1.6.1 “animal park" last week we read about how kim and brad helped a small red bird that...
TRANSCRIPT
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1.6.1 “Animal Park"
Last week we read about how Kim and Brad helped a small red bird that lived in a tree in their neighborhood.
How did Kim and Brad help the bird?
How can we help animals around the world?
Let’s sing “Big, Round World” from the Sing with Me Big Book!
Were the animals in “A Fox and a Kit” wild or tame animals?Where did they live? Why do you think the bird in “Get The Egg!” built its nest in a tree?Circle the words: small, treeHave children say and spell each word as they write it in the air.
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• desert- a desert is a very dry area, usually covered with sand.
Examples: • It doesn’t rain very often in the desert.• Deserts are usually very hot.• You might see a cactus in the desert.
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• forest- a forest is a place with many trees.
Examples:• You must stay on the trail when you hike through the
forest.• The forest is home to many animals.• Smokey Bear tells people to help prevent forest fires.
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• world- the world is all of Earth.
Examples: • The world is round.• Billions of people live in the world.• Some people have traveled all around the world.
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Today we are going to sing a song about habitats. Listen for the amazing words as you sing!
world forest desert
Sing the song again and have children circle
their arms for world, extend their arms for forest, and fan their
faces for desert.
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Phonemic AwarenessBlend and Segment Phonemes
• We just sang about a forest home where chipmunks run. Listen to the sounds in run.
• (Model saying each sound. Have children say the sounds with you, and then say the sounds themselves).
• Now say each sound as you write the letter that goes with it. Have children say the sounds as you point to the letters and blend the sounds to say the word.
• Continue with the words: mud, nut, gum, cuff, fuss, tuck
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big hopYou studied words like these already. What do
you know about the vowel sounds in these words?
Today we will learn about words that have
the short u vowel sound.
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This is umbrella.
The sound you hear at the beginning of umbrella is short u.
Say it with me!!
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bugThe letter u in this word stands for the short sound of u.
This is how I blend this word.
bugLet’s blend this word together.
When a is the only vowel in a word, it usually stands for the short a sound.
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GROUP PRACTICESay the sound of each letter and blend the word together.
cut
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GROUP PRACTICESay the sound of each letter and blend the word together.
dug
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GROUP PRACTICESay the sound of each letter and blend the word together.
bun
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GROUP PRACTICESay the sound of each letter and blend the word together.
duck
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GROUP PRACTICESay the sound of each letter and blend the word together.
snug
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Review
What do you know about
reading these words?
cut bug
When u is the only vowel letter in a word, the u usually stands for the short u sound.
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Individual Practice
sub
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Individual Practice
hum
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Individual Practice
mug
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Individual Practice
yum
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Individual Practice
suds
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Individual Practice
luck
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Individual Practice
truck
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Individual Practice
stuff
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Write this word on your white board!
rub
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Change the b to n
run
What’s the new word?
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Change the n to g
rug
What’s the new word?
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Change the r to d
dug
What’s the new word?
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Change the d to pl
plug
What’s the new word?
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Change the g to m
plum
What’s the new word?
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Clean Up
Clean your white board
and put it away.
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Let’s read!(Monitor Progress)
hum
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Let’s read!(Monitor Progress)
box
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Let’s read!(Monitor Progress)
hid
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Let’s read!(Monitor Progress)
jug
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Let’s read!(Monitor Progress)
job
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Let’s read!(Monitor Progress)
ten
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Let’s read!(Monitor Progress)
tub
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Let’s read!(Monitor Progress)
hut
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Let’s read!(Monitor Progress)
pot
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Let’s read!(Monitor Progress)
pup
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Let’s read!(Monitor Progress)
mop
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Let’s read!(Monitor Progress)
cup
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Let’s read!(Monitor Progress)
fun
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Let’s read!(Monitor Progress)
gum
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Let’s read!(Monitor Progress)
bat
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Spelling
• What sounds do you hear in tug? (/t/ /u/ /g/)• What is the letter for /t/? (Write t. Continue with u /u/
and g /g/)• In tug, the u has the short u sound: /t/ /u/ /g/, tug.• Repeat with fun.
Dictate the spelling words for the pretest. Segment words if necessary.
GROUP TIME!!
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Build BackgroundLet’s Talk About Wild Animals
Let’s talk about what you see here…Where might you see a panda? What habitat does the snake live in? How is its habitat different from the penguins’
habitat? Do you think you would ever see an alligator in your neighborhood? Why or why not? What do you know about endangered animals?
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Animals That Need Help
K W L
Let’s create a KWL chart!
What can we add to the chart?
Tigers
Pandas
Eagles
What problems do wild animals
have?
How can we help wild
animals that need help?
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Cause and Effect
• Most things happen for a reason.
• Words like because and so can help you figure out what happens and why.
Good readers ask themselves what happens and why it
happens.
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What is happening? Why is this happening?
When I read, I ask myself …
Listen as I read A Rain Forest in the Zoo.
READ STORY!!
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Think about the story…
• Why does the exhibit look like a real forest?
• Why do zookeepers change the lights in the exhibit?
• Why does the zoo want to keep its animals safe and happy?
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GRAMMAR - QuestionsQuestions begin with capital letters and end
with a question mark.
Can you see zebras? is a question, so it begins with a capital letter and ends with a
question mark.
Have students ask questions and write them on the board.
http://www.pearsonsuccessnet.com/snpapp/iText/products/0-328-35330-2/pdfs/0-328-14616-1/006.pdf
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Tomorrow we will read more about wild animals.
run•What sound does the letter u have in this word?
•Can you name some other words with the same sound?
•Say the sound of each letter in run.
•(Continue with sun and rug)
* Make sure you read the “Family Times” newsletter with your family tonight!
•Sharpen a dull pencil. Then ask: What happened? Why did this happen?
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1.6.2 “Animal Park"
Today we will read about how animals get around. They can travel by water, air, or land.
Have you ever seen animals swim by?Let’s sing “Big, Round World” from
the Sing with Me Big Book!Reread the message.
Have children raise their hands when they hear a word with short i.
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• surf- surf means “to ride.” When you are surfing you are riding or moving from place to place.
Examples:
1. Some people who live near oceans use surfboards to surf big waves.
2. Surfing the waves takes lots of skill.
3. It’s fun to surf the Internet.
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Remember that illustrators make decisions about what kind of pictures to draw for stories. Sometimes they
draw pictures that look real.
As I read, listen for animals that travel in the water.
Some babies travel through the air or on the ground. Some animals that travel in water may be surfing, or riding on top of the water. How does a beaver travel?Do you think a beaver can only travel in water? Why or why not?
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Phonemic AwarenessDelete Final Phonemes
• The mother lion can grasp her baby. Listen to the sounds in grasp, /g/ /r/ /a/ /s/ /p/.
• Now say each sound as you write the letter that goes with it.
• (Have children say the sounds as you point to the letters and blend the sounds to say the word).
• Now listen as I take away the /p/ at the end of grasp: /gr/ /a/ /s/, grass.
• Erase the letter p and add an s. Have children say the sounds as you point to the letters and blend the sounds to say the word (grass).
• Continue with the words: tent, self, mend, past, felt, skimp
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tent
Point out that the letters n and t at the end of tent make a consonant blend. Remind children that a consonant blend has two or more consonant letters whose sounds are blended together.
Segment and blend tent.
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Group Practice
milk
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Group Practice
gift
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Group Practice
mask
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Group Practice
bend
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Group Practice
camp
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Review
What do you know
about reading these words?
tent milk
The sounds of the two consonant letters at the end of each word are blended
together.
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Individual Practice
desk
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Individual Practice
melt
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Individual Practice
dust
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Individual Practice
help
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Individual Practice
went
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Individual Practice
crisp
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Write this word on your white board!
and
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Add b to the beginning
band
What’s the new word?
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Change the a to e
bend
What’s the new word?
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Change the d to t
bent
What’s the new word?
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Change the n to s
best
What’s the new word?
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Change the s to l
belt
What’s the new word?
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Change the b to hChange the t to p
help
What’s the new word?
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Clean Up
Clean your white board
and put it away.
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bend
Let’s read!(Monitor Progress)
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truck
Let’s read!(Monitor Progress)
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drift
Let’s read!(Monitor Progress)
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help
Let’s read!(Monitor Progress)
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raft
Let’s read!(Monitor Progress)
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plan
Let’s read!(Monitor Progress)
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stump
Let’s read!(Monitor Progress)
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sick
Let’s read!(Monitor Progress)
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clasp
Let’s read!(Monitor Progress)
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pond
Let’s read!(Monitor Progress)
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black
Let’s read!(Monitor Progress)
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must
Let’s read!(Monitor Progress)
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last
Let’s read!(Monitor Progress)
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held
Let’s read!(Monitor Progress)
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stamp
Let’s read!(Monitor Progress)
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Spelling
The men must cut up the tree.(Find and circle short u words.)
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Spelling
We run to the bus.(Find and circle short u words.)
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Spelling
They will jump on the rug.(Find and circle short u words.)
GROUP TIME
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High Frequency Words
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 home, (h) (o) (m) (e), home. What is this word? What are the letters in this word? Use
this word in a sentence. Repeat process with other words.
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High Frequency Words
Read the Words
1.This is home to many big animals
2.Will we see them?
3.We see big animals stomp into the pond.
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Grammar - Questions
I was born in New York.Ask children to make the statement into a question.
(Where were you born?)
I am six years old. Ask children to make the statement into a question.
(How old are you?)
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Grammar - Questions
A question is an asking sentence.
It begins with a capital letter.
It ends with a question mark (?).
http://www.pearsonsuccessnet.com/snpapp/iText/products/0-328-35330-2/pdfs/0-328-14622-6/021.pdf
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• One day I saw many cats.• I saw them run into a home.
Tomorrow we will read about a big park that is home to many wild animals.
bumpWhat sound does the mp make?
(Continue with ant, nest, and soft.)
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1.6.3 “Animal Park"
Today we will read about a park in Africa. People can watch wild animals there.What animals do you know that live in
Africa?Let’s sing “Big, Round World” from
the Sing with Me Big Book!
Point to the words watch and animals as you read. Have children echo each
words as you read.The word watch means “to look at.”
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• beneath – under.
Examples: 1.We hung one picture beneath the other.
2.You’ll stay dry if you stay beneath the open umbrella.
3.Keep your feet beneath your desk.
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• snug – cozy and safe.
Examples: 1.The baby was snug in its mother’s arms.
2.Sleeping bags keep campers snug at night.
3. I like being snug in bed when it’s cold outside.
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Yesterday we read the book to find out which animals travel in the water.
As I read, listen for baby animals that get rides in the water.
Some animal babies get rides. They may ride “snug” or close to a parent, or “beneath”, or under, a parent’s wing.
How does a baby swan travel?Where does it travel? How do you know?Do other kinds of animal babies who get rides from parents travel in the water?
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Phonemic AwarenessBlend and Segment Phonemes
• The elephants tramp along a bumpy trail.. Listen to the sounds in tramp.
• Model saying each sound, /t/ /r/ /a/ /m/ /p/. Have children say the sounds with you, and then say the sounds by themselves.
• Now say each sound as you write the letter that goes with it. Have children say the sounds as you point to the letters and blend the sounds to say the word.
• Continue with the words: dump, fun, rust, mug, blunt
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busYou can read this word because you know that when u is the only vowel in a word, the u usually stands for
the short sound of u.
What sound does the u in this word stand for?
What’s the word?
bus
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• When you come to a new word, look at all the letters in the word. Think
about its vowel sound and if the sounds of the consonant letters can
be blended together.
• Say the sounds in the word to yourself and then read the word.
• bus bust
What will you do when you come to a new word?
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Group Practice
mud
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Group Practice
dust
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Group Practice
pup
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Group Practice
tusk
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Let’s sing!
sun ducks fun up buzz run
fast skunks
hump drift gulls jump stump
Look for these words
as we sing this song:
Animals Under Our Sun.
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Sort the words under the correct column.
Short u Without Final Blend Short u With Final Blend
cuff hum slump rug rust dusk sun hunt
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Spelling – Short u Words
Give each child 12 colorful strips of paper. Have children use scissors to cut fringe on the ends of each strip. Have them write a spelling word on
each strip. When all the words have been written and checked, have children glue the fringed strips to a large piece of construction paper to make a
colorful word rug.
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Safaris
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Build BackgroundExplain to the students what a safari is.
Safaris
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Connect to Selection
• We know that wild animals live in
different places. Some animals live on lands that people set aside to protect them. We are going to read
about a big animal park. We’ll find out
what animals call this big park home!
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Vocabulary• Park – land where people
go to play or rest• Elephants – huge strong
land animals with gray skin and long trunks
• Zebras – black and white striped animals that look like horses
• Hippos – large animals with short legs, thick skin, and no hair
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Let’s read some high frequency words!
into(Say and spell the word. Have children say and spell the word. Ask children to identify familiar letter-
sounds.)
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are(Say and spell the word. Have children say and spell the word. Ask children to identify familiar letter-
sounds.)
Let’s read some high frequency words!
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home(Say and spell the word. Have children say and spell the word. Ask children to identify familiar letter-
sounds.)
Let’s read some high frequency words!
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from
Monitor Progress
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many
Monitor Progress
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sea
Monitor Progress
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them
Monitor Progress
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they
Monitor Progress
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to
Monitor Progress
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Skill - Cause and Effect
• You should think a about the things that happen and why those things happen.
1.Notice and think about the
things that happen.
2.Ask yourself why those things
happen.
As you read……
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Strategy = Monitor and Fix Up
• Photographs or illustrations should give you information that can help you understand the words.
Pay attention to the pictures and the words that tell about them.
As you read……
GROUP TIME
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Grammar - Questions
• Write a question using each word.
1. zebras - _________________________________________________
2. hippos - _________________________________________________
3. elephants - _______________________________________________
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Tomorrow we will listen to a story about more animals – wild horses.
•Where do the hippos in Animal Park like to sit?
•Why do the hippos sit there?
What can you do if you don’t understand something you
read?
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1.6.4 “Animal Park"
Today we will read about dogs, raccoons, and hippos.
Do you know what these animals like to eat? What do the animals you know like to
eat?Let’s sing “Big, Round World” from
the Sing with Me Big Book!How many questions do you see in the
message?
Hold up that many fingers.
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• native – from a certain place.
Examples: 1. My grandparents decided to return to their native land.
2. Native Americans were the first people who lived in our country.
3. Spanish is some people’s native language.
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• reserve – a reserve is a place set aside for special use.
Examples: 1. The government set aside some land as a nature reserve.
2. Animals are safe in the nature reserve.
3. Plants can’t be destroyed in the reserve, either.
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READ ALOUD ANTHOLOGY
• What were some of the animals that live in the Animal Park?
• I’m going to read another story about wild animals and where they live.
– “Takhi” by Karen Magnuson Beil
Listen to find out how the takhi survived and came to live in a reserve. READ ALOUD
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READ ALOUD ANTHOLOGY
• Why do you think there are more endangered animals in the present than there were in the past?
• Tell me why a monkey might not survive if the trees in its habitat were chopped down.
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Phonemic AwarenessSegment and Count Phonemes
• We heard that the zoo-born takhi were fed by people. Listen to the sounds in fed, /f/ /e/ /d/.
• Now say each sound as you write the letter that goes with it.
• Have children say the sounds as you point to the letter and blend the sounds to say the word.
• NOW LET’S COUNT THE SOUNDS IN FED: /F/ ONE, /E/ TWO, /D/ THREE. THE WORD FED HAS THREE SOUNDS.
• Continue with the words: leg, pen, jet, stem, sled, dress, speck
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Review PhonicsShort e and Initial Blends
pen
Look at this word. You can read this word because you know that when e is the only vowel letter at the
beginning or in the middle of a word, it usually stands for the short e sound, /e/. What sound does
e stand for? (/e/) What’s the word? (pen)
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Review PhonicsShort e and Initial Blends
flag
Look at this word. You can read this word because you know that the sounds of the letters f and l can
be blended together. What sounds do f and l make? (/f/ /l/) What’s the word? (flag)
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Sort the words under the correct column.
Short e Not Short e
net sled six dress bug grill step black snap ten
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Let’s read some words!Monitor Progress
cluck
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Let’s read some words!Monitor Progress
that
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Let’s read some words!Monitor Progress
five
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Let’s read some words!Monitor Progress
stuck
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Let’s read some words!Monitor Progress
saw
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Let’s read some words!Monitor Progress
big
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Let’s read some words!Monitor Progress
green
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Let’s read some words!Monitor Progress
see
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Let’s read some words!Monitor Progress
red
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Let’s read some words!Monitor Progress
tree
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Let’s read some words!Monitor Progress
like
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Let’s read some words!Monitor Progress
frogs
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Let’s read some words!Monitor Progress
small
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Let’s read some words!Monitor Progress
your
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Let’s read some words!Monitor Progress
pond
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Let’s read some words!Monitor Progress
Fran
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Let’s read some words!Monitor Progress
was
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Let’s read some words!Monitor Progress
sled
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Let’s read some words!Monitor Progress
hens
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Let’s read some words!Monitor Progress
where
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I like to see at the
Let’s read some sentences!Monitor Progress
Call on individuals to read the sentence. Randomly point to the review words and have them read. High-frequency words are underlined and decodable words are circled.
frogs pond.
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saw your small green tree.
Let’s read some sentences!Monitor Progress
Call on individuals to read the sentence. Randomly point to the review words and have them read. High-frequency words are underlined and decodable words are circled.
Fran
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said the five
Let’s read some sentences!Monitor Progress
Call on individuals to read the sentence. Randomly point to the review words and have them read. High-frequency words are underlined and decodable words are circled.
“Cluck, cluck, cluck,” hens.red
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Where was
Let’s read some sentences!Monitor Progress
Call on individuals to read the sentence. Randomly point to the review words and have them read. High-frequency words are underlined and decodable words are circled.
that big sled stuck?
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• What are asking sentences called?
• How do questions always end?
•http://www.pearsonsuccessnet.com/snpapp/iText/products/0-328-35330-2/pdfs/0-328-14622-6/023.pdf
Grammar - Questions
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Tomorrow you will hear about the takhi again.
How many animals live in the
park?
Let’s practice reading this sentence in a voice that sounds like you are asking a question.
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1.6.5 “Animal Park"
This week we read about animals who live in different places around the world. Some
live on native lands, others on nature reserves.
Why do animals live where they do? Let’s sing “Big, Round World”
from the Sing with Me Big Book!Name things in the message that:-mean almost the same thing as
Earth-name a habitat
-tell where the takhi live
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“Takhi”Read Aloud Anthology
•Yesterday we listened to find out how the takhi survived and came to live in a
reserve, or protected area. •Today, let’s listen to find out how the
takhi adapted to their new home on the reserve.
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Review – Short u and Final BlendsDirections: Read the sentences aloud. Name and underline the words that have
the short /u/ sound and final consonant blends.
1. That pup can run fast.
2. An ant will step in sand.
3. The small tug will drift in the tub.
4. The frog can rest at the pond.
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ReviewDirections: Read the riddles aloud. Determine which high-frequency word fits the
riddle.
1. I end with y. I’m the opposite of few. I start with /m/. That’s my last clue. What word am I?
2. I’m two small words put together for you. I’ll make it easy – I’m in + to. What word am I?
3. I start with /h/ and rhyme with foam. I can be a place where animals roam. What word am I?
4. Short e, that’s me. I rhyme with hem. I’m ____!
home into many them
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WRAP UP YOUR WEEK!!
1. Why do you think people set up the animal park?
2. How did the babies in Babies on the Go get help?
3. How did people help the takhi
Question of the week:How can we help animals around
the world?
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WRAP UP YOUR WEEK!!
You’ve learned 8 amazing words this week!
You’ve learned 49 amazing words so far this year!
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Next…
You will read about people in communities.