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Rugby and Rosie
Rugby and Rosie
by Robin Sas
1
Objectives:

You will:
– recognize base or root words with the suffix
–ly, -ed, and –ing ,and how they affect
meaning .
– Practice recognizing irregular past tense
verbs.
– Recognize contractions.
– Recognize difficult words in the story.
– Spelling sound short o.
– Develop fluency reading words and
sentences.
2
Day 1 Word Knowledge


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

eagerly tightly friendly wiggly squiggly
What do these word have in common?
Suffix –ly. What happens to the word when it
adds –ly?
It becomes an adverb: a word that
modifies a verb, an adjective, or another
adverb.
Did any of the spelling patterns change when
adding –ly?
Yes, you drop the e when adding –ly on
wiggle and squiggle
3
Licked trotted
wagged
turned moped
 What do these words have in common?
 Suffix –ed
 Identify the base or root word and circle it.
 Why does trotted and wagged have a double consonant?
 Short vowel sound why doesn’t licked or turned?
 Double consonant after the vowel.


Rule: The final consonant doubles when it is a
consonant-vowel-consonant word and a suffix is
being added.
4
chasing racing pleasing leaving having
 What do these word have in common?
 Suffix –ing
 What happens when you add –ing to a
word that aends with an e?
 Drop the e and add the ending of –ing.

5

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Know knew make made think thought
What do these words have in common?
Irregular past tense verbs
Usually to make a verb past tense you only
have to add –ed. These are different.
Give the past tense of these verbs:
run tell throw drink hang buy spend
ran told threw drank hung bought spent
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wasn’t he’d didn’t wouldn’t couldn’t she’s
What do these words have in common?
Contractions: a word made from two words using an
apostrophe to take the place of omitted letters.
Chocolate restaurant tongues especially patient
What do these words have in common?
Challenging words from the story. What do they mean?



Pond job lots got stop
What do these words have in common?
Short o sound and spelling words.
7
Sentence 1: She leaned forward eagerly and licked
Rugby right on the nose.
Sentence 2: He made it very clear he wasn’t interested
in being friends.
Sentence 3: Day after day, Rugby just moped around
and wouldn’t play with us.
 Identify the words with suffixes
 Learned, eagerly, licked, interested, being, friends,
moped
 What are the contractions?
 Wasn’t wouldn’t
 What is the irregular past tense verb?
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 made
Sentence 4: A pond is a habitat for lots of
animals.
Which words have a short o sound?
ponds lots
9
Objective:
Today we will learn new
words so that we can better
understand what we read.
10
commands
Dad showed me how
to teach her simple
commands: come, sit,
stand, down, stay,
and heel.
 The dog trainer gave
the dog many
commands.

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Commands dictionary page 149
Thesaurus page110
•Short, firm instructions
• Synonyms: order, dictate, mandate
• Antonyms: insecurity,
• uncertainly, vagueness
• Part of speech: verb or
• noun
12
manners

My father sometimes
has to remind me to
watch my manners
at the dinner table.

They used good
manners at the
graduation ceremony.
13
Manners dictionary page 449
Thesaurus page 379
• Habits of behavior
• Part of speech: noun
• Synonyms: habit, style,
custom
Antonyms:
uncivilized
unmannerly
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proud

I am very proud of
the picture I painted.

The teacher is proud
of her students.
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Proud Dictionary page 593
Thesaurus page 470
• Feeling very pleased with
something
• Part of speech:
• Adjective
• Synonyms: superior
• Antonyms: meek,
• modest, humble
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trainers

We had two different
trainers who worked
with our dog, Zeke.

Their dog trainers
taught the dogs many
tricks.
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Trainers Dictionary page 800
•
•
•
•
•
Teacher, coach
Part of speech: Noun
Synonyms: teacher,
coach
Antonyms: student
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graduation

I went to my little sister’s
kindergarten graduation
last year.

After the graduation his
family went out to dinner.
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Graduation Dictionary page 319
• Ceremony to mark the completion of a
full course of study
• Part of speech: noun
• Synonym: pass
• Antonym: fail
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Spelling Words
(short o)
rot
 shot
 crop
 sock
 clock
 flock
 body
 spot

stocking
 lobby
 stop
 got
 lots
 job
 pond

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Day 1:
Prior Knowledge
Have any of you ever lived with a dog?
Have you ever played with a dog?
Do you know someone who has two dogs?
Do they play together?
How do people train dogs?
How would you feel if you knew that your pet
was going to help someone who really
needed it?
22
Build Background
• This story is a realistic fiction story is about the bonds
that develop between people and pets and pets living
in the same home..
• The elements of realistic fiction are:
• Characters behave as people do in real life.
• The setting of the story is a real place or could be.
• The events in the story could happen in real life.
23
Preview and Prepare
• Let’s browse through the story
looking for any clues, problems,
and wonderings you might have
about the story.
Selection Vocabulary
24
Student Observation
Clues
Problems
Rugby is a Labrador
Dog. Is
Rosie a dog
Too?
Wonderings
How do Rugby
and Rosie
meet?
25
First Read pages 64-70
• We are going to read our selection using
these comprehension strategies:
• Making connections
• Asking questions
• Predicting
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My Prediction
What Happened
27
Language Arts Verb Phrase
• A verb phrase is one or more helping
verbs followed by the main verb. Helping
verbs help the main verb express an
action or state of being.
• Example: She has won the race.
•
Helping verb + main verb
• She could have won the race.
• Two helping verbs + main verb
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Language Arts Verb Phrases
workbook pages 37-38
• Example:
• I am going to eat a sandwich for lunch.
• Am going to eat is the verb phrase. Eat
is the main verb; am and going are the
helping verbs.
• Practice: Marjorie told Thomas he could
borrow her book.
• Could borrow is the verb phrase; borrow
is the main verb; could is the helping29verb.
Objectives: Day 2
• You will:
– Develop fluency reading words and
sentences.
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Day 2 Word knowledge
•
•
•
•
•
•
eagerly tightly friendly wiggly squiggly
Licked trotted wagged turned moped
chasing racing pleasing leaving
having
Know knew make made think thought
run tell throw drink hang buy spend
wasn’t he’d didn’t wouldn’t couldn’t she’s
• pond job lots got stop
• Choose two words and make them into a
sentence, cross out words
• Example: He wasn’t chasing the cat.31
First Read pages 71-79
• We are going to read our selection using
these comprehension strategies:
• Making connections
• Asking questions
• Predicting
32
My Prediction
What Happened
33
Language Arts Verb Practice
• 1. I could go to the zoo.
• Could go is the verb phrase; go is the
main verb; could is the helping verb
• 2. You should buy that sweater.
• Should buy is the verb phrase; buy is the
main verb; should is the helping verb
34
Your turn write the sentences
underline the verb phrase, circle
the main verb and put a box around
the helping verb
• 1. We were planning on leaving tomorrow.
• 2. We might have won the prize, but we won’t
know until Monday.
• 1. were planning on leaving is the verb
phrase; leaving is the main verb; were and
planning are the helping verbs.
• 2. might have won and won’t know are the
verb phrases; won and know are main verbs;
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might have and won’t are helping verbs.
Word sorting spelling short vowels
with, blob, stuck, jaw, lock, black, bottle, slot, hot,
caught, sock, dog,stack
a
e
i
o
u
36
Objectives: Day 3
• You will:
– Develop fluency reading words and
sentences.
– Review the spelling pattern of the short o
sound
– Use comprehension strategies such
cause and effect as they read the story
the second time.
– Review long e vowel sounds
37
Day 3 Phonics and Fluency
•
•
•
•
•
•
•
•
even cedar secret lean eager
clear eve compete athlete Rugby
funny city family meet sleep
greet degree brief grief chief
What do these have n common?
Long e sound
What letters make this sound?
E, ea, e_e, _y, ee, _ie_
38
• Jean wants a puppy for her birthday.
• She will eat only one piece of cake.
• Circle the spelling of long e in the
sentences.
• Jean=ea, puppy=_y, she=e, eat=ea, piece=ie
.
• Sometimes the three of us went swimming
in a nearby pond.
• Circle the spelling of long e in the
sentences.
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• Three=ee, nearby=ea
Second Read pages 64-70
• We are going to read our selection using
these comprehension strategies:
• Cause and effect helps readers identify
what causes events to happen or what
caused characters to behave in certain
ways, which helps readers put together
logical explanations in the story.
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Cause: is why something
happens.
Effect: is what happens as a
result.
Example: The teacher called on Iris because Iris
raised her hand.
What happened? Teacher called on Iris
Effect
Why did it happen? It is raised her hand
Cause
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Use these questions to help
figure out cause and effect.
What happened? Effect
Why did it happen? Cause
• The tire went flat because Dad ran over a
nail.
• Effect: What happened? Tire went flat
• Cause: Why did it happen? Dad ran over a
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nail.
Practice Cause and effect
It was raining so I got wet.
Effect: What happened?
Ground I got wet
Cause: Why did it happen?
It rained
I studied so I got an A on my report card..
Effect:
I got an A on my report card
Cause:
I studied
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Write the effect (what happened)
and cause (why it happened).
1. I was tired, so I fell asleep while driving.
2. I fell asleep while driving so I have an accident.
3. I when to the hospital because I had an
accident .
4. My family came to visit me because I went to
the hospital.
5. My mother was mad at me because I had an
accident.
44
Objectives: Day 4
• You will:
– Develop fluency reading words and
sentences.
– Review the spelling pattern of the short o
sound
– Use comprehension strategies such
cause and effect as they read the story
the second time.
– Review long e vowel sounds
45
Dictation
line 1: ________ ________ ________
line 2: ________ ________ ________
Challenge Word: ___________________
Sentence:_________________________
_________________________________
46
Second Read pages 71-79
• We are going to read our selection using
these comprehension strategies:
• Cause and effect helps readers identify
what causes events to happen or what
caused characters to behave in certain
ways, which helps readers put together
logical explanations in the story.
47
Checking Comprehension
• 1. Rubgy and his boy are best friends.
What happens to their friendship when
Rosie comes to live with the family?
• Rugby doesn’t want to share his boy with
Rosie, but once he gets to know the
puppy, all three become best friends.
48
• Rosie left the family after only a year to
learn how to be a guide dog. Why did the
boy in the story sometimes wish that Rosie
wasn’t doing well with her trainers?
• The boy knew that Rosie was being
trained for a job, but he still missed her
and wanted her to live with him.
49
• Why did the boy have mixed feelings
about Rosie leaving?
• He wanted Rosie to help someone who
needed her, but he know he would miss
her.
• How can you tell the boy has learned to
accept Rosie’s new life?
• He is excited about the new puppy they
are keeping.
50
• How do the characters in this selection
show friendship?
• The boy and Rugby are friends because
they play together; and the boy is careful
with Rugby’s feelings. Rugby and Rosie
are friends too because they play together
and keep each other company. Rugby
misses her when she leaves.
51
Alphabetical Order Rules
• 1. When words start with different letters, use
the first letter of each word to put the words in
ABC order.
• Example: buddy friend pal
• 2. When the words start with the same first
letter, use the next letter that is different in each
word to put the words in ABC order.
• Example: soggy spoiled stoop
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• 3. If the first word of a title is a, an, or the,
do not use that word. Instead, se the first
letter of the second word.
• Example: “The Boy Who Didn’t Believe in
Spring”
• “A Cloak for the Dreamer”
• “The Tree House”
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• 4. When you look up or list names, use the
first letter of the person’s last name.
• Ann Cameron
• Peter Burg
• Lois Lowry
• Practice with these words: patient,
manners, graduation
• Workbook pages 33-34
54
Sentence Variety
Put sentences that are the same
ideas together.
• A am a teacher. I teach third grade. I love
to teach. We learn new things. I enjoy my
student.
• Can you think of different ways to make
these sentences more interesting.
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Sentence Variety You change the
sentences to more interesting
sentences.
• 1. I love cake. I love soda. I love candy.
• 2. I woke up early. I jumped out of bed. I
was excited. I was going to the circus. It
would be great.
• 1. I love cake, soda, and candy.
• 2. This morning I woke up early and
jumped out of bed. I was excited because
today was the day I was going to the
circus. It would be great.
• Workbook pages 39-40
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Day 5…
General Review and test time
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