Transcript Lesson 19, Day 4and 5

Objective: To express personal preference
What fruits grow on trees?
Which are your favorite?
On my signal, turn and talk to your partner to
complete this stem.
______________grow on trees.
My favorite fruit is a ____________.
Apples come in different colors –
red, green, and yellow. Which kind
is your favorite?
On my signal, turn and talk to your
partner and fill in this stem.
I like _______________apples the
best because ___________.
Objective: To respond to a poem through movement
We are going to read a poem
today called Two Little Apples. I
want you to listen as I read it
once. Then you will read it along
with me and do what the poem
says. On the third time we read
it, I would like for you to turn to
your partner and act out the
poem together.
Two Little Apples
Two little apples hanging on a tree,
Two little apples smiling at me.
I shook that tree as hard as I could.
Down came the apples. Mm! Mm! Good!
Do these motions with the poem
Line 1 – hold your arms out straight
Line 2 – Form smiles with your hands
Line 3 – Pretend to shake a tree
Line 4 – Fall to the ground
Objective – To read high-frequency words
hurry
mother
nice
should
would
our
dear
over
door
sky
told
Objective: To substitute phonemes to say new words
Phonemic
Awareness
Phoneme
Substitution
Tune: The Farmer in the Dell
Objective: To
substitute
phonemes to say
new words
The parrot squawked out box.
Oh, what a noisy bird!
He changed the /b/ into an /f/,
And this is what he heard:________
Tune: The Farmer in the Dell
The parrot squawked out mat.
Oh, what a noisy bird!
He changed the /m/ into an /ch/,
And this is what he heard:________
Objective: To recognize and read contractions ‘ve and ‘re
Remember that contractions are a
shorter way to say two words. The
apostrophe in a contraction stands for
the missing letters. For example:
We’ve
We have
We’re
We are
I’ve
I have
You’ve
You have
We’ve
We have
They’ve
They have
What are the contractions in the
following sentences and what do
they stand for?
We’ve sung this song before.
We’re going home.
We’re on the green team.
I’ve got a new soccer
ball.
You’ve got the ball! Kick
it to me!
You’re kicking the ball
Objective: To use /e/ e, ee, ea and other known letter-sounds to spell and write
words
To spell and write known high frequency words
me
see
feet
seat
mean
team
slow
road
our
over
Let’s read the sentences with our spelling words this week.
Come with me.
Can you see the clock?
Put your shoes on your feet.
Kim sat down in her seat.
What does this word mean?
Our team won the game.
A turtle is slow.
Cars travel on the road.
Come to our house.
The dog is over there.
Word Blending
s ea l
bee p
ee l
he
Objective: To build and
blend words with
/e/ and other known
letter-sounds.
Word Building
me
see
f eet
seat
mean
tea m
Objective: To build and
blend words with ee,
ea, and other known
letter-sounds.
Objective: To build and
blend words with
/e/ and other known
letter-sounds.
Word Blending
me
m ow
b ow
bee
Fluency
Objective: To read
fluently with
appropriate
phrasing.
We can bowl.
We are on a team.
Would you like to come to see us?
It’s just down the road.
You can come with me.
Can Dan meet with us?
Our coach can teach us.
Objective: To read high frequency words
dear
door
hurry
mother
should
sky
told
word
but
not
all
when
can
an
each
Objective: To recognize cause and effect while listening to a story
Let’s reread a story we are familiar
with. We will read Bear Wants More.
As we read let’s see if we can find the
cause and effect of this story.
Remember that what happens in a
story is the effect and why it happens
is the cause.
What happens again and again in this
story?
What is the setting of this story?
What was the effect of the story (what
happened in the story)?
What cause the bear to get stuck?
Cause and Effect
TITLE
Effect – what Cause – why
happened
it happened
Chicken Little
An acorn hit
Chicken Little.
He thought the
sky was falling.
Little Rabbit’s
Tale
An apple hit
Little Rabbit.
He thought the
sky was falling.
Bear Wants
More
Bear ate too
much.
Bear got stuck.
Objective: To develop robust
vocabulary by discussing
ideas and situations.
Robust Vocabulary
• gullible
• hastily
• unreasonable
gullible
I can fly!
Wow!
Really?
The girl was gullible and believed the
boy could fly.
If you
believe
everything
you hear,
even very
silly things,
you are
gullible.
If you think that you are very gullible
to believe something I say, then
point to me and say, “You’re so
gullible!”
The sun is in the sky.
My uncle has a pet dinosaur.
It might rain tomorrow.
My grandma’s cat can talk.
hastily
If you do
things hastily,
you are doing
them in a big
hurry.
The girl ran hastily to get the soccer ball first.
I will describe some situations. If it is a
situation in which you should move
hastily then you should run in place and
say, “Move hastily!”
A dog is chasing me.
I am picking some flowers.
I’m outside and it’s starting to pour down
rain.
Some one yells, “Fire!”
unreasonable
The dog was being unreasonable with his
bone.
If you are
unreasonable,
you would do
things that
don’t make
sense.
I will say some things. If you think that they
are unreasonable, then you should shake
your head and say,
“That’s so unreasonable!”
I am going to build a house all by myself.
I am going to do my homework when I get
home.
I’m going to take my dog for a walk.
I am going to buy every toy in the story.
Which request is courteous?
May I please watch something else?
Stop being unreasonable!
Which person does something devious?
Mike gives his little sister a hug.
Amy hides in back of the couch to scare
her dad.
What moves rapidly or hastily?
The soap bubbles float to the
ground.
The blue race car is in the lead!
Which person is more gullible?
Mary thinks the moon is made of
cheese.
John thinks that water helps
plants grow.
Objective: To identify and use describing words that tell about color, size and
shape.
Remember that describing words tell about
a thing. They could tell about the shape,
size, and color of a thing.
Let’s see if we can pick out the describing words
in the following sentences. Some of them may
not have any describing words.
The tiny brown bird sits in it’s little brown nest.
Spot is a big black dog.
I see a beetle.
Bring me the red bowl.
Show us the tallest block.
The cat jumped on the bed.
I see a tiny beetle.
Objective: To select a focus when writing.
To use descriptive words when writing.
To use sensory details in writing.
Objective: To write
using describing
words for color,
size, and shape
Red bricks
Tall
building
A tall brick
building
Black
door
Square
windows
I saw a red brick building
downtown. It has big black
doors in the front. It has lots
of little square windows.
Many windows have flower
boxes with lots of red
flowers. I really like the huge
flagpole out front.