Transcript Reading Street

Morning Work
• 1. Morning Routine
• 2. Spelling – 3 times each (tray)
• 3. AR
Reading Street
Unit 3
Week 2
What is
changing
in our
world?
How do we change as we grow?
What do we learn as we grow and change?
Why are changes exciting?
What changes happen in a garden?
What changes can we observe in nature?
How does nature change during the year?
Day 1
Morning Warm Up!
Nothing stays the same. We are
always learning new things.
What do we learn as we grow
and change?
attempt
event
time line
famous
flatter
correct
awkward
lovely
On Our Own Time Line
When you attempt to learn a new thing
And I attempt to learn it too.
An event that is very important,
I won’t learn the same way as you.
Reading, Writing or Riding a bike
Oh, so fine
We’ll all get there,
But, on our own time line.
sing with me big book p. 14
Phonemic Awareness:
Blend and segment onset/rime
We just sang about trying to learn a new thing. Listen to
the sounds in thing. /th/ /ing/
/th/ /ing/ Say it with me. Now say it as I point to the
letters that spell it.
th ing = thing
When I put the sounds /th/ and /ing/ together, I make the
word thing. What is the first sound? Blend the word.
Let's continue on the next slide.
Phonemic Awareness
(Blend and segment onset/rime)
th ink
think
p ink
pink
s
ung
sung
d
unk
dunk
st ing
sting
b
h
bank
hang
ank
ang
You can read this word because you
mixing know the sounds at the end of mixing.
What sound does “ing” make? What is
the word?
Today we will learn about words that about the
letters ng and nk at the end of words.
This is a swing. The sound you hear at the end of
the word is /ng/ This is a skunk. The sound you
hear at the end of the word is /nk/.
The two letters ng are together in this word.
The letters ng sound like /ng/ This is how I
blend this word. Do it with me.
The two letters nk are together in this word.
The letters ng sound like /nk/ This is how I
blend this word. Do it with me.
Notice that ng and nk do not come at the
beginning of a word.
What do you know about reading these words?
Yes. ng stands for /ng/ and nk stands for /nk/.
s i n g
j u n k
Let’s practice. Remember ng and
nk come at the end of words.
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
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
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
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b a ng
bl a nk
w i ng
s u ng
st i nk
b u nk
r a ng
br i ng
bl i nk
dr a nk
st u ng
bang
blank
wing
sung
stink
bunk
rang
bring
blink
drank
stung
Build Words
Blend this word.
h a n g
Change the h to s. What is the
new word?
s a n g
Change the a to i. What is the
new word?
s i n g
Change the g to k. What is the
new word?
s i n k
Change the s to th. What is the
new word?
th i n k
Model Blending Word Families
Listen to me as I blend these words:
k ing = king
s ing = sing
r ing = ring
st ing = sting
Now let’s blend the words below:
-ing
-ank
-unk
-ink
king
bank
junk
link
sing
tank
dunk
pink
sting
blank
trunk
think
Check Word Reading
Final ng, nk
king
hunk
rang
junk
wink
trunk
blank
drink
stung
swing
thank
thing
chunk drank
think
What sounds do you hear in
tank? /t/ /a/ /nk/
What is the letter for /t/?
What is the letter for /a/?
What are the letters for /nk/?
Let’s continue and practice
each word.
1. bring
6. wing
2. trunk
7. rink
3. pink
8. blank
4. bank
9. rang
5. sang
10. sunk
High Frequency Words
11. every
12. sure
Sort Words: Listen to the sound of “ng” in swing and “nk” in junk.
Say the names of the words in the box. Put each word in the correct column.
sing
wing
junk
sung
bang
stink
“ng”
“nk”
sing
junk
bang
blank
wing
sung
stink
thank
blank
thank
Apply Phonics: Practice Final ng, nk
-ng
-ng
bring
drink(s)
sing(s)
trunk
song(s)
swing(s)
Morning Work
1. Spelling – 3 times each (tray)
2. WB page 13 (beaver)
3. WB page 53 (cow)
4. Journals – Write about your weekend.
(5 sentences) (illustrate)
5. Centers/AR/Library
Build Background
Let’s talk about changing and growing
Tell me what you see
here. Which child is
the youngest? How
can you tell? Look at
the boy on p. 36.
Why do you think he
needs an adult to
walk? Which child is
closest to your age?
What changes do you
think these kids have
gone through?
Let’s look at the next
slide and talk about
things we can do.
Build Background -Develop Concepts
Let’s Talk About Growing and Changing
Skill
tie shoes
read a story
jump rope
drive a car
Can Do
Can’t Do
Listening Comprehension
Teach/Model Plot
Define Plot:
Stories have a beginning, middle, and end.
What happens in the beginning, middle, and end makes
up the plot of the story.
Good readers pay attention to what happens and the
order that it happens.
Read Aloud: Something Else to Do ... notice the plot
Model: When I read a story, I think about what h
happens in the beginning, middle, and end. This
story begins with cheep hatching and deciding she
doesn’t want to be a chicken. In the middle she tries to
be a duck and a cat. In the end, she decides being a
chicken isn’t so bad.
Listening Comprehension
Teach/Model Plot
Beginning
Mother hen’s eggs hatch.
Cheep decides she doesn’t want to do what
the other chicks do.
Middle
Cheep tries to be a duck and a cat.
End
Cheep decides that being a chick isn’t so
bad after all.
Recognizing Plot
• Recall “The Big Circle”
• What happened in the beginning of the
story?
• What happened in the middle?
• What happened in the end?
• When you read, you should pay attention
to what happens in the beginning, middle,
and end of a story.
Daily Fix-It
1. i sang on the way to the rinc.
2. Put the blanck book in the trunk
Daily Fix-It
1. i sang on the way to the rinc.
I sang on the way to the rink.
2. Put the blanck book in the trunk
Put the blank book in the trunk.
Shared Writing
(lists)
Generate ideas: What can
you do now that you couldn’t
do when you were a baby?
Write a list: We will write a
list of things we can do now
that we are first graders.
Comprehension skill:
Stories usually have a
beginning, a middle, and an
end. Think of the
beginning of your life as
the beginning of your
story.
Grammar
Review Verbs: Verbs
tell what someone or
something does.
Identify verbs that
add s.
An action being done
by one person or thing
should have an –s at
the end. Let’s read
each sentence, look at
the picture and
decide if it needs an
s.
What sound do you hear at the end of
these words?
wing
bank
Let’s look at our spelling list. Which
words end with /ng/? /nk/?
What happens in the beginning, middle,
and end of “Something Else to Do?”
What are some things Cheep tried to do
that she couldn’t? What are some things
she could do?
Tomorrow we
will read about
someone who
has changed
and continues
to change over
a long period of
time.
Morning Work
• 1. Morning Routine
• 2. Spelling – Write 10 sentences with your
spelling words. (tray)
• 3. AR
Day 2
Morning Warm Up!
Today we will read about
Harry and Mr. George Baker
again. George goes to school
because he wants to learn. Why
do you think it is important to
always keep learning?
attempt
event
time line
famous
flatter
correct
awkward
lovely
Share Literature:
build concepts
• Realistic Fiction: “Mr. George Baker” is a made up
story about a man and a boy. It could have been
real. Realistic fiction is a made up story in which
the characters act like real people.
• Why is George Baker famous?
• How can you tell he is famous with the children on
the bus?
• How does Mrs. Baker flatter Mr. Baker in the story?
Phonemic Awareness:
Blend and segment syllables
Mr. George Baker and Harry may have reading homework.
Listen to the syllables in homework.
home + work = homework
Now say it with me as I point to the word-parts that
make it.
Let’s do some more
tree + top = treetop
sand + box – sandbox
class + mate = classmate
week + end = weekend
compound words
teach/Model
Blending Strategy
1
connect
bed
You studied words like these already. What are these
words? Today we will learn about combining two words
such as bed and time to make a compound word.
time
2
Model
A compound word is made up of two shorter words. The
meaning of the compound word is often made up of the
meaning of the two words. What two words do you hear
in bedtime? This is how I blend this word. Do it with me.
3
First, look for the two smaller words that make the
group practice compound word. Read the two smaller words, and
then blend them into one word.
4
→pan + cake
Pancake
→wind + mill
windmill
→sun + rise
sunrise
→some + where
somewhere
→sand + box
sandbox
Review
What do you know about reading these words? Read the
two smaller words and then blend them into one
compound word. Let’s practice on the next slide.
Phonemic Awareness
(Blend and segment syllables)
home work
homework
tree
top
treetop
sand
box
sandbox
class mate
classmate
week end
weekend
SORT WORDS
(Read Longer Words and tell what two words make it)
something
some thing
flagpole
flag pole
classmate
class mate
bathtub
bath tub
sunshine
sun
shine
anthill
ant
hill
Check Word Reading
Compound Words
pigpen
quicksand
inside
treetops
gumball
runway
blueprint
sunset
outside
newscast
basketball
paperback
nickname
jellyfish
understand
Spelling: Practice Final ng, nk
(Click to Check Dictation)
Make sure you bring cash to the bank.
He rang every bell.
Put the pink dress in the trunk.
We sang at the ice rink.
Morning Work
•
•
•
•
1. Spelling Sentences (tray)
2. WB page 54 (cow)
3. WB page 15 (beaver)
4. Journals – Make a time line about your
life. (illustrate)
• 5. Centers/AR/Library
You can not blend these words.
We will spell them using sounds
we know. Now use each word in
a sentence.
Interactive Writing
Write Poem
When I was a baby, I slept all day.
What other words have the same ending sound as day? /a/
play
okay
hay
ray
may
stay
pay
stray
say
way
When I was a baby, I slept all day.
Now I skip and run and play.
Now, In your journal write a two-line rhyme. Illustrate it.
Daily Fix-It
3. The bird’s wing Is pink
4. bring your skates to the rinck.
5. I have a pinc piggy bank
6. are you shure you want to
bring that?
Daily Fix-It
3. The bird’s wing Is pink
The bird’s wing is pink.
4. bring your skates to the rinck.
Bring your skates to the rink.
Grammar
Develop the Concept: Verbs That Add -s
This girl ________ the flowers.
rides
dives
eats
runs
skates
climbs
reads
Speaking and Listening
Give Directions
Speakers
1) Give directions in
correct order.
2) Clearly explain each
step.
3) Speak loudly enough
to be heard.
Listeners
1) Listen carefully.
2) Remember the steps
and their order.
3) Follow the directions
in the order they were
given.
Give two or three step Directions
Title:
1.
2.
3.
4.
Give 2 or 3 step directions for on of the examples: tie your
shoe, add two numbers, climb a tree, jump a rope.
3
Every morning I fix my own breakfast. I
always fix enough to eat.
What two words make up the
following compound words?
everything
flagpole
inside
Did George Baker read when he was
young? Not everyone learns the same
things at the same time.
Tomorrow we will
read about a family
of ducks. One of
the ducks takes her
time to learn new
things.
Morning Work
• 1. Morning Routine
• 2. Rainbow Spelling (tray)
• 3. AR
Day 3
Morning Warm Up!
Today we will read about
Ruby – a duck that learns and
grows in her own time.
How do you learn in your own way?
attempt
event
time line
famous
flatter
correct
awkward
lovely
Share Literature:
Listen and Respond
Title Page: The title page contains
information for the reader, such as the author
and the illustrator. The illustration may give
the readers a clue about the characters.
Build Oral Vocabulary: We read to find out
why George Baker is famous. Today let’s talk
about what he feels should be corrected in
his life.
Monitor Listening Comprehension:
What does Mr. George Baker want to fix?
Why do Harry and Mr. George Baker meet
each morning?
How can you tell that Mr. George Baker thinks
reading is important?
Phonemic Awareness
(Blend and segment onset/rime)
w
ink
wink
s
ink
sink
p
ink
pink
dr ink
drink
th ink
think
Go to next slide.
Phonemic Awareness
(Blend and segment onset/rime)
s
ang
sang
b ang
bang
br ing
bring
st ing
sting
s
sank
ank
bl ank
blank
Phonics Word Work: Compound Words
sidewalk
You can read this word because you know how to
read compound words. What two shorter words are
in the word “sidewalk”? (side and walk)
When you come to a compound word, look for the two smaller words. Read
them and then read the compound word.
home
work
homework
tree
top
treetop
sand
box
sandbox
class
mate
week
end
classmate
weekend
Word Reading
Phonics Songs and Rhymes
Chart 13 (pg.40c)
Sort Words
compound word
first word
second word
flagpole
flag
pole
treetop
tree
top
weekend
week
end
everything
every
thing
Practice Final ng,nk
Put each spelling word in the correct column. Then, make a
sentence with the word.
bring
wing
trunk
rink
pink
blank
bank
rang
sang
sunk
-ang
-ing
-ank
-ink
-unk
sang
bring
bank
pink
trunk
rang
wing
blank
rink
sunk
Build Background
How do ducks grow and change over time?
How are ducks different from or the same
as most other birds?
Sequence Chart on Next Slide
Build Background
Vocabulary Practice
Word Reading
Read Decodable and High-Frequency Words
any
too
ever
own
nothing
when
out
every
sure
enough
were
day
then
everything
Morning Work
•
•
•
•
1. Rainbow Spelling (tray)
2. WB page 16, 17 (beaver)
3. WB page 55 (cow)
4. Journals-Make a list of toys that you
want for Christmas. (5 toys) (illustrate)
• 5. Centers/AR/Library
Vocabulary: Synonyms
Words that have nearly the same meaning are called synonyms.
through strong wind and hard rain
through howling wind and driving rain
Find a synonym for the word in each phrase. Give a sentence using the synonym.
soft wind
(p. 45)
wind that blows
gently
valuable
(p. 47)
something that is
worth a lot
wide
(p. 53)
large from side
to side
flew
(p. 57)
moved through
the air
Daily Fix-It
5. I have a pinc piggy bank
6. are you shure you want to
bring that?
Daily Fix-It
5. I have a pinc piggy bank
I have a pink piggy bank.
6. are you shure you want to
bring that?
Are you sure you want to
bring that?
Writing Trait of the Week: Organization/Paragraphs
Good writers organize the ideas in their writing. They put them in an order that makes
sense.Think about how the author organizes his ideas in “Ruby in Her Own Time.”
The eggs begin to hatch.
2
Mother duck sits on the nest.
1
All the young ducks fly away.
3
Did I write the selection events in order? Does this order of the events
make sense? Why or why not? Let’s put the events in order.
Let’s put these sentences in an order that makes sense
Little ducklings hatch from the eggs.
3
The mother duck lays eggs in the nest.
2
Two ducks build a nest by a lake.
1
Grammar: Apply to Writing - Verbs
A verb can tell what one person, animal, or thing does. Add an –s to
show what is being done now.
She kick.
For this sentence to sound right, I need to add –s to
the action word.
She kicks.
She ________.
He ________.
sing
pick
smile
run
dance
swim
walk
shop
Skill
tie shoes
read a story
jump rope
drive a car
Can Do
Can’t Do
Morning Work
• 1. Morning Routine
• 2. worksheet –
• 3.
Day 4
Morning Warm- Up!
Today we will read about things
we learn to do as we get bigger.
What is something you could
not do when you were little?
What do you want to do when
you are a grown-up?
attempt
event
time line
famous
flatter
correct
awkward
handsome
Phonemic Awareness
(Click to make the sounds appear, then click again for words.)
s i l e
silly
me
me
s ande
sandy
t r i
try
no
no
whi
s lope
why
sloppy
High Frequency Words Practice
were
sure
own
every
ever
enough
any
Review Phonics: Vowel Sounds of “y” and Long Vowels
by
sloppy
smelly
hi
One Syllable
cry
fussy
me
silly
candy
no
Two Syllables
by
smelly
cry
me
candy
hi
no
fussy
silly
sloppy
Monitor Progress
Check High-Frequency Words
always
day
food
me
everything
stays
my
grow
by
nothing
around we
horse
go
become
happy
stall
sky
Jimmy
try
Read Words in Context
• My happy horse always has food around his
stall.
• Everything will grow day by day and become big.
• Jimmy stays with me, and we try to make things.
• Nothing can go up in the sky now.
Social Studies in Reading
Writing Across the Curriculum
Write: Time Line
Review: Verbs That Add -s
DEFINE ACTION VERBS
• What tells someone or something does? (a verb)
• When do I add an –s to a word? (If one person is doing the action
and is doing it now )
PRACTICE
plays
listens
think s
kicks
reads
jumps
What can you do that is new?
Skill
tie shoes
read a story
jump rope
drive a car
Can Do
Can’t Do
Day 5
Morning Warm- Up!
This week we read about how
everyone learns things at different
times. What you say to someone
who is learning something new?
attempt
event
time line
famous
flatter
correct
awkward
lovely
Word Work
Final “ng”, “nk” and Compound Words
Hank put the junk outside on the driveway.
Do you think the king can sing?
Thank Frank for bringing the homemade
cupcakes.
Mom put on pink lipstick.
High-Frequency Words
Read the rhymes. Use the letter clues to complete each word wall word.
A_y ducky can swim.
any
E_ _ _y ducky can fly.
every
But ducks never e_ _r eat _ _ough,
ever, enough
No matter how they try!
When Ruby came back,
Her o_n parents w_re there.
Then Ruby was _ure,
How much they really did care!
own, were
sure
Writing and Grammar
Things Ruby Does
1.Ruby eats.
2.Ruby swims in the water.
3.Ruby soars in the sky.
4.Ruby comes back.
Grammar: Verbs
A verb can tell what one person, animal, or thing does. Add an –s
to tell what is being done now. Look at the sentences in the list. Write the
verbs. What letter is at the end of each verb. Why is that letter there?
eats
swims
soars
comes
Daily Fix-It
9. I am shure the dogs swims.
(sure; dog)
10. the cat cin jumps.
(can; jump)
Question of the week: What do we learn as we grow and change?
Skill
Can Do
Can’t Do
tie shoes
read a story
jump rope
drive a car
fix a snack
ice skate
• What did you learn on your own time line?
• What did you attempt to do when you were little? What seemed
like a special event when you finally learned to do it?
• Is there anything you learned to do after a sibling corrected you?