identifying people who help animals and how they help them. Possible ideas are shown. Record the responses and keep the chart so that students can refer to it as they plan and draft their stories.
|People |How They Help Animals |
|Pet owner |Takes care of pets |
|Groomer |Keeps pets neat. |
|Vet |Keeps animals healthy. |
|Pet shelter |Helps animals find homes. |
Handwriting
Letters Ii and Xx/Letter Spacing
Directions are in black, script to say to students is in blue.
Model Letter Formation Display uppercase and lowercase letter Ii. Use the stroke instructions shown below to model proper letter formation. Review uppercase and lowercase letter Xx.
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Model Letter Spacing Explain that when we write a word, all the letters in that word should be evenly spaced. Write the word six using correct spacing. When I write the letters in a word, I need to pay attention to the spaces between each letter. The letters should not be too close together or too far apart. Write the word six again, with the letter too close to each other. The letters should not be so close together that they touch each other. Write six a third time, with the letters to far from each other. They should not be so far apart that it’s hard to tell they spell out a word. If I space the letters in words correctly, I make it easier for others to understand what I write. Ask students which of the three writing examples is easiest to read and have them explain why.
Unit 1 Week 2 Pig In A Wig - Day 3
Build Oral Language
Write the following sentence
Dogs can’t go all day without exercise.
1) What does this mean? (Dogs need to exercise every day.)
2) What does exercise mean? (doing an activity)
Phonemic Awareness
Rhyming Words
Model Pronouncing Rhyming Words Read together the last three bullets on page 40. Say: Today we are going to use the picture to help us produce rhyming words. Remember that rhyming words always end with the same sounds. When I look at the picture, I see a brick building, a chick, a puppy doing a trick, and a girl throwing a stick. Brick, chick, trick, and stick rhyme with sick.
Guided Practice Guide students to use the picture on page 40-41 to generate a word that rhymes with six (fix, mix) and a word that rhymes with wish (dish, fish).
Phonics
Build Words
Model Word Building Say: Now we are going to build words with the short I sound. Write bin and blend it. Say: Watch me change n to t. Model blending the new word, bit.
Guided Practice Have students spell bit with letter tiles. Monitor student’s word as they build words.
- Change b in bit to s. Say the new word together, sit.
- Change the s in sit to f. Say the new word together, fit.
- Change the f in fit to n. Say the new word together, fin.
- Change the f in fin to w. Say the new word together, win.
Spelling
Short I words
Dictation Have students write these sentences. Say each sentence. Then repeat it slowly, one word at a time.
1) Tim can sit and mix.
2) Pam did fix it.
3) Dad ran in to get the pin.
High-Frequency and Selection Words
Read Words In Context Display the following sentence frames. Have students complete the sentences using high-frequency and selection words. Have students read each completed sentence with you.
1) Mat sat _______. (up)
2) Pam can _____ a cup. (take)
3) Dad will ____ a sax. (play)
4) _____ had a nap. (She)
5) ____ did Tom pack? (What)
Text-Based Comprehension
Read Main Selection
Review Character and Setting Remind students that characters are the people and animals in a story and the setting is where and when the story takes place. Paying attention to the characters and setting helps us understand what happens in a story. Who are the characters in Pig in a Wig? (Pig, a woman, Max and Pam) What is the setting? (a kitchen in a home)
Genre, Animal Fantasy Remind students that an animal fantasy is a made-up story with animals that do things real animals can’t do.. Have students recall things Pig does in Pig in a Wig that real pigs can’t do. (Pig wears a wig and mixes food in a bowl. She does a jig and stands on two feet.)
Think Critically
Complete Think Critically in the Online Student Edition on page 58. Have students write their answers to the question on a piece of paper and email them to your teacher.
Conventions
Subjects of Sentences
Review Remind students that the subject of sentences tells who or what a sentence is about: The boy ran, Mom ate an apple.
Guide Practice Write this sentence and have students read it aloud.
The cat can sit in the hat.
- What is the subject of this sentence? (the cat)
- How do you know? (The subject tells who or what a sentence is about.)
Apply Have students use subjects to complete these sentence frames orally.
1) A ____ can run fast.
2) A ____ likes to play ball.
3) My ____ plays in the sink.
Unit 1 Week 2 Pig In A Wig - Day 4
Phonemic Awareness
Distinguished /i/
Model Listen as I say the sounds in fish. Slowly segment the sounds in fish, /f/ /i/ /sh/. The middle sound I hear in fish is /i/. We’re going to listen to other words with the beginning and middle sound /i/.
Guide Practice I will say some words, and you can tell me if they have the /i/ sound in the middle or the beginning. Say each word below and then guide students to decide whether the /i/ sound is in the middle or at the beginning of each word.
Wish win pick it
Into fill jig itch
Fist flip
Phonics
Short a Spelled a; Consonant Digraphs –ck
Review Short a Spelled a Write tag and cat. The vowel sound is /a/, the short a sound. How do you spell the sound /a/? (The sound /a/ is spelled a.)
Review Consonant Digraphs –ck Write pack and track. The final sound is /k/. How do you spell the sound /k/ in these words? (The sound /k/ is spelled ck in these words.)
Guide Practice Draw a T-chart. Say the words below, having students place the word in the correct column. Cap, wag, lick, sack, bit, sick, fan, six, quack, jig. Have students identify words with the final /k/ sound spelled ck (lick, sack, sick, quack)
|Short a |Not Short a |
|Cap |Lick |
|Wag |Bit |
|Sack |Sick |
|Fan |Six |
|quack |jig |
Fluent Word Reading
Read Words In Isolation Display these words. Have students read the list three or four times until they can read at a rate of two or three seconds per word.
Bag the do nap mad
Can Matt Dan that Nan
Tack ran sat back to
My Dad pack come with
Read Words in Context Display these sentences.
- Dan will pack the big bag.
- Kim can nap with Dad.
- Nan can come sit in back.
- Matt ran back to Dad.
Spelling
Short I Words
Supply students with index cards on which the spelling words have been written. Have students read the word and then write it. Have them use the cards to check their spelling and correct any misspelled words.
Social Studies in Reading
Sing-Along
Activate Prior Knowledge Ask students what they learned from other texts they have read this week about how people help animals. Have students recall what the woman in Pig in a Wig did to help Pig feel better. (She gave Pig a spoonful of medicine)
Preview and Predict Have students turn to page 62 in the Online Student Edition. Read the title and the author’s name. Have students preview the song and predict how the characters might help animals. (Possible responses: The characters will give animal’s medicine or treatment to help them get well.) Ask them what clues helped them make that prediction. (Possible response: They might say that the title of the selection or the clothing the characters are wearing in the pictures.)
Read A Sing-Along Tell students that this is a sing-along. Review the key features of a sing-along’ it is a poem set to music. It has rhythm and some words might rhyme. People sing the poem together, usually to a well-known tune. Explain that this selection is a song-along because it is a poem with rhythm that is set to the tune of “Three Blind Mice.”
Setting What is the setting at the beginning of the sing-along? (At the beginning of the sing-along, the setting is an animal hospital. There are vets in a room and they have pets on a table.) What is the setting at the end? Explain how you know. (At the end of the sing-along, the setting is a park. A dog is chasing after a stick in a place with a lot of grass.)
Plot What do the vets in the song do? (They help pets that aren’t feeling well.)
Main Idea and Details What clues in the song let us know that the sick dog is feeling better? (The song says, “He’ll wag his tail, and he’ll chase a stick.” I know that happy dogs wag their tails and chase after things. Sick dogs don’t do that.)
Unit 1 Week 2 Pig In A Wig - Day 5
Phonemic Awareness
Segment and Count Phonemes
Segmenting Have students segment each word below and count how many sounds are in the word. If students make an error, model the correct response. Return to the word later in the practice.
Will /w/ /i/ /l/
Sick /s/ /i/ /k/
Ten /t/ /e/ /n/
Rob /r/ /o/ /b/
Back /b/ /a/ /k/
Trick /t/ /r/ /i/ /k/
Mess /m/ /e/ /s/
Phonics
Short i: I; Consonant x /ks/
Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you track the print.
1) Max can fix the rip
2) Mix it in the bin.
3) Tim hid the big ax.
4) Pam can hit the rim.
Spelling Test
Short i Words
Say each word, read the sentence, repeat the word and allow time for student to write the word. Once students have completed the Spelling Test, scan, and email the test to your teacher.
1) six Jan is six.
2) lip I bit my lip.
3) in The jam is in the can.
4) wig The wig will fit me.
5) it Where is it?
6) did Did Zack see the cat?
7) mix Mix the jam.
8) sit Max can sit on the sack.
9) pin Pin the cap on.
10) fix I can fix the rack.
High-Frequency Words
11) she She is sick.
12) take I can take him.
Text-Based Comprehension
Plot
Say: Remember that plot is what happens in the beginning, middle, and end of the story. It often includes a problem and a solution. Why do good readers pay attention to the plot? (It helps them understand what is happening in the story.)
Check Understanding Read aloud the following story and have children answer the questions that follow.
Amy came home from school and called her cat, Whiskers. But Whiskers did not come. Amy looked for Whiskers under her bed. She checked his spot on the sofa. She searched in her closet. Where could he be? Amy checked one last place. She looked in the laundry basket downstairs. “There you are!” Amy said. Whickers purred to say hello.
1) What was Amy’s problem in the story? (Amy could not find Whiskers.)
2) How did Amy solve her problem? (She searched for Whiskers and found him in the laundry basket.)
Word Reading Have students read the following words aloud. Start over if necessary.
She six mix what fix
Max up sit in did
Take wig
Sentence Reading Have students read the sentences aloud. Start over with sentence one if necessary.
1) Tim can take the mix.
2) What did Sam mix?
3) Take the mix, Jim.
4) She can mix it.
5) What can Kim fix?
6) You can fix it up.
Conventions
Subjects of Sentences
Write the following sentences. Have students write a subject that makes sense in each blank.
1) _______ ran back.
2) _______ can fit in the sack.
3) _______ will fix the sick cat.
4) _______ can sit in a lap.
Online Assessments
- Complete Success Tracker Weekly Test, Unit 1, Week 2
- Complete Success Tracker Fresh Read, Unit 1, Week 2
Unit 1 Week 3 - The Big Blue Ox - Day 1
Content Knowledge
Animals That Help
Concept Talk To help students gain knowledge and understanding, tell them that this week they will talk, sing, read, and write about how animals help people. Write the Question of the Week: How do animals help people. As you read refer back to the Question of the Week.
Build Oral Language
Talk About Animals That Help Have students turn to pages 66-67 in the Online Student edition. Read the title and look at the photos. Use these questions to guide discussion and create the “How do animals help people” concept map.
1) Look at the cow in the picture. Cows produce, or make milk. How does a cow’s milk help people? (Possible responses: It helps people grow big and strong.) Let’s add They produce food and cows give milk to our map.
2) Transportation is a way to move from place to place. What does the picture of the horses have to do with transportation? (Possible Response: The horses are pulling a stagecoach with people in it.) Let’s add They provide transportation and Horses pulled stagecoaches to our map.
3) In the past, oxen like the ones in the picture help farmers plow fields so crops could be grown. Why didn’t the farmer do this by himself? (Possible response: The plow was too heavy for the farmer to pull.) Let’s add Oxen plowed fields to our concept map.
Build Oral Vocabulary
Amazing Words
|Word |Meaning |Possible Synonym |Possible Antonym |
|Past |A period of time that has gone by. |Former |Present, future |
|Present |Existing or occurring now. |Current |Past |
|Produce |To make something. |Create |Destroy |
|Transportation |A way of traveling from place to place. | | |
|Danger |The possibility that something bad or unpleasant will happen. |Trouble |Safety |
|Serve |To perform services or duties for someone. |Provide | |
|Snuggle |To lie or sit closely in a comfortable position |Nestle, curl up | |
|Enormous |Large in size |Large, big |Small, little |
|Powerful |Having great power or strength |strong |Powerless, weak |
Using the Frayer Model, have students complete the vocabulary concept map for each word.
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Amazing Words at Work
1) How did oxen help people? Use the word transportation in your answer. (Possible response: They pulled wagons for transportation.)
2) Why were oxen used on farms in the past? Use the word past in your answer. (Possible response: In the past, oxen made the farmer’s job easier.)
3) Think about present farms. What is used instead of oxen? Use the word present in your answer. (Possible response: Present farms use tractors instead of oxen.)
4) Name three things that a farm may produce. Use the word produce in your answer. (Possible response: A farm may produce corn, wheat, or potatoes.)
Apply Amazing Words Have students demonstrate their understanding of the Amazing Words by completing these sentences orally.
1) Many people in the past used to get around using ________.
2) Many people still ride _______ in the present.
3) A _______ is my favorite kind of transportation.
Phonemic Awareness
Distinguished /o/
Introduce Read the first two bulleted points in the Online Student Edition.
1) What is the shopkeeper using to clean up? (a mop)
2) The middle sound in mop is /o/. Have students identify other items or descriptive words in the picture that contain the short o sound. (shop, clock, dotted, rock, sock)
3) I also see things whose names begin with /o/. On the girl’s shirt I see an animal. Ask students to identify the sea animal whose name begins with the short o sound. (octopus)
Phonics
Short o: o
Connect Write the words cat and pin. Ask students what they know about the vowel sounds in these words. The vowel sounds are short. Cat has the short vowel sound /a/ and pin has the short vowel sound /i/. Explain that today they will learn how to spell and read words with the short vowel sound /o/.
Model Write top. In this word, the letter o stands for the sound /o/. Segment and blend top; then have students blend with you: /t/ /o/ /p/. Follow this procedure to model ox.
Guide Practice Continue segmenting and blending. This time have the students blend with you. Remind students that the letter o can stand for the sound /o/.
job hot rock mop rod jot
lock hop got sock dot mom
Review What do you know about reading theses words? (The letter o at the beginning or in the middle of a word spells the sound /o/.)
Spelling Pretest
Short o Words
Dictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify pronunciations, and give meanings of words. Have students check their pretests and correct misspelled words.
1) hot The sun is hot.
2) hop Jon can hop on one foot.
3) pot Put the lid on the pot.
4) pop It’s fun to pop a balloon.
5) ox An ox is a big animal.
6) lock Open the lock on the gate.
7) mop I will mop the floor.
8) got Todd got a new pet.
9) rock That big rock is heavy.
10) mom My mom will help me.
Text-Based Comprehension
Character and Setting
Read Remind children of the weekly concept – Animals That Help.
Teach Character and Setting
Characters are the people and animals in a story. They can be real or make-believe. The setting is where and when the story takes place. It can also be a real or make-believe place. Good readers look for clues that tell them about characters and setting. Readers better understand a story when they can describe the reasons for a character’s actions or feelings, as well as the setting of a story.
Have students turn to page EI 4 in their Printed Student Edition. Discuss these questions using the pictures:
- Who are the characters? (They are bunnies: Mommy, Daddy, Sister, Brother)
- What is the setting? (It is a field where a blanket is set up for a picnic.)
Guide Practice
Now read “A Perfect Visit”.
A Perfect Visit
Farmer Bob was very excited. His oldest, most favorite friend was coming to visit. Farmer Bob wanted everything to be just perfect. He pulled the weeds from the vegetable garden and painted the farmhouse bright white. “I want this place in tip-top shape,” said Farmer Bob.
The animals in the barnyard watched as Farmer Bob worked and worked all day. That night, Farmer Bob went to the barn to feed the animals. He looked exhausted. “Why are you working so hard, Farm Bob?” asked Ox.
“My friend Bill is coming to visit. I want everything to be perfect.” A tired Farmer Bob shuffled back to the farmhouse. “There must be something we can do to help Farmer Bob,” said Ox. After a moment, Hen said, “I can collect eggs from the other hens and bake a cake. The hens will be happy to produce them.”
“I can sweep out the barn with my tail,” called Horse. “I can pick flowers from the meadow and decorate the barnyard!” exclaimed Pig. “Can I help too?” asked Cat. “Yes,” said Ox. “Farmer Bob and his friend will need transportation. You can help me fix up my cart.”
The animals worked and worked through the night. “Oh, my!” Farmer Bob exclaimed in the morning. “The farm looks better than it ever has in the past. Who could have done all this work?”
The animals smiled as Farmer Bob filled their food bowls. “This will be the perfect visit,” they all said.
Ask students the following questions after reading “A Perfect Visit”
1) Are the characters real or make-believe, explain your answer. (They are make-believe. The farmer and the animals talk to each other and the animals do things real animals can’t do.)
2) What other clues tell you the setting is a farm? (There is a barnyard, a barn, and a farmhouse.)
Apply Use Reader’s and Writer’s Notebook, page 155. Scan and email the completed page to your teacher.
Conventions
Predicates of Sentences
Make Connections Say: This week you listened to a story called “A Perfect Visit.” We can say sentences to tell about Farmer Bob.
Teach Explain that a sentence is a group of words that tells a complete idea and that a predicate is the action part of a sentence. It tells what a person, animal, or thing does. Skips with me, laugh aloud, and draws a circle are predicates. Remind students that the word order in a sentence must make since to know the predicate of the sentence. Tell students that word order makes sense when you can tell what the mean means.
Apply Have students complete these sentence frames orally using predicates.
1) Our pet bird _______.
2) Cats _______.
3) My hamster and I ________.
Unit 1 Week 3 - The Big Blue Ox - Day 2
Build Oral Language
Talk About Sentences and Words
Read this sentence and ask the following questions.
They can serve as police dogs that help the people sniff out danger.
1) Have students repeat the sentence with you. What does They can serve as police dogs mean? (They can work as police dogs.)
2) What other word could we use in the pace of serve?
3) After students have tried other words, ask: Why do you think the author chose the word serve? (It sounds important)
4) Read the phrase sniff out danger. What does danger mean? (Something that can hurt you.)
Build Oral Vocabulary
Demonstrate Provide examples to show meaning. Flooding can be a danger in some areas after it has rained. A fire alarm warns you of danger from smoke or fire.
Apply Have students demonstrate their understanding. What are some things that are a danger to animals?
Phonemic Awareness
Segment and Blend Phonemes
Model Read the last bullet point on page 68. What in the picture rhymes with rows? (bows) The last sound in bows is /z/. Have students identify other items who names end with /z/. (pies, clothes, shoes, cookies)
Listen to the sounds in the word bows: /b/ /õ/ /z/. There are three sounds in bows. Let’s blend those sounds to make a word: /b/ /õ/ /z/.
Guide Practice Have students segment and blend the following words
mops /m/ /o/ /p/ /s/
signs /s/ /ī/ /n/ /z/
flags /f/ /l/ /a/ /g/ /z/
Phonics
Plural –s; Consonant s /z/
Connect Write the words jobs and top. Have students say the words. Remind them that they already studied words with the short o vowel sound. Explain that today they will learn how to make and read plurals of these other words. Tell them that a plural is a word that means “more than one.”
Model Write tops. The base word is top. It names one thing. The ending is –s it changes the word to mean “more than one top.” This is how I blend this word.
Guide Practice Continue segmenting and blending. This time have students blend with you. Remind students that a plural can end with the sound /s/ or /z/. Both sounds are spelled with s.
mops hams lots kids cabs caps
fins socks tabs pigs rods bags
Phonics
Short Vowels a, i
Short o:o
Decode Words in Isolation Display these sentences. Have students read the sentences. Allow time for students to sound out words. Correct any mispronounced words.
Sam can sit on the rock.
Mom has a big van.
Liz got six tops.
Spelling
Short o Words
Guide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.
1) /h/ /o/ /t/ hot
2) /h/ /o/ /p/ hop
3) /p/ /o /t/ pot
4) /p/ /o/ /p/ pop
5) /o/ /x/ ox
6) /l/ /o/ /k/ lock
7) /m/ /o/ /p/ mop
8) /g/ /o/ /t/ got
9) /r/ /o/ /k/ rock
10) /m/ /o/ /m/ mom
On Their Own Use Reader’s and Writer’s Notebook page 158. Once completed, scan and email the worksheet to your teacher.
Text-Based Comprehension
Introduce Main Selection
Genre An animal fantasy is a made-up story with animals that do things real animals can’t do. As they read The Big Blue Ox, ask students to look for things the ox does that real oxen cannot do.
Preview and Predict Have students identify the title of the selection, the author, and the illustrator. Read aloud the names of the author and the illustrator and have students describe the role of each. Have students predict what might happen in the story.
As you read The Big Blue Ox with students ask students the questions below.
Page 74-75
1) Look at the pictures on page 74 and 75. Look at the ox. Describe what it looks like. Encourage students to respond in complete sentences.
2) Ask students to describe the farm in the background. Encourage students to respond in complete sentences.
3) Evaluation/Text Evidence Look at the ox in the picture of page 74-75. Explain how the ox in the picture looks different from a real ox. Explain how it looks the same as a real ox.
Page 76-77
1) Character Who are the characters in the story? (The characters are Ox, mom, and pop.)
2) Setting What is the setting of the story? (The setting looks like a farm in the country. I can see the farmhouse behind the apple tree.)
3) Analysis/Text Evidence The story says that Ox can pick. What does Ox probably pick? How do you know? (Ox picks apples from the trees. I know this because there is an apple tree behind Ox and there are apples on Ox’s horns.)
4) Synthesis Ox is digging in the picture. What do you think he is digging? How do you know? (A hole to plant an apple tree. I know this because you need to dig holes to put plants or seeds in the soil and I see an apple tree in the picture.)
Page 78-79
1) Use Synonyms Have students reread page 78. Words have nearly the same meaning are called synonyms. Do the words a little mean a big amount or a small amount? (The words mean a small amount.)
2) Characters Why does ox want to mop the pigs? (Ox wants to mop the pigs because he thinks they are dirty. He wants to help Mom and Pop clean them.)
3) Setting What is the setting? (The setting is a mud pile on the farm.)
4) Synthesis/Text Evidence Look at the pigs on page 78 and 79. Are the pigs in the story real or make-believe? (make-believe) How do you know this? (They wear wigs. Real pigs would not wear wigs.)
Page 80-81
1) Check Selection Words Have students locate the selection word town. What does “off to town” mean? (go to town)
2) Visualize What do you picture in your mind when you read that Mom and Pop hopped on top of Ox to go to town? (Ox is very big, so I picture Mom and Pop sitting up high holding on tight.)
3) Evaluation Ox goes into town with Mom and Pop. Does he do a good job of helping Mom and Pop in town? (yes) How do you know? (He packs cans and helps to bring them back home. These are things that Mom and Pop would have had to do.)
Page 82-83
1) Review High Frequency Words Have students reread the first sentence on page 82. How does Ox help? (He uses big pans.)
2) Read the sentence that tells you this. What clues in the pictures tell you about how Ox helps? (It shows him cooking apples.)
Test-Based Comprehension
Check Understanding
Have students answer each question.
1) Animal fantasy What are some things Ox does that a real ox would not do? (Ox picks fruit, digs holes, mops the dirty pigs, packs the sack at the store, and cooks.)
2) Setting What are some of the different settings in the story? (The story takes place on a farm, in a mud pile, in a store in town, and in a kitchen.)
3) Plot Why is Ox tired at the end of the story? (Ox is tired because he worked hard all day. He cleaned, carried Mom and Pop, and did the cooking.)
4) Confirm predictions How did you use pictures or story clues to predict what would happen next in the story? (I used the words “Ox can help” to predict that Ox will do a lot for Mom and Pop.)
5) Compare and contrast Which is more helpful, a real ox or the ox in this story? (The ox in this story is more helpful because he does some things that a real ox does, and he also does other things such as cook and clean.)
Genre
Animal Fantasy
Identify Features of Animal Fantasy
Use the stories The Big Blue Ox and Pig in a Wig to have students compare and contrast the features of animal fantasy.
1) The Big Blue Ox tells about an unusual animal. Why is Ox unusual? (Ox can do things such as pick fruit and get cans at the store.)
2) Pig in a Wig also tells about an unusual animal. Why is Pig unusual? (Pig wears a wig and can mix food in a bowl. She can also do a jig.)
3) Why are both these stories animal fantasies? (Both tell made-up stories about animals that do things real animals cannot do.)
Conventions
Predicates of Sentences
Teach Write The dog got the pack. Point to each word as you read it. Ask students to identify the action part of the sentence. (got the pack) The predicate of a sentence tells what happens. What can the predicate of a sentence tell? (what a person, animal, or thing does)
Guide Practice Write the following sentences and read them aloud. Have students read the sentences and identify the predicate in each sentence.
1) The fox sat in the box. (sat in the box)
2) Dan got the hot pot. (got the hot pot)
3) I pat the cat. (pat the cat)
Apply Have students complete these sentence frames orally using predicates.
1) A dog _____.
2) Horses _______.
3) Many animals ________.
4) My favorite animal _______.
On Their Own Use Reader’s and Writer’s Notebook, page 159. Once complete, scan and email the page to your teacher.
Writing
Short Poem
Introduce the Prompt Review with students the key features of a short poem. Explain that today they will plan their own two-line poem about an animal. The poem can rhyme, if they wish, but does not have to rhyme. Read aloud the writing prompt.
Writing Prompt
Think about a kind of animal you know. Write a two-line poem about that animal.
Generate Poem Ideas Say: To plan a new poem, think of animals you know. Let’s make a chart of animals and words that tell what they do.
Guide students in identifying animals and words that describe them. Possible ideas are shown. Record the response, and keep the chart so that students can refer to it as they plan and draft their poems.
|Animals |Words That Tell What They Do |
|Dog |Jump up; bark; fetch |
|Cat |Purr; stretch; hide |
|Horse |Run; gallop |
|Cow |Eat grass; give milk |
Use Reader’s and Writer’s Notebook page 160 to model planning a poem.
Handwriting Oo/Left-to-Right Progression
Model Letter Formation Display uppercase and lowercase letter Oo. Use the stroke instructions pictured below to model proper letter formation.
[pic]
Model Left-to-Right Progression Explain that when we write a word, all the letters in the word should be written from the left side of the page to the right. This is also true when we write the words in a sentence.
Unit 1 Week 3 - The Big Blue Ox - Day 3
Build Oral Language
Talk About Sentences and Words
Write the following sentence.
And when the day is over, shut your eyes with your best friend, be a pillow, and sniggle into deep sleep.
- Point to and read And when the day is over, shut your eyes with your best friend. What does this mean? (At night, go to sleep with your dog, your best friend.)
- Why do you think the author uses the words shut your eyes instead of go to sleep? (It’s a more interesting way to say go to sleep.)
- Now point to and read snuggle into deep sleep. What does snuggle mean? (to lay closely and comfortably together.)
- Why do you think the author uses this word? (it’s the best way to describe how you would sleep with a dog next to you.)
Phonemic Awareness
Rhyming Words
Model Rhyming Words Read the third bulleted point on page 68. Remember that rhyming words are words that end with the same sounds. Let’s find three words that rhyme with stop. When I look at the picture, I see a shop, I see a shopkeeper holding a mop, and I see a policeman on top of a horse. Shop, mop, and top rhyme with stop. Look at the picture. Can you find a word that rhymes with pot? (hot, dot)
On Their Own Have students produce words that rhyme with these words:
Dot rob hop ox frog odd
Phonics
Build Words
Model Word Building Now we are going to build words with short o spelled o. Write pot and blend it /p/ /o/ /t/. Watch me change the p to c. Model blending the new word. Cot /c/ /o/ /t/.
Guide Practice Have students spell cot with letter tiles. Monitor students word as they build words.
- Change the c in cot to l. Say the new word together.
- Change the t in lot to g. Say the new word together.
- Change the l in log to h. Say the new word together.
- Change the g in hog to p. Say the new word together.
Fluent Word Reading
Model Write logs. I know the sounds for l, o, g, and s. I blend them and read the word logs.
Guide Practice Write the words below. When I point to the word, we’ll read it together. Allow one second per sound previewing time for the first reading.
Mat rods cap pigs socks kid
Spelling
Short o Words
Spell High-Frequency Words Write help and use. Have students say and spell the words with you and then without you.
Dictation Write each sentence, spelling words one at a time. Have students circle and rewrite any misspelled words.
1) Ox can help Mom and Pop.
2) Tom got the Ox to hop.
3) Ox can use a mop.
On Their Own Use Reader’s and Writer’s Notebook page 165. Once complete, scan and email the worksheet to your teacher.
High-Frequency and Selection Words
Read Words in Isolation Display and review this week’s high frequency words and selection words. Have students read the words aloud.
High-Frequency Words
blue help from little use get
Read Words in Context Display the following sentence frames. Have students complete the sentence using high-frequency and selection words. Have students read each completed sentence with you.
1) Kim hugs the _______ cat. (little)
2) Sam can sit on the mat and ______ it. (use)
3) Bob can ____ the box _________ Sam. (get, from)
4) Dad got pans in _________. (town)
5) The _______ hat is big. (blue)
6) I got a map and I can __________. (help)
Think Critically
Complete Think Critically on page 84, scan and email students work to your teacher.
Conventions
Predicates of Sentence
Review Remind students that predicates of a sentence tell what a person, animal, or thing does. The order of the words in a sentence must be correct to be able to determine the predicate.
Guide Practice Write the sentence and have students read it aloud.
Jim sat on the cot.
- What is the predicate of this sentence? (sat on the cot)
On Their Own Use Reader’s and Writer’s Notebook page 166. Scan and email the completed worksheet to your teacher.
Unit 1 Week 3 The Big Blue Ox - Day 4
Phonemic Awareness
Distinguished /o/
Model This week we read about an ox that helps. Listen as I say the sounds in ox. Slowly model the sounds in ox; /o/ /ks/. This word begins with the sound /o/: ox. We’re going to listen to other words with beginning and middle sound /o/.
Guide Practice I will say some words, and you can tell me if they have the /o/ sound in the middle or at the beginning. Say each word below and then guide students to decide whether the /o/ sound is in the middle or at the beginning of each one.
pond (middle) onto (beginning) knock (middle)
otter (beginning) box (middle) frog (middle)
Phonics
Short I Spelled I; Final x
Review Short I Spelled I To review last week’s first phonics skill, write sip. You studied words like this last week. What do you know about the vowel sound you hear in sip? (The vowel sound is /i/ spelled i.)
Review Final x To review last week’s second phonic skill, change p in sip to six. You also studied words like this. What do you know about the consonant sound you hear at the end of six? (The consonant sound is /ks/ spelled x)
Guide Practice Have students take out letter tiles c, f, I, k, n, s, and x. Write sick and have students blend it. Then have them spell it with their letter tiles.
- Change the /k/ in /ks/. Which letters change? (ck changes to x) What is the new word? (six)
- Change the /s/ in six to /f/. Which letter changes? (s changes to f) What is the new word? (fix)
- Change the /ks/ in fix to /n/. Which letter changes? (x changes to n) What is the new word? (fin)
Fluent Word Reading
Read Words in Isolation Display these words. Tell students that they can blend some words on the list.
Have students read the list three or four times until they can read at a rate of two or three seconds per word.
up she with bag that
take sacks six rocks box
fix pack what fills van
pigs Rex way will for
Read Words in Context Display these sentences. Randomly point to review words and have students read them.
Nick can fix that van.
Pam will pack a bag.
Six pigs ran for cobs.
Rex fills sacks with rocks.
Conventions
Predicates of Sentences
Test Practice Use Reader’s and Writer’s Notebook page 168 to help students understand predicates test items. Recall that a predicate is the action part of a sentence that tells what a person, animal, or thing does: jumps high, goes to bed, drinks a glass of milk.
Unit 1 Week 3 - The Big Blue Ox - Day 5
Phonemic Awareness
Review Segment and Count Phonemes
Segmenting Have students segment each word below and count how many sounds are in the word. If students make an error, model the correct response. Return to the word late in the practice.
rot /r/ /o/ /t/ (3) tell /t/ /e/ /l/ (3) pond /p/ /o/ /n/ /d/ (4)
fib /f/ /i/ /b/ (3) rags /r/ /a/ /g/ /z/ (4) sock /s/ /o/ /k/ (3)
Tim /t/ /i/ /m/ (3) kicks /k/ /i/ /k/ /s/ (3) dogs /d/ /o/ /g/ /z/ (4)
Phonics
Review Short o:o; Plural –s; Consonant S /z/
Target Phonic Skills Write the following sentences. Have students read each one.
1) Bob got a big box.
2) Hogs nap on the cobs.
3) Jog on rocks at the top.
4) Mom had hot pots.
Spelling Test
Short o Words
Dictate Spelling Words Say each word, read the sentence, repeat the word, and allow time for students to write the word.
1) hot The wax is hot.
2) hop Hop on the mats.
3) pot Take the pot with you.
4) pop The jam lid will pop up.
5) ox Is an ox big?
6) lock I see a lock on the box.
7) mop Mop it up!
8) got Rick got a tan coat.
9) rock Sit on top of the rock.
10) mom My mom ran up the hill.
High-Frequency Words
11) help My dad can help me.
12) use Dot can use a map.
Vocabulary
Synonyms
Teach Read and discuss the Vocabulary lesson on page 93 of the Student Edition. Use the model to explain how synonyms are words that mean the same or almost the same thing as another word. Point to the photo and read the captions underneath. The words big and huge both describe the elephant. These words mean the same thing. So, big is a synonym of huge.
Guide Practice Read the instructions for the Vocabulary Practice It! Activity. Read the first word and have students repeat after you.
Text-Based Comprehension
Review Character and Setting
Remember that good readers pay attention to the characters and setting because it helps them know what happens in the story. What are characters? (the people and animals in a story) Readers better understand a story when they can describe why a character acts or feels a certain way. What is the setting? (where and when the story takes place)
Check Understanding Read aloud the following story and have students answer the questions that follow.
Tim shouts, “You’re it!” He runs in the green grass in his backyard. Chan runs after him. He wants to tag Tim. Chan and Tim like to play games in Tim’s yard. It is fun to run and jump in the grass. They also like to climb Tim’s big tree. They want to build a tree house there this year. “Got you!” should Chan as he tags Tim.
1) What is the setting of the story? (The setting is Tim’s backyard, where there is green grass and a tree)
2) Why do Tim and Chan like to play in the yard? (Tim and Chan think it is fun to run in the grass and climb the tree.)
Conventions
Review Predicates of Sentences
Review Remind students that a predicate is the action part of a sentence. It describes what a person, animal, or thing does. Have students give examples of predicates.
Guide Practice Write the following sentences. Have students complete each sentence with a predicate.
1) Dad _________.
2) The pig _______.
3) Bob and Kim _______.
4) Mom and I _______.
Online Assessments
- Complete Success Tracker Weekly Test, Unit 1, Week 3
- Complete Success Tracker Fresh Read, Unit 1, Week 3
Unit 1 Week 4 - A Fox and a Kit - Day 1
Content Knowledge
Wild Animals and Their Babies
Concept Talk To help students gain knowledge and understanding, tell them that this week they will talk, sing, read, and write about wild animals and their babies. Write the Question of the Week, How do wild animals take care of their babies?, and track the print as you read it.
Build Oral Language
Talk About Wild Animals and Their Babies Have students turn to pages 94-95 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion and crate the “How do wild animals take care of their babies?” concept map.
- What is the mother chimpanzee doing? (She is holding her baby.) Let’s add They hold them to our map.
- How is the mother hippo helping her baby? (She is helping her baby to swim.) Let’s add They teach them new things to our map.
Build Oral Vocabulary
Amazing Words
|Word |Meaning |Possible Synonym |Possible Antonym |
|Observe |To watch and sometimes listen to carefully. |Notice | |
|Wild |Living in nature without human control or care; not tame |Feral, untamed |Domestic, tamed, |
| | | |domesticated |
|Parent |An animal that process a young animal. | | |
|Canopy |The highest layer of branches in a forest or on a tree. |Roof, canvas |Floor |
|Screech |A loud and very high sound. |Scream, shriek |Whisper |
|Million |A very large number, larger than thousand | | |
|Native |Born in a particular place |Indigenous |Exotic, foreign, |
| | | |immigrant |
|Reserve |A protected area where animals live. | | |
Using the Frayer Model, have students complete the vocabulary concept map for each word.
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Amazing Words at Work
• It is exciting to observe something you haven’t seen before. What is something you would like to observe? Use the word observe in your answer. (Possible response: I would like to observe a soccer match.)
• What is something a parent might help a child learn? Use the word parent in your answer. (Possible response: A parent can help me learn to ride a bike.)
Apply Amazing Words Have students demonstrate their understanding of the Amazing Words by complete these sentences orally.
- I would like to observe a ___________.
- An example of a wild animal is ______________.
- A parent can help me learn _________.
Phonemic Awareness
Segment and Blend Phonemes
Introduce Have students look at the picture on page 96-97. Point to the jumping frog. A frog jumps. The last sound in jumps is /s/. Have students identify other actions that end with the /s/ sound. (dumps, eats, walks, looks) A man mends a fence. The last sound in mends is /z/. Have students identify actions that contain the /z/ sound. (sends, bends, stands, feeds)
Model Listen to the sound in jumps: /j/ /u/ /m/ /p/ /s/. There are five sounds. Let’s blend those sounds: /j/ /u/ /m/ /p/ /s/. Continue with mends, dumps, eats, stands, feeds, looks, sends, and bends.
Phonics
Inflected Ending –s
Connect Write the words cats and birds. What do you know about the last sound of these words? (The sound /s/ is spelled s at the end of cats. The sound /z/ is spelled s at the end of birds. The s makes the word mean “more than one.”) Explain that today they will learn more about words with the ending –s that do not mean “more than one.”
Model Write hops. In this word, the letter s stands for the sound /s/. Segment and blend hops and then have students blend with you: /h/ /o/ /p/ /s/. Follow this procedure to model digs.
Guide Practice Continue the process. This time have students blend with you. Remind students that the s can stand for the sound /s/ or the sound /z/.
wags sips sees pack gets nods
fits yaps picks digs licks fills
Spelling Pretest
Inflected Ending –s
Dictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify pronunciations. And give meanings of words. Have students check their pretest and correct misspelled words.
1) sit Sit in the front of the classroom.
2) sits Tom sits next to Mike on the bus.
3) win The team will win the game.
4) wins Mom wins the race.
5) fit I fit into my new pants.
6) fits The cat fits through the little door.
7) hit I like to hit the drum.
8) hits She hits the ball with the bat.
9) nap I nap in the afternoon.
10) naps My brother naps on the couch.
Text-Based Comprehension
Main Idea and Details
Read Remind students of the weekly concept – Wild animals and Their Babies. Have students listen as you read aloud “A Rain Forest in the Zoo.
A Rain Forest in the Zoo
Erica was very excited. Today was the day she and her dad were going to the zoo. They had been waiting all month to see the new rain forest exhibit. It finally opened today. “Tell me about the rain forest again,” Erica said to her dad as they walked into the zoo. “A rain forest is a forest where many trees and plants grow very closely together. It raids a lot. That’s why it’s called a rain forest. The trees are very tall, and some birds, bugs, and other animals live in the tops of the trees. The largest animals live on the ground under the trees.” “Wow!” Erica said as they entered the exhibit. “This looks like a real forest.” “It does!” Erica’s dad said. “That’s because we try to make everything as real as we can,” a zookeeper said. “Today, zoos want to build homes for the animals that look like their homes in the wild. We bring in many plants from the animals’ homes. We make rocks for them to sit on. We change the lights to make it seem like night and day.” “That sounds like a lot of work!” exclaimed Erica. “It is a lot of work,” the zookeeper replied. “We do it so the animals feel right at home. We want them to feel safe and happy. Then when you observe them you can learn all about how they really live.” “Let’s go look at those monkeys over there first,” Erica said. “Look at that little black one. It’s riding on the back of another monkey!” The zookeeper said, “That’s called a black spider monkey. Baby black spider monkeys ride on their mother’s tummies until they are about four months old. Then they ride on their mothers’ backs. Monkey mothers take very good care of their babies.” “That’s cool. I want to learn all about the rain forest!” Erica said. “Me too,” said Erica’s dad.
Model a Close Read Now model how to use main idea and details as a tool to build comprehension.
Say: When I read, I look for important pieces of information. A zookeeper tells Erica about the rain forest exhibit. The zoo brings in plant from animals’ homes. They bring in rocks for animals to sit on. They change the lights to make it seem like night and day. I ask myself what this story is mainly about. The story is mainly about making a rain forest in the zoo.
Teach Main Idea and Details The main idea is what a story is mostly about. Other sentences give details or small pieces of information, that tell more about the main idea. Good readers pay attention to the details to help them understand the main idea in a story.
Have students turn to page EL3 in their student edition. These pictures show an example of main idea and details. Discuss these questions using the pictures.
- When we look through the window, what details do we see? (a family at a table, a mom holding a sleeping baby, a cat on a couch)
- What do these details show? What is the main idea? (All the details show a home. The main idea is “home”.)
Guide Practice Ask students if they think the title of the selection tells the main idea. Have students explain their answer. (Possible response: Yes, because the selection tells how people brought in things to make a rain forest in the zoo.) What is another title that you could use for this selection? (Possible response: “Erica Goes to the Rain Forest”)
Conventions
Declarative Sentences
Make Connections Today we read a story about a girl who learned about a rain forest at the zoo. We learn things every dat. Let’s share sentences about things that you have learned. Write the sentences students say on a piece of paper. These sentences are called declarative sentences.
Teach Explain that a declarative sentence is one that tells about something. It tells a fact or someone’s point of view. A declarative sentence begins with a capital letter and ends with a period.
Apply Have students complete these sentence frames orally.
1) I can _________ animals to learn about them.
2) A fox is a _______ animal.
3) A ___________ is a person with children.
Writing
Personal Narrative
Introduce This week you will write a personal narrative. A personal narrative is a kind of story. It tells about an event in your life.
Prompt Think about a time you watched some animals. Write a narrative about it.
Unit 1 Week 4 - A Fox and a Kit - Day 2
Build Oral Language
Talk About Sentences and Words Read the sentence below.
Up in the canopy, parrots are screeching. “Kahroooo! Kahrooo chooo!”
- Have students repeat the sentence with you. What does parrots are screeching mean? (The parrots are making loud, high-pitched sounds.)
- What other words could we use in place of screeching? (Have students share their suggestions.)
- After students have tried other words, ask: Why do you think the author choose the word screeching? (It is the way the author thinks parrots sound.)
Phonemic Awareness
Segment and Blend Phonemes
Model Have students look at the picture of pages 96 – 97. I see children bending and feeding the ducks. The ducks are eating. The sound I hear at the end of the words bending, feeding, and eating is –ing. Listen to the sounds in bending: /b/ /e/ /n/ /d/ -ing. Let’s blend the sounds: /b/ /e/ /n/ /d/ -ing, bending. Continue with feeding and eating.
On Their Own Have students segment and blend the following words.
Digging /d/ /i/ /g/ -ing
Locking /l/ /o/ /k/ -ing
Tapping /t/ /a/ /p/ -ing
Phonics
Inflected Ending –ing
Connect Write the words digs and hops. You studied words like these already. What do you know about reading these words? (The words have –s endings) Today you will learn about words with the ending –ing.
Model Write fixing. The word is fixing. In this word, the letters ing stand for –ing. Segmetn and blend fixing; then have students blend with you: /f/ /i/ /ks/ -ing. Follow this procedure to model blending rocking.
Group Practice Continue the process. This time have students blend with you.
picking locking seeing packing
waxing looking going doing
Spelling
Inflected Ending –s
Guide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.
1) /s/ /i/ /t sit
2) /s/ /i/ /t/ /s/ sits
3) /w/ /i/ /n/ win
4) /w/ /i/ /n/ /s/ wins
5) /f/ /i/ /t/ fit
6) /f/ /i/ /t/ /s/ fits
7) /h/ /i/ /t/ hit
8) /h/ /i/ /t/ /s/ hits
9) /n/ /a/ /p/ nap
10) /n/ /a/ /p/ /s/ naps
On Their Own Use Reader’s and Writer’s Notebook page 174. Once completed scan and email the worksheet to your teacher.
Text-Based Comprehension
Introduce Main Selection
Genre Literary Nonfiction tells about real-life people, animals, or events. The setting is real. As they read A fox and a Kit, ask students to look for clues that tell them this story is about a real fox and her kit.
Preview and Predict Have students identify the title of the story, the author, and the illustrator. Help students look through the selection and use the illustrations to predict what it will be about.
Purpose Good readers read for a purpose. Setting a purpose helps us to think and understand more as we read. We will read this story to find out about the fixes in a zoo.
As you read Fox and a Kit with students ask them the questions below.
Page 102-103
1) Connect to Concept Look at the picture on pages 102 and 103. Look at the fox and its baby. A baby fox is called a kit. Describe what they look like. Encourage students to answer is complete sentences. (The fox is darker than the kit.) Now tell about what the people are doing.
2) Analysis/Text Evidence On pages 102 and 103, I see the pictures that the mother fox is watching over her kit. How can you tell? (The kit is close by. The mother fox is facing the kit.)
Page 104-105
1) Important Ideas Remind students that good readers look for important ideas as they read. Have them suggest an important idea from what they seen and read so far. (The fox and her kit do things together. The mother fox stays close to her kit.)
2) Review High-Frequency Words Have students find the word her and reread the sentence. Who is the word her referring to? (the fox) How do you know? (The sentence says her kit, so it is talking about the mother.)
3) Analysis Are the foxes in the story teal or make-believe? (They are real) What clues tell you this? Tell about the pictures or reread the sentences. (They live in a zoo. They act like animals, not like people. They nap and sit up.)
Pages 106-107
1) Main Ideas and Details/Reread Challenging Text What happens on these two pages? What details tell us this? (The fox and her kit have dinner. We know this because a man gives them a plate full of food, and then the plate is empty.)
2) Identify Selection Words Have students locate the word dinner on page 106. What time of the day do the fox and her kit eat dinner? ((They eat dinner at five o’clock.)
3) Analysis Even though the foxes are wild animals, what clues tell you that they do not have to find their own food? (The words say that the man is fixing dinner, and the picture shows him giving the foxes dinner.)
4) Synthesis/Text Evidence Do you think the foxes liked their food? How can you tell? (They seem to look forward to eating and then they finish all their food. They lick their lips.)
Pages 108-109
1) Main Idea and Details What is happening on pages 108-109? What details tell us this? (The mother fox makes sure her kit is happy and safe. We know this because the mother fox plays with her kit, and then she picks him up and takes him away from the rocks.)
2) Evaluation/Text Evidence How are the foxes behaving in these pictures? (They are playing together. The fox is protecting her kit from the rocks.)
Page 110-111
1) Important Ideas Have students discuss what they see and read on these pages. Have them suggest important ideas. (We can observe wild animals, and they can observe us.)
Text-Based Comprehension
Check Understanding Have students answer each question orally.
1) Literary nonfiction Do you think this selection could happen in real life? (Yes, there are zoos in real life, and they might have foxes and their kits.)
2) Main Idea and Details What is the selection mostly about? What are some of the details it tells? (The story is about a fox and a kit that live in a zoo. The details tell what they do together, such as napping, eating dinner, and playing.)
3) Setting What is the setting of this selection? (a zoo)
4) Confirm Predictions What did you think this selection would be about from the pictures at the beginning? (I thought it would be about a fox and her kit who lives in a zoo.) Were your predictions correct?
5) Draw Conclusions How is the zoo a good place for the fox and her kit to live? (They get food and a place to sleep. They are safe.)
Conventions
Declarative Sentences
Teach Write The green frog flips and flops. Point to each word as you read it. This is a declarative sentence that tells me that the green frog flips and flops. Ask students to identify the capital letter. Ask them to identify the period.
Guide Practice Write the following sentence. Have students tell you which words should begin with a capital letter and where to put the period in each.
- a fox can do a lot
- the cat napped on the mat
- a tan dog sits on a box
Apply Have students complete these sentence frames orally.
1) I saw a bird _______ from an egg.
2) A green lily pad is a __________’s habitat.
3) I hope the hurt _______ survives.
On Their Own Use Reader’s and Writer’s Notebook page 175. Once completed scan and email the worksheet to your teacher.
Writing
Personal Narrative
Introduce the Prompt Review with students the key features of a personal narrative. Assure them that they write a story based on something they have seen or done themselves. Explain that today students will plan their own personal narrative. Like a made-up story, it will have a beginning, middle, and end. Read aloud the writing prompt.
Writing Prompt Think about a time you watched some animals. Write a narrative about it.
Generate Story Ideas Say: To plan a new personal narrative, think of places where you have seen animals and what animals you have seen there. Let’s make a chart of places where you have seen animals and the animals you saw. Display a T-chart. I’ll start with the word school.
Guide students in identifying animals that they have seen. Possible ideas are shown. Record the responses, and keep the chart so that students can refer to it as they plan and draft their narratives.
|Places We Have Seen Animals |Animals We Have Seen |
|school |robins, squirrels |
|park |ducks, turtles |
|woods |foxes, hawks, snakes |
|zoo |polar bears, monkeys |
Have students choose an idea for a personal narrative.
Introduce Use Reader’s and Writer’s Notebook, page 176 to model planning a personal narrative.
Say: Like a made-up story, a personal narrative has a beginning, middle, and end. I can use a chart to plan mu personal narrative. I’ve decided to write about a time I saw a bunny in a garden, so I’ll write The Bunny in the Garden as my title. Now I will plan what happens in the beginning, middle, and end of my narrative. I want to include interesting details in my plan. Interesting details will bring my narrative to life and keep people reading it.
Model Say: At the beginning, I’ll tell about how I like to go to the park. I’ll include details about what I do there: sit under an elm tree and walk in the rose garden. Then I will tell about the bunny I saw, and I’ll include details about where I saw the bunny: on a grassy path in the rose garden. I’ll write that in the Beginning box. In the middle I’ll tell what I saw the bunny do. The bunny just watched me while it filled its mouth with grass, I’ll write that in the Middle box. I’ll also include a detail that gives my opinion about how funny it looked with grass sticking out of its mouth! At the end, I’ll tell that the bunny hopped away. I’ll write that idea in the End of Story box. Now plan for your personal narrative.
Handwriting
Letters Nn and Gg/Letter Slant
Model Letter Formation Display uppercase and lowercase letters Nn and Gg. Use the stroke instructions pictured below to model proper letter formation.
[pic]
Model Consistent Letter Slant Explain that when we write a word, all the letters in that word should be slanted the same way. Write the word calling two times, one with the letters slanted correctly and one with the letters slanted in various directions. Say: When I write the letters in a word, I need to make sure they all go the same way. By correctly slanting the letters in a word, I make it easier for others to understand what I write.
Apply Complete Reader’s and Writer’s Notebook page 177. Once completed scan and email the page to your teacher.
Unit 1 Week 4 - A Fox and a Kit - Day 3
Build Oral Language
Talk About Sentences and Words
Write the following sentence on sentence strips or on a piece of paper.
And then a million insects all at once begin to sing chip buzz whine scream.
- What does this sentence mean? (A lot of insects start to make noise at the same time.)
- Why did the author list five different sounds? (A lot of insects probably make different sounds.)
Phonemic Awareness
Count Syllables
Model Counting Syllables Look at the picture. Today we are going to count syllables. Remember that a syllable is a word part that has a single vowel sound. I see children bending and feeding the ducks. Bending has two syllables: bend, ing. Feeding also have two syllables: feed, ing
Guide Practice Guide students to use the picture to say words that have two syllables. (dumping, picking)
On Their Own Have students change each of these single-syllable words into two-syllable words by adding –ing
eat look jump stand mend hand
Phonics
Build Words
Model Word Building Now we are going to build words that end in –s. Write mend and blend it. Watch me add s to mend. Model blending the new word, mends.
Guide Practice Have students spell mends with letter tiles. Monitor students work as they build words.
- Make the word bend. Sat the new word together.
- Add s to bed. Sat the new word together.
- Make the word lend. Say the new word together.
- Add s to lend. Sat the new word together.
Fluent Word Reading
Model Write jumps. I know the sounds for the letters j,u,m,p, and s. I blend them and read the word jumps.
Guide Practice Write the words below. Sat the sound in your head for each spelling you see. When I point to the word, we’ll read it together. Allow one second per sound-previewing time for the first reading
sends dumps looks eats stands naps
Spelling
Inflected Ending –s
Dictation Have students write these sentences. Say each sentence. Then repeat it slowly, one word at a time.
1) Emily sits with her.
2) I want to hit the ball too.
3) The dress fits her.
On Their Own Use Reader’s and Writer’s Notebook, page 181. Once completed scan and email the page to your teacher.
High-Frequency and Selection Words
Read Words in Context Display the following sentence frames. Have students complete the sentences using high-frequency and selection words. Have students read each completed sentence with you.
1) The fox and the kit eat ___________ at five. (dinner)
2) We _______ the fox and the kit nap too. (watch)
3) The _______ nap on the rocks. (animals)
4) That man has a cap, and ______ one has a hat. (this)
5) My dad has a hat ___________. (too)
6) I eat a snack at __________. (four)
7) Sis eats ______ snack too. (her)
Think Critically
Complete Think Critically on page 112, scan and email students work to your teacher.
Conventions
Declarative Sentences
Review Remind students that declarative sentences tell a fact or someone’s point of view. They begin with a capital letter and usually end with a period.
Apply Have students complete these sentence frames orally.
1) Sam __________.
2) Pig ______ the mix.
3) Fox ______ her kit.
On Their Own Use Reader’s and Writer’s Notebook, page 182. Scan and email the completed worksheet to your teacher.
Let’s Write It!
Write a Personal Narrative Use pages 114-115 in the Student Edition. Read aloud the key features of a Personal Narrative and the definition of a personal narrative. Read aloud the Writing Prompt and discuss the Writer’s Checklist.
Review The Student Model Read aloud “The Ducks”. Ask students to identify how the author feels about the events. Read aloud and briefly discuss the side notes about genre, the writing trait, and declarative sentences.
Guide Practice Say: Now it is time to write your narrative. Tell what you saw and how you felt when you watched animals.
Have students use their story charts. Help them finish the ideas. Then guide students as they draft the narrative.
Unit 1 Week 4 - A Fox and a Kit - Day 4
Phonemic Awareness
Segment and Blend Onset and Rime
Model This week we read about a fox and her kit. Listen as I sat the first sound in kit: /k/. Kit ends with –it. Now I will blend /k/ and –it together to say the word: /k/ -it.
Guide Practice I will say the sound in a word, and you repeat them after me. Then we will say the word together. Say each sound in each word below, and then guide students to say the sound. Then say the word with students.
/s/ -it sit
/d/ -ot dot
/n/ -ap nap
/h/ -at hat
/s/ /t/ -age stage
/l/ -og log
/m/ -an man
/p/ -ick pick
/p/ -at pat
/k/ -age cage
/p/ -an pan
/j/ -ot jot
Phonics
Review Short o Spelled o; -s Plurals
Review short o To review last week’s first phonic skill, write hop and rock. You studied words like these last week. What do you know about the sound of o in a one-syllable word? (The letter o usually stands for /o/.)
Review –s Plurals To review last week’s second phonic skill, write kids, caps and socks. You also studied words like theses. What does the letter s mean at the end of words? (It makes the word plural.)
Guide Practice When I say a word, put up your hand if it is plural pins, dog, cats, mops, rat, pan, maps, sock. Write each word in the appropriate column. Then have students read the words. Have them identify words with short o.
|Singular |Plural |
|dog |Pins |
|rat |Cats |
|Pan |Mops |
|Sock |maps |
Fluent Word Reading
Read Words in Isolation Display these words. Tell students that they can blend some words on this list. Have students read the list three or four times until they can read at the rate of two to three seconds per word.
little can help Max locks
sack from will for here
Mick me box use is
Blue what do lids Dot
Read Words in Context Display these sentences. Ask students to read each sentence.
1) What can Max do for me?
2) Nick will help from here.
3) Use little locks on the box lids.
4) Dot is packing a blue sack.
Spelling
Inflected Ending –s
Complete Reader’s and Writer’s Notebook page 183. Scan and email the completed page to your teacher.
Science in Reading
Fable
Activate Prior Knowledge Ask students what they have already learned from other texts this week about foxes. (Some foxes live in zoos and some live in the wild; mother foxes take care of their young.)
Preview and Predict Have students turn to page 116 in their Student Edition. Read the title and the first sentence of the story. Have students predict what they might learn. (Possible response: They might learn about a fox and some grapes.) Ask them what clues helped them make that prediction. (Possible response: They might say the title of the story or the pictures.)
Genre: Fable Tell students that they will read a fable. Review the key features of a fable: It is a short story that teaches a lesson, or moral, and it often has animal characters that speak and act like people. Explain how a fable is different than an information text. A fable tells a story and an informational text tells facts about a topic.
Conventions
Declarative Sentences
Test Practice Use Reader’s and Writer’s Notebook page 184 to help students understand identifying declarative sentences in test items. Recall that declarative sentences are statements. Model identifying a declarative sentence by writing this sentence, read it aloud, and understand the capital letters and period.
A frog flops in the pond.
On Their Own Read the directions on Reader’s and Writer’s Notebook, page 184. Guide students as they mark the answer for number 1. Scan and email the completed page to your teacher.
Unit 1 Week 4 - A Fox and a Kit - Day 5
Phonemic Awareness
Review Segment and Blend Onset and Rime
Segment and Blend Onset and Rime Have students segment and blend the onset and rime in each word below. If students make an error, model the correct response. Return to the word later in the practice.
/k/ -ap cap
/b/ -at bat
/p/ -age page
/p/ -ot pot
/s/ -ip sip
/t/ /r/ -ick trick
Phonics
Review Inflected Endings –s and –ing
Target Phonics Skills Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you track the print.
1) Mom pins and tacks the tag on the map.
2) Dad is fixing and waxing the van.
3) Pam sits and rips the rag.
4) Nick is kicking and passing it.
Spelling Test
Inflected Ending 0s
Dictate Spelling Words Say each word, read the sentence, repeat the word, and allow time for students to write the word.
1) sit Sit with me.
2) sits Max sits in the van.
3) win Will they win?
4) wins Dad wins the top job.
5) fit Will this cap fit?
6) fits The wig fits Dot.
7) hit Hit the two lids.
8) hits Tim hits the box.
9) naps I do not like a nap.
10) naps The cat naps on the mat.
High-Frequency Words
11) her Mom got her tan socks wet.
12) too Did you go too?
Conventions
Review Declarative Sentences
Review Remind students that declarative sentences tell a fact or someone’s point of view. They begin with a capital letter and end with a period. Have students give some examples of declarative sentences.
Guide Practice Write the following sentence. In each case, have students tell you which letter should be a capital and where the period should go.
1) chickens hatch from eggs
2) toads need to be kept moist
3) worms survive in the earth
Online Assessments
- Complete Success Tracker Weekly Test, Unit 1, Week 4
- Complete Success Tracker Fresh Read, Unit 1, Week 4
Unit 1 Week 5 - Get the Egg! - Day 1
Content Knowledge
Neighborhood Animals
Concept Talk To help students gain knowledge and understating, tell them that this week they will talk, read, and write about wild animals that live in their neighborhoods. Write the Question of the Week, Which wild animals live in our neighborhood?, and track the print as you read.
Build Oral Language
Talk About Neighborhood Animals Have students turn to pages 120-121 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussions.
- These photographs show wild animals that may be found in our backyard. Which animal is building a web? (spider) Which animal makes tunnels in the dirt? (worm) What emerges from a cocoon? (butterfly)
- What other animals do you see in these photographs? (rabbits)
Build Oral Vocabulary
Amazing Words
|Word |Meaning |
|Habitat |The natural home or environment of an animal, plant, or other organism. |
|Hatch |To emerge from an egg, chrysalis, or pupa. |
|Survive |To remain alive. |
|Chirp |To make a short high-pitched sound. |
|Croak |To make a deep, harsh sound that a frog makes. |
|Moist |Slightly or barely wet. |
To check for understanding ask students how they would explain the meaning of each word in their own words. Have students use each word in a complete sentence.
Phonemic Awareness
Distinguish /e/
Introduce Read the second bulleted point on page 122 of the Student Edition. What is in the nest? (eggs) The first sound in eggs is /e/. I also see a bird. What color is the bird? (red) The middle sound in red is /e/. Have students identify other items that contain the /e/ sound. (elf, steps, dress, sled, bell)
Model Listen to the sounds in the word red: /r/ /e/ /d/. There are three sounds in red. Let’s blend those sounds to make a word: /r/ /e/ /d/, red. Continue modeling with eggs. Guild students as they look for more words that contain the initial of medial /e/ sound. (envelope, jet, pet)
Phonics
Short e: e
Model Write ten. In this word, the letter e stands for the sound /e/. Segment and blend ten; then have students blend with you: /t/ /e/ /n/.
Guide Practice Continue the process. This time have students blend with you. Remind students that e often spells the short e sound /e/.
beg vet deck sell mess red
peg pen tell web less get
Spelling Pretest
Short e Words
Dictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify the pronunciations, and give the meanings of words. Have students check their pretest and correct misspelled words.
1) men The men helped us move into the new house.
2) red Leah wore a red dress.
3) step My little sister took her first step today.
4) ten We leave in ten minutes.
5) net I used a net to catch a goldfish.
6) leg An ant crawled up my leg.
7) jet We took a jet to visit grandma and grandpa.
8) sled I love to sled down the hill in water.
9) wet I fell in the pond and got wet.
10) bed I cleaned my room and made my bed.
On Their Own Complete Reader’s and Writer’s Notebook page 186. Scan and email the completed page to your teacher.
Text-Based Comprehension
Main Idea and Details
Read Remind students of the weekly concept – Neighborhood Animals. Have students listen and read aloud “The Pecking Hen”.
The Pecking Hen
Grandma Bess lived in a big, old white house in the country. Kashia who lived in the city, always learned something new when she visited her grandmother. Grandma Bess had a wonderful garden. She planted tomatoes, carrots, okra, corn, and green beans. Kashia loved to help her grandmother pick the fresh vegetables. It was like shopping at the grocery store for free! Grandma Bess also had a pen where she kept hens. Each morning, she went inside the pen and gathered eggs. One morning, Kashia went with her. Kashia saw a huge white hen siting on a nest, waiting for her eggs to hatch. Kashia bent her head near the hen to get a better look. Peck! Peck! Squawk! Squawk! “Ouch!” cried Kashia. Grandma Bess turned to Kashia quickly and said “What’s wrong?” “The hen pecked me on the nose! It hurts!” Grandma Bess chuckled. “That’s what a hen does to survive. She protects herself and her habitat from danger.” “It’s not funny!” Kashia said. “And I’m not dangerous!” “No, you’re , Kashia, but the hen doesn’t know that. The same thing happened to me when I was your age. I got too close to a hen too. It pecked me right on the nose,” said Grandma Bess, “Hens use their beaks to protect themselves and their eggs.” “I guess I learned my lesson,” Kashia said. “From now on, I’ll keep my nose out of the hen’s business!” Grandma Bess and Kashia laughed.
Teach Main Idea and Details The main idea of a story is what a story is mostly about. Good readers think about the details, or small pieces of information, in a story to find the main idea.
Have students turn to page EI3 in their Student Edition. These pictures show an example of the main idea and details. Discuss these questions using the pictures.
- What does the “Details” picture show? (the inside of a house, a mother and children, a cat on the couch)
- What does the “Main Idea” picture show? (the outside of a house)
- How do the details connect to the main idea? (They show a family doing things at home.)
Apply Complete Reader’s and Writer’s Notebook page 197. Scan and email the completed worksheet to your teacher.
Conventions
Interrogative Sentences
Make Connections This week you listened to a story called “The Pecking Hen.” Kashia learns something about hens from Grandma Bess. What would you ask Grandma Bess about hens? Write student’s questions. All of these are interrogative sentences because they ask something.
Teach Explain that an interrogative sentence is a sentence that asks something. Interrogative sentences are also called questions. An interrogative sentence begins with a capital letter and ends with a question mark.
Have students recognize that questions use words in a different order that most declarative sentences. Rather than Pam can run fast, a question puts a verb before the subject: Can Pam run fast? When they practice, help students ask questions with appropriate subject-verb inversion.
Writing
Realistic Story
Introduce This week you will write a realistic story. A realistic story is made up, but is like real life. Characters in a realistic story do things that real people and animas do.
Prompt Think about animals in neighborhoods. Write a realistic story about two friends seeing an animal.
Examine Model Text Let’s listen to a realistic story. Track the print as you read aloud “Little Squirrels” on Reader’s and Writer’s Notebook page 188. Have students follow along.
Key Features Who are the three characters in this story? (Luis, Lisa, and Lisa’s mom) Help children find and circle the names. Ask if Luis and Lisa act like real children. (yes) Help students underline short phrases in the story that tell about the characters acting like real children, such as They were running and is and Lisa sat. Then ask what the setting is – where and when the story takes places. (Lisa’s house and yard during the day) Point out the word yard. Ask if yards in real life have big trees and squirrels. (yes)
This story has characters who are like real people. The writer told events that are like thing that can really happen. The place is like someone’s real home. The story has a beginning, middle, and end. At the beginning, Luis and Lisa play. In the middle, they go outside and watch the squirrels. At the end, Lisa answers Luis’s question.
Complete Reader’s and Writer’s Notebook page 194. Scan and email the completed page to your teacher.
Unit 1 Week 5 - Get the Egg! - Day 2
Build Oral Language
Talk About Sentences and Words Read the sentence below:
The insects stop singing, chirping, buzzing, whining, screaming.
- Have students repeat the sentence with you. What does this sentence mean? (The insects stop making noise.)
- What other words could be used instead of chirping? (Have students share their suggestions.)
- Why do you think the author chose the word chirping to describe a sound that insects make? (It is a sound the author must have head an insect make.)
Build Oral Language
1) Introduce the Word Relate the word chirp to the story. The insects sing, chirp, sharp sounds made by a small bird or insect. Have students say the word.
2) Demonstrate Provide examples to show meaning. I can hear birds chirp in the early morning. Crickets chirp in the evening in late summer.
3) Apply Have students demonstrate their understanding. What other animals chirp? Can you make a chirping sound? Let’s try it.
Phonemic Awareness
Segment and Blend Phonemes
Model Read the last bulleted point on page 122. The boy is spraying the dog. The first sounds in spray are /s/ /p/ /r/. Have students find another item whose names begins with /s/ /p/ /r/. (sprinkler)
Listen to the sounds in spray: /s/ /p/ /r/ /ā/. There are four sounds in spray. Let’s blend those sounds: /s/ /p/ /r/ /ā/, spray. Continue with tree and steps.
Guide Practice Guide students as they segment and blend these words from the picture: black, blue, sled, spray, steps, frog, and tracks.
On Their Own Have students segment and blend the following words.
Bread /b/ /r/ /e/ /d/
Flat /f/ /l/ /a/ /t/
Speck /s/ /p/ /e/ /k/
Phonics
Initial Consonant Blends
Connect Write sip and lip. You studied words like this already. What do you know about the beginning sounds of these words? (They are consonant sounds. The sound /s/ is spelled s. The sound /l/ is spelled l.) Today you will learn to spell and read words that begin with two consonant sounds.
Model Write slip. I see that this word has two consonants at the beginning. Point to the letters s and l. The two sounds /s/ and /l/ are blended together. This is how I blend this word. Segment and blend slip. Follow this procedure to model blending black and stop.
Guide Practice Continue the process with the words below. This time have students blend with you.
crop flick smell stick brag drill
glad fret grin spell block prod
Apply Complete Reader’s and Writer’s Notebook page 189. Scan and email the completed page to your teacher.
Spelling
Short e Words
Guide Practice Tell students that you will segment to sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.
1) /m/ /e/ /n/ men
2) /r/ /e/ /d/ red
3) /s/ /t/ /e/ /p/ step
4) /t/ /e/ /n/ ten
5) /n/ /e/ /t/ net
6) /l/ /e/ /g/ leg
7) /j/ /e/ /t/ jet
8) /s/ /l/ /e/ /d/ sled
9) /w/ /e/ /t wet
10) /b/ /e/ /d/ bed
On Their Own Use Reader’s and Writer’s Notebook page 190. Scan and email the completed page to your teacher.
Text-Based Comprehension
Introduce Main Selection
Genre Realistic fiction is a made-up story that could happen in real life. As they read Get the Egg!, children should look for parts of the story that seem realistic to them.
Preview and Predict Have students identify the title of the story, the author, and the illustrator. Have students predict what the story will be about.
Purpose Setting a purpose helps us to think and understand more as we read. We will read this story to find out what happens to the egg.
As you and your student read Get the Egg! Check for understanding by asking the following questions (answers are in blue).
Page 128 – 129
1) Connect to Concept Look at the picture on pages 128 and 129. What wild animals do you see? (a bird)
2) Describe what the bird looks like and what it is doing. Encourage students to answer in complete sentences. (The bird is red and flying out of the tree.)
3) Analysis I see in the picture on pages 128 and 129 that the bird is leaving its nest. I wonder what will happen to the eggs while the bird is away. Using what you see in the picture, explain what you think may happen to the eggs. (Students should use the picture to explain their prediction, such as the boy and girl will observe the eggs.)
Pages 130 – 131
1) Check High-Frequency Words How does the picture help you know what tree means? (The sentence says Brad is at the tree, and the picture shows Brad standing by leaves.)
2) Analysis / Text Evidence I see that Brad is holding his finger to his lips. What does that mean? (He wants Kim to be quiet and not talk.)
3) Connect to Science Explain that a habitat is where an animal lives. It provides the animal with what is needed. Ave students discuss how the red bird gets what she needs from her habitat.
Pages 132 – 133
1) Main Idea What are these pages of the story mostly about? (Brad tried to save an egg that has fallen out of a nest.)
2) Details What details tell you this? (We know this because a twig hits the egg. Then Brad tries to grab the egg from where it has fallen.)
3) Analysis / Text Evidence I see Brad in the picture on page 133. Where do you think he is? (learning over the edge of the staircase into the bushes, looking for the egg that fell onto the branches) What clues in the picture tell you that? (He is surrounded by green leaves.)
Pages 134 – 135
1) Main Idea What is the main idea of this story? (The story is about how Kim and Brad save a bird’s egg.)
2) Details What details tell you this? (We know that the egg falls from the nest, that Brad uses his net to get it, and that Kim puts it back in the nest.)
3) Story Structure / Reread Challenging Text What happens in this part of the story? What do Brad and Kim do? (Brad gets the egg in his net. Kim sets the egg in the nest.)
4) Analysis What words would you use to describe Brad and Kim? (kind, careful, interesting in nature, helpful) Have students give examples of the characters’ actions and word to support their ideas. Encourage them to use the pictures too.
Pages 136 – 137
1) Selection Vocabulary Have students locate the selection word bird on page 136. Where is the bird in this part of the story? (back in the nest)
Text-Based Comprehension
Check Understanding
Have students discuss each of the questions.
- Realistic Fiction Do you think this story could happen in real life? (Yes, eggs can fall out of nests, and people can return the eggs safely to their nests if they’re careful.)
- Character How do you think Brad and Kim feel at the end of the story? (They’re happy because all the eggs hatched safely even the one that feel.)
- Plot What was the main problem in this story? How was it solved? (The main problem was that an egg fell out of the red bird’s nest. It was solved when Brad got the egg into his net and Kim set the egg back in the nest.)
- Confirm Predictions How did you use pictures or story clues to predict what would happen next in the story? (The pictures showed what was happening in the story, especially the pictures that showed Brad reaching for the egg.)
- Connect text to text Kim and Brad help the bird by putting the egg back in the nest. Tell about other characters we have read about that help. (Ox helps Mom and Pop. The woman with the hat helps Pig.)
Conventions
Interrogative Sentence
Teach Write Where were you born? I was born in New York. Point to each word as your read it. Have students identify which sentence is a question. (Where were you born?) Continue with I am six years old. How old are you are you? (How old are you?) A question is an asking sentence. It begins with a capital letter. It end s with a question mark. Write a question mark.
Guide Practice Write the following sentence on the board. Have students tell you which words should begin with a capital letter and where to put the question mark in each case.
1) do you have a pet
2) have you seen a bird’s nest
3) what animals do you like
4) have you been to a zoo
Point out the word order in the questions, such as Do you have, rather than You do have.
Apply Have students ask questions for which these statements could be answers.
- I like a tiger the best.
- Many wild animals have fur.
- Some wild animals sleep in trees.
On Their Own Use Reader’s and Writer’s Notebook page 191. Scan and email the completed page to your teacher.
Writing
Realistic Story
Introduce the Prompt Review with students the key features of a realistic story. Point out that Get the Egg! Is a realistic story. Assure them that they can make up a brief story with characters that seem real and a setting like a real place. Explain that today students will plan their own story with events that really could happen. It will be a story with a beginning, middle, and end. Read aloud the writing prompt.
Writing Prompt
Think about animals in neighborhoods. Write a realistic story about two friends seeing an animal.
Generate Story Ideas
Say: To plan a new story, thin of animals in our neighborhoods. Let’s make a chart of animals and where they live in our neighborhoods. I’ll start with the word squirrel.
Guide students in identifying animals and where they live in their neighborhoods. Possible ideas are shown. Record the responses, and keep the chart so that students can refer to it as they plan and draft their stories.
|Animals in Our Neighborhoods |Where They Live |
|squirrel |nest, hollow |
|butterfuly |garden |
|bird |nest |
|toad |pond |
|rabbit |warren |
Organization
Introduce Use Reader’s and Writer’s Notebook page 192 to model story planning.
To plan a story, I can use a chart. I want to write about a butterfly, so I’m going to call my story The Butterfly. My characters will be a fill and boy who finds a butterfly cocoon in a garden. I’ll call my characters Ava and Tyler. I’ll write the names in the Characters box. In the setting box, I’ll write garden. Now I will plan what happens in the beginning, middle, and end of my story. I will use the chart to help me put my story ideas in order.
Model At the beginning, Ava and Tyler will find a cocoon in the garden. I’ll write in the Beginning box. In the middle of the story, they will put the cocoon in a big jar. They will watch the cocoon break open. I’ll write that in the middle box. At the end, they will let the butterfly go. Now I’ll write that idea in the End of Story box. This chart has helped me put my ideas for the beginning, middle, and end of my story in order. Now plan for your story.
Handwriting
Letter Ee / Letter Size
Model Letter Formation Display uppercase and lowercase letter: Ee. Use the stroke instructions pictured below to model proper letter formation.
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Model Consistent Letter Size Explain that when we write a word all the letters in that word should be the same size. Write the word man using different letter sizes. When I write the leters in a word, I need to make sure they all are the same size. Write another example of the word man with different letter sizes. One letter should not be bigger or smaller than another.
On Their Own Use Reader’s and Writer’s Notebook page 193. Scan and email the completed page to your teacher.
Unit 1 Week 5 - Get the Egg! - Day 3
Build Oral Language
Talk About Sentences and Words
Write the following sentence on the board.
A tree frog, climbing up a tree, puffs out his troat and croaks, “Creeeeeeee, creeeeeee!”
- Point to and read puffs out his throat and croaks. What does this mean? (takes a breath and makes a deep sound)
- Why did the author use the word croak?(It is the best word to describe the sound a frog makes.)
Phonemic Awareness
Rhyming Words
Model Rhyming Words Read the first bullet point on page 122.
Remember that rhyming words end with the same sounds. Let’s find three things that rhyme with tack. I see a cat with black fur, a stack of books, and a track left by the cat, Black, stack and track rhyme with tack. Repeat by reading the third bullet point and finding the rhyming word for best. (nest)
Guide Practice Guide students to use the picture to produce words that rhyme with red.
On Their Own Have students orally generate words starting with consonant blends that rhyme with the following words. Sample responses are given.
top (stop, drop, plop, crop)
fill (still, grill)
bee (tree, free)
sack (stack, black, track)
due (blue, true)
day (play, stay, tray, gray)
Phonics
Build Words
Model Word Building Now we are going to build words with beginning consonant blends. Write lip and blend it. Wate me add f to the beginning of lip. Model blending the new word, flip.
Guide Practice Have students spell flip with letter tiles. Monitor’s students work as they build words.
- Change the f in flip to c. Say the new word together (clip)
- Change the c in clip to s. Say the new word together (slip)
- Change the l in slip to n. Say the new word together. (snip)
- Change the n in snip to k. Say the new word together. (skip)
Spelling
Short e Words
Spell High-Frequency Words Write your and saw. Have students say and spell the words with you and then without you.
Dictation Have students write these sentences. Say each sentences. Then repeat it slowly, one word at a time.
1) Get your hat.
2) I saw Sam and his cat.
3) Kim and Kit use the net.
Proofread and Correct Write each sentence, spelling words one at a time. Have students circle and rewrite any misspelled words.
On Their Own Use Reader’s and Writer’s Notebook page 197. Scan and email the completed page to your teacher.
High-Frequency and Selection Words
Read Words in Context Display the following sentence frames. Have students complete the sentences using high-frequency and selection words. Have students read each completed sentence with you.
1) We ______ the blue eggs in the nest. (saw)
2) The nest was up in the tree _______. (tree)
3) A baby ______ hatched from the egg in the nest. (bird)
4) The baby was so _____ it fit in my hand. (small)
5) Tell Nat about _____ pal Bud. (your)
Think Critically
- Complete Think Critically on page 138. Scan and email your students answers to your teacher.
Conventions
Interrogative Sentences
Review Remind studnets that an interrogative sentence, or question, is an asking sentence. It begins with a capital letter and ends with a question mark.
Guide Practice Write this sentence and have students read it aloud.
what do birds eat
- How should our question begin? (with a capital letter)
- How should our question end? (with a question mark)
Apply Have students complete these sentence frames orally. Then have them turn each statement into a question.
1) I want to know why a zebra ______.
2) I want to know how a hippo ______.
3) I want to know if an elephant can ______.
On Their Own Use Reader’s and Writer’s Notebook page 198. Scan and email the completed page to your teacher.
Let’s Write It!
Write a Realistic Story Use pages 140 – 141 in the Student Edition. Read aloud the Key Features of a Realistic Story and the definition of a realistic story. Read aloud the Writing Prompt and the Writer’s Checklist.
Review the Student Model Read aloud “The Deer.” Point out the realistic characters and events in the story. Use time and order transition words when discussing the story. Read aloud and briefly disucss the side notes about genre, the writing trait, and questions.
Unit 1 Week 5 - Get the Egg! - Day 4
Phonmic Awareness
Distinguish /e/
Guide Practice I will say some words, and you can tell me if they have the /e/ sound in the midle or at the beginning. Say each word below, and then guide children to decide whether the /e/ sound is in the middle or at the beginning of each one.
nest (middle)
edge (beginning)
step (middle)
Ben (middle)
empty (beginning)
ten (middle)
Phonics
Inflected Endings –s and –ing
Review Inflected Ending –s To review last week’s first phonics skill, write naps and tags. You studied words like these already. What do you know about the endings of these words? (They end with the letter s. The letter s can stand for the /s/ or the /z/ sound.
Review Inflected Ending –ing To review last week’s second phonics skill, write mixing. You also studied words like this one. When a word ends with –ing, you know it might be a base word and an –ing ending. In this word, the base is mix and it has an –ing ending. What is the word? (mixing)
Guide Practice Draw a T-chart. When I say a word, hold a hand up high if it has an –s ending or down low if it has an –ing ending: yelling, packs, hits, resting, passing, naps, wags, helping, taps, licking. Write each word in the approriate colum. Read the list together. Then use the words in a sentence.
|-s |-ing |
|packs |Yelling |
|hits |Resting |
|naps |Passing |
|wags |Helping |
|taps |licking |
Fluent Word Reading
Read Words in Isolation Display these words. Tell students that they can blend some words on this list.
Have students read the lists three or four times until they can read at a rate of two or three seconds per word.
too five this are her
can nap four packing eats
Tom Mom black locking hops
sit will pots vans missing
Read Words in Context Display these sentences. Read each sentence. Then randomly point to review words and have studnets read them.
Where can Tom sit and nap?
Mom will take six black pots.
Ten men are packing and locking vans.
Sal eats less and less.
Spelling
Short e Word
Complete Reader’s and Writer’s Notebook page 199. Scan and email the compelted page to your teacher.
Conventions
Interrogative Sentences
Test Practice Use Reader’s and Writer’s Notebook page 200. Scan and email the completed page to your teacher.
Unit 1 Week 5 - Get the Egg! - Day 5
Phonemic Awareness
Segment and Blend Onset the Rime
Onset and Rime Hve students segment and blend the onset and rime in each word below. If students make and error, model the correct responses. Return to the word later in the practice.
/b/ -ed bed
/s/ -ad sad
/d/ -ish dish
/m/ -iss miss
/f/ -ox fox
/j/ -et jet
/p/ -ig pig
/r/ -ug rug
/v/ -an van
Phonics
Short e: e; Initial Consonant Blends
Target Phonics Skills Write the following sentences. Have students read each one, frst quietly to themselves and then aloud as you track the print.
1) The crab will get wet.
2) Meg has ten blocks and six bricks.
3) Get on the black sled.
4) Glen can skip, and Ben can swim.
Spelling Test
Words with Short e
Dictate Spelling Words Say each word, read the sentences, repeat the word, and allow time for children to write the word.
1) men The men will fix the deck.
2) red Lisa fed the red hen.
3) step Step on the dock.
4) ten Ten kids are going.
5) net Get the bird with a net.
6) leg I hit my leg on the rocks.
7) jet Will you get on the big jet?
8) sled Dad is fixing my sled.
9) wet The dog got wet.
10) bed I nap in my bed.
High-Frequency Words
11) saw I saw a big cat.
12) your Kick the ball with your foot.
Conventions
Interrogative Sentences
Review Remind students that interrogative sentences ask something. They begin with a capital letter and end with a question mark. Have students give examples of questions.
Guide Practice Write the following sentences. Have students write capital letters and questions makes where they belond.
1) where is the red bird
2) what does a toad eat
3) when does an owl sleep
4) the tiger eats dinner after dark
Online Assessments
- Complete Success Tracker Weekly Test, Unit 1, Week 5
- Complete Success Tracker Fresh Read, Unit 1, Week 5
Unit 2 Week 1 – A Big Fish for Max - Day 1
Family Activites
Concept Talk To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about what families do together. Wrie the Question of the Week, What does a family do together?
Build Oral Language
Talk About Family Activities Have students turn to pages 12-13 in their Student Edition. Read the title and look at the photos. Use these questions to guide disucssion and create the “What does a family do together?” concept map.
- How are these families solving problems?(They are he;ping each other and working together.) Let’s add They work together to our concept map.
- Is the family in the garden working or playing? (working) Let’s add They work in the garden to our map.
- What are the other families doing? (playing, raking the lawn) Let’s add these activities to our map.
Connect To Reading Explain to students that this week they will read about how a rabbit named Max asks for help. We can solve provlems by asking our family for help. Let’s add They solve problems together to our concept map.
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Build Oral Vocabulary
Amazing Words
|Word |Meaning |Possible Synonym |Possible Antonym |
|Chore |A routine task. |Task, job, duty | |
|Household |A house and its occupants regarded as a unit. |Family, house | |
|Cooperation |The process of working together to the same end. |Collaboration |Independent |
|Rule |One of a set of explicit or understood regulations or principles |Regulation, | |
| |governing conduct within a particular activity or sphere. |requirement | |
|Commute |Travel some distance between one’s home and place of work on a regular |Travel |stationary |
| |basis. | | |
|Subway |An underground electric railroad. |Train, metro |Bus (non example) |
|Downtown |An area of a town or city usually where businesses are. |Urban, uptown | |
|Display |To show something to people or in a place for people to see. |View, show |Hide |
Using the Frayer Model, have students complete the vocabulary concept map for each word.
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Phonemic Awareness
Segment and Blend Phonemes
Introduce Read the first two bullet points on page 14. I see a shadow The firs sound in shadow is /sh/. Have students identify other items or actions that contain the /sh/ sound. (shoe, shell, shirt, ship, sheep, fish, bush) Continue with thorn for /th/ and there for /TH/. Have students identify words and actions in the picture wih those sounds (path, theater, thumb, they)
Model Listen to the sounds in the word ship: /sh/ /i/ /p/. There are three sounds in ship. Let’s blend those sounds to make a word: /sh/ /i/ /p/, ship. Continue with thumb. Guide students as they segment and blend these words from the picture: shell, shirt, sheep, bush, path, theater, three.
Phonics
Consonant Digraphs sh, th
Connect Write the words black and stop. What do you know about reading the pairs of consonants in these words? (The sounds of the consonant pairs are blended together.) Some words have two consonants together that are said as one sound. Today you’ll learn to spell and read words with /sh/ spelled sh. And /th/ or /TH/ spelled th.
Model Write thin. In this word, the letters th stand for /th/. Segment an blend thin; then have students blend with you /th/ /i/ /n/.
Guide Practice Continue this process. This time have students blend with you. Remind students thaat sh spells the sound /sh/ and th spells the sound /th/ or /TH/.
shut that shed them mash crush
with shall path shack this thump
On Theier Own Complete Reader’s and Writer’s Notebook page 217. Once completed scan and email the worksheet to your teacher.
Spelling PreTest
Words with sh, th
Dictate spelling words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify the pronunciations, and give the meanings of the words. Have students check their pretests and correct misspelled words.
1) fish Fish swim in the ocean.
2) then First, I put on my coast and then I zip it.
3) shut Dad shut the door.
4) with I go to the movies with my family.
5) rush When I’m late, I have to rush.
6) shell We found a shell on the beach.
7) shop Let’s shop for foods at the grocery store.
8) trash Please throw your trash in the wastebasket.
9) thin The thin tree bent in the strong wind.
10) ship The ship had sunk to the bottom of the ocean.
Complete Reader’s and Writer’s Notebook page 218. Once complete, scan and email the worksheet to your teacher.
Text-Based Comprehension
Sequence
Teach Sequence The events of a story happen in a certain order, and it is called sequence. Good readers pay attention to the sequence of events because it helps them understand the story. Write the words first, then, last, morning, and afternoon. Authors use clue words such as these to show the sequence of events.
Have students turn to page EI5 in their Student Edition. These pictures show an example of sequence. Discusss these questions using the pictres.
- Follow the arrows. What happens first? (A seed starts to sprout.)
- What happenes next? The plant grows taller, and leaves start to grow.)
- What happens last? The plant gets a flower.)
Apply Complete Reader’s and Writer’s Notbook, page 219. Once complete, scan and email the worksheet to your teacher.
Conventions
Common Nouns
Make Connections Today we discussed households. What are some things we can find in a household?
Teach Explain that a common noun is a word that names a person, place, animal, or thing. Common nouns start with a lowercase letter ubless they are at the beginning of a sentence. Girl (person), classroom (place), dog (animal), and pencil (thing) are common nouns. They are singular nouns that name one person, one place, one animal and one thing.
Apply Have students use nouns to complete sentence frames orally. Make sure students use sinular nouns.
1) There’s a _______ in our community.
2) Our ______ helps us at school.
3) My favorite place is the/a _______.
Writing
Friendly Letter
Introduce This week you will write a friendly letter. A friendly letter begins with a greeting, such as Dear Josh, and ends with a closing, such as Your friend. A friendly letter often tells how the writer feels or gives the writer’s opinion.
Examine Model Text Let’s listen to a friendly letter. Track the print as you read aloud the friendly letter onReader’s and Writer’s Notebook, page 220. Have students follow along.
Key Features To who is the letter written? (Uncle Karl) Help students find and circle the name in the greeting. Who wrote the letter? (Lynn) Help students find and circle the name. How is Lynn related to Uncle Karl? (She is his niece.) Point out the closing of the letter that directly states this relationship. How does Lynn feel about fishing? It is her favorite thing.) Help students underline ideas in the letter that tell how Lynn feels.
Unit 2 Week 1 – A Big Fish for Max - Day 2
Build Oral Language
Talk About Sentences and Words
Read this sentence.
Many people in the metropolitan area communite to wrok in the city on trans or subways.
- Have students repeat the sentence with you. What does this sentence mean? (A lot of people from the city and suburbs take a train or the subway to work.)
- What other word or words could we use in place of commute? (Answers will very)
- After children have tried other words, ask: Why do you think the author chose the word commute? (The author thinks it’s the best word to use.)
Phonemic Awareness
Segment and Blend Phonemes
Model Have students look at the picture on pages 14 – 15. I see two birds playing with a ball. The middle sound in ball is /ô/. I see other things that have the sound /ô/. I see some chalk and people talking a walk. Listen to the sounds in the word ball /b/ /ô/ /l/. Let’s blend those sounds to make a word: /b/ /ô/ /l/. Continue with chalk and wall.
On Their Own Have students segment and blend the following words.
Also /ô/ /l/ /s/ /ō/
Small /s/ /m/ /ô/ /l/
Malt /m/ /ô/ /l/ /t/
Apply Complete Reader’s and Writer’s Notebook page 221. Once completed, scan and email the worksheet to your teacher.
Phonics
Consonant Digraphs sh, th
Decode Words in Isolation Display these words. Have students blend the words. Then point to the words in random order and ask students to read them quickly.
shut than stump
with dish that
ship shop thin
Decode Words in Context Display these sentences. Have the class read the sentences.
Beth likes this shop
Can I eat the fish on your dish?
That trick was a big shock to me!
Spelling
Word with sh, th
Guide Practice Tell student that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.
1) /f/ /i/ /sh/ fish
2) /TH/ /e/ /n then
3) /sh/ /u/ /t/ shut
4) /w/ /i/ /th/ with
5) /r/ /u/ /sh/ rush
6) /sh/ /e/ /l/ shell
7) /sh/ /o/ /p/ shop
8) /t/ /r/ /a/ /sh/ trash
9) /th/ /i/ /n thin
10) /sh/ /i/ /p/ ship
On Their Own Complete Reader’s and Writer’s Notebook page 222. Once complete, scan and email the worksheet to your teacher.
Text-Based Comprehension
Introduce Main Selection
Genre An animal fantasy is made-up story with animals that do things real animals can’t do. As they read A Big Fish for Max, students should look for things that rabbits do that real rabbits cannot.
Preview and Predict Have students identify the title of the story, the author, and the ullustrator. Have students predict what the selection will be about.
Purpose Good readers read for a purpose. Setting a purpose helps us to think and understand more as we read. Guide student to set a purpose for reading the story.
Predict and Set Purpose Good readers et a purpose before they begin reading. Two common purpose are to learn and to have fun. Good readers also predict what a story will be about. Have students turn to page EI12 in their Student Editions.
Say: Look at the boy in this picture. What do you think is his purpose for reading? Beofre I start reading A Big Fish for Max, I will set the purpose of learning about fishing. As I read the story. I will make predictions about what happens to the characters. I will confirm my predictions by “reading the part that tells.”
As you read A Big Fish for Max with students ask them the questions below (answers are in blue).
Page 20-21
1) Connect To Concept Look at the picture on page 20. Look at the rabbit. Describe this rabbit. Encourage students to answer in complete sentences. (The rabbit is wearing green clothes and holding a fish.)
2) Is the fish big or small? (big)
3) How can you tell? (The title has “Big Fish” and it looks big in the rabbit’s hands.)
4) Analysis / Text Evidence Look at the picture on page 20. How can you tell this story is an animal fantasy? Tell about the clues you see in the picture. (Rabbits don’t go fishing,and they don’t eat fiah.)
Page 22-23
1) Evaluation What does Max wish for? (a big fish to eat)
2) How will Max, Grandma, and Ruby catch a fish? Point to this picture that tells you. (Students should point to the picture showing Ruby holding a net and a fishing pole.)
Page 24-25
1) Predict and Set Purpose Do you think Max will catch a fish in the pond? Why or why not? Point to the picture that supports your answer. (I think Max will catch a fish because he has a net.)
2) Review High-Frequency Words Point out the words good and said. Have students practice reading these words. Why does Max say “good”? (Ruby told him that he will catch a big fish at the pond.)
3) Analysis/Text Evidence Look at the picture on page 24, and think about how Max geels. Why does Max decide to go fishing with Ruby? (Max goes fishing because he is hungry and excited to eat a fish.)
Page 26-27
1) Sequence What does Max catch in his net first? (a red ball)
2) What does Mac catch after that? (a black ship)
3) What clue word is used to help you identify sequence? (then)
4) Reread Challenging Text Have students reread to clarify what is meant by the sentence But no fish bit. Did Max catch any fish? (no)
5) Inference What does Max catch? (A red ball and a black ship)
6) Think about what students do at a park. Why does Max catch these things? (Children lost their toys in the pond when they played in the park.)
Page 28-29
1) Sequence What is the first thing that happenes on pge 28? (Max catches a clam shell in his net.)
2) What happens after Ruby calls the fish? (No fish bite)
3) Analysis/Text Evidence Look at the picture on page 28. How do you think Max feels when he can’t catch a fish? Why do you think so? (Max feels sad. He wants a fish, but no fish will bite. He looks sad.)
Page 30-31
1) Predict and Set Purpose How do you think the fish man will help Max, Ruby, and Grandma? (The fish man will sell them a fish)
2) Sort Nouns I see many nouns on these pages. The noun fish names an animals. Have students identify the remaining nouns on pages 30-31 and sort them into the following groups: people, animals, places, things.
3) Analysis What kind of fish does Grandma want out of the box? (a fat fish)
4) Why would Grandma want a fat fish? (Max, Ruby, and Grandma all went to eat fish.)
Page 32-33
1) Synthesis/Text Evidence Using what your learned in the selection, tell how Max and his family worked together. Find sentences and pictures in the selection that tell that. (Students should point to Ruby bringing Max a net and pole, and Grandma getting a fish from the fish man.)
Check Understanding
Have students discusss each question.
1) Animal Fantasy How can you tell that this story is an animal fantasy. (Real rabbits don’t wear clothes, talk, sit in chairs, go shopping, or go fishing.)
2) Confirm Predictions Read the part that tells that Max will get a fish to eat. (“Well, we can all walk to the fish shop,” said Grandma. “And we can talk to the fish man.”)
3) Main Idea What is the main idea of this story? (Members of a family can work together to solve problems. It might take a few tries, but if everybody has an idea, they can find a solution.)
4) Character and Setting How does Grandma feel at the end of the story? Why does she feel this way? (She is happy because she helped Max and Ruby solve problems.)
Literary Text
Plot
Identify Plot Use the story A Big Fish foir Max to have students identfy plot.
1) What happens at the beginning of A Big Fish for Max? (Max tell Grandma and Ruby that he wants a fish to eat.)
2) What happens in the middle of the story? (Max, Ruby, and Grandma fish at the pond in the park.)
3) What happens at the end of the story? (Grandma cooks up the fish they bought from the fish man.)
4) What problem did Max, Rudy, and Grandma have in this story? (They didn’t cath any fish.)
5) How did they solve the problem? (Grandma bought and cooked a fish.)
Conventions
Common Nouns
Teach Write train and bus. Point to each word as you read it. Explain that each word names something you can ride in. Remember that a noun names a person, place, animal, or thing. A train and a bus are both things, so train and bus are both nouns.
Guide Practice Write the following sentences. Read the sentences aloud and have students identify the common nouns in each. Help students understand that a week is a thing.
1) I see a map on the wall. (map, wall)
2) We live in a big city. (city)
3) I don’t know that place. (place)
4) I read a new book every week. (book, week)
Apply Have studnets use common nouns to complete these sentence frames orally.
- My favorite zoo animal is a ________.
- My favorite place in the city is ________.
On Their Own use Reader’s and Writer’s Notebook page 223. Once completed scan and email the worksheet to your teacher.
Writing
Friendly Letter
Introduce the Prompt Review with students the key features of a friendly letter. Remind them that a friendly letter often tells how the writer feels or gives the writer’s opinion. Point out that A Big Fish for Max is a story about a family doing something together that Max persuades them to do. Read aloud the writing prompt.
Writing Prompt
Think about things your family does together. Write a letter to persuade someone in your family to do something with you.
Generate Letter Ideas Before you write your letter, you need to think about what you would like to do. You also need to think about whom you want to do something with. Let’s make a chart of people in your family and things to do with them.
Display a T-chart, write several words for family members. Guide students in identifing things these people in their families like to do that children also like. Possible ideas are shown. Record the responses and keep the chart so that students can refer to it as they plan and draft their letters.
|Family Members |Things to Do |
|Mom |Take dog to park, bake |
|Dad |Play ball, cook dinner |
|Brother |Play soccer, watch a movie |
|Sister |Go hiking, read stories |
Apply Use Reader’s and Writer’s Notebook page 224 to model letter format. Keep the worksheet so that students can refer to it as they plan and draft their letters.
Handwriting
Letters Ss and Hh/Letter Size
Model Letter Formation Display uppercase and lowercase letters Ss and Hh. Use the stroke instructions pictured below to model proper letter formation.
[pic]
Model Appropriate Letter Size Explain that when we write a word, all the letters in that word should be the right size. Write the word chalk with appropriately sized letters. When I write the letters in a word, I need to pay attention to how big or small they are. Write the word chalk again, with some letters too small and others too big. That’s a little hard to read, isn’t it? By making my letters all the same sze – not to small or too large – I make it easier for others to read and understand what I write.
Guide Practice Write the following words, one with letters that are too large, one with letters that are too small, and one with a mixture of inappropriately sized letters.
call shelf thresh
On Their Own Use Reader’s and Writers Notebook, page 225. Once complete, scan and email the worksheet to your teacher.
Unit 2 Week 1 – A Big Fish for Max - Day 3
Build Oral Language
Talk About Sentences and Words Write the following sentence.
A large, main post office is usually downtown.
- What does this sentence mean? (The big, most important post office is most likely located downtown.)
- Why did the author use the words large and main? (They are easy to understand.)
Phonemic Awareness
Create Words
Model Creating Words Have students look at the picture on pages 14-15 in their Student Edition. Today we are going to use this picture to create groups of words that have the same beginning sound. I see a shell in the sand. The first sound in the word shell is /sh/. I see other words that start with the sound /sh/. I see ship and shirt.
Guide Practice Guide students to use the picture to produce words that begin with the sound /th/ or /th/. (theater, thron, thumb, three)
On Their Own Have students produce words that begin with the sound /th/ or /TH/.
they thin this there that them
Phonics
Build Words
Model Word Building Now we are going to build words that have the sound /ô/. Write mall and blend it. Watch me change /m/ to /b/. Model blending the new word, ball.
Guide Practice Have students spell ball with letter titles. Monitor students work.
- Change the b in ball to c. Say the new word together call
- Change the c in call to w. Say the new word together wall
- Change the w in wall to f. Say the new word togeher. fall
- Cange the f in fall to h. Say the new word together. hall
Fluent Word Reading
Model Write shin, I know the sounds for shin, /sh/ /i/ /n/. I blend them and read the word shin.
Guide Practice Write the words below. Look for word parts you know. When I point to the word, we’ll read it together. Allow one second per word part previewing time for the first reading.
math halt shelf fresh this talk thin
Spelling
Words with sh, th
Spell High-Frequency Words Write want and good. Have students say and spell the words with you and then without you.
Dictation Have students write these sentences. Say each sentence. Then repeat it slowly, one word at a time.
1) Does Max want a big fish?
2) I want to throw the trash in the bin.
3) Meg got a good sled.
Proofread and Correct Write each sentence, spelling words one at a time. Have students circle and rewrite any misspelled words.
On Their Own Use Reader’s and Writer’s Notebook page 229. Once complete, scan and email the worksheet to your teacher.
High-frequency and Selection Words
Read Words in Isolation Display and review this week’s high-frequency words and selection words. Have students read the words aloud.
catch put good said no want
Read Words in Context Display the following sentence frames. Have studets complete the sentences using high-frequency and slection words. Have students read each completed sentence with you.
1) Dad will toss a ball for me to _________. (catch)
2) In A Big Fish for Max, ______ wants to get a fish to eat. (Max)
3) I have all the hats I ________. (want)
4) ________ walks to the fish shop with Max and Ruby. (Grandma)
5) I _______ on my new red dress. (put)
6) Max’s sister, _________, wants to call the fish. (Ruby)
Think Critically
Complete Think Critically in the Student Edition page 34. Have students write their answers to the questions on a piee of paper and email them to your teacher.
Conventions
Common Nouns
Review Remind students that common nouns name a person, place, animal, or thing. Nouns are used to tell what you are writing or speaking about: I bike in the park. She walks with her mother. Please give me that marker.
Guide Practice Write the two lists below. One that lists person, place, animal, or thing, and another that shows an example of a noun for each category. Have students match each noun with the correct category.
person dog
place girl
animal cup
thing city
Apply Have students use nouns to complete these sentence frames orally.
1) We live in a big ______.
2) There are huge _____ downtown.
3) I think riding on a _____ is more fun than the subway.
On Their Own Use Reader’s and Writer’s Notebook page 230. Once complete, scan and email the completed worksheet to your teacher.
Let’s Write It!
Write a Letter Use pages 36-37 in the Student Edition. Read aloud the key features of a friendly letter and the definition of a friendly letter. Read alpud the writing promopt and discuss the Writer’s Checklist.
Review the Student Model Read aloud the Student Model. Point out the greeting and the closing. Read the body of the letter and review the organization. Read aloud and briefly discuss the side notes about genre, the writing trait, and nouns
Connect to Conventions Read to students the Conventions note about nouns. Point out common nouns in the model letter. (park, trees, birds, boar, pond, sun)
Unit 2 Week 1 – A Big Fish for Max - Day 4
Phonemic Awareness
Segment and Blend Words
Model This week we read about an adventure to find a fish. Listen as I say the sounds in fish. Slowly model the sounds: /f/ /i/ /sh/. Now I will blend those sounds to make the word: /f/ /i/ /sh/, fish.
Guide Practice I will say a word. Repeat it after me. Then say each sound and blend the ounds to make a word. Say each word below and then guide students in segmenting and blending the sounds to form a word.
/d/ /r/ /a/ /g/ drag
/f/ /ô/ /l/ fall
/sh/ /ō/ show
/g/ /r/ /i/ /p/ grip
/b/ /r/ /u/ /sh/ brush
/s/ /t/ /i/ /l/ still
On Their Own Have students segment and blend the following words.
/m/ /u/ /n/ th/ month
/t/ /r/ /a/ /sh/ trash
/TH/ /ō/ /z/ those
/f/ /l/ /e/ /sh/ flesh
/h/ /ô/ /l/ hall
/s/ /t/ /u/ /n/ stun
Phonics
Review Short u/u/; Final Consonant Blends
Review short u To review last week’s first phonics skill, write bun. You studied words that make this sound last week. What do you know about the vowel sound in this word? (The vowel sound in bun is /u/, the short u sound.)
Review Final Consonant Blends To review last week’s second phonic skill, add a t to the end of bun. You also studies workds like this. What two consonants do you see together in this word? (n and t) What is the sound for n? (n) What is the sound for t? (t) What sound do the n and t make when you blend them? (/n/ /t/) What is the word? (bunt)
Guide Practice Display a T-chart and write Short u and Not Short u as column headings. When I say a word, hold up one hand if the word has the short u sound, /u/. If it does not have a short u, hold up both hands: stamp, trust, sulk, desk, bug, blond, duck. Write each word in the appropriate column. Then have students decode the words. Have studnets identify the words in each column that have final consonant blends.
|Short u |Not Short U |
|Trust |Stamp |
|Sulk |Desk |
|Bug |Blond |
|duck | |
Fluent Word Reading
Read Words in Isolation Display these words. Tell students that they can blend some words on the list.
Have students read the list three or four times until they can read at a rate of two or three seconds per word.
have many and bugs into
small pond got them spot
five Grant me pens hum
hens buzz little plant here
Read Words in Context Display thse sentences. Ask students to read each sentence. Then randomly point to review words and have students read them.
1) Five red hens got in pens.
2) Small bugs hum and buzz at this pond.
3) That plant is a gidft from Grant and his mom.
Spelling
Words with sh, th
Use Reader’s and Writer’s Notebook page 231. Once complete scan and email the worksheet to your teacher.
Conventions
Common Nouns
Test Practice Use Reader’s and Writer’s Notebook page 232 to help students understand common nouns in test items. Recall that a common noun names a person, place, animal, or thing.
Unit 2 Week 1 – A Big Fish for Max - Day 5
Phonemic Awareness
Review Segment and Blend Words Have students segment each word below, blend the sounds, and say the words. If students make an error, mode the correct response. Return to the word later in the practice.
/sh/ /o/ /t/ shot
/h/ /ô/ /l/ /t/ halt
/b/ /ô/ /l/ ball
/TH/ /a/ /n/ than
/m/ /a/ /sh/ mash
/p/ /a/ /th/ path
/t/ /ô/ /l/ tall
/w/ /ô/ /k/ walk
/s/ /m/ /ô/ /l/ small
Phonics
Review Consonant Digraphs sh, th;
Vowel Sounds in ball: a, al
Target Phonics Skills Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you track the print.
1) Call me and we can talk.
2) Will you walk on this path with me?
3) That shop is in the mall.
4) The dog gets a bath with a thick brush.
Spelling Test
Words with sh,th
Dictate Spelling Words Say each word, read the sentence, repeat the word, and allow time for students to write the word.
1) fish The fish swim in the pond.
2) then Then the big dog gets the ball.
3) shut Shut the lid of the box.
4) with I went to the mall with Mom.
5) rush The small dog will rush to get the ball.
6) shell I see a shell in the sand.
7) shop Did you stop at the pet shop?
8) trash My job is to bag the trash.
9) thin The pug is not thin.
10) ship The ship is at the dock.
High-Frequency Words
11) want Do you want to rest?
12) good This jam is good.
Text-Based Comprehension
Review Sequence
Remember that events in a story happen in a sequence. What does sequence mean? (order) What close words do authors use to sho sequences? (first, next, then, last, morning, afternoon)
Check Understanding Read aloud the following story and have students answer the questions that follow.
I will never forget my birthday. First, my best friends came over. Then we went to the park. We played tag and went to the playground. In the afternoon, my brother took me to the mall. He never takes me anywhere! At night, Mom surprised me with a cake. Last, I got to set up my birthday gift: a new tent!
1) What happens at the beginning? (The speaker’s best friends come over.)
2) What clue words tell you that the speaker goes to the mall in the middle of the day? (afternoon)
3) What happens last? (The speaker sets up a new tent.)
Conventions
Review Common Nouns
Review Remind students that common nouns are words that name people, plaes, animals, and things. Have them give examples of each type of common noun.
Guide Practice Write the following sentences. Have students write a common noun that makes sense in each blank.
1) Mom, I want a _______ for lunch.
2) My class went on a trip to the _______.
3) When I go to school, I bring my ________.
Unit 2 Week 2 – The Farmer on the Hat - Day 1
Conten Knowledge
Concept Talk To help students gain knowledge and unerstanding, tell them that tis week they will talk, read, and write about how a school is acommunity. Write the Question of the Week, How is a school a community?, and track the print as you read it.
Build Oral Language
Talk About School Communities Have studewnts turn to pages 44-45 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion.
- In a community, people help each other and work together. Look at the small picture on the left. What are the children doing? (They are working together in a classroom)
- Look at the next picture. What are they doing? (They are reading a book together)
- Now look at the last small picture. What are they doing? (They are working together on a computer)
- In a community, people also share things. What are the children in the pictures sharing? (book, computer)
- What other things can you share at school? (markers, paper, crayons, etc)
Build Oral Vocabulary
Amazing Words
|Word |Meaning |Possible Synonym |Possible Antonym |
|Group |A number of people or things that are located close together or are |Category, class, |Individual |
| |considered or classed together. |classification | |
|Respect |A feeling of deep admiration for someone or something elicited by their|Admiration |Disrespect |
| |abilities, qualities, or achievements. | | |
|Share |A part or portion of a larger amount that is divided among a number of |Portion, ration |Keep, withhold |
| |people, or to which a number of people contribute. | | |
|Aquarium |A transparent tank of water in which fish or other water creatures and | | |
| |plants are kept. | | |
|Borrow |Take and use, something that belongs to someone else, with the |Take |Steal |
| |intention of returning it. | | |
|Lines |A long, narrow mark or band. |Dash | |
|Rehearsal |A practice or trial performance of a play or other work for later |Practice | |
| |public performance. | | |
|Soothe |Gently calm (a person or their feelings) |Pacify, comfort |Upset, provoke |
Using the Frayer Model, have students complete the vocabulary concept map for each word.
[pic]
Phonemic Awareness
Long a
Introduce Read the second and third bullet points on page 46. What is on the ground next to the giraffe? (skates) The vowel sound I hear in skates is /ā/. Have students identify other items or actions with the sound /ā/. (vase, snake, lake, rake, glass, snack)
Model Listen to the sounds in the word gate: /g/ /ā/ /t/. There are three sounds in gate. Let’s blend those sounds to make a word: /g/ /ā/ /t/, gate. Continue modeling with rat. Guide students as they segment and blend these words from the picture: vase, cage, snack, snake, lake, rake.
Phonics
Long a: a_e
Connect Write the word tap. Have students sat the word. Whaat do you know about the vowel soundsin this word? (It is short a spelled a.) Explain that today students will learn how to spell and read words with a different sound for a – the long a sound.When the vowel is long, it says its name: a.
Model Write tape. In this word, the vowel letters a_e stand for the long a sound, /ā/. Segment and blend tape; then have students blend with you: /t/ /ā/ /p/. Follow this produdure to model make and save.
Guide Practice Continue segmenting and blending. This time have students blend with you. Remind students that the letter e gives the a its long sound.
gave made rake trade state flake
ate Kate name lake plane shade
On Their Own Complete reader’s and Writer’s Notebook page 233. Scan and email the completed page to your teacher.
Spelling Pretest
Words with Long a
Dictate Speling Words Dictate the spelling words and read the sentences. Have tudents write the words. If needed, segment the words for students, clarify pronounciations, and give the meanings of words. Have students check their pretests and correct misspelled words.
1) face Tom has milk on his face.
2) made We made a rocekt out of boxes.
3) age Jen’s age is six years old.
4) safe It’s not safe to be outside in a storm.
5) make Let’s make some sandwhiches
6) take You can take this food home.
7) cage The hamster is in a cage.
8) cake We ate cake on my birthday.
9) late Abby was late for the party.
10) name The new stuent’s name is max.
On Their Own Complete Reader’s and Writer’s Notebook page 234. Scan and email the completed page to your teacher.
Conventions
Teach Remind students that a noun names a person, place, animal, or thing. Explain that proper nouns are nouns for special people, places, animals, and things. Proper nouns begin with capital letters. Tell the name of a person, a pet, and a place.
Apply Have students complete these sentence frames orally using proper nouns.
1) My friend’s name is __________.
2) ________ is the name of a dog I know.
3) ________ is the name of our town.
Writing
Brief Composition
Introduce This week you will write a brief composition. A brief compostion tells interesting facts about one topic.
Prompt This about ways students can work together at school. Now write about one thing students at your school do together,
Examine Model Text Let’s listen to a brief composition. Track the print as you read aloud “Group Time” on Reader’s and Writer’s Notebook page 236. Have students follow along.
Key Features What does this brieg composition tell about? (group time) Help students find the sentence that introduces the topic (sentence 1) and underline it. Ask students to identify two interesting facrs abou group time. Then have them circle the sentences that contain these facts.
This brief composition is about one topic. The writer used the title “Group Time” to let readers know what the composition is about. The writer also starts the compostion with a sentence about the topic.
The composition tells interesting facts about group time. The writer tells different things students do in group time.
Unit 2 Week 2 – The Farmer on the Hat - Day 2
Build Oral Language
Talk About Sentences and Words Read this sentence.
There are art and science museums to explore and aquariums and zoos to visit.
- Have students repeat the sentence with you. What does There are art and science museums to explore mean? (There are art and science museums to look into.)
- What other word could we use in place in explore?
- What are aquariums? (Large tanks for fish and marine life.)
- What can you see at aquariums? (fish, corals)
- What can you see at zoos? (animals)
Phonemic Awareness
Segment and Blend Phonemes
Model Have students read the last bullet point on page 46 in their Student Edition. I see students in a circle. The first sound is circle is /s/. I also see a giraffe. The first sound in giraffe is /j/.
Listen to the sounds in the word giraffe: /j/ /ə/ /r/ /a/ /f/. There are five sounds. Let’s blend those sounds: /j/ /ə/ /r/ /a/ /f/.. Continue with center.
Guide Practice Guide students as they segment and blend these words from the picture: center, city, gem, gerbil, face, cage, brace, page, face.
On Their Own Have students segment and blend the following words.
/d/ /i/ /j/ /i/ /t/ digit
/p/ /l/ /ā/ /s/ place
/w/ /ā/ /j/ wage
Phonics
Consonants c /s/, g /j/
Conect Write thw words save and job. Have students say the words. Remind them that they already know that the s in save stands for /s/ and the j in job stands for /j/. Explain that today they will learn how to read and spell words with /s/ spelled c and /j/ spelled g.
Model Write cent. In this word, the letter c stands for the sound /s/. Segment and blend cent; then have students blend with you /s/ /e/ /n/ /t/. Follow this procedure to model gem.
Guide Practice Continue the process. This time have students blend with you. Remind studens that the letters e and I give the c its /s/ sound and the g its /j/ sound.
cell face race trace stage lace
cage place ace wage space gent
On Their Own Complete Reader’s and Writer’s Notebook. Scan and email the completed page to your teacher.
Spelling
Words with Long a
Guide Practice Tell students that you will segment the sounds in spelling word, They should repeat the sounds in each word as they write the word, Check the spelling of each word before saying the next word.
1) /f/ /ā/ /s/ face
2) /m/ /ā/ /d/ mad
3) /ā/ /j/ age
4) /s/ /ā/ /f/ safe
5) /m/ /ā/ /k/ make
6) /t/ /ā/ /l/ take
7) /k/ /ā/ /j/ cage
8) /k/ /ā/ /k/ cake
9) /l/ /ā/ /t/ late
10) /n/ /ā/ /m/ name
On Their Own Complete Reader’s and Writer’s Notebook page 238. Scan and email the completed page to your teacher.
Text-Based Comprehension
Introduce Main Selection
Genre Realistic Fiction is a made-up story that could hppen in real life. As they read The Farmer in the Hat, have students look for events and chracters that indicate they story could happen in real life.
Preview and Predict Have students identify the title of the story, the author, and the illustrator. Have students predict what the selection will be about.
Purpose Good readers read for a purpose. Setting a purpose helps us to think and understand more as we rea.d Guide students to set a purpose.
Monitor and Clarify Good readers often ask themseleves if they understand a story. If something is confusing, they can ask for help,reread for clues, or use other strateigies. Have students turn to page El11 in their Student Edition.
As you read The Farmer in the Hat with students ask them the questions below (answers are in blue).
Page 52 – 53
1) Connect to Concept Look at the picutre on page 53 and 53. This is a school community. Who are the people in this school commuity? (some children and a teacher) Yes, this community has children and a teacher. What are some ways they are working together? Encourage students to answer the question in complete sentences.
2) Synthesis/Text Evidence Look at the picture on pages 52-53. Use what you know about plays and clues in this picture to tell some of the important things you need to put on a play. (You need a stage, costumes, and actors.)
Page 54 – 55
1) Monitor and Clarify Explain that, as we read, we ask ourselves if what we’re reading makes sense. If we get confused, we look at pictures to find clues, or we think about what we already know to make thinks clearer. I’m not sure why Beth wants to be the farmer just beacause she has a hat. What do we know about farmer? (They grow crops and have animals on their farm such as cows and chickens. Why might they wear hats? (They work in the sun.)
2) Evaluation What does Dave do when Beth tell him that he can be a pig? (He makes an odd face.)
3) Evaluation How can you figure out what “odd face” means? (I can look at the picture or I can think about how I would feel if I were Dave.)
Page 56 – 57
1) Reread Challenging Text Who is making masks of faces? (the class)
2) Inference What is Grace’s idea? (Her idea is for the class to make paper masks together.)
3) Inference Why does she suggest this? What clues in the text tell you that? (The class is putting on a play, and they will need costumes.)
Page 58 – 59
1) Cause and Effect Why does Grace suggest that everybody make masks? What is the cause? (The children need to make costumes for their play. Grace wants Max and Dave to stop fighting.)
2) Story Structure Who is speaking on these pages? (Max, Dave, Grace)
3) How do you know? (The word said is by their names.)
4) Who is telling the story? (the author)
5) Text Evidence Look at the picture on page 58 and 59. What is the setting of the story? (The setting is a classroom. Students should point out things in the pictures that show a classroom.)
6) Text Evidence Who are the characters? (The characters are the children and the teacher. Students should identify some children by name and point to others in pictures.)
7) Text Evidence What is the problem in the plot? (The problem is choosing a child to play the farmer. Students should reread sentences that tell that.
Page 60 – 61
1) Monitor and Clarify Why is Dave’s mask odd? What can you do if you don’t understand? (I can use the picture as a clue to figure it out. Dave is drawing a hat and tie on his pig. Real pigs don’t war hats and ties. That’s why Grace says the pig is odd.)
2) Analysis/Text Evidence Look at the picture on page 61. Who is in charge of the children putting on the play? (The teacher is in charge.) Point to the picture where you found this information. How can you tell? (She is watching the children and helping the,. I know she’s in charge because teachers are in charge of their classes.)
Page 62 – 63
1) Develop Language Have students reread the last two sentences on page 63. Why does Jake grin? (He made a joke about a gerbil and its cage.)
2) Synthesis Jake says it takes age to make his horse mask. Takes ages means “to take a long time.” What word on the page is the opposite of takes ages? (fast)
Page 64 – 65
1) Cause and Effect Why do the children decide that the cat is the farmer? (The cat is weating the hat.)
2) How have they decided who is the farmer in other parts of the story? (Whoever is wearing the hat gets to be the farmer.)
Text-Based Comprehension
Check Understanding Have students discuss each question.
- Realistic Fiction What is an example of something in the story that could really happen? (The children make paper masks for their animals characters.)
- Confirm Predictions At the beginning of the story, who did you think would get to be the farmer? Why? Was your prediction correct? (I predicted that Beth would be the farmer because she had the hat first. My prediction was wrong.)
- Plot What is the main problem in this story? How is it solved? (Many children want to be the farmer, but only one person can have the part. In the end, none of the children get to be the farmer. A cat gets the part.)
- Characters Grace says that the farmer is odd. Do you think the farmer is odd? Why? (Yes, I think the farmer is odd. A real cat could not be a farmer.)
- Main Idea In the story, children work together to put on a play in a classroom. What are some examples of how they worked together? (They made paper masks together. They made the scenes together.)
Conventions
Proper Nouns
Teach Write boy and Jim. Point to each word as you read it. Ask children to identify the word that names a specific boy. (Jim) Repeat the procedure with city and Chicago. Then use dog and Spot.
Apply Have the class use proper nouns to complete these sentence frames orally.
1) I live in the sate of ________.
2) _________ is a girl’s name.
3) _________ is the name of a street in my town.
4) A good name for a pet is ________.
On Their Own Use Reader’s and Writer’s Notebook page 239. Scan an email the completed page to your teacher.
Writing
Brief Composition
Introduce the Prompt Review with students the key features of a brief composition. Point out that The Farmer in the Hat is a realistic story about children working together to put on a play. Tell children that they will write a brief compostion about something they do together at school. Explain that today students will plan their own brief compostion about things they do together at school. Read aloud the writing prompt.
Writing Prompt
Think about ways children work together at school. Now write about one thing that chidlren at your school do together.
Use Reader;s and Writer’s Notebook page 240 to model planning a composition.
Handwriting
Letter Pp/Letter Spacing
Model Letter Formation Display uppercase and lowercase letter Pp. Use the stroke instructions pictured below to model proper letter formation.
[pic]
Model Correct Letter Spacing Explain that when we write a word, all the letters in the word should be evenly spaced. Write the word face three times, once using correct spacing, once with letters too close to each other, and once with letters too far apart. Point to the second and third examples. These are hard to read, aren’t they? When I write a word, I pay attention to the spaces between each letter. Words are hard to read if the letters are too close together or too far apart. By correctly spacing the letters in a word, I make it easier for others to understand what I write.
On Their Own Use Reader’s and Writer’s Notebook page 241. Scan and email the completed page to your teahcer.
Unit 2 Week 2 – The Farmer on the Hat - Day 3
Phonemic Awareness
Rhyming Words
Model Rhyming Words Read together the first bullet point on page. Remember that rhyming words are words that end with the same sound. When I look at the picture, I see a snake, a lake, and a rake. Snake, lake, and rake rhyme with take.
Guide Practice Guidr students to use the picture to produce words that rhyme with grace. (face, brace, lace)
On Their Own Have students orally generate words starting with consonant blends that rhyme with the following words. Sample respoonses are given.
Cane plane, train, stain, grain, crane
Game claim, blame, frame
Build Words
Model Word Building Now we are going to build words with /s/ spelled c followed by e and words with /j/ spelled g followed by e. Write age and blend it. Watch me add p to the beginning of age. Model blending the new word, page.
Guide Practice Have students spell page with letter titles. Monitor student’s work.
- Change the p in page to r. Say the new word together, rage.
- Change the g in rafe to c. Say the new word together, race.
- Add t to the beginning of race. Say the new word together, trace.
- Change the tr in trace to pl. Say the new word together, place.
Fluent Word Reading
Model Write gel. I know the sounds for g, e, and l. I blend them and read the word gel.
Guide Practice Write the words below. Say the sounds in your head for each word you see. When I point to the word, we’ll read it together. Allow one second per sound previewing time for the first reading.
cage stale place wage male stage cent
Spelling
Words with Long a
Spell High-Frequency Words Write could and old. Have students say and spell the words with you and then without you.
Dictation Have students write these sentences. Say each sentence. Then repeat it slowly, one word at a time.
1) I could make a safe cage.
2) What is the age of that old cat?
3) He made a face at me.
Proofread and Correct Write each sentence, spelling words one at a time. Have students circle and rewrite any misspelled words.
On Their Own Use Reader’s and Writer’s Notebook page. Scan and email the complete page to your teacher.
High-Frequency and Selection Words
Read Words in Isolation Display and review this week’s high-frequency words and selection words. Hve students read the words aloud.
be of could old horse paper
Read Words in Context Display the following sentence frames. Have students complete the sentences uising high-frequency and selection words. Have students read each completed sentence with you.
1) That _______ can jump that thick log. (horse)
2) Pat will jump on top ______ his bed. (of)
3) Nat ______ pet the dog. (could)
4) Tim made this mask with ________. (paper)
5) Jim will _____ late. (be)
Think Critically
Complete Think Critically in the Student Edition on page 66. Have students write their answers to the question on a piece of paper and email them to your teacher.
Conventions
Proper Nouns
Review Remind students that a proper noun is the name of a particular person, place, animal, or thing. Proper nouns start with capital ltters: I went to Beth’s party. My dog is named Frank.
Guide Practice Write this sentence and have students read it aloud.
I like to take a walk with my dog and my brother.
What proper nouns could we use to make the nouns dog and brother more specific?
Apply Have students complete these sentence frames orally using proper nouns.
1) The name of a boy in my community is _____.
2) The name of a girl in my community is _____.
3) A fun name for a pet bird is ______.
On Their Own Complete Reader’s and Writer’s Notebook page 246. Scan and email the completed page to your teacher.
Let’s Write It
Write a Brief Composition Use pages 68-69 in theStudent Edition. Read aloud the Key Features of a Brief Compostion and the deifinion of brief compostion. Read aloud the Writing Promopt and discuss the Writer’s checklist.
Review the Student Model Read the Student Model on page 69. Ask students to identify the topic of the model. Point out the interesting fact about the activity in each sentence. Read aloud and briefly discuss the side notes.
Connect to Conventions Read aloud the Conventions note about proper nouns. Point out proper nouns in the model compostion.
Listening and Speaking
Share Information about Citizenship
Teach Explain to students that good citizens are people who contribute to their community. They try to make it a better place for all to live in.
- Good citizens are good neighbors.
- Good citizens obey laws and rules.
- Good citizens respect authority.
- Good citizens protect the environment.
- Good citizens do community service.
Model Shae information about how adults practice good citizenship by speaking clearly and at an appropriate pace.
Good citizens that I know stay informed. They know what is goingon in their communities. They vote in elections, and they obey in the laws. Good citizens repesct and other perople’s proerty, and they help out their neighbors.
Unit 2 Week 2 – The Farmer on the Hat - Day 4
Phonemic Awareness
Segment and Blend Phonemes
Model This week we read about children who rehearsed for a play on a stage. Listen as I say the sounds in stage. Slowly model the sounds: /s/ /t/ /ā/ /j/, stage.
Guide Practice I will say some sounds. Repeat them after me. Then blend the sounds to make a word. Say each word below. Have students say and blend the sounds to form a word.
/ā/ /s/ ace
/s/ /p/ /ā/ /s/ space
/w/ /ā/ /j/ wage
/t/ /r/ /ā/ /s/ trace
/p/ /ā/ /j/ page
/r/ /ā/ /j/ rage
On Their Own Have students segment and blend the following words.
/g/ /r/ /ā/ /s/ grace
/k/ /ā/ /j/ cage
/p/ /l/ /ā/ /s/ place
/s/ /ā/ /j/ sage
/p/ /ā/ /s/ pace
/ā/ /j/ age
Phonics
Review Consonant Digraphs sh, th;
Vowel Sounds in Ball: a, al
Review Consonant Digraphs To review last week’s frist phonics skill, write ship, thin, mash, and the. You studied words like these last week. What do you know about the sound of the letters sh? (They make the sound /sh/.) What do you know about the sound of the letters th? (They make the sound /th/ or /TH/.)
Review Vowel Sound in Ball To review last week’s second phonics skill, write tall and talk. You also studied words like these. What do you know about the vowel sounds in these words? (The al stands for the sound /ô./
Guide Practice When I write a word, blend the word in your head. Clap if it has the sound of short a. Snap if it has the sound of a in ball. Write these words one at a time: hall, that, talk. Bath, flash, mall, shack, stalk. After students have identified the vowel sounds, write the word in the appropriate column. Then have students identify the words with consonant digraphs sh or th.
|Short a |a in Ball |
|That |Hall |
|Bath |Talk |
|Flash |Mall |
|shack |stalk |
Fluent Word Reading
Reading Words in Isolation Display these words. Tell students that they can beldn some words on this list.
Have students read the list threeor four times until they can read at a rate of two to three seconds per words.
Jack that Gran walk put
can could shop this cap
two talk the path look
fish with mall of want
Read Words in Context Display these sentences. Have students read the sentences.
- Jack can get two fish in the lake.
- Rob could talk with Gran.
- Bess will sh=hop at the big mall.
- Walk on this path of bricks with us.
Conventions
Proper Nouns
Test Practice Use Reader’s and Writer’s Notebook, page 248 to help students understand proper nouns in test items. Recall that proper nouns are nouns for particular people, places, animals, or things: Mr. Peterson, Mexico, Puff, Statue of Liberty. They begin with capital letters. Model identifying a proper noun in a sentence by writing these sentences, reading them aloud, and underling the proper nouns.
- Billy goes to Lincoln Park every year.
- I like to go swimming with Sasha and Jim.
- My dog Spot is big.
- We went to Spain last year.
On Their Own Complete Reader’s and Writer’s Notebook, page 248. Scan the completed worksheet and email it to your teacher.
Unit 2 Week 2 – The Farmer on the Hat - Day 5
Phonemic Awareness
Review Long a and Short a
Segment and Blend Words Have students segment the sounds in each word and tell if the word has a short a or a long a sound in the middle. If students make an error, model the correct response. Return to the word later in the practice.
/g/ /ā/ /t/ gate
/sh/ /ā/ /d/ shade
/k/ /l/ /a/ /p/ clap
/b/ /l/ /a/ /k/ black
/t/ /ā/ /p/ tap
/s/ /ā/ /l/ sale
/r/ /a/ /f/ /t/ raft
/s/ /m/ /a/ /sh/ smash
/b/ /r/ /ā/ /s/ brace
Phonics
Review Long a: a_e; Consonants c /s/, g /j/
Target Phonics Skills Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you track the print.
1) The ape will shake her cage.
2) Fill in the space on page two.
3) Take my pet snake to a safe place.
4) Will you face the back of the stage?
Spelling Test
Words with Long a
Dictate Spelling Words Say each word, read the sentence, repeat the word, and allow time for students to write the word.
1) face Her face is red from running.
2) made Mom made a yellow cap for me.
3) age What is your age?
4) safe Is it safe to swim in the lake?
5) make Dad will make fish in a pan.
6) take Take the trash to the bin.
7) cage My pet is in the cage.
8) cake Put the cake on a dish.
9) late Is it too late to eat?
10) name We will name the cat Tish.
High-Frequency Words
11) could What could be in the gift box?
12) old That old cat just sits and sits.
Text-Based Comprehension
Review Cause and Effect
Remember that events in a story have cause and effects. What is the cause of an event? (why something happens) What is the effect? (what happens)
Check Understanding Read aloud the following story and have students answer the questions that follow.
My brother Jeff and I played hide and seek all morning. He could never find me because I knew the best places to hide. Jeff got angry. He said he would not play hide and seek with me anymore. Then we played dominoes. I won three times. Jeff started to get angry again, so I let him win the next game. Jeff said he would keep playing dominoes with me, but he still wouldn’t play hide and seek.
1) Why can’t Jeff find his sister when they play hide and seek? What is the cause? (His sister knows all the best places to hide.)
2) Jeff gets angry when they play dominoes. What is the effect? (Jeff’s sister lets him win the next game.)
Online Assessments
- Complete Success Tracker Weekly Test, Unit 2, Week 2
- Complete Success Tracker Fresh Read, Unit 2, Week 2
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