Morning Warm Up Day 1 Many animals eat plants. There are other ways plants help animals. How do plants and animals live together? How were plants important.
Post on 19-Jan-2016
251 Views
Preview:
Transcript
Morning Warm UpDay 1
Many animals eat plants.
There are other ways plants help animals.
How do plants and animals live together?
How were plants
important to the
triceratops in “The
Big Circle?”
How was the grass
important?
notice the circled sight words. What are they? How are they spelled?
Environment
Require
Thrive
Inhale
Slimy
Sludge
Capture
creature
A Good environment,
A good environment,
All living things require
A good environment.
From bears to deer to birds,
To bees and tiny ants,
All animals get shelter and
The food they need from plants.
A good environment,
A good environment,
All living things can thrive
In a good environment.
Phonemic Awareness:substitute phonemes
We just sang that bears need a good environment. A baby bear is called a cub. Listen to the sounds in cub.
/c/ /u/ /b/. Say it with me. Now say it as I point to the letters that spell it.
c u b = cub
Listen as I change the vowel sound to long u.
/c/ /u/ /b/. Say it with me. Now say it as I point to the letters that spell it.
c u b e = cube
Listen to the sounds in both words. cub cube.
Which one has the short u sound? long u?
let's continue on the next slide.
c u b cub
c u b e cube
h u g hug
h u g e huge
p e t pet
p e t e Pete
t u b tub
t u b e tube
hide
rode
You studied words like these already. What do you know about reading these words?
Yes, When you see e at the end of a word, the first vowel says its name.
Today we will learn about words that have the long u or long e vowel sound and a silent e at the end.
This is a uniform. The sound you hear at the beginning is /u/. Say it with me. /u/
The u in this word says its name. The e is silent. This is how I blend this word. Now do it with me.
What do you know about reading words like this? The u says its name and the e is silent
Let's practice blending words like these on the next slide.
hide
rode
You studied words like these already. What do you know about reading these words?
Yes, When you see e at the end of a word, the first vowel says its name.
Today we will learn about words that have the long u or long e vowel sound and a silent e at the end.
This is an easle. The sound you hear at the beginning is /e/. Say it with me. /e/
The e in this word says its name. The e at the end is silent. This is how I blend this word. Now do it with me.
What do you know about reading words like this? The e says its name and the e at the end is silent.
Let's practice blending words like these on the next slide.
Blend these words.
u s e uset u n e tunee v e eveZ e k e Zekef u s e fuseh u g e huge
Build Words
r u d eChange the d in rude to l.
What is the new word?
Change the r in rule to m.What is the new word?
Change the l to t. What is the new word?
Change the m to c. What is the new word?
Change the c to fl. What is the new word?
check word reading
(Monitor Progress)
cube huge mule rule tube
Gene use Pete tune fuse
shake white slope fume these
MODEL WRITING FOR SOUNDS Each spelling word has long o with the CVCe spelling pattern. Before administering the spelling pretest, model how to segment long a words to spell them.What sounds do you hear in like? (/m/ /u/ /t/) What is the letter for /m/? Write h. Continue with /u/ and /t/. What letter must we add to the end of the word to make a say its name? (e) Add e. In mute the u has a long u sound and the e is silent: /m/ /u / /t/, mute. There are four letters but only three sounds. Repeat with all spelling words.
1. huge 6. cube
2. June 7. cute
3. rule 8. flute
4. tube 9. rude
5. use 10. mule
High Frequency Words
11. water12. under
mute
build background
Let's talk about communities in natureDevelop Oral LanguageTell me about what you see here. Yes, that's right, a boy and a girl are putting things in a glass tank called a terrarium. What are the children putting in the terrarium? Why did they put soil, or dirt, inside? How will the plants and the snail survive together?
Build Oral VocabularyWhat can the children do to keep the terrarium plants thriving?What kind of food do you think the snail requires?Would a terrarium environment be suitable for a cat? Why or why not?
Develop Concepts:
How do plants and animals live together?
What do the children need to give their plants?
What do the animals need to live?
What needs are the same?
What needs are different?
Connect to reading:
This week we will read a selection about birds and other animals that live in a forest. We will learn how plants and animals live together.
Listening Comprehension:Teach/Model Author’s purpose
Define author’s purpose:Authors write for different reasons.Authors may write to entertain readers or to give them information.Sometimes authors write for more than one reason.
Read aloud: "A Clever Trick"
Model: When I read, I think about why the author wrote the selection. In this selection, I learned a lot about the oak tree. The author gives information about how an oak tree begins its life as a tiny acorn and sprouts roots in the spring to become a small tree. I think the author wrote this selection to help people learn more about oak trees.
PracticeClues to authors purpose:
What kind of animals make their home in an oak tree? What did you lean about hat happens to an oak tree in late summer?
Identify the author’s purpose: Recall “Who Works Here?”
Who wrote this story? Why do you think Mellissa Blackwell Burke wrote “Who Works Here?” – to tell a story or to give information? What did you learn about the people in the story?
break into groups
Daily Fix It
1. I hop its warm next week.
2. W'ell go to the park on sunday.
Daily Fix It
1. I hop its warm next week.
I hope it's warm next week.
2. W'ell go to the park on sunday.
We'll go to the park on Sunday.
Shared Writing:
Write Report
COMPREHENSION SKILL There are several reasons why an author might write a story. Sometimes the author wants to entertain us, sometimes the author wants us to learn something, and sometimes the author wants to give information. Writing a report is a way to share information we know with other people.
Let’s work together to write some sentences on the chart.
GENERATE IDEAS Name some plants and animals that live together in your neighborhood. WRITE A REPORT We will write a report about he plants and animals in our neighborhood.
Grammar:
Teach/Model One and more than one
REVIEW NOUNS Remind children that a noun names a person, a place, ananimal, or a thing.IDENTIFY ONE AND MORE THAN ONE Display Grammar Transparency 11. Read the definition aloud. Then model with item 1.Read the first word. (tree) Does it name one tree or more than one tree? (one tree) Draw a line to the picture that shows one tree. The next word is trees. Does this word name one tree or more than one tree?(more than one) Draw a line to the picture that shows more than one tree.
one and more than one
Sort the following words:
pigs parks plant kites frog girls bone lake
One More than One
pigs
kites
parks
girlslake
frog
bone
plant
What sound does the letter a have in each of these words? Why?
huge these
Spell the word take and write it in the air. What letter can you not hear? What is the rule?
t u b e t u n e c u t e u s e sp
ellin
g:
long u
Long u
and long e
Why do you think the author wrote “The live of an Oak Tree?”auth
or’s
purpose
Tomorrow we will read about a frog and whether or not it is a good neighbor in the bog.
Let's ta
lk
about it How do you think the oak tree helps animals? Can the animals help the oak tree in any way.
Morning Warm UpDay 2
Today we'll read about a frog
that lives in a bog.
I'm afraid he'll get a surprise if he
isn't careful.
What kind of surprise would be
fun to find?
raise your hand
when you hear or
see a contraction.
What words
made the circled
contractions?
Environment
Require
Thrive
Inhale
Slimy
Sludge
Capture
creature
HUMOROUS STORIES Help children read thetitle and the author’s name. Review several illustrations and discuss what parts of thepictures children think are funny. Point out that sometimes authors want us to laugh at a story.Discuss what funny things happen in this story.BUILD ORAL VOCABULARY Ask what children know about what real frogs eat. Suggest thatthey listen as you read to find out what this frog eats.
What slimy things does the frog gobble up so fast that he inhales them?
What else does the frog eat?
Phonemic Awareness:Add Final Phonemes
One tick landed in the frog’s belly. Listen as I say the sounds in land.
/l/ /a/ /n/ /d/. Now say it with me.
Now say it as I add /ed/ to the end.
/l/ /a/ /n/ /d/ /ed/ = landed
blend this word with me.
w al k = walk
Now listen as I add /t/ to the end.
w al k ed = walked. Blend it with me.
blend this word with me
y e ll = yell
Now listen as I add /d/ to the end. Blend it with me.
y e ll ed = yelled
Let's practice some more words on the next slide.
phonemic awareness
→l a n d land
→l a n d ed landed
→w al k walk
→w al k ed walked
→y e ll yell
→y e ll ed yelled
Inflected Ending –edteach/Model
Blending Strategyconnect
Kicks
Kicking
You studied words like these already. What are these words? Today we will learn how to make new words with the ending -ed.
Model
The word “kicked” has an ending that tells that something has already happened. This is how I blend this word. The –ed in kicked stands for the /t/ sound. Let’s blend this word together.
1
2 She kicked the ball
The –ed in filled stands for the /d/ sound. Let’s blend it together.
I filled the cup.
2
group practice
I wanted to go.
The ending -ed can be added to word wall words. The –ed in wanted stands for the /ed/ sound. Let’s blend this word together.
4
3
Model
Review
Read each base word. Read each ending. Blend the word.
rushed worked printed checked looked
What do you know about blending words with the ending –ed? The ed means it happened in the past. The –ed can stand for /t/ /d/ or /ed/ sounds. Read the base word, read the ending, then blend the word.
inflected ending -ed
→k i ck kick
→k i ck ed kicked
→f i ll fill
→f i ll ed filled
→w a n t want
→w a n t wanted
→r u sh rush
→r u sh ed rushed
→w or k work
→w or k ed worked
→p r i n t print
→p r i n t ed printed
→ch e ck check
→ch e ck ed checked
What sound does the -ed make?
asked spilled rested wished called wanted pitched smelled printed missed grilled handed
/t/ /d/ /ed/
asked
pitched
spilled
wished called
grilledmissed
smelled
rested
wanted
printed
handed
check word reading
(monitor progress)
melted called asked added walked
runs camping helped hops spelled
eating wants worked going looked
1. huge 6. cube
2. June 7. cute
3. rule 8. flute
4. tube 9. rude
5. use 10. mule
High Frequency Words
11. water12. under
mute
1.Can we use this tube under water?
2.Pete sat on the huge cube.
3.We got a cute pup in June.
4.This mule is not rude.
Say and Spell Look at the words on p. 114. You cannot yet blend thesounds in these words. We will spell the words and use letter-sounds we know to learn them. Point to the first word. This word is grow, g-r-o-w, grow. What is this word? What are the letters in this word?Identify Familiar Letter-Sounds Point to the first two letters in grow. What letter do you see at the beginning? This letter makes the /g/ sound. What is the sound? (/g/)Demonstrate Meaning Tell me a sentence using this word. Repeat will all words.
2
3
1
break into groups.
Daily Fix It
1. W'ell play on tuesday.
2. Do you like thanksgiving.
Daily Fix It
1. W'ell play on tuesday.
We'll play on Tuesday.
2. Do you like thanksgiving.
Do you like Thanksgiving?
Interactive WritingWrite a Math Story
DISCUSS Use the Big Book A Frog in the Bog to encourage a discussion abouthow much the frog eats. Picture walk through the book and ask children to identify the things the frog eats and how he grows bigger and bigger.SHARE THE PEN Have children participate in writing a math story about whatthe frog eats. To begin, have a child tell one thing the frog eats and how many. Have a second child name something else the frog eats and how many. Write what thechildren say connecting the two ideas with the word and. Ask individuals to write familiar letter-sounds, word parts, and high-frequency words. Ask questions such as:
What consonant sounds do you hear at the beginning of the word slugs?
What letters stand for the sounds?
What is the next sound you hear in the word slugs?
What letter stands for that sound?
Interactive writing - A Math Story
How many of these did the frog eat?
1. slugs and fleas
2. flies and ticks
The frog eats four slugs and two fleas.
How many slugs and fleas did the frog eat?
The frog eats three flies and one tick.
How many flies and ticks did the frog eat?
Grammar:Develop the Concepts
One and more Than one
What are these words? Which one names more than one? How do you know?
When we are talking about more than one thing, we usually add an s to the end of the word. What would you do to the word alligator if you were talking about more than one?
frog frogs
Practiceblock blocks
I am holding one block. Now I am holding two blocks. When I use a word to tell about more than one thing, I usually have to add an s.
Speaking and Listening:Describe a photo or illustration
When describing the illustrations from "A Frog in the bog" ...
What should the speakers do?
What should the listeners do?
Use vivid words that appeal to the senses
sit quietly
Use words that stay on the topic
Look at the picture as they listen
Pay polite attention to the speaker
Big lilies grow in the water. A frog looked under a leaf. He wanted some food. He jumped back. All he could find was a big fish.
looked wanted jumped
How does ed at the end of a word change its meaning?
Read these words and tell what they mean.
contra
ctio
ns
High
frequency
words
Why didn’t the frog know he was sitting on an alligator?
Let’s
talk
about it
Tomorrow we will read about the plants and animals that live together in the forest.
3
Morning Warm UpDay 3
Today we will read about a forest.
We'll learn about animals that live
there. We'll see how plants and
animals live together. What would you like
to do or see in a forest?
Look at the circled
nouns. Which
ones name one
thing? More than
one?
Environment
Require
Thrive
Inhale
Slimy
Sludge
Capture
creature
Share Literature:Listen and Respond
Sentences: recall that A Frog in A Bog tells what happens to a greedy frog. Notice the sentences on the first page. What does a sentence start with? End with? Some can be short, some can be long.
Build Oral Vocabulary: We read what the frog ate. Now lets talk about why the gator didn’t eat the frog.
Monitor Listening Comprehension:
Why didn’t the gator eat the frog?
Which creatures slink in sludge?
Phonemic Awareness:Blend and segment phonemes
When frog saw the gator, frog yelled. Listen to the sounds in yelled.
/y/ /e/ /l/ /d/ say it with me.
Now say it as I point to the letters that spell it.
y e ll ed = yelled
Let’s practice some more on the next slide.
phonemic awareness
→y e ll ed yelled
→d u n e dune
→Z e k e Zeke
→p a ck ed packed
→c all ed called
→r e s t ed rested
→h u ge huge
Long u, long e and inflected ending -edteach/Model
Fluent Word Readingconnect
cute
checked
You can read this word because you know that when words have a vowel-consonant-e, the vowel usually says its name. What does the u in this word stand for? What is the word?
You can read these words because you know how to blend the base word and the ending –ed. What is the base word? What is the ending? Now blend the two parts. What is the word?
Model When you come to a new word, look for endings. Then look at all the letters in the word and think about their sounds. Say the sound and then read the word.
cute these checked spilled melted
When you come to a new word, what are you going to do?
let’s practice on the next slide.
1
2
spilled
melted
fluent word reading
cute these
checked spilled melted
use Pete blocked called twisted
3 Group Practice:
Let’s read these words. look at all the letters, think about their sounds, and say the sounds to yourself. When I point to the word, let’s read it together.
find the following words in the song:
dune walked June filled cute huge tune
Along the Forest Path
Oh, I walked along the forest path,
Beyond the sandy dune.
The scene was filled with birds and plants
On a sunny day in June.
Cute birds perched
On huge and leafy plants
They chirped a tune as I looked up.
The seemed about to dance
sort the following words
cube eve use listed yelled flute these packed
long u long e ending -ed
cube listed
packedflute
these yelled
eve
use
1. huge 6. cube
2. June 7. cute
3. rule 8. flute
4. tube 9. rude
5. use 10. mule
High Frequency Words
11. water12. under
Practice Long u
build backgroundDiscuss A Nature Walk:
What animals might live in a forest?
What sign would tell you that animals are nearby?
Some tiny creatures call the forest their home. Some bigger animals also live there. Many kinds of plants grow in a forest. In the selection we are going to read, we’ll find out why the forest is such a busy place and how the animals and plants live together.
forest a large area covered with trees and plantsleaves the flat, green parts of a plant that grow from a stemsquirrels small animals that have bushy tails and can climb treeshummingbirds very small birds whose wings make a humming sound because they flap so quickly bear a large, heavy animal with thick fur woodpecker a bird with a hard, pointed bill for pecking holes in trees
Let’s look at each word. What familiar letters do you see? What are the sounds? Do you see any familiar word parts?
check high frequency words
(monitor progress)
find food grow water under around
eat many too small tree
comprehension:
SKILL Author’s Purpose
RECOGNIZE AUTHOR'S PURPOSE Remind children that authors write for different reasons.CONNECT TO READINGAsk yourself if the author is writing to entertain or to give information. Ask yourself if the author might be writing for more than one reason
STRATEGY Preview
INTRODUCE THE STRATEGY Good readers look through a selection before they read it. They look at the pictures, read the captions, and locate interesting words. Then they think about what they know about the topic and ask themselves what they want to find out.
MODEL I read the captions to see what a selection will be about. Then I check to see if there are any words I don’t understand. Last, I think about what I already know about his topic. and what else I want to find out.CONNECT TO READING Encourage children to ask themselves these questions as they read The Big Circle.What do the captions tell me about the topic of the selection?Are there words that tell about the topic?What do I already know about this topic and what do I want to find out?
break into
small
groups
Daily Fix It
5. What peckt the tree
6. A Squirrel is cut.
Daily Fix It
5. What peckt the tree
What pecked the tree?
6. A Squirrel is cut.
A squirrel is cute.
vocabularyMultiple meaning words
A forest is a busy place. Sometimes a word like place can have more than one meaning. Place can be a location. Place can also mean to put something down. Lets look at some more examples.
fall to drop to the ground.
a season of the year
You can fall if you run too fast
The leaves turn red in
the fall
bill a bird's mouth
a list of money you owe
The robin has a worm in its bill.
We had to pay the bill for lunch.
shine to give light.
to polish something.
I shine the flashlight.
Mom used a cloth to shine the silver.
Our school is a busy place. Place your hands on your desk.
The forest is dark and damp. I hear strange sounds all around me. They make me jump.
The forest is a wonderful place. I love watching the animals. They are so amazing!
Strategy for developing voice. Practice strong and weak.
I saw a bug. (weak) That is the ugliest bug I ever saw! (strong)
I got so wet I squished! (strong) It rained. (weak)
Writing Trait of the WeekIntroduce Voice
talk about voice: Voice shows how a writer feels about a topic. How do you think the author felt about “Life in the Forest?”
MODEL In most of the selection, the author's voice is serious. She is writing facts about forest animals. A serious voice is right for this kind of nonfiction writing. However, suppose a writer wrote these sentences about being in the
forest. Tell how you think the author felt for each of these. What words made you think so?
When we talk about more than one thing we add an -s or –es to the end
tree trees fox foxes nut nuts bug bugs bird birdsone more than one
Grammar:Apply to writing: One and more than one
tree
fox
bird
bug
nut
trees
nuts
bugs
foxes
birds
An author writes for different reasons. Why did the author write “Life in the Forest?” How might this story be different if it were make believe?
What are some ways you can find out what a story is about before you read? How can you tell whether or not there are new words that might be difficult to read?
Previ
ew
Author’s
purpose
What did the plants and animals in this selection need?
Let’s
talk
about it
Tomorrow we will read about a special kind of forest.
4
Morning Warm UpDay 4
Today we will read about another kind
of forest. First, we will learn why this
forest is special. Then, we will learn what animals and plants live there. How
do you think a forest is a community?
which words
show an order of
events?
Environment
Require
Thrive
Inhale
Slimy
Sludge
Capture
creature
Share Literature:connect concepts
Activate Prior Knowledge: Recall that the animals and plants in a forest needed one another for food and shelter. Now we will read another story about animals who need one another – “Why Beavers Love Wolves” by Gerry Bishop.
Build Oral Vocabulary: Read the first two paragraphs. These creatures, the beavers and wolves, do not sound like they would be friends. We believe this because the wolves caught the beavers for food. Listen now to find out why the beavers and the wolves are important to one another.
Review Oral Vocabulary: Review amazing words and use them to answer:
1. How could a small animal use an enormous leaf as shelter?
2. Why does it take everyone’s cooperation to share an environment.
Phonemic Awareness:Blend and Segment phonemes
We just read about where beaver build their home. Listen to the sounds in home.
/h/ /o/ /m/ Say it with me. Now say it as I point to the words that spell it.
h o m e = while
What sounds do you hear at the beginning of home? What sound do you hear in the middle? Why does the o say its name?
Let’s practice some more on the next slide.
blend and segment phonemes
→h o m e home
→r o d e rode
→n o t e note
→c o n e cone
→s p o k e spoke
→th o s e those
High Frequency Words - Practice
unscramble the letters to make the following words:
water under find around food grow
rounad wogr ndif tawer ofod erdun
around findgrow foodwater under
Phonics
Review long o and contractions
rope
didn’t
You can read this word because you know that when words have a vowel-consonant-e, the vowel usually says its name and the e is silent. What does the o stand for? What is the word?
You can read this word because you know that it is a short way of writing two words. What are the two words? What is the new word? Let’s try these two words.
I’m It’ll
sorting long o and not long o words
tone am will smoke hope
I pole not vote has
long o not long o
tone
smoke
hope
pole
has
not
vote
I
will
am
word reading
shop place can't inside too
saw together slide I'm be
Mike we'll stove home now
your Rose there down same
Reading words in context
Rose saw a stove inside your home.
We'll go down there together to shop.
Can't Mike be on the slide too?
Now I'm at the same place.
1. huge 6. cube
2. June 7. cute
3. rule 8. flute
4. tube 9. rude
5. use 10. mule
High Frequency Words
11. water12. under
Practice Long u
break into
groups
Daily Fix It
7. We went on a hik last saturday.
8. Our leader was mr. jones.
Daily Fix It
7. We went on a hik last saturday.
We went on a hike last Saturday.
8. Our leader was mr. jones.
Our leader was Mr. Jones.
Writing Across the Curriculum:write Journal entry
BRAINSTORM: Scientists often draw pictures of animals or plants they are studying. These pictures have captions that tell about the picture.
SHARE THE PEN: What might you want to tell someone about how squirrels and trees live together?
How can we put this information into a sentence or two that tells about the picture on the next slide.
Captions tell about pictures.
Write a caption for the picture.
• A squirrel lives in a forest.
• It eats seeds of trees and other plants.
Grammar: reviewing one and more than one
Do you wear one or two shoes?
How can you tell when word names more than one thing?
sort the following words:
hand cats squirrels caves bear stone cent bones
One More than one
cent
hand
bear
caves
bones
stone
cats
squirrels
Birds live in the forest. How do they use trees? They have nests in trees.
fluency
How do the plants and animals in a mangrove forest live together and help one another?
Let’s
Talk
About it Today we read about
why wolves are important to beavers. Tomorrow we will learn more about beavers and wolves.
5
Morning Warm UpDay 5
We read how each plant and each animal- even slimy creatures that crawl in sludge - are part of the
environment. They all need each other to grow healthy and strong. How do members of a
community need each other?
1. Which word tells what happens when plants and animals thrive?
2. tells what we mean when we talk about creatures?
3. tells what we mean when we require something?
4. describes animals?
Environment
Require
Thrive
Inhale
Slimy
Sludge
Capture
creature
Share Literature:Listen and respond
Use Prior Knowledge: recall that yesterday we listened to find out why the beavers and the wolves are important to each other. Today let’s talk about why having no wolves is a bad thing.
Monitor Listening Comprehension:
Why was it bad when there were no wolves?
We can say the plants and animals in “Why Beavers Love Wolves” live in balance. What do you think this means?
Build Oral Vocabulary: Generate Discussion
Recall what happened to the beaver pond. What might happen if certain animals in their neighborhood all moved to another place?
Long u, long e and inflected endings -ed
Review
notice the underlined long u and long e words. Notice the words that end with -ed.
High Frequency WordsReview
Use these word wall words to complete the rhyme.
water around under food find grow
Take a walk. Look all _____. In the _____ and _____ the ground. You'll _____ animals that you know, Eating _____ to make them _____.
around
water under
find
food grow
break into groups
Daily Fix It
9. the bear isnt sleeping.
10. The squirrel gathered nut
Daily Fix It
9. the bear isnt sleeping.
9. The bear isn’t sleeping.
10.The squirrel gathered nut
10. The squirrel gathered nuts.
Research Study Skills:teach/model Use Alphabetical OrderMODEL READING A NEWSPAPER Let’s look at this dictionary and encyclopedia. The words appear in alphabetical order. Where else have we seen words listed in alphabetical order? ... right, a glossary.
MODEL When I put words in alphabetical order, look at the first letter in each word. ‘then I think about the letters in the alphabet.
rabbit fox
Which letter comes first (r) or (f)? I know that f comes first in the alphabet, so fox comes before rabbit in alphabetical order.
Fill in the letters:
A B C __ E __ G H I __ K L __ N O __ Q R S __ U V __ X Y __
__ B C __ E F G __ I J __ L M __ O P Q __ S T __ V W X __ Z Practice: In your journal, write these words in alphabetical order.
woodpecker hummingbird squirrel grub bear
top related