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