Theme - eduplace.com · Write talk and dance. Show what Sunny hopes people will do at his party....

Them

e 9

THEME 9: Special Friends272

42331_272-273 8/1/03 11:42 AM Page 272

Special Friends

E N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O RE N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O R

THEME 9: Special Friends 273

42331_272-273 8/1/03 11:42 AM 73

Animal HelpersOne of our stories this week is about

some animals that help people in special

ways. To begin the week, let’s share a poem

about some animals that help on a farm.

Display the poem “Animal Helpers” on

chart paper. Listen to find out

where the animals live. Read the poem a

few times, emphasizing the names of the

animals and where they live. Where

do the horse, dog, cows, and hens live? How

do the farm animals help people? Reread

the poem. Then discuss other animals that

help people.

Do you know about any other

animals that help people? Have you

ever seen a dog help a blind person? Have

you ever seen a dog on a leash help to pull someone in a wheelchair? Have

children consider what kind of traits a dog should have to be able to learn to

help people. Discuss the ability to follow commands, intelligence, physical

strength, and a calm nature.

Hand out the ELL Picture-Word Cards and identify them with

children. Have each child choose a card and draw a picture

that shows that animal being a helper. Children can share their drawings.

SPEA

K

LIST

EN

THEME 9: Special Friends

Week 1

Vocabularyhorse, wagon, dog, cows,milk, hens, eggs

Materials• drawing paper• markers or crayons• ELL Picture-Word Cards

horse, dog, cow, hen, cat(See Master ELL 9–3.)

Show the animalhelper you drew. Name the animal and show how it helps. Name other animals that help.

What are someanimals that help people on a farm?Which farm animalsgive eggs?

Why do dogs thathelp people need tofollow commands?Could a cat help some-one cross the street?Why or why not?

Grade 1 Theme 9: Special Friends Language Development ELL 9–1

Animal Helpers

Master ELL 9–1 Theme 9/Week 1

Some animals are pets.

Others live in the zoo.

But animals on a farm have work to do.

The horse pulls the wagon.

The dog guards the sheep.

The cows give milk.

And the hens lay eggs

When they wake from their sleep.

Name

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Master ELL 9–1

Get Set for ReadingCD-ROMWhen I Am Old with You

Education Placewww.eduplace.comWhen I Am Old with You

Audio CDWhen I Am Old with YouAudio CD for Special Friends

LANGUAGE DEVELOPMENT 15–20 MINUTES

Good Helpers


42331_274-303 8/1/03 11:44 AM Page 274

Animal HelpersTeacher Read Aloud, Teacher’s Edition pages T30–T31

Display page T31. Tell what you see in the picture. How does the black dog

help the child in the wheelchair? How do you think the brown dog helps the

girl? Tell why you think so. Point out the harness on each dog. Explain that each

child has a handle that they hold on to. The dog leads the child as they walk. Tell

children that later they will find out other ways animals help people.

Sounds for yLead a picture walk through Fussy Gail. Listen to the title: Fussy Gail.

What vowel sound do you hear at the end of Fussy? (long e) Have children say

Fussy. Then have them say the long e vowel sound in isolation.

Write fussy, baby, and happy. Underline the final y. Ask children to name the let-

ter. Help children read the words. Explain that y often stands for the long e sound

when it is the last letter in a word. Ask what sound y stands for in each word.

Explain that y at the end of a word can also stand for the long i sound. Write

cry, by, and shy. Repeat the above process. Then help them compare the two sets

of words in length, final letters, and final sounds.

Preview the exercises on Practice Book page 195. Read the directions and

help children fill in the first blank. For Practice Book page 196, see the activities

below. Then review the phrases and talk about their meanings with children.

Skill ObjectiveChildren read words with twosounds for y.

Materials• Phonics Library selection

Fussy Gail• Practice Book pages 195,

196• index cards with the words

sunny, lucky, spy, shy, kitty,sky, penny, muddy

• envelope labeled long e• envelope labeled long i• index cards with the

phrases a sunny sky, a flying kitty, a lucky penny, a shy bunny, a muddy spy

• blank index cards

LITERATURE FOCUS 10–15 MINUTES

SKILL FOCUS: PHONICS 10–15 MINUTES

Hand out the wordcards. Display andexplain the two labeledenvelopes. Say aword. Have the childhold up the card,repeat the word, andput the card in thecorrect envelope.

Display and read thephrase cards fromMaterials. Ask eachchild to secretly pick aphrase and draw a pic-ture of it. Children canguess which phraseeach child chose anddiscuss the drawings.

Give children the word and phrasecards. Partners readthe phrases and then construct eachphrase from the wordcards. Children cancreate cards for themissing words.

THEME 9 WEEK 1 DAY 1 275

42331_274-303 8/1/03 11:44 AM Page 275

DirectionRead these sentences from Animal Helpers: Guide dogs must be very

smart.... Their masters give them commands, such as “forward,”“right,”

or “left,” but guide dogs must disobey if it is not safe. Let’s try following

some of each other’s commands.

Hide a few small “treasures” somewhere in your class. The treasures can be a box

of cookies or a bag of trail mix for children to enjoy at the end of the activity. Tell

children they will go on a treasure hunt. Partners will take turns following com-

mands until some children find the treasures to share with everyone.

Pair children. Give each pair some commands to follow. Have

children who are seated watch to be sure the commands are

followed correctly.

Go forward three giant steps. Turn right. Look down near the

floor. Do you see our treasure? Include these words in your commands:

right, left, forward, back, up, and down. After several rounds of commands,

guide partners to the treasures. If time permits, have partners hide another treas-

ure and give another pair commands to help them find it. Then invite children to

share their treasures.

MO

VE

LIST

EN

Vocabularyright, left, forward, back, up,down

Materials• a few small “treasures”• ELL Picture-Word Cards

right, left(See Master ELL 9–3.)

THEME 9: Special Friends WEEK 1

Beginning/PreproductionSee Master ELL 9–1.

Show where youfound your treasure.Turn right and walkthree steps. Would yougo forward or back tofind your desk?

Show me yourright hand. Take agiant step back. Where did I hide thetreasures? Do you turn right or left to get there from whereyou are now?

What word is theopposite of down? ofleft? Give me somecommands to get fromwhere I am standing toyour desk.

Display “Animal Helpers.”Read it aloud once. Then readit again, and have childrenrepeat each line after you.Focus on the last two lines.Read them for children. Tellchildren to listen to say whenthe hens lay eggs. Ask: Dothe hens lay eggs at night orin the morning? Right. Theylay eggs in the morning whenthey wake up. What are somethings you do in the morning?What do you eat? What doyou put on? Where do you go?Encourage children to expresstheir ideas.


Treasure Hunt


42331_274-303 8/1/03 11:45 AM Page 276

Get Set to ReadMy Grandaddy, Anthology pages 14–15

Read the title and paragraph aloud. What other names do you know for

grandfather? What are the people in the pictures doing? What kinds of things

do you do with your grandfather or grandmother? What do you think the

child and Grandaddy will do together? Now let’s get ready to read the story.

Have children read the Words to Know and the Practice Sentences with you.

When I Am Old with YouPages 16–25: Read these pages aloud to children to help them hear the

language of the story. Pause to ask questions after every two or three pages.

What are the child and Grandaddy doing together?

Pages 26–37: Continue helping children understand what happens on each

page. Connect the story with children’s own experiences when possible.

Pages 38–40: Would you like to take a long walk with someone? What

are the child and Grandaddy doing at the end? Why do they need to rest?

High-Frequency Wordsaround, dance, open, ocean, talk

Display Sunny’s Buddy. What is the setting of this story? Write ocean.

Help children read the word. Show the ocean in the picture.

Lead children on a picture walk. Help them read Sunny’s sign (page 14). Explain

that an open house is a party. Ask a child to open the room’s door. An open

door sometimes means that people going by are welcome to come in. Write

open below ocean. Show that both words begin with the long o sound for the

letter o. Ask how else the words are alike.

Write talk and dance. Show what Sunny hopes people will do at his party.

Write around. Ask children to dance around in a circle. Read talk, dance, and

around with children. Then review all five words with a clap and spell chant.

Skill ObjectiveChildren read and write thewords around, dance, open,ocean, and talk.


Sunny’s Buddy• index cards with the words

around, dance, open,ocean, talk

• art materials (for sign-making)


SKILL FOCUS 10–15 MINUTES


42331_274-303 8/1/03 11:45 AM Page 277

ComparisonsThis week we will read a story about a grandchild and Grandaddy who

enjoy spending time together. Do you have a grandfather? Let’s talk about how

our families and the young and old people in them.

Begin by talking about your family: I am older than my brother. I am

younger than my father. My grandmother is the oldest one in our

family. Emphasize the words older, younger, and oldest.

Have children draw pictures of their families. Then have partners talk

together about their respective families. Encourage children to talk about

relative ages, using the er and est forms of young and old.

Gather the group together. Call on children to show their

pictures and tell about their families. Encourage children

to talk comparatively about their family members’ ages. Who is younger, a

child or its father? Who is older, your grandmother or your mother? Who is the

oldest, you, your father, or your grandfather? Coach children to respond: A

child is younger than its father. My grandmother is older than my mother. My

grandfather is the oldest.

SPEA

K

LIST

EN

Show a partneryour picture. Point tothe oldest person inthe drawing. Point tosomeone who is older(younger) than you.

Name someonein your family who isolder than you. Is afather usually older or younger than agrandfather?

Tell me aboutsome of the people inyour family. Are theyyounger or older thanyou? What are somethings you like to dowith a grandparent?

Vocabularyyoung, old, older, younger,oldest, youngest

Materials• drawing paper• markers or crayons


Display the poem “AnimalHelpers.” Read it aloud. Invitechildren to chime in on wordsthey recall. Reread the firstline of the second verse.Sketch a wagon on thechalkboard. Point to thewheels. Say: Wheels help awagon move. What are someother things that move onwheels? Does a car move onwheels? Do skates move onwheels? Work with children tobuild a list. Offer promptingquestions, as needed.



Family Pictures


42331_274-303 8/1/03 11:45 AM Page 278

High-Frequency Wordselse, ever, though

Ask a child to hand you a book. Thank you. I will give the book to some-

one else. Pass the book to another child. Write else. Explain that it means “other.”

Tell the child who has the book to give it to someone else.

Write ever below else. Read both words for children. Point out that these words

look a little bit alike. Both begin with the short e sound for the letter e. Ask a

child to point out the second e in each word. Say each word again. In which

word is the second e silent? (else)

Remind children that they know the word never. Review that never means “not

ever.” Write never = not ever on the board. Have children read the words. Have

children use ever and never in sentences.

Write through on the board; below it, write though. Point to through. Remind

children that this is another word they have learned. Ask children to look out a

window. Name some things you can see through the window. Then point

to the word though. Explain that it looks a lot like through, but it has no r. Read

the word though for children. Be sure children hear the two different vowel

sounds in through and though. Explain that though means “even if.” Provide an

example: I will smile, though I feel sad.

Review with a clap-and-spell chant for each word. Have children share their

completed Practice Book pages, or work with them to review/complete the

exercises.

Skill ObjectiveChildren read and write thewords else, ever, and though.


Sunny’s Buddy• Practice Book pages 197,

198• index cards with words

else, ever, though

Hold up the wordcards from Materials,one at a time. Readthe word. Have chil-dren take turns read-ing the word. Continueuntil children can recognize the wordswith ease.

Read Sunny’s Buddywith children. You read the narrativeparts. Have boys read chorally whatSunny writes and says.Have girls read Kitty’swords chorally.

Have children readSunny’s Buddy withpartners.


Phonics LibrarySpecial FriendsEach selection offers childrenopportunities to practice andapply phonics skills and high-frequency word knowledgeduring the week.


42331_274-303 8/1/03 11:45 AM Page 279

Words with Multiple MeaningsListen as I read two sentences. Listen for two words that are the

same. Read these sentences from pages 23 and 35 of When I Am Old

with You: We’ll drink cool water from a jug and wave at all the cars that go

by. We’ll walk on the hot sand and throw rocks at the waves. Some words

can mean more than just one thing. Let’s talk about some of these words.

Repeat the phrase wave at all the cars. Display the ELL Picture Card

from Theme 1. Ask children to show you how they wave. Then repeat

the phrase throw rocks at the waves. You can see big waves in the ocean.

Show a picture of ocean waves and display the ELL Picture-Word Card from this

week. Explain that the word wave can mean an action you do with your hand

and moving water in the ocean.

Listen to this sentence: She will take a car trip. The word trip in this sen-

tence means “to go somewhere.” Now listen to this sentence: Don’t trip over the

toy on the floor. The word trip in this sentence means “to fall.” Continue in a

similar way for the words play (to take part in a fun activity/a show) and watch

(to look/a timepiece; show the ELL Picture-Word Card).

Model how to use all the words (wave, trip, play, watch) in dif-

ferent oral sentences. Encourage children to use the words in

their own sentences or to draw two meanings of the same word. Have each child

present a sentence or a drawing and tell which meaning is intended.

MO

VE

LIST

EN

Vocabularywave, trip, play, watch

Materials• Anthology• a picture of ocean waves• drawing materials• ELL Picture-Word Cards

watch, wave(See Masters ELL 9–3 and 1–2.)


Revisit the poem “AnimalHelpers.” Read it aloud. Thenreread the first verse. Ask:What are some animals thatcan be pets? Do cats makegood pets? Do birds makegood pets? Do goldfish make good pets? What about dogs? Say: Yes. All ofthese animals make goodpets. Then reread the secondline in the second verse.Make the point that somedogs are pets. Other dogswork with and help people.

Show two mean-ings of wave in thestory When I Am Oldwith You. Draw a pic-ture showing onemeaning of watch.

I got a new watchfor my birthday. Doeswatch mean “to lookat something” or“something to telltime”? What are thetwo meanings of trip?

When do youwave to people?Describe a watch forme. Use the word tripin two different sen-tences to show twomeanings.



Take Two


42331_274-303 8/1/03 11:46 AM Page 280

When I Am Old with YouRead aloud the Selection Summary for When I Am Old with You (Master ELL

9–2). Then ask a few questions while displaying the Anthology. Help children

recall details from the story.

1. What does the child like to do with Grandaddy? (Answers will vary.)

2. Name some things from the story that you like to do with people in your

family. Do you do these things with people who are older or younger than

you? (Answers will vary.)

3. Do you think the child and Grandaddy like each other? How can you tell?

(Answers will vary.)

After the question and answer period, have the group summarize the story

together. Clarify any questions children have.

Sounds for yDisplay Sunny’s Buddy. Point out that the names Sunny and Buddy both end

with the letter y. Have children say both words: Sunny, Buddy. Do the

words end with the same sound? What is that sound? What letter spells the

sound?

Read the first sentence on page 13 as children follow along. Ask what word

ends like Sunny. Write happy. Ask children to read happy. Then read the rest

of page 13 with them. Does Sunny always feel happy? Why not?

Remind children that Sunny’s guests were a nutty, silly bunch. Write nutty

and silly. Ask children to find and read these words on page 17. Read page 17

together.

Display page 18 and read it aloud. Write this sentence: Why did Sunny feel like

he could cry? After children respond, underline the words Why and cry. Ask

what sound y stands for in these words. Help children make a list of words that

rhyme with why and cry: by, dry, fly, fry, my, shy, sky, spy, try. Practice reading

the words with children.

Skill ObjectiveChildren read words with twosounds for y.


Sunny’s Buddy• index cards with words by,

cry, dry, fly, my, sky, try,why

• index cards with wordsbaby, bunny, city, daddy,funny, happy, jelly, lucky




42331_274-303 8/1/03 11:46 AM Page 281

Pulling It All TogetherThis week we have read two selections. One told us about animals that

help people. The other selection was about how a girl and her grandfather

help each other pass the time on summer days. Let’s end the week by talking

about helping others.

Tell children they will make believe that they are helping someone. Pair children.

Have partners think about how they could help someone younger than them-

selves or someone older than themselves. As a model, suggest: I will help my

father. He needs help in the garden. I will help him water his plants. I will help

my neighbor. I will babysit while she goes to the store. Move around the room

as partners talk through their ideas. Offer support or suggestions.

When children have their ideas in place, have the partners take

turns role-playing the helper and the one being helped. Ask the

helpers to describe what they are doing.

Close with another reading of the poem “Animal Helpers.” Hand out the

ELL Picture-Word Cards. Have children hold up the appropriate card

when they hear the word in the poem. Make the point that people can help

people and animals can help people, too.

LIST

EN

Show how youpretended to helpsomeone. Name ananimal that helps people. Show whatthat animal does.

Who did you pretend to help? Is the person older oryounger than you?

How do you feelwhen you help some-one? How do you feelwhen someone helpsyou? What are somethings animals can doto help people?

Vocabularyreview of the week

Materials• ELL Picture-Word Cards

horse, dog, cow, hen, cat(See Master ELL 9–3.)


Share the poem “AnimalHelpers.” Track the words asyou say each line. Pauseoccasionally to have childrensupply words they recall. Thenreread the poem. Ask: Whatare some other animals youmight see on a farm? Wouldyou see pigs? Would you seechicks? Would you see atiger? Help children recognizethat a tiger is a wild animal.Say they might see a tiger inthe zoo. Continue to nameother animals.



Be a Helper


42331_274-303 8/1/03 11:46 AM Page 282

Using Is and AreMake several word cards for is and are. Give each child one card. On the board,

write: Ana ___ my friend. Point to Ana. Is Ana one girl or more than one?

Explain that when we talk about one person or thing, we use the word is. Ask

children who have cards with is to hold up the cards. Write is to finish the

sentence.

Follow a similar procedure with this sentence: Kim and Ana ___ my friends.

Lead children to see that the word are is needed to complete this sentence.

Tell children that they will use is and are to talk about some pictures. Hold up

the Picture-Word Card for horse. Listen to this sentence: A horse is fast.

Have children hold up cards with is. Continue modeling with the Picture-Word

Card for mountain. A mountain is tall. Again, have children hold up cards

with is. Ask children with cards for is to take turns choosing a Picture Card, nam-

ing it, and then saying something about the picture, using is.

Hold up the Picture Cards for dog and cat. Listen to this sentence about

both pictures: A dog and a cat are pets. Have children hold up cards with are.

Pair other Picture-Word Cards, such as horse/cow, lake/river, hen/cow,

pond/lake, and brush/comb. Have children with cards for are take turns

choosing a pair and saying something about both items, using are.

Review, using Practice Book page 204. Children can share their completed

pages by reading the sentences and telling why they chose is or are. If children

have not completed the page, help them do so now.

Skill ObjectiveChildren use is and arecorrectly.

Materials• index cards with is and are• Practice Book page 204• ELL Picture-Word Cards

horse, dog, cow, hen, cat,watch, wave; lake, river,hill, mountain, pond; key,lock, brush, comb, ham-mer, nails(See Masters ELL 9–3, 8–9, and 7–9.)

Write your firstname on the board.Write is after yourname. Finish eachsentence by sayingsomething complimen-tary about the child,such as Pam is a goodrunner; Juan is a goodartist.

Have children taketurns suggesting sen-tences using is andare. Use ELL Picture-Word Cards asprompts if necessary.

Have partners inter-view each other to findout about such thingsas likes and dislikes.Then have childrenwrite sentences abouteach other. Remindthem to use is and arecorrectly.

SKILL FOCUS: GRAMMAR 15–20 MINUTES


42331_274-303 8/1/03 11:46 AM Page 283

Friendship RulesOne of our stories this week is about a

snake, a frog, and a fox. The story tells about

how Fox is truly a good friend to Frog. Let’s

talk about places to meet new friends.

Display the poem “New Friends” on

chart paper. Read the poem aloud a

few times. Tell children to listen for some

places new friends can meet each other. After

reading, call on children to name the places.

Where can you meet a new friend?

Hand out the ELL Picture-Word Cards as

children mention each place.

Have children tell about their experi-

ences meeting new friends.

Where have you met a new friend? What

other places do you think would be good

places to meet new friends?

Once you have a new friend, it is important to stay

friends. Let’s think about some rules that help people

stay good friends. I think that friends should share things. I will write that

rule: Friends should share things. Begin a list headed “Rules for Friends.” As chil-

dren respond, refine or restate their ideas as simple rules: Friends help each

other. Friends should not say mean things to each other. When children have

responded, read the list of rules to them.

SPEA

K

LIST

EN


Week 2

Vocabularyfriendship, rules, share, help,treat well

Materials• chart paper• ELL Picture-Word Cards

library, park, zoo, fair(See Master ELL 9–6.)

Draw a picture ofyourself meeting a newfriend. Name the placeyou met this newfriend. Show one wayyou stay friends.

Name one placeyou can meet a newfriend. What is some-thing you share with a friend?

Why is it fun tomeet new friends?Why is it important tobe kind to friends?

Get Set for ReadingCD-ROMThe New Friend

Education Placewww.eduplace.comThe New Friend

Audio CDThe New FriendAudio CD for Special Friends



New Friends


New friends can meet anywhere —

At the library, at a fair,

At the park, or at the zoo.

Yes, it’s true.

New friends can meet anywhere.

I want a new friend.

Maybe you do, too.

I’ll be looking everywhere for you!

Name

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Master ELL 9–4

Rules for Friends


42331_274-303 8/1/03 11:47 AM Page 284

Frog Helps SnakeTeacher Read Aloud, Teacher’s Edition pages T114–T115

Display page T115. What animals do you see? Where are they? This picture

goes with a story called Frog Helps Snake. How do you think Frog might help

Snake? Is Frog being a good friend when he helps Snake? Tell children that at

the end of the story, Fox teaches Snake a lesson about how to be a good friend.

Tell children that when they listen to this story later, they will want to listen for

each problem and find out how the characters solve them.

Base Words and Endings -es, -iesDisplay page 29 of Bo’s Bunnies. Read the title aloud. Write bunny and bun-

nies on the board. Ask which word refers to just one animal; then ask which

refers to more than one. Have children look at the picture on page 29.

Count to find out how many bunnies Mother Bunny has. As we look through

the story, tell about the pictures. Use the words bunny and bunnies when you

can.

Ask children to imagine that this story was about foxes instead of bunnies.

Suggest that it might be called Flo’s Foxes. Write fox and foxes on the board. Have

children identify the word that refers to more than one fox.

Help children compare the words bunnies and foxes. Explain that if a word ends

with a consonant letter followed by y, as in bunny, we change the y to i and add

es. Explain that if the word ends with x, we simply add es.

Point out that words that end with such sounds as /sh/, /ch/, and /s/ require es

when making them mean more than one. Explain that adding es—instead of just

s—makes these words easier to say. Provide a few examples on the board, such as

wish/wishes, peach/peaches, kiss/kisses.

Preview the exercises on Practice Book page 209. Read the directions and

help children fill in the first blank.

Skill ObjectiveChildren read words with theendings -es and -ies.


Bo’s Bunnies• Practice Book page 209• index cards with words

dish, glass, buggy, brush,splash, fly, penny, box

Language Transfer SupportSome Asian languages, suchas Chinese, do not have pluralforms of nouns. Providechildren with opportunities forextra practice with Englishplural forms.




42331_274-303 8/1/03 12:57 PM Page 285



Where do you andyour partner choose todo a good deed? Showthe good deed thatyou did.

Who can do agood deed? What isone good deed wetalked about?

Tell me about agood deed you havedone. People who dogood deeds some-times get medals.Draw a picture of amedal you would give.Tell about the picture.

Display “New Friends.” Readit aloud twice as childrenlisten. Ask: What are somethings you would tell a newfriend about yourself? Wouldyou say your name? Wouldyou tell some things you liketo do? Let’s pretend that I ama new friend. Tell me who youare. Tell me some things youlike to do. Have severaldifferent children respond.




Good DeedsRead these sentences from Frog Helps Snake:“Snake, what you did

was wrong. One should never repay a good deed with a bad one.”

Tell children they will talk about good deeds. Explain that deed simply means

an action, or something that someone has done. In the story, Snake tries to

eat Frog. He is unkind to Frog; that is a bad deed. Frog did a good deed by

helping Snake.

What if I read in the newspaper that a firefighter helped some people. If

he got them out of a building that was on fire, is that a good deed? Why? I

also read that a seven-year-old boy found a wallet with money in it, and he

returned it to its owner. Is that a good deed?

Open the discussion to children. Have them identify some good deeds.

Tell them that good deeds are actions that help someone else. Prompt

children who are hesitant. Is helping your neighbor carry packages a good

deed? Is helping to clean up a park a good deed? Is sharing your lunch with a

friend who forgot to bring lunch a good deed? Ask children to role-play some of

the good deeds they talk about.

Assign partners. Hand out the ELL Picture-Word Cards to each

pair. Ask partners to choose one card and think about a good

deed they could do in that place. If children like, they can choose their own

place to do a good deed. Have partners practice role-playing the good deed and

then present their dramas to the group.

MO

VE

LIST

EN

Vocabularygood deed

Materials• markers• ELL Picture-Word Cards

library, park, zoo, fair(See Master ELL 9–6.)

Do Some Good


42331_274-303 8/1/03 12:58 PM Page 286

Get Set to ReadA New Family, Anthology pages 50–51

The words on this page will help you read the next story. Let’s read the

title, the paragraph, and the Words to Know together. Help children read the

words. Then have partners take turns reading the Practice Sentences aloud to the

group.

A New FriendPages 53–57: Read the title with children. The three boys are watching the

work crew clean up an old house. What are the men doing with the boxes?

Who do you think will move into the house?

Pages 58–61: The boys are going to meet their new neighbors. The new

boy is named Makoto. What are the boys playing together?

Pages 62–67: The boys go to Makoto’s house. What does Makoto show

them in his room?

Pages 68–71: What do Makoto’s parents give the boys? Do you think the

boys will visit again? Tell why.

High-Frequency Wordsafter, before, buy, school, wash

Display page 37 of The Fleet Street Club. Point out the treehouse sign.

Would you like to belong to this club? Do you think it meets before or

after school? Write before school and after school on the board. Help children

read the phrases. Name some things you do before school (after school).

Lead a picture walk through the story. Read the list of jobs with children.

Point out some of the after-school jobs the club does. Return to page 38.

Read the first item on the list. Who will buy the cookies and cakes? Write

buy on the board. Read it, and explain its meaning. Have children compare it to

by, which sounds the same but is not spelled the same.

Ask a child to read the second item on page 38. Write wash on the board.

Have children clap and spell the word. Ask children to pantomime washing a

car. Then review all the words with clap-and-spell. Have a child lead the cheer

for each word.



Skill ObjectiveChildren read and write thewords after, before, buy,school, wash.


The Fleet Street Club• index cards with words

after, before, buy, school,wash



42331_274-303 8/1/03 12:58 PM Page 287

Show a picturethat is like your ownhome. Tell what youlike about your home.

What do you calla house that floats onthe water? Would youlike to live in a traileron wheels? Why?

Draw a picture ofa home you might liketo live in when yougrow up.



Vocabularyhome, house, apartment,wheel

Materials• pictures of several differ-

ent types of dwellings• markers• ELL Picture-Word Cards

wheel, house(See Master ELL 9–6.)



Home Sweet HomeOne of our stories this week is about some boys who meet a new friend

when he moves into a house in their neighborhood. What is your neighbor-

hood like? Let’s talk about the different kinds of places people live.

Display pictures of a single-family house, a high-rise apartment building, a

trailer on wheels (RV), a houseboat, and other types of dwellings. Allow

time for children to look at each one. What do all of these pictures show?

Right. They all show a place to live.

One by one, identify what each picture shows. Look first at a one-family

house and an apartment building. Say that many people live in a house of

their own or in apartments in buildings. Note that some of the buildings have a

few apartments. Other buildings have many apartments. Encourage children to

talk about the pluses and minuses of living in a house and in an apartment.

Tell children that some people live in more unusual places. Point to the trailer

and the houseboat. Some people like to be able to take their home with

them when they want to move to a different place. A house on wheels and a

house that floats are good homes for people who like to move a lot.

Have children choose one of the kinds of homes they looked

at and draw their own version of it. Tell children that they

will share their drawings with the group. Encourage them to think about what

would be good about living in that place and what might not be good about it.

SPEA

K

LOOK


Display the poem “NewFriends.” Read it aloud,tracking the print. Havechildren chime in on therepeated line New friends canmeet anywhere. Then rereadthe poem, emphasizing thephrase at the zoo. Askchildren to name some of theanimals they see at the zoo.Take a vote to find out whichzoo animals are children’sfavorites. Ask: Do you thinkanimals like to live in the zoo?Tell why or why not.

Make a Home


42331_274-303 8/1/03 12:58 PM Page 288

Prefixes un-, re-Ask a child to show you a book that he or she has read. Ask if the child would

like to reread the book. Write reread on the board, and explain that it means “to

read again.” Underline the prefix re-. Then add the word restart. Ask children

what they think it means.

Follow a similar procedure with untie. Ask a volunteer to untie something.

Explain that un- adds the meaning “not” or “opposite of” to a base word. Ask

what children think unwrap means.

Assign partners. Have them demonstrate a few words such as refill, remix,

rewrap, redo, undo, uncover, unbend. Partners take turns covering the prefix,

reading and demonstrating the word, adding the prefix, and explaining what the

word means now.

High-Frequency Wordsdone, off, pretty

Display the words done, off, and pretty. Have children read the words. Compare

off with of. Point out that the /f/ sound at the end of off is represented by two

f’s. Remind children that the word of ends with the /v/ sound, not the /f/ sound.

Review the words from Days 2 and 3. Display the word cards from Materials and

have children clap and spell them. Have children share their completed Practice

Book pages 211 and 212, or complete the pages with them now.

Skill ObjectivesChildren• read words with the

prefixes un- and re-• read and write the words

done, off, and pretty

Academic Language• prefix


The Fleet Street Club• Practice Book pages 211,

212• index cards with the words

after, before, school, buy,wash, done, off, pretty




Display the word cardsdone, off, and pretty.Hold up a card. Readthe word on it. Thenhave children read the word.

Read The Fleet StreetClub with children.Have them find thewords after, school,and wash in the story.

Hand out the wordcards. Have childrenread The Fleet StreetClub with partners,matching the cards towords in the story.


42331_274-303 8/1/03 12:58 PM Page 289

Line up three booksone behind the other.

Show which bookis second. Tell whatyou do first to makeyour favorite sandwich.

If you are numberone in line, are youfirst or third? If youwin a race, are you the first one or thesecond one to crossthe finish line?

If you are third inline, how many chil-dren are in front ofyou? Where would you rather sit in themovies, in the first row or the fifth row?Tell why.




Vocabularyfirst, second, third, fourth,fifth

Materials• Anthology• ELL Picture-Word Cards

first, second, third(See Master ELL 9–6.)

Ordinal NumbersRead these sentences from page 66 of The New Friend: The last page had pic-

tures of Makoto’s friends. They showed Makoto’s seventh birthday party. Tell

children they will talk about some number words.

I am going to tap five children to come to the front of the room.

Tap five children on the shoulder. When they come to the front of the

room, ask the children to line up one behind the other. Count them. Then

describe their order in the line: Jana is first. Barry is second. Niko is third. Rod

is fourth. Lee is fifth. Have children repeat the order with you. Ask questions

such as Who is third?

Have children take over your role. Have them identify three classmates to come

forward to line up. Then have the group describe the order of the children in

line, using first, second, and third.

Say that the special number words first, second, third,

and so on are useful when telling the steps for doing

something. Model: First, I take the cap off the toothpaste. Second, I squeeze

toothpaste on my toothbrush. Third, I brush my teeth. Have children use ordi-

nals to tell the steps for making chocolate milk or their favorite sandwich.

MO

VE


Revisit the poem “NewFriends.” Read it aloud afew times as children listen.Then repeat the lines I want a new friend. Maybe you do,too. Tell children to think ofsome other new things theywould like to have. Modelsubstituting words for friend inthe first of the two sentences:I want a new bike. Maybe you do, too. Have childrenrepeat the lines from thepoem with their ownsubstitutions for friend.

One, Two, Three


42331_274-303 8/1/03 12:59 PM Page 290

The New FriendRead aloud the Selection Summary for The New Friend (Master ELL 9–5). Help

children tell who the characters are, the setting of the story, and the important

events. Then ask a few questions.

1. How do the boys know that someone is moving into the house next door?

(work crew cleaning it up; moving van)

2. Tell how the boys meet Makoto. How do they all become friends? (knock on

the door; play soccer, marbles, see Makoto’s room)

3. Do you think Makoto and the boys will stay friends? Tell why.

Base Words and Endings -es, -iesReview -es and -ies endings. Write the word bunny. How do we change

this word to mean more than one bunny? Repeat for fox, peach, kiss, and cry.

Review the rules for when to add -es and when to add -ies.

Explain the different pronunciations of the two endings. Point to the -es ending

on fox, peach, and kiss. Have children say /e/. Ask them to notice the position of

their mouths and the vibration of their throats. Point to the -ies in bunnies. Have

children make the /ez/ sound. Point to the ending -ies in cries. Make the / ı z/

sound. Have children repeat each of the sounds with you.

Skill ObjectivesChildren• connect ending -es to the

sound /ez/• connect ending -ies to the

sounds /ez/ and /ı z/• read words with endings

-es, -ies

Academic Language• sound• ending

Materials• index cards with endings

es and ies• index cards with words fox,

puppy, peach, bunny, berry,kiss



Distribute the endingcards. Read a list ofwords with the end-ings. Stop after eachword. Ask children toraise their cards ifthey think the wordhas that ending.Discuss their choices.

Distribute the wordand ending cards fromMaterials. Ask childrento work together topair cards to make correct plural words.Remind them tochange the y to iwhen necessary.

Hand out the wordcards from Materials.Write other words onthe board. Ask eachchild to read one word and to tell how it should change when there is morethan one.

Language Transfer SupportThere is no /z/ sound inSpanish, so Spanish speakersmay need extra attention whenpronouncing the -es and -iesendings. (They mightpronounce the final sound as/s/). Draw attention to thevibration of the throat whichdistinguishes /z/ from /s/ inEnglish.


42331_274-303 8/1/03 12:59 PM Page 291

Show somethings you like to doon Saturday. Tell about things you dowith your friends.

Where is oneplace new friends canmeet? What is some-thing you like to dowith friends?

Tell a partnerabout some things youlike to do on Saturdayand Sunday. Whatwould you tell a newfriend about yourself?


Share the poem “NewFriends.” Read it aloud andhave children echo each line.Then talk with children aboutsome opposites. Ask: What isthe opposite of yes? Correct.The opposite of yes is no. Askchildren questions to whichthey can respond with yes orno: Is it sunny today? Are ourclassroom lights on? Thenhave children say what theopposite of new is. Havechildren tell about things theyown that are old or new.





Materials• ELL Picture-Word Cards

park, library, zoo, fair(See Master ELL 9–6.)

Pulling It All TogetherThis week we have read stories about friends. Before we end our week,

let’s talk about some things we like to do with friends.

Hand out the ELL Picture-Word Cards. Display the poem “New Friends”

again. Remind children that they listened to the poem at the beginning

of the week. Read the poem aloud. Have children listen for the names of places

friends can meet each other. Have them hold up the appropriate card when they

hear the word in the poem.

Brainstorm with children a list of activities they like to do

with friends after school and on weekends. Encourage chil-

dren to think about some of the places named in the poem to include in their

discussion. Then have children use this pattern to create a weekly schedule of

activities: On Monday, the first day of the week, we will go to the park. On

Tuesday, the second day of the week, we will go to the library. At first, just have

children supply the activity in the sentence. Later, have them repeat the sentence

stem after you and then add an activity to end the sentence.

LIST

EN

With Friends


42331_274-303 8/1/03 12:59 PM Page 292

Complete SentencesDisplay Bo’s Bunnies. Remind children that they have read this story. Read page

35 aloud. On chart paper, write the sentence The three bunnies are sleeping.

Read it with children’s help.

Review with children what they have learned about sentences and parts of sen-

tences in previous lessons (see Themes 2 and 3). Write the word sentence. Point

to the sentence you have written. Is this a sentence? Ask one child to point

to the beginning of the sentence. Remind children of the capital letter at the

beginning (see Theme 3, week 1). Ask another child to point to the end of the

sentence. Remind children about the period at the end.

Review the phrases naming part and action part that children learned in

Theme 3. Write those phrases. Read the sentence again. Ask children if anyone

knows the naming part of the sentence. Prompt with a question. Who is

sleeping? The three bunnies is the naming part of this sentence. What is the

action part? What are the bunnies doing? Sleeping is the action part of the

sentence.

Write the sentence on a sentence strip. Hold up the strip. Have children read it

again. Then ask a child to point to the naming part. Cut the strip after this part.

Hand the naming part to one child and the action part to another. Hold up

the naming part. Is this a complete sentence? Ask the other child to hold up the

action part. Is this a complete sentence? Ask the children to join the parts

to make a complete sentence.

Skill ObjectivesChildren• identify the naming and

action parts of a sentence• write sentences with action

and naming parts

Academic Language• naming part• action part• complete sentence

Materials• sentence strips• chart paper

Write several simplesentences and readthem with children.Ask children to circlethe naming part andunderline the actionpart of each sentence.

Begin a sentence,such as The cat... orThe girl likes....Encourage children toadd their ideas. Extendtheir phrases into com-plete sentences. Forexample, if a childsays Cat plays inhouse, write The catplays in the house.

Pair children. Ask each pair to make up a sentence. In agroup, have each pairdictate their sentenceas you write it onchart paper. Ask children to identify the naming part andthe action part of each sentence.



42331_274-303 8/1/03 12:59 PM Page 293

We’re SpecialOne of our stories this week is about

two animal friends, a rabbit and a monkey.

Each of them is special. Let’s talk about

what makes each of us special.

Display “You and Me” on chart paper.

Read it aloud a few times. This

poem is about two children who are friends

even though they like to do different things.

What are some of the things the friends like

to do? What is something you like to do that

your friends don’t like to do? How do they

feel about liking different things? Explain

that each of the friends in the poem is spe-

cial. Each friend has different interests. Each

friend enjoys what is just right for him or her.

Talk about what makes the children in your group special. Model by

naming something special about yourself. People say that I sing

very well. I am special because I can sing well. Tell children there are different

ways to be special. Talk about what children think makes people special.

Have children name or draw things that make them special.

Coach them to respond: I am special because ___. Encourage

every child to make a response. If some children are reluctant, note something

special about them. Then have the child repeat your comment.

SPEA

K

LIST

EN


Week 3

Vocabularyspecial, different

Materials• chart paper

Show somethingthat is special aboutyou. Show somethingthat is special aboutsomeone in your familyor one of your friends.

What is specialabout you? Namesomeone in your family. What is special about him or her?

Tell a partnerwhat you think is special about him or her.


You and Me


I’m glad we’re free —

You to be you,

Me to be me.

You like to climb and run.

I like to read for fun.

You like to ride your bike.

I like to walk or hike.

I’m glad we’re free

To be as happy as we can be!

Name

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Master ELL 9–7

Get Set for ReadingCD-ROMThe Surprise Family

Education Placewww.eduplace.comThe Surprise Family

Audio CDThe Surprise FamilyAudio CD for Special Friends


I’m Special


42331_274-303 8/1/03 1:03 PM Page 294

Natural HabitsTeacher Read Aloud, Teacher’s Edition pages T184–T185

Display page T185. What animals do you see? What is each of them

doing? Explain that in this story, Monkey and Rabbit have dinner together. They

each notice something annoying about their friend. So they both decide to try

and sit still while they eat together. Do you think Monkey and Rabbit will

be able to sit still? What do you think will happen? Tell children that when they

listen to this story later, they should try to find out how the characters are alike

and how they are different.

Vowel Pairs: oi, oy, aw, auPass around a coin. This is a coin. Repeat that word: coin. Write the word

coin. Say it again. Circle the oi. Tell children these letters make the sound /oi/.

Then display a few toys. These are toys. Say toys. Repeat the above process

with toys. Ask children to join you as you repeat the sound /oi/ and then the two

words.

Draw a simple picture of a see-saw. Repeat the process above: name the object,

have children repeat, write the word, circle the letters aw, and say the sound.

Add a stick-figure boy on the see-saw. This is Paul. Write his name. Repeat

the above process. Point out that the letters au in Paul stand for the same sound

as the letters aw in saw.

Preview the rhyming exercise on Practice Book page 221. Write the words toy,

boy, saw, law, paw, boil, coil, soil, toil, fault, fawn, lawn, pawn on the board in

random order. Ask children to read the first word on the page. Find a word

on the list that has the same ending sounds. When they find one, say the two

words with them: joy, (toy, boy). Explain that this is called rhyme. Have them

find the rhyming words for the rest of the page.

Preview the exercises on Practice Book page 222. Read each sentence and the

answer choices. Help children complete the first exercise. Tell children they will

complete the others later.

Language Transfer SupportThe sound /oi/ occurs in theSpanish language, but thesound /ô/ does not, so thissound may be a little harderfor Spanish speakers topronounce. Help them to focuson the position of their mouthswhen making the sound.



Skill ObjectivesChildren• decode words with vowel

pairs oi, oy, aw, au • spell words with vowel

pairs oi, oy, aw, au

Academic Language• letters• sounds• rhyme

Materials• Practice Book pages 221,

222• coins• small toys• index cards with vowel

pairs oi, oy, aw, au


42331_274-303 8/1/03 1:08 PM Page 295

More OppositesRead this sentence from Natural Habits: Rabbit said, “I’m small and can only

hop along the ground, so I always need to be on the lookout for enemies who

might eat me.” What is the opposite of an enemy? Right! A friend is the

opposite of an enemy. We will talk more about opposites.

Listen as I say some words. If the words are opposites, raise your

hand: stop/go; hot/warm; always/never; big/large; quick/slow; up/down;

quiet/noisy; small/little.

Repeat all the pairs that are opposites. Have children echo each pair, and

have them demonstrate each word in the pair. Then tell children you will

say a word. They will give its opposite. Do several rounds with the opposites list-

ed above so children’s responses become increasingly automatic.

Hand out the ELL Picture-Word Cards. Have partners act out each card

and then act out its opposite. Provide them with words for the opposites

as necessary.

Assign partners. Give the partners a pair of opposites.

Have each partner use one of the opposites in a sentence:

I always drink milk with my lunch. He never runs in the hall. Help children

form complete sentences.

MO

VE

SPEA

K

LIST

EN



Show two thingsthat are opposites. Tellwhat the opposite ofgo is.

What is the opposite of noisy?Are big and largeopposites? Tell theopposite of big.

What are twowords that are oppo-sites? Tell me some-thing you always do.Tell me something you never do.

Display “You and Me.” Read italoud twice, emphasizing theaction words climb, run, read,ride, walk, hike. Repeat thelist of action words. Say:These words all tell aboutactions. Pantomime eachaction and say the verb. Have children listen andrepeat the verb. Act out other verbs—clap, jump, sit, and so on—and have children provide the verb.


Vocabularyopposites

Materials• Teacher Read Aloud Natural

Habits• ELL Picture-Word Cards

down, run, sit, sleep, stop(See Master ELL 9–9.)


Do the Opposite


42331_274-303 8/1/03 1:09 PM Page 296

Get Set to ReadBaby Birds, Anthology pages 76–77

Explain to children that reading these pages will help them get ready to read the

story called The Surprise Family. Read the title and the paragraph with them.

Have partners read the Words to Know and match them to words in the Practice

Sentences. Help children read the sentences together.

The Surprise FamilyPages 78–85: Read the title. What hatches out of the egg? Why does the

chick follow the boy? The chick grows into a hen. What does the boy give her?

Pages 86–93: What hatches out of the eggs this time? Be sure children

understand that these are ducklings, not chicks. What does the bird family

do together?

Pages 94–101: Why is the hen so upset? When the ducklings come back,

why does the hen look at them very carefully?

Pages 102–108: Help children name some ways that the ducklings are different

from the hen. Tell what the ducklings look like when they grow up. Why is

this story called The Surprise Family?

High-Frequency Wordssharp, edge, enough, only

Lead a picture walk through Joy Boy. Summarize the story in simple language.

What did Paul see? Explain that Paul sees a stray dog. A stray dog

doesn’t have a home. What happened to the dog? He was hurt. He cut his paw

on a sharp edge of the gate. (Point to the jagged edge of fence in the picture and

gesture touching it.) Ow! That’s sharp! Paul’s mother says the dog can

only stay a few days. They have enough pets. Does they need more pets? No,

Mom says they have enough.

Write these sentences: Paul saw a stray dog. The dog was stuck. The gate had

a sharp edge. The dog cut his paw. Paul took the dog home. His mother said,

“We have enough pets! He can only stay a few days.” Draw simple pictures next

to each line as clues to the story.

Read the simplified story. Circle the high-frequency words. Clap and spell them

with children.



Skill ObjectiveChildren recognize the high-frequency words sharp, edge,enough, only.


Joy Boy• chart paper• sentence strips• index cards with the word

sharp, edge, enough, only



42331_274-303 8/1/03 1:09 PM Page 297

Draw a surpriseyou have had. Showhow it made you feel.

How does a sur-prise gift make youfeel? Have you eversurprised anyone?

Tell about a sur-prise you have had.What happened? Doyou like surprises?Why or why not?


Display the poem “You andMe.” Read it aloud two orthree times. Then repeat theline I like to read for fun. Askfor a show of hands to seewho in the group likes to readfor fun. Encourage children totalk about what they read.Make a list on the chalkboard.When the discussion wanes,read back the list prefaced byOur class likes to read ___.



LANGUAGE DEVELOPMENT 15–20 MINUTESLANGUAGE DEVELOPMENT 15–20 MINUTES

SurprisesThis week we will read a story about two surprises. Let’s talk about

surprises you have had.

What is a surprise? As children respond, guide them to say that a

surprise is something you don’t know about or expect to happen. Ask

children to tell about surprises they have received. Lead off by telling about a sur-

prise you have had, such as a surprise phone call from a friend far away or an

unexpected package in the mail. Prompt children as needed. Did you ever

get a letter or card in the mail from a friend? Did that surprise you? Did you

ever get a new toy or book when you didn’t expect it? Did that surprise you?

Hand out the ELL Picture-Word Cards. Have children use them to tell about any

surprise gifts, letters, cards, or other things they have received.

Have your own classroom surprise. Put some small items—

new pencils, stickers, bookmarks—inside a big box. Tie a rib-

bon around the box. Show children the box and let them guess what is inside.

Say it is a surprise for them. After children make guesses, have them help you

open the box. Distribute a surprise to each child.

SPEA

KVocabularysurprise

Materials• ELL Picture Cards

gift, ribbon, bow, letter(See Master ELL 9–9.)

Surprise Box


42331_274-303 8/1/03 1:13 PM Page 298

High-Frequency Wordssharp, edge, enough, only, watched, together, garden, baby

Review the simplified story from Day 2: Paul saw a stray dog. The dog was

stuck. The fence had a sharp edge. The dog cut his paw. Paul took the dog

home. His mother said “We have enough pets! He can only stay a few days.”

Point to each of the high-frequency words you circled (sharp, edge, enough,

only) and ask children to help read them.

Display Joy Boy. Use simple language to continue the story as you show the pic-

tures. Was Paul happy? Was Joy Boy happy? What did they do together?

Paul gave Joy Boy treats. Did Joy Boy help in the garden? Yes, he did. He chased

away the rabbits. Did he help with the baby? What did he do? He brought the

toys. Did he help with the newspaper? He brought in the newspaper from the

snow. Did Mom like Joy Boy? Did Mom let Joy Boy stay?

Continue rewriting the simplified story, starting from page 63. Elicit children’s

help whenever possible. For example, write Paul was ____. Was Paul happy

or sad? Finish writing happy. What should I write about Joy Boy? Joy Boy

_____. Include the remaining four high-frequency words. Paul and Joy Boy

watched TV together. Joy Boy helped in the garden. Joy Boy got toys for the

baby. Write these last three sentences on sentence strips as well as on the chart

for use later.

Circle the high-frequency words watched, together, garden, baby. Clap and spell

them with children. Then review Practice Book pages 224 and 225 with chil-

dren. Have partners share their completed pages, or help children complete the

pages together.

Distribute the sen-tence strips. Read thefirst sentence. Point towatched. Is thisword (baby)? Is itwatched?

Distribute the sen-tence strips. Ask chil-dren to find these sen-tences in the chartpaper story. Have eachchild who finds thesentence help read it.

Distribute index cardsof the eight high-frequency words. Ask children to lookthrough Joy Boy tolocate the words.


Skill ObjectivesChildren• learn to recognize the high-

frequency words watched,together, garden, sharp,baby, edge, only, enough

• apply high-frequency wordsand phonics skills to readJoy Boy


Joy Boy• rewritten story from

previous lesson• Practice Book pages 224

and 225• index cards• sentence strips



42331_274-303 8/1/03 1:13 PM Page 299


Revisit the poem “You andMe.” Read it aloud andencourage children to chimein. Reread the line You like toclimb and run. Say: Someonewho climbs is called aclimber. Someone who runs iscalled a runner. What do youcall someone who sings? Yes.Someone who sings is asinger. Continue in the sameway to have children providedancer, painter, reader, writer. Tell what you

would ask to find outmy name. Ask me aquestion that beginswith the word why.

What are the fivequestion words wetalked about? I willgive you an answer.You tell me the ques-tion that goes with myanswer: I live at 23Garden Street.




Show where wekeep our classroombooks. Who sits nextto you in class?


Vocabularyquestion words, where, who,what, when, why

Materials• Anthology• index cards with words

where, who, what, when, why

Question WordsRead pages 79 and 80 of The Surprise Family: First there was an egg. One day it

cracked open. A baby chick looked out. Nobody was there. Where was her

mother? Tell children that Where is a question word. We will talk about

question words today.

Model using the question words who, what, where, when, and why.

Involve a different child for each word. Say to a child: Who are you? Say

to another child, pointing to his or her shirt: What is that? Continue similarly for

the remaining question words.

Then have children take the role of questioner, asking classmates ques-

tions that begin with who, what, where, when, and why. Hand out the

index cards listed in Materials. As children ask their questions, have them hold up

the appropriate question word card.

Do a quick review of a story children are familiar with. Then have

children answer questions, such as Who are the characters in the

story? Where does the story take place? What happens? Pose questions that

begin with each of the five question words. Have children hold up the appropri-

ate question word card as they answer.

SPEA

K

LIST

EN

Story Quiz


42331_274-303 8/1/03 1:13 PM Page 300

The Surprise FamilyRead aloud the Selection Summary for The Surprise Family (Master ELL 9–8).

Have children explain the surprise in the story. Then ask:

1. Why does the boy give the hen the eggs? (The hen wants a family to follow her.)

2. Name some ways the hen and the ducklings are the same and some ways

they are different. (both birds, have feathers, beaks, feet; pointed beak vs. flat

beak; sharp feet vs. webbed feet; can’t swim vs. can swim)

3. What part of the story do you like best? Do you think this story has a good

surprise? Tell why you think so. (Answers will vary.)

Suffixes -ful, -ly, -yDemonstrate walking quickly or slowly. Write quickly and slowly on the

board. Everybody walk quickly! Quickly, quickly, quickly! Now walk s-l-o-

w-l-y. S-l-o-w-l-y. Write quick and slow on two index cards. Say the words.

What ending do we add to make quickly and slowly? Add ly to the cards. Hold

up each card. Say the words with children.

Display a bag of potato chips. These potato chips are crunchy. Pretend you

are eating chips with the group. Crunch, crunch! These chips are crunchy!

Write the word crunch. Repeat the process above.

Draw a stick figure on a tightrope. Pretend you are a tightrope walker. As

children walk with hands outstretched and pretend to lose balance, say: Careful!

Careful! Write the word care and say it. Repeat the process above. Then write

the three endings, ly, y, and ful, and say them together.



Skill ObjectivesChildren• decode words with suffixes

-ful, -ly, -y• add suffixes -ful, -ly, -y to

base words


Joy Boy• bag of potato chips• index cards with suffixes

-ful, -ly, -y• index cards with words

crunch, loud, care, rust,soft, use


Distribute suffix indexcards and word cardscrunch, loud, care. Askchildren to makecrunchy, loudly, careful,using the cards.

Distribute the wordcards and suffix cardsto pairs of children.Ask children to makewords and share themwith the group.

List the words rusty,loudly, quickly, helpful,crunchy, hopeful, use-ful. Have pairs lookthrough Joy Boy tofind the words.


42331_274-303 8/1/03 1:13 PM 1

Draw a picture ofyourself giving yourfriend the surprise youplanned. Help childrenlabel their drawings.

What is specialabout your friend?What surprise gift didyou plan?

What surprise giftwould be just right foryou? Why? Tell mewhat your friend mightsay when he or shegets your surprise gift.



LANGUAGE DEVELOPMENT 15–20 MINUTESLANGUAGE DEVELOPMENT 15–20 MINUTES


Materials• Master ELL 9–7• ELL Picture-Word Cards

gift, ribbon, bow(See Master ELL 9–9.)

Pulling It All TogetherThis week we have read about friends and surprises. Now all of you will

plan surprises for your friends.

Tell children they will plan a surprise gift for a friend. Explain

that the gift should be something that is just right for that person.

Tell children to think about what makes their friend special. Suppose your

friend has long, long hair. Maybe a good surprise gift for her would be hair

ribbons or a barrette. Maybe your friend likes to draw. A large pad of drawing

pad might be a good surprise.

Have children talk with a partner about what is special about their friend

and what might be a “just right” surprise gift. Move around the room as

children talk. Make suggestions or ask leading questions to support children’s

conversations. Gather everyone together. Ask children to share their ideas for

surprise gifts for their friends.

End the week by rereading the poem “You and Me.” Read it aloud and

encourage children to chime in on any words they may recall. Have them

demonstrate the different actions in the poem.

MO

VE

SPEA

K


Share the poem “You andMe” again. Read it aloud andhave children listen. Thenhave children read the firstthree lines with you chorally.Reread the last two lines.Say: The words glad andhappy mean the same thing.Do the words small and littlemean the same thing? Do thewords big and large mean thesame thing? Demonstrate that the words in a pair mean the same thing bysubstituting one for the otherin an oral sentence.

Surprise!


42331_274-303 8/1/03 1:14 PM Page 302

Describing What We SeeDisplay a group of paper circles and squares of two different sizes. Ask children

to color them different colors. When they are finished, lay them all on a table and

look at them together. Point to one and ask questions about it. What color is

this? Is it big? Is it a square or a circle? How many circles are there? Ask chil-

dren to help you count the circles and then the squares.

List the descriptive words you have used, such as six, seven, red, green, blue,

yellow, big, little. Then write descriptive sentences on chart paper that tell about

some of the shapes you have just looked at. Tape the appropriate shapes next to

the sentences. Some example sentences might include the following: There are

six circles. This is a circle. It is a red circle. It is a big circle. There are seven

squares. This is a square. It is a blue square. It is a little square. As you write

the sentences, ask for children’s help in saying the descriptive words.

Review the exercise on Practice Book page 231. Show your own completed ver-

sion of the page. Display your picture of the bug, and discuss it with the group.

What color is my bug? Is it big or small? Does it have a round face? How

many legs does it have? After children respond to each question, read the com-

pleted answer sentence with them. Then have children share their own complet-

ed pages with a partner. If children have not finished the page, complete it with

them now.

Display the coloredsquares and circlesfrom the main activity.Have children point tospecific shapes andanswer yes/no ques-tions about them.

Point to a smallcircle. Point to a big,blue square. Is this ablue circle?

Is it a circle or asquare? Is it blue orred? Is it big or little?Continue askingeither/or questions.Encourage children todescribe the shapesusing phrases.

Ask each child tochoose one shape anddescribe it. Forincreased vocabularypractice, add addition-al shapes.


Skill ObjectivesChildren• identify describing words by

color, number, size, andshape

• use describing words tocomplete phrases

Materials• paper circles and squares,

big and small• crayons or markers• Practice Book page 231

(a copy of which you havecompleted yourself)


42331_274-303 8/1/03 1:14 PM Page 303

Theme - eduplace.com · Write talk and dance. Show what Sunny hopes people will do at his party....

Documents

Transcript of Theme - eduplace.com · Write talk and dance. Show what Sunny hopes people will do at his party....