Transcript A Fox and a Kit

Reading Street
Unit 1
Week 4
How are
people and
animals
important to
one another?
Animal Friends
How do people take care of pets?
How can people help animals?
How can animals help people?
What can we learn about animals by
watching them?
Day 1
Morning Warm Up!
Mother birds help their babies.
They use their beaks to get
food. Have you ever seen a
nest of birds? What can we
learn about animals by watching
them?
Squirrel Song
Oh, I see a baby squirrel.
It’s right there in plain view.
I’ll quietly observe it.
To learn what wild squirrels do.
Listen for the
amazing
words
observe,
parent, and
wild.
Now I see the baby’s parent,
Sitting high up in the tree.
And as I watch the baby.
Mama Squirrel’s observing me.
observe
parent
wild
solo
dangle
nape
medicine
poisonous
Phonemic Awareness
We just sang about how Mama Squirrel can sit high up in a tree.
Now we are going to make a new word by adding a sound to the
end of sit. Listen as I add /s/ to the end of sit: sits.
s i t s
sits
pi n z
pins
f anz
j ogz
fans
t aps
qu i t s
jogs
taps
quits
Vowels: Short i
Blending Strategy
tops
lids
I nod.
She nods.
We look.
He looks.
Connect: You studied words like these already.
What do you know about the s at the end of these
words? Today we will learn more about words with
the ending –s that don’t mean more than one.
Model: The word nod has an ending. If I
cover up the ending –s, I see that the base
word is nod. This is how I blend this word.
Now let’s blend this word together.
The ending –s can be added to the Word Wall
words. I read the base word look, I read the
ending /s/, and then I blend them together: look,
s, looks.:
Vowels: Short i
Group Practice: First, see if the word has the ending –s.
Blend or read the base word; read the ending; then blend the
two parts together.
wags
sips
hops
ticks
gets
What do you know about reading words with an –s ending?
Blend the sounds in the base word, read the ending, and then
blend the parts. The end letter s can stand for /s/ or /z/.
Call on individuals to blend these words:
bats
rips
yaps
tags
picks
helps
licks
digs
Build Words
(Add –s to the end of each word to make a new word.)
Words
-s
kick
kicks
lock
locks
look
looks
tap
taps
Check Word Reading
Inflected Ending –s (70o)
hits
gabs
sits
hops
wins
pops packs rock
jabs
bat
comes likes
sees
looks helps
1. nap
6. wins
2. naps
7 fit
3. sit
8. fits
4. sits
9. hit
5. win
10. hits
High-Frequency Words:
11. her
12. too
Model how to segment
words ending with -s to
spell them.
•What sounds do you hear
in nap?
•What is the letter for /n/?
(Write n. Continue with a/a/ and
p/p/. )
•What letter do we add to
nap to make naps?
(Repeat with sit and sits. )
DEVELOP ORAL LANGUAGE Read the title and have children view the illustration and
photographs. Ask them to tell you what they see. Allow ample time for children to respond
and remind them to speak loudly enough to be heard. If children speak too quietly, model
speaking at an appropriate volume. Then use open-ended prompts to encourage
conversation. For example:
Tell me about what you see here. Yes, that's right, these animals are in a zoo. How
can you tell? What is the mother chimpanzee doing? Yes, she is holding her baby.
What is the mother elephant doing? What can we tell about all these mothers and
babies by watching them?
BUILD ORAL VOCABULARY As you continue the discussion, have children use today's
Amazing Words, observe, parent, and wild.
•Use the word parent to tell me about the hippopotamuses.
•Why do you think it wouldn't be a good idea to keep any of these wild animals as
pets in your home?
•If you sat and observed the chimpanzees for an afternoon, what might you see?
DEVELOP CONCEPTS
CONCEPT CHART Remind children of the question of the week. What can we
learn about animals by watching them?
Ask children to identify things animals do. Then discuss how watching the
animal in each of these activities helps us to understand it. For example,
watching a mother fox with her kits helps us see how the mother fox teaches
her children.
•Which animals can carry their babies?
•Which animal lives in the water?
(Click for chart)
Build Background
Develop Concepts (74r)
Things Animals Do
How This Helps Us Know
About Them
•play
•eat
•sleep
•take care
of their
babies
•We can observe how and what they
play.
•We can observe what food they
eat.
•We can observe where they sleep.
•We can observe how they feed
their babies.
•We can observe them teaching
their babies.
Listening Comprehension
TEACH/MODEL Main Idea
DEFINE MAIN IDEA
•The main idea is what a story is mostly about.
•Good readers think about the important things, or details, that happen in a
story to find the main idea.
READ ALOUD Read "The Fox Family" and model how to identify main idea.
MODEL To find the main idea, I think about the most important things
that happen. Jake sees two foxes in his backyard. He and his mom
watch them and talk about them. I ask myself what this story is mostly
about. It is mostly about Jake watching and learning about foxes.
CLUES TO MAIN IDEA Have children think of a better title for the story—one that
tells the main idea. Give them choices such as "What Foxes Eat," "Jake's New
Pets,“ and "What Wild Foxes Are Like."
IDENTIFY MAIN IDEA Recall the story The Big Blue Ox.
•What things, or details, happen in this story?
•What is this story mostly about?
CONNECT TO READING Tell children that when they read any story, they should
think about what the story is mostly about.
Daily Fix-It
1. Fox napz on her lap
2. frog sitts there too.
Daily Fix-It
1. Fox napz on her lap
Fox naps on her lap.
2. frog sitts there too.
Frog sits there too.
Shared Writing
Title Choices:
Red Hat
Sad Fox
Fox and Bear Share
Other Choices:
GENERATE IDEAS Display the story on the page. Point
out that the title of the story is missing. Explain that the
title of a story tells what the story is about.
WRITE A TITLE Tell children that the class will write a
title for the story on the page.
COMPREHENSION SKILL Explain to children that a
good title should give readers an idea of what a
story is all about. Have children identify what the
sentences in the story are all about. Then suggest a
good title for the story.
Display Writing Transparency 4 and read the story as
you track the print.
Ask, What are the sentences all about?
On the board, write a list of choices—Red Hat, Sad
Fox, Fox and Bear Share.
Point to each phrase, inviting children to raise their
hand to show which they think best tells what the
story is all about.
Ask children to suggest a good title for the story.
Record a title that the class agrees upon. Have children
read the completed title aloud as you track the print.
Write Sentences with Correct
Word Order:
________________
________________
________________
Grammar
TEACH/MODEL Word Order
IDENTIFY CORRECT WORD ORDER
Read the definition aloud. Then model with item 1.
•The words are not in the right order in the sentence:
Three fox the has kits. So the sentence doesn't make
sense.
•The words are in the right order in the sentence: The
fox has three kits. So this sentence makes sense.
Continue modeling with items 2–5.
PRACTICE
SUGGEST SENTENCES Have children suggest other
sentences using correct word order. Record and
discuss the sentences.
•Suggest a sentence about a wild animal you like.
•Explain how you know the words are in the right
order.
•What clues would you notice if the words were not
in the right order?
ADDITIONAL PRACTICE For additional practice use pp.
68–73 in the Grammar and
Writing Book.
INFLECTED ENDING -s Write naps and ask children to
identify the base word and ending. Have children name other
words with the inflected ending -s. ADDING -s Ask children to
name the letters for each sound in sits. Write the letters as
children write them at their seats. Continue with wins and fits.
MAIN IDEA To help children remember that a title tells what a
story is mostly about, ask: Could the "Squirrel Song" have
a different title—for example, "Watching Squirrels?" Why
or why not?
LET'S TALK ABOUT IT Recall what the boy in the "Squirrel
Song" learned about squirrels when he stopped to observe a
baby squirrel playing. How did the Mama Squirrel take care of
her baby in this song?
HOMEWORK Send home this week's Family Times
newsletter.
Tomorrow
the class
will read
about how
baby
animals
move.
Day 2
Morning Warm Up!
Today we will read about baby
animals and how they can go.
Some ride on a back. Others
ride in a sack. How did you go
when you were small?
observe
parent
wild
solo
dangle
nape
medicine
poisonous
Share Literature
Build Concepts
IDENTIFY AUTHOR AND ILLUSTRATOR Have
children find the name of the author. Then have
them locate the name of the illustrator. Tell them
that the author wrote the words in the story they
are about to read. The illustrator drew the pictures.
BUILD ORAL VOCABULARY Ask children to look
at the illustration on p. 17 of Babies on the Go.
Explain that some baby animals can go on their
own from the start while others get help. Suggest
that as you read, children listen to find out how
other baby animals go.
How does the baby giraffe on p. 4 go?
What other animals can go solo right from the
start?
Phonemic Awareness
Blend and Segment Syllables
We just read about babies going places. Listen to the syllables
in going.
Base
Word
Ending
go
+
ing
=
going
surf
+
ing
=
surfing
sail
fly
grow
+
+
+
ing
ing
ing
=
=
=
sailing
flying
growing
roll
+
ing
=
rolling
Inflected Ending -ing
digs
hops
Connect: You studied words like these already. What do you
know about reading these words? Today you’ll learn about
words with the ending -ing.
I jump.
I am jumping.
Model: The word jump has an ending. If I
cover up the ending –ing, I see that the base
word is ump. This is how I blend this word.
Let’s blend this word together: jump, ing,
jumping.
I help.
I am helping.
The ending –ing can be added to the Word
Wall words. I read the base word help, I read
the ending /-ing/, and then I blend them
together: help, ing, helping.
Inflected Ending –ing
Group Practice: First, see if the word has the ending –ing. Blend or
read the base word; read the ending –ing; then blend the two parts.
Base
Word
Ending
fill
+
ing
=
filling
lock
+
ing
=
locking
fix
+
ing
=
fixing
look
+
ing
=
looking
wax
+
ing
=
waxing
Review: What do you know about reading words with the ending –ing? Blend
the base word, read the ending, and then blend the two parts.
Blend Words
Individuals Blend Words with Inflected Ending -ing
Base
Ending
Word
lick
+
ing
= licking
rock
+
ing
= rocking
pass
+
ing
= passing
tack
+
ing
= tacking
pick
+
ing
= picking
Build Words
(Use the chart to make new words. Click to make words appear.)
Words
-s
-ing
pack
packs
packing
quack
quacks
quacking
look
looks
looking
pick
picks
picking
Word Reading (76d)
packing
tacking
locking
picking
fixing
wax
waxing
quacking
fill
filling
doing
seeing
looking
going
helping
Spelling: Practice Inflected Ending –s
(Click to Check Dictation)
The cat sits on her mat and naps.
The cap fits Jan.
The cap will fit Tim too.
Nick hits it and wins.
Nondecodable Words
Say and Spell: Look at the words on p. 76. You cannot yet blend the sounds in
these words. We will spell the words and use letter sounds we know to learn
them. Point to the first word. This word is this, t-h-i-s, this. What is the word?
What are the letters in this word?
Today we will learn about short i words.
Identify Familiar Letter-Sounds: Point to the last letter in this. What is this letter?
What is the sound for this letter?
Demonstrate Meaning: Tell me a sentence using this word.
Repeat the routine with other Words to Read. Have children identify these familiar
letter-sounds: her (h /h/), too (t /t/), eat (t /t/).
Interactive Writing
DISCUSS Use the Big Book Babies on The Go to encourage a discussion
about how animals move. Picture walk through the book and ask
children to identify the ways different baby animals go.
SHARE THE PEN Have children participate in writing a poem about how baby animals
go. To begin, invite children to suggest ideas for the poem. Then help them write
sentences on the board to form a poem. Have volunteers check the capitalization and
punctuation of each sentence. Ask questions such as:
•What should every sentence begin with?
•What belongs at the end of many sentences?
•How do you know the first sentence tells a complete idea?
Continue to have individuals make contributions. Encourage children to suggest
rhymes and repeated sounds to add to the poem. Frequently reread what has been
written while tracking the print. (Click to see anexample poem.)
Walking, crawling, fast and slow,
Babies all need a way to go.
Parents help babies, the wild and the tame.
They all like to go, whatever their name.
Daily Fix-It
3. The cat her sitz with mom.
4. she fitts in a small bed.
Daily Fix-It
3. The cat her sitz with mom.
The cat sits with her mom.
4. she fitts in a small bed.
She fits in a small bed.
Grammar
Develop the Concept: Word Order
• The baby its mom snuggles with.
• The baby snuggles with its mom.
• Swan the snuggles its with pop.
• The swan snuggles with its pop.
IDENTIFY CORRECT WORD ORDER
Track the words as you read each sentence. Ask children to identify the sentence
with the correct word order.
When a sentence makes sense, the words are in the right order. How can you tell
if a sentence makes sense?
SUGGEST WORD ORDER Display p. 32 of Babies on the Go. Model writing a
sentence about anteaters using the right word order.
MODEL This is a parent and baby anteater. Write and read: The baby anteater gets
a ride. This sentence makes sense, so I think the order of the words is right. Have
children suggest sentences using the right word order for the other pictures. Write
the sentences children provide. Have children check the word order for each
sentence and suggest corrections when necessary.
Speaking and Listening
MODEL SPEAKING AND LISTENING Discuss with children behaviors used by
good speakers. Then model these behaviors as you retell Babies on the
Go.
Be a Good Speaker
•
•
•
•
•
Face the group
Speak loudly enough to be heard.
Speak clearly.
Stand up straight.
Use complete sentences.
PRACTICE SPEAKING Ask individuals to share what they remember from the
story. Encourage them to practice the behaviors used by good speakers as
they share what they recall. Remind children that they should take turns
speaking and be a good listener when others are speaking.
HIGH-FREQUENCY WORDS Write the following
sentences. My cat can eat her mix. She is licking
this up too. Ask children to read the sentences and
identify the high-frequency words eat, her, this, too.
INFLECTED ENDING -ing Point to the word licking and
ask children to identify the base word and ending.
LET'S TALK ABOUT IT Recall the Big Book Babies on the
Go. Ask: What did we learn about baby animals
by looking at pictures of how they go? Display the
Things Animals Do/How This Helps Us Know About
Them chart from Day 1. Ask children to add new ideas
to the chart. Then encourage them to tell about a time
when they learned something by watching a live
animal.
Tomorrow
you will
read about
wild
animals
that live
at a zoo.
Day 3
Morning Warm Up!
A baby fox is called a kit.
Today we will read about a fox
and a kit that live at the zoo.
What other animals can you see
at the zoo?
observe
parent
wild
solo
dangle
nape
medicine
poisonous
Share Literature
Listen and Respond
REVIEW TITLES Recall what the story Babies on
the Go is all about. Review that a good title should give
readers a hint about what a story is going to be about.
Lead a discussion of how Babies on the Go tells readers
the big idea of the story.
BUILD ORAL VOCABULARY Review that yesterday the class
read to find out how different animal babies get around. Ask
that children listen today to find out which
animals go solo and which get help in order to go.
MONITOR LISTENING COMPREHENSION
•What are some ways that people go when they are
babies?
•How does the baby animal on p. 17 go?
•Let's look at p. 17 and read the phrase that tell us
how the parent holds the baby
animal.
•Do you think babies like to move? How do you
know?
Phonemic Awareness
Blend and Segment Syllables
•Look at the baby koala holding tight to its mother. Listen to the
syllables in holding
hold
ing
holding
(Model segmenting and blending the syllables, have the children repeat, and
then continue practice.)
Base
Word
Ending
hold
+
ing
=
holding
pack
+
ing
=
packing
float
sell
+
+
ing
ing
=
=
floating
selling
perch
+
ing
=
perching
swing
+
ing
=
swinging
Inflected Endings
dips
Connect: You can read this word because you know
how to read words with endings. What is the base
word? What is the ending? What’s the word?
Model: When you come to a new word, look to see if it has an
ending. Say the sounds in the base word to yourself and read
the ending. Then blend the base word and ending to read the
word. When you come to a new word, what are you going to
do??
dips
packing
Inflected Endings
Group Practice: Let’s read these words. Look at all the letters,
think about their sounds, and say the sounds to yourself. When
I point to the word, let’s read it together.
•
•
•
•
•
•
dips
packing
fits
licking
taps
fixing
Animal Detective
Ben is an animal detective.
He is watching all day through.
Ben is drawing every animal he sees
And showing the picture to you.
Can you find these
words:
watching
drawing
sees
showing
learning
remember
knows
Ben is very busy learning.
He remembers every clue.
Have a question? Just ask Ben.
He knows about each animal.
He sees what all of them can do.
Sort Words
SORT WORDS Ask children to tell how the words in each column are
alike. Have them suggest a heading for each column. (Click for
headings.) Call on children to read the words in each column. Have
them point out the endings, frame the base words, and then use
the words in sentences.
Ending -s
Ending -ing
naps
waxing
kicks
backing
locks
picking
pops
filling
quits
tacking
1. nap
6. wins
2. naps
7 fit
3. sit
8. fits
4. sits
9. hit
5. win
10. hits
High-Frequency Words:
11. her
12. too
Build Background
DISCUSS ZOOKEEPERS Display pictures of zookeepers taking care of animals.
Initiate discussion by asking children to share what they know about how
zookeepers take care of animals.
•What do you think zookeepers do to care for animals?
•What kind of care would different animals need?
BACKGROUND BUILDING AUDIO Have children listen to the CD and share
the new information they learn about zookeepers caring for animals.
Build Background
Draw a web. Ask children to tell what
they think zookeepers do to take care of
animals. (Add their responses to the
web, then click to see book example.)
_____________
_____________
How
Zookeepers
Care for
Animals
_____________
_____________
CONNECT TO SELECTION Connect
background information to A Fox and a Kit.
We know that zookeepers take care of
animals that live in zoos. What do we
know about how zoo animals take
care of themselves? We are going to read
about a real mother fox and her kit at the
zoo. We'll find out what we
might see them doing if we visited them.
Vocabulary
Use Vocabulary Transparency 4 to introduce the
selection words.
Read each sentence as you track the print.
Frame each underlined word. Explain the word's
meaning.
animals living things that can move around
dinner the main meal of the day
watch to look at something
Ask children to identify familiar letter-sounds and
word parts. Have children read each sentence aloud
with you.
To encourage discussion using the selection words,
use all of the words to ask children a question. For
example, "What might you see if you watch baby
animals eat dinner?" Have individuals use watch,
animals, and dinner in
their answers.
Monitor Progress
Check High-Frequency Words
(Point to the words and have individuals read them.)
her
eat
too
this
and
she
up
we
Comprehension
Skill: Main Idea
RECOGNIZE MAIN IDEA Remind children that the main idea is what a selection is
mostly about. Recall previously read selections and guide children in identifying
the main ideas.
CONNECT TO READING
• As you read, think about the most important things in the selection.
• Ask yourself what the selection is mostly about
STRATEGY Ask Questions
INTRODUCE THE STRATEGY Tell children that good readers are always asking
questions about what they read. Explain to children that thinking of questions
to ask makes it easier to pay attention and be interested in what they read.
MODEL When I read, I ask myself questions to help me understand, to
remember, and to learn more. I ask questions such as "What do I want to
know?”
CONNECT TO READING Encourage children to ask themselves these questions
as they read A Fox and a Kit.
•What do I want to know?
•When I look at the pictures, what do I wonder about?
•What will I learn about on the next page?
Fluency
MODEL READING WITH ACCURACY/Appropriate Rate Use A Fox and a Kit.
Review that it is important to read all the words in a sentence with no mistakes and
at a speed that sounds as if you are speaking, not too fast or too slow. When I read,
I read the sentences with no mistakes. I try to read as if I am speaking.
Ask children to follow along as you read p. 79 with accuracy and at an appropriate rate.
Have children read the page after you. Encourage them to try to read with no mistakes
and at a speed that that sounds like speaking.
Echo Reading
Select a Passage For A Fox and a Kit, use pp. 81–82.
Model Have children track the print as you read phrase-byphrase.
Read Together Have children read each phrase slightly after you.
Independent Readings Have children read aloud without you.
Monitor progress and provide feedback. For optimal fluency,
children should reread three to four times with attention to
accuracy.
Provide Feedback Listen as children read and provide corrective
feedback regarding appropriate timing.
Vocabulary
DISCUSS SELECTION WORDS
Discuss with children the meaning
of the word watch. Tell them that
it can mean "to look at
something." Help them recall that
the family in A Fox and a Kit got to
watch some animals play and eat.
Help them understand that the
word animals can describe
different living creatures, such as a
mother fox and her kit. Then have
children think of sentences to
describe what the family saw
these animals do. Encourage them
to use the words watch, animals,
dinner, and eat in their sentences.
•They got to watch the animals
play.
They got to watch the animals eat
dinner.
Ways Animals Move
carried
walk
EXPAND VOCABULARY Discuss different ways
the animals move from place to place in the big
book, Babies on the Go. Explain that we can use
the word move to group animals that are alike
and different. Help children think of ways to
classify animals according to ways they move.
Have them work with partners to make
a chart of baby animals that are carried to move
from place to place and those that walk on their
own when they move. Invite volunteer partners
to share their work.
Daily Fix-It
5. The kit fitts on that rock
6. pam got a lick from her
Dog.
Daily Fix-It
5. The kit fitts on that rock
The kit fits on that rock.
6. pam got a lick from her Dog.
Pam got a lick from her dog.
Writing Trait of the Week
Introduce Word Choice
TALK ABOUT WORD CHOICE Explain to children that writers choose clear,
exact words to help readers see what they are talking about. Ask children to
think about the words the author chooses for A Fox and a Kit as you read p.
80 aloud. Then model your thinking.
MODEL When I look at p. 80, I can see that the author chooses clear,
exact words. Now I will write these sentences using other words.
Read the following sentences aloud. Then underline animal, is, and things in
the first sentence and baby, is, and things in the second sentence.
This animal is on the things.
Her baby is on the things too.
The underlined words don't help us see what the author is talking about.
What words does the author use instead of these words: animal? is?
(naps) things? (rocks) baby? (kit) is? (naps) things? (rocks) These words
give us a clearer picture of what is happening because they are more exact.
Write the author's words above the underlined words.
Writing Trait of the Week
STRATEGY FOR DEVELOPING WORD CHOICE On the board, write
sentences with vague words, such as those below. Work with
children to replace the underlined words with words that help make
clearer pictures.
The foxes eat stuff.
The fox has nice fur.
The kit goes to his mom.
• The foxes eat __________.
• The fox has ___________ fur.
• The kit _________ to his mom.
Writing Trait of the Week
(Ask students to think of vivid words they could use in place of good.)
______________
_______________
______________
good game
____________
______________
________________
Grammar
Apply to Writing: Word Order
IMPROVE WRITING WITH WORD ORDER Remind children that when the
words are in the right order a sentence makes sense. Add that writing with
the correct word order lets readers understand what you are saying. Remind
children to use the right word order in their own writing.
. Ask how to put these words in order to write a sentence that makes sense.
Then call on students to supply more sentences using the right word order.
like I watch play cat my to.
____________________________
____________________________
____________________________
____________________________
____________________________
MAIN IDEA Have children recall what A Fox and a Kit
is all about. What are the big things that happened in
this story?
ASK QUESTIONS Help children think of who, what,
and where questions about A Fox and a Kit. For
example, Who is watching the animals in this story?
What does a man do for the animals in this story?
Where do the animals in the story live?
LET'S TALK ABOUT IT Display the Things Animals
Do/How This Helps Us Know About Them T-chart from
Day 1. What does the fox do to take care of her kit?
Does the kit get help to move or can he move solo?
Have children check to see that teach and play are
listed under "Things Animals Do."
Tomorrow
you will listen
to a story
about things
wild animals
do to get
healthy.
Day 4
Morning Warm Up!
Today we will read about a zoo
in a park. What kind of animals
live there? Does a man mix
their dinner too? Do people
watch the animals play? Let’s
read about this new zoo!
Share Literature
ACTIVATE PRIOR KNOWLEDGE Recall how the fox took care of her kit in
the story A Fox and a Kit. Explain that you will read an article called
"When Animals Are Doctors" that explains how other animals take care of
themselves.
BUILD ORAL VOCABULARY Explain that one way some animals take care
of themselves is by eating certain things that people wouldn't eat. For
example, some animals may eat mud, bones, or leaves. These things act
like medicine and can help them stay healthy. Animals also take care of
themselves by not eating certain things, such as unripe fruit or seeds.
These things can be poisonous and can make them sick. Ask children to
listen to find out other ways animals take care of themselves.
REVIEW ORAL VOCABULARY After reading, review all the Amazing Words
for the week. Have children take turns using them in sentences that tell
about the concept for the week. Then talk about the Amazing Words they
learned in other weeks and connect them to the concept as well.
For example, ask:
What kind of shelter might a powerful lion have in a zoo?
What if you were observing a baby squirrel in the park? How
might its
mother comfort it if it were in danger?
observe
parent
wild
solo
dangle
nape
medicine
poisonous
Phonemic Awareness
Identify Position of Sounds
Draw three connected boxes on the board and have children do the same on a
sheet of paper. Give one counter to each child.
We just learned that chimpanzees eat a lot of leaves. Listen to the sounds in lot:
/l/ /o/ /t/. Lot has /o/ in the middle. Hold a counter in the middle box.
(Click once to demonstrate and click again to make disappear.)
Tell children that you are going to say a list of words that have the /o/ sound.
If you hear /o/ at the beginning, place your counter in the first box. (Click and click)
If you hear /o/ in the middle, place your counter in the middle box. (Click and click)
Use these words: on, hop, ox, rock, mom.
Monkeys eat nuts. Listen to the sounds in nuts: /n/ /u/ /t/ /s/. Nuts has /s/ at
the end. (Click and click)
I'll say a list of words with the /s/ sound. If you hear /s/ at the beginning, place
your counter in the first box. If you hear /s/ at the end, place your counter in the
last box. Say: rat, mops, sun, pets.
High Frequency Words
MISSING WORDS Read aloud a sentence, clapping instead of saying the
high-frequency word as you come to it. After each sentence, have children
supply the missing word. Have children find the missing word on the Word
Wall and chant and clap the spelling.
This
eat
her
too
The foxes will __________ dinner.
Mother fox licks __________ lips.
__________ is the best place to watch foxes.
I went to the zoo, and Mom did _________.
Review Phonics: Short o and –s Plurals
tot
READ SHORT o WORDS Look at this word. You can read this word
because you know that when there is only one vowel in the middle of
a word, it usually stands for its short sound. What sound does this o
stand for? What's the word?
READ -s PLURAL WORDS You can read this word because you know that
tots the ending -s stands for the sound /s/ or /z/. What sound does this s
make? What's the word?
Write pods and have the class blend it.
Change the p in pods to r.
rods
What is the new word?
Change the d in rods to ck.
rocks
What is the new word?
Take away the s.
rock
What is the new word?
Change the r to s.
sock
What is the new word?
Change the s to the end of sock.
What is the new word?
socks
Word Reading
(Encourage children to preview each word before reading it.)
get
can
help
Max
locks
sack
Bob
will
for
here
Nick
me
box
use
is
big
what
do
lids
Dot
Read Words in Context
(Call on individuals to read a sentence. Then randomly point to the review
words and have them read.)
• What can Max do for me?
• Nick will help Bob get here.
• Use locks on the box lids.
• Dot is packing a big sack.
1. nap
6. wins
2. naps
7 fit
3. sit
8. fits
4. sits
9. hit
5. win
10. hits
High-Frequency Words:
11. her
12. too
PREVIEW AND PREDICT Read the title and author's name. Have children preview
the poem and describe the animals in the pictures. Then ask them to predict
how the animals in "The Zoo in the Park" can move. Have children listen to find
out how zoo animals actually move.
POETRY Explain that selections that use words or phrases that rhyme or repeat
and lines with the same rhythm are called poems. Help children find words that
rhyme or repeat on pp. 90–91. Help children recognize the repeating and
rhythmic patterns throughout.
VOCABULARY/CATEGORIZE Review how the animals in the poem move. Have
children locate the words hop and jump on p. 91.
•What other animals hop to move?
•What other animals jump to move?
Build Concepts
Main Idea • Literal
What is this song mostly about?
It is about a zoo in a park.
Draw Conclusions • Inferential
What clues in the picture on p. 91 let us know what people do at the zoo in
the park?
The people are watching the animals. One clue in the picture is the girl
pointing to the kangaroo.
Connect Text to Text
A man fed the fox and kit dinner.
Who do you think feeds the monkeys and the kangaroo?
Fluency
MODEL READING WITH ACCURACY/Appropriate Rate Use A Fox and a Kit.
Have children turn to p. 85. Review that it is important to read the words with no
mistakes and at a rate that sounds as if you are speaking. When I read aloud, I try
to read every word correctly. I read as if I am speaking. Ask children to follow
along as you read p. 85 with accuracy and at an appropriate rate.
Have children read the page after you. Encourage them to read with no mistakes
and at an appropriate rate. Continue in the same way with pp. 86–87.
Choral Reading
Select a Passage For A Fox and a Kit, use pp. 80–83.
Divide into Groups Assign each group a part to read. For this story,
have groups read every other page, switching groups at the end
of each page.
Model Have children track the print as you read.
Read Together Have children read along with you.
Independent Readings Have the groups read aloud without you.
Monitor progress and provide feedback. For optimal fluency,
children should reread three to four times.
Writing Across the Curriculum
Write Elaboration
MAKE A WEB Have children look at pp. 82–83 of A Fox and a Kit. Invite children to suggest
things the fox and her kit might think, see, feel, or smell as they watch the man fix dinner.
Encourage them to use oral vocabulary, such as parent and observe, in their suggestions.
SHARE THE PEN Have children use the web to participate in elaborating on the story.
Explain that writers can add sentences to a story that tell what the
characters think, see, feel, or smell. Explain that adding these kinds of sentences can make
a story livelier. Then explain that the class will work together to use ideas from the web to
add sentences to the story. Call on individuals to suggest sentences. Write the sentences,
inviting individuals to check the grammar, punctuation, and word order. Ask questions,
such as the following:
Does the sentence begin with a capital letter?
Does the sentence end in a period?
Are the words in the sentence in the right order? How do you know?
Continue having individuals contribute sentences to elaborate on the story.
Frequently reread the sentences.
Grammar
Review Word Order
DEFINE WORD ORDER
•Why is the order of the words in a sentence important?
•How do sentences with words in the right order help readers?
PRACTICE
RECOGNIZE CORRECT WORD ORDER Write the sentence pairs on the board.
Have children copy the sentences with the words in the right order. Allow individuals to
share their work with the class.
1.
The fox has a kit.
A fox the has kit.
2.
A rock sits on the frog.
A frog sits on the rock.
3.
Licks the mix the kit.
The kit licks the mix.
Daily Fix-It
7. the mix is a hitt.
8. This mix winz too
Daily Fix-It
7. the mix is a hitt.
The mix is a hit.
8. This mix winz too
This mix wins too.
FLUENCY Write The baby bear gets a ride.
Read it with no mistakes and at an
appropriate rate. Did I make any mistakes?
Did I read too fast or too slow? Call on
individuals to read the sentence with no
mistakes and at the right speed.
LET'S TALK ABOUT IT Display the Things
Animals Do/How This Helps Us Know About
Them T-chart. Help children add things
animals eat to "doctor" themselves to the
appropriate column. Have them describe each
thing.
Remind
children that
they heard a
story about
wild animals
who "doctor"
themselves.
Tell them that
tomorrow
they will hear
about these
animals again.
Day 5
Morning Warm Up!
This week we read about many
wild animals.
What can we learn as we
observe animals?
observe
parent
wild
solo
dangle
nape
medicine
poisonous
Share Literature
Listen and Respond
USE PRIOR KNOWLEDGE Review that yesterday the class listened
to find out how animals take care of themselves. Suggest that
today the class listen to find out how watching what wild animals
eat will help us understand more about them.
MONITOR LISTENING COMPREHENSION
What can we learn about animals if we observe how they find
medicine for themselves in the wild?
Why is "When Animals Are Doctors" a good title for this article?
Build Oral Vocabulary
GENERATE DISCUSSION Recall what some animals do to stay
healthy. Remind children that most of what we know about
animals comes from observing them. Invite children to share
observations they've made of wild animals, either at the zoo or in
their neighborhood. Have children use some of this week's
Amazing Words as they describe what they've learned about
animals from watching them.
Inflected Endings
Have children read aloud as you track the print. Call on
individuals to read and underline the words with –s and –ing
endings. Have them point out the ending and frame the base
word.
• Mom pins and tacks the tag on the map.
• Dad is fixing and waxing the van.
• Pam sits and rips the rag.
• Nick is kicking and passing it.
High-Frequency Words (92c)
this
too
eat
her
her
Mama monkey gave ________
baby
A banana at the zoo.
this
“Eat ________
fruit,” said Mama,
eat
too
And I will ______
it _______!
Spelling Test – Short I
(Use these sentences for reading or dictation practice.)
DICTATION SENTENCES Use these sentences to assess this week's
spelling words.
1. Hit the two lids.
2. Tim hits the box.
3. Will they win?
4. Dan wins the top job.
5. Sit with me.
6. Max sits in the van.
7. I do not like to nap.
8. The cat naps on a mat.
9. Will this cap fit?
10. The wig fits Dot.
HIGH-FREQUENCY WORDS
11. Mom got her tan socks.
12. Did you go too?
LOOK AT THE PROMPT Read p. 92 aloud. Have children select and discuss key
words or phrases in the prompt. (title, tells what the story is about, what each
page of the story is about, titles for two of the pages)
•STRATEGIES TO DEVELOP WORD CHOICE Have children describe pictures you
show them using exact, clear words.
add descriptive words to plain sentences such as The wind blew her hair.
(The strong wind blew her golden hair.)
point out strong words in stories you read to them.
HINTS FOR BETTER WRITING Read p. 93 aloud. Use the checklist to help
children revise their titles, and then discuss the grammar lesson. (Answer: yes)
Have children use correct word order in their own titles.
Daily Fix-It
9. The Fox sitts on a rock
10. my dog napps with Pop.
Daily Fix-It
9. The Fox sitts on a rock
The fox sits on a rock.
10. my dog napps with Pop.
My dog naps with Pop.
Research/Study Skills
Teach/Model Sign/Map
MODEL USING A MAP Have children look at the map of the zoo on pp. 74–75
in their books. Explain that a map shows where places are located. Tell
children that we use a map to know how to get from one place to another.
Point out the sign and explain that signs give information. Discuss the
information given on this sign. Then ask children to find places on the map.
Model how to trace a route between two places.
MODEL I can use this map to figure out how to get from the
elephants‘ habitat to the monkeys' habitat. First, I find the
elephants‘ habitat. Then I find the monkeys' habitat. Now I trace
the route between the two places.
TRACE ROUTES Call on individuals to trace these other routes: giraffes' habitat
to the monkeys' habitat, and the zoo entrance to the elephants' habitat.
PRACTICE
DEMONSTRATE USING A MAP Have partners make their own map of the zoo.
Have one child give directions for a walk around the zoo while the other traces
the route on the map. Then have children switch roles.
Click here to listen
to the story.
Wrap Up Your Week!
QUESTION OF THE WEEK Recall this week's question.
What can we learn about animals by watching them?
Display the Things Animals Do and How This Helps Us Know About Them T-chart. Help
children identify things animals do and things people learn by watching them. Help them
recall what they learned about animals by reading "When Animals Are Doctors," and
invite children to add to the T-chart.
CONNECT Use questions such as these to prompt a discussion.
•How do baby animals learn from their parents?
•Some baby wild animals get rides from their parents. Do you think
there are baby animals in your neighborhood who get rides?
•What do you think animals in your neighborhood do to take care of themselves?
Things Animals Do
How This Helps Us
Know About Them
take care of young
We can see how they feed
and teach their children.
doctor themselves
We can see what animals
eat when they are sick or
hurt.
Next week you
will read about
wild animals that
live in backyards.