Friday April 30, 2009 Lesson 30 Day 4 & 5

Objective: To listen attentively and respond appropriately to oral communication; to read aloud with fluency in a manner that sounds like normal speech

How can you tell when it is a windy day?

On my signal, turn and talk with your partner to complete the

following stem.

The wind blows _____________.

What does the wind sound like?

On my signal, turn and talk with your partner to complete the

following stem.

The wind sounds like __________________.

Objective: To identify similarities between texts; to participate in a choral reading of a poem

Today we are going to read a poem called “Wind.” As I read

the poem I want you to listen and see if you hear any words that

describe the wind. On the second time I would like for you and I to

read the poem together.

Wind

The wind has lots of noises:it sniffs,it puffs,

it whines, it rumbles like an ocean

through junipers and pines,it whispers in the windows.

it howls,it sings,it hums,

it tells you VERY PLAINLYevery time it comes.

What words did you hear that described the wind?

sniffspuffs

whinesrumbleswhispers

howlssingshums

Objective: To read high frequency words

ablearound

frontready

walkedany

nothingpoolswarm

Review Wordsbecamebecomebecause

deararound

tiredtriedtriesovertalk

Objective - To read high

frequency words.

-ed Reviewflippedroped

rubbedshopped

likedrakedfailed

sharedObjective: To build and blend words with-ed and other known lettersounds.

-ing Reviewsneakingpeekingtrainingtrying

snoringlaying

steppingcooking

sweepingObjective: To build and blend words with-ing and other known lettersounds.

Word Blending Objective: To use /oo/ oo, ew and /o/ow, oa and other known letter-sounds to decode words.

w i

mo l

dwil

mo l

edd

e

Word Blending

Objective: To use /oo/ oo, ew and /o/ow, oa and other known letter-sounds to decode words.

c o

f i nco l

f i nd

edde

Objective: To add phonemes to make new words

Let’s add some sounds to make new words.

Add /s/ to park and the new word is sparkAdd /b/ to red and the new word is breadAdd /s/ to top and the new word is stopAdd /g/ to rip and the new word is grip

Add /d/ to the end of car and the new word is cardAdd/t/ to the end of bus and the new word is bust

Add /ch/ to the end of bee and the new word is beachAdd /p/ to the end of lamb and the new word is lamp

Add /p/ to lay and the new word is playAdd /hw/ to eat and the new word is wheatAdd /s/ to mile and the new word is smile

Add /c/ to lap and the new word is clap

Objective: To substitute sounds in the initial position to make new words

Let’s change some letters to make new words.

Change /c/ in care to a /b/ and the new word is bearChange /b/ in boat to a /k/ and the new word is coat

Change /m/ in moon to a /t/ and the new word is tuneChange /s/ in sink to a /p/ and the new word is pinkChange /b/ in boy to a /t/ and the new word is toy

Change /y/ in yawn to a /l/ and the new word is lawnChange /l/ in lake to a /m/ and the new word is makeChange /m/ in might to a /l/ and the new word is lightChange /r/ in rock to a /n/ and the new word is knockChange /m/ in man to a /p/ and the new word is pan

Change /m/ in mouse to a /h/ and the new word is houseChange /c/ in clock to a /f/ and the new word is flock

Objective: To discriminate between words with different patterns; to use common letter patterns to read words

PhonogramsRemember that a phonogram is a word

that has the same ending as another word. Today we are going to work on words

ending with -ind, –ild, and -old. Phonograms are also rhyming words.

letter endingm indm ildk ind

Bu ildb indw ildbl ind

letter ending

c old

h old

t old

f old

s old

m old

Where is the clock?The kind child will find it.Do you mind if I wind it?The bird in the clock is

going wild!Tick, tock! Tick, tock!

Read the words in red.

Objective: To spell and write known high frequency words

findmindmildcoldfold

mostsoonnewboy

building

Objective: To read high frequency words

answeredany

climbedfronthurrylinenear

nothingprettyreadysomesorry

Objective: To place words from a story in alphabetical order

Let’s see if we can put these words in alphabetical order.

downbarn

woodspondline

bugsroomcat

1. barn2. bugs3. cat

4. down5. line

6. pond7. room

8. woods

Objective: To develop robust vocabulary by discussing ideas

and situations.

Robust Vocabulary

• exhausted

• outrageous

• patient

If you are exhausted, you are so

tired you can hardly move.

exhausted

The little boy was exhausted.

I will name some activities. If the activity would make someone exhausted I want you

to close your eyes like you are sleeping. If the activity would not make you exhausted, then

open your eyes very wide like your awake.

running a marathonswimming lapsclimbing stairs

watching televisiondigging deep holes

reading a book

outrageous

If something is

outrageous, it is different in a shocking

way. It was outrageous that the purple flower had one red and yellow petal.

I will name some things that might look outrageous. If I name something that

looks outrageous I want you to say “WOW!” If not say nothing at all.

clowns at schoolzebras in a shoe store

a queen at a post officedogs at a park

children at a restaurantbunnies in a pet store

If you are patient, you put up with things

without complaining.

patient

The man was very patient while waiting to catch a fish.

I will name some places. Why do you think a person would have to be patient at each one of these places?

a swimming poola grocery storea clothing store

a schoola playground

a soccer game

Answer in one voice If you had to stand in line for two hours to get a free ice cream cone, would you be patient or exhausted?

T and TWhat would be an outrageous name for a

tremendous superhero that you might create and draw?

T and TName something that would be tiresome if your job

was to seize it over and over again.

Physical responseYou feel a tremendous shaking coming from the

ground. Show how you might walk.

Objective: To use go and went correctly in sentences to describe actions in time.

Use go or went

Did Frog and Toad _____________ near the books?No, Frog and Toad _____________near the coats.Now, we ___________to school.Last night, Dan ___________ to the movies.We __________to the park yesterday.We __________ to the art class.

Story

•It has a title.

•It has a character and a setting.

•It has a beginning, middle, and end.

•It has a plot.

Objective: Recognizing story structure.