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NotesLesson 8Materialscrayons (Optional) tall, clear glass jar1 cup clear carbonated sodadried spaghetti pastafood coloringmetric rulermagazine pictures of two or three animals or the book

Weird Animals by Tammy Everts (Crabtree, 1995)two strips of paper, ribbon, or fl at sticksinstant camera (Optional)photograph of a simple shape (Optional)

BooksReading Work Pages Here We Go!Science: A Closer LookActivity Pages

Student Assignments ❑ MATHEMATICS ❑ READING

___Complete Work Page 17–20, Reading Work Pages ___Read “A Day at School,” Here We Go! ___Complete Th ink About the Story, p. 64, Here We Go! ___Complete exercises and answer questions ___Complete Reading Checkpoint

❑ SCIENCE ___Read pp. 14–15, Science: A Closer Look___ Complete Science Activity 5, Activity Pages ___Complete Science Checkpoint

❑ SCIENCE & COMPUTER SKILLS ___View the online lesson Processor & Input/Output

Devices (length 9 minutes)___Draw, label, and discuss computer parts___Complete Computer Skills Activity 1, Activity Pages

❑ GAMES AND ACTIVITIES ___Play “Jump the Brook”

MathematicsComplete today’s Math Lesson in the separate Math Lesson Manual.

ReadingIntroduction: Today your student will blend short a words. He will read a story, compare and contrast characters, draw conclusions, sequence events, and summarize. He will identify and dictate rhyming words, and will recognize the use of a capital letter at the beginning of a sentence.

PhonicsObjective: to blend short a words

Write Pam on the chalkboard or a piece of paper. Underline a. Remind your student of the short a sound, /ă/. Have your student look carefully at the word, think about the sounds for the letters h, a, t, and blend the word sound by sound. Repeat with other short a words from the story: at, sat, can, Nat, tap, fan, cat, pat, nap.

Directed ReadingObjectives: to summarize; to compare and contrast; to draw conclusions; to recognize the sequence of events in a story

Introduce the story words add, playground, read, school, sing, and teacher using Work Page 17 in the Reading Work Pages. Help your student to understand the meaning of each. Use these words as a reference when you and your student talk about the story. Your student does not need to master these words.

Provide your student with the Here We Go! reader, and have him locate the story “A Day at School” on p. 4 of the table of contents. Have him fi nd the page number

Lesson 8Lesson 8

Notes

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Noteson which the story begins and turn to this page in the text. (p. 46) Introduce the author and the photographer. Ask your student to tell how a photographer is diff erent from an illustrator. (A photographer uses a camera to take pictures [photographs]. An illustrator draws or paints the pictures.)

Have your student turn to p.  47 and read the title. Explain that this story is about things three children can do at school. Have your student predict what the children might do.

Tell your student that aft er you read the story you want to tell what these children can do at school. Explain that you will try to remember the important things as you read the story.

Explain that thinking about how things are alike and diff erent can help you remember and retell stories. Remind your student that he used that skill when he read “Cam and Pat.”

Guide your student’s reading of the story with these questions.pp. 48–49 What does Pam do at the beginning of the story? (Pam goes to school

with her mother and meets her teacher and classmates.)pp. 50–51 What can Nat and Pam both do? (Th ey can read.)p. 52 What instrument is Pam playing? (a drum)pp. 54–55 What is diff erent about the shapes Pam and Jen cut? (Pam cut a fan

and Jen cut a cat.) pp. 56–57 What happens when Pam and Nat add up the counters? (Th ey fi nd

out there are fi ve counters.)pp. 58–59 Where do Pam, Nat, and Jen play at the playground? (Th ey play on

the jungle gym.)pp.  60–61 Why does the pet need a nap? (It is tired from playing with

the children.)pp. 62–63 What is the last thing that Pam does in the story? (She gets on the

school bus to go home.) Why do you think Pam likes her new school? (Pam has made new friends and seems to like the things she does at school.)

Once your student has fi nished reading, discuss the Th ink About the Story questions on p.  64. Tell your student that to answer the fi rst question, he will have to summarize. Explain that in order to summarize we need to think about all the important things that happened in the story. We learned that at school, the children can read, add, cut out shapes, play, and pat the rabbit. If there is time, have your student reread the story aloud to you.

Application: Have your student complete Work Page 18 in the Reading Work Pages to demonstrate his understanding of the story.

ComprehensionObjectives: to compare and contrast an event in a story; to record likenesses and diff erences in a graphic organizer

Point out that things can be alike in some ways and diff erent in others. Show your student a red pencil and a blue pencil (or two diff erent pencils). Ask him to tell how they are alike. (Th ey are both pencils. Both have erasers and points.) Explain that alike means the same.

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Notes Ask how the pencils are diff erent. (One is red; the other is blue.) Explain that diff erent means not the same. Say that some things in a story may be alike in some ways and diff erent in some ways.

Demonstrate how to compare and contrast. Remind your student that in the story “A Day at School,” Pam and Jen are both doing the same activity. Th ey are both cutting out pictures. Th e girls are cutting out diff erent things, though. Pam is cutting out a fan, and Jen is cutting out a cat.

Tell your student that we can show how things are alike and how they are diff erent in a diagram. Introduce the Venn diagram found on Work Page 19. Explain how it can be used to show how a jungle gym and a swing set are alike and diff erent. Discuss the two pieces of equipment and review the diagram. Note that the center overlap shows how the two are alike, and the outside parts show how the two are diff erent.

jungle gymused for

climbing

doesn’t move

bothfound on

the

playground

used for

playing

swing setused for

swinging

moves back

and forth

Application: Have your student complete Work Page 20 in Reading Work Pages to practice the skill of comparing and contrasting.

VocabularyObjective: to identify and dictate rhyming words

Write the word big on the chalkboard or piece of paper. Say the word and have your student repeat it. Th en read aloud “A Pig.” Have your student clap when he hears a word that rhymes with big.

A Pig

A pigIn a wigDid a jigFor a fig.

Th en write and read aloud “A Cat.” Have your student suggest rhyming words to complete the second and third lines.

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NotesA Cat

A catIn a ____Chased a ____Off the mat.

Reread the rhymes together. If you wish, your student can illustrate and label one of them.

Grammar SkillsObjective: to identify and use a capital letter at the beginning of a sentence

Have your student dictate sentences about what he is doing today. Write his sentences on the chalkboard or a sheet of paper. Have him circle the capital letters he sees. Point out that each sentence begins with a capital letter.

Go over these points.• Th e fi rst word in a sentence always begins with a capital letter.

• Th e dot at the end of the sentence is called a period.

• Th e period shows where the sentence ends.

Have your student dictate more sentences. At the beginning of each sentence, pause and ask what kind of letter you should use at the beginning of the sentence.

Application: Have your student write a sentence, being sure to begin with a capital letter.

Complete Reading Checkpoint

ScienceObjective: to model the scientifi c method, which scientists use to learn about the world around them

Introduction: Your student has been learning about skills and methods that scientists use to investigate the world around them. Prompt your student’s inquiry by showing him pictures of animals or by reading a book such as Weird Animals by Tammy Everts (Crabtree, 1995). Aft er viewing the pictures or reading the book, ask your student the following questions.

1. What did you notice about the animals?2. What else would you like to know about these animals?3. How could you fi nd the answers to your questions?

Have your student discuss the materials he would need and what he would do to fi nd out more about the animals. Discuss how he might learn more by observing, comparing, and investigating.

In this lesson, your student is going to model the scientifi c method.

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Notes Instruction: Read pp. 14–15 in the textbook with your student. Ask your student the following questions as you read. (Your student may require verbal prompting to arrive at a reasonable response.)

1. Why is it a good idea to try the plan a second time? (possible answers: to double-check the results; to be sure that you did not make a mistake the fi rst time)

2. What would you do if the results of a second try were diff erent from the fi rst try? (Possible answers: Try the plan again; ask someone else what results he or she got from the same experiment.)

3. What would you do if the results never came out the same? (Possible answer: Make a new plan and start over.)

Have your student look at the chart showing the scientifi c method on p.  15 of Science: A Closer Look. Have him match each step to the relevant picture or caption on pp. 12–15 in the textbook. Complete the Th ink, Talk, and Write activity on p. 15 with your student. Your student may require verbal prompting and assistance with writing.

Application: Complete Science Activity 5: Floating Pasta in the Activity Pages. Peanuts or raisins may be substituted for the pasta.

Discussion Questions: Discuss the following questions with your student. Your student may use the textbook pages for help answering these questions.

1. How can you investigate a scientifi c question? (Ask a question, make a prediction, make a plan, follow the plan, and record the results.)

2. Why is it good to try your plan more than once? (to be sure your results are similar each time)

Note: From this point forward, Science: A Closer Look will be referred to as Science.

Enrichment: Provide your student with index cards labeled with the Observe, Ask a Question, Make a Prediction, and Make a Plan steps of the scientific method. Tell your student to choose one of the following pictures and to observe the animal, ask a question about it, make a prediction about it, and make a plan to find an answer to the question. Have your student write or draw on the scientific method index cards what he would do for each step, and put the index cards in the proper order.

1 2 3

Complete Science Checkpoint

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NotesScience & Computer Skills Objective: to identify the basic parts of a computer, including the keyboard, monitor, mouse, speakers, printer, and processor

Key Termskeyboard monitor mouse speakers printer processor

Introduction: Begin by having your student look at the parts of the scientifi c method on p. 15 in Science. Tell him that just as there are parts of the scientifi c method that help scientists solve problems, there are also parts to other things. Tell him the computer has specifi c parts that make it work.

Instruction: Have your student take a seat in front of the computer, and then point out the computer’s mouse, which he should be able to identify from the fi rst lesson in this course. Invite him to name any other parts of the computer he may know. Ask him to try to make a good guess about how each of these parts is used. Say: People use some of these parts to put information into the computer. Th ese are called input devices. People use other parts to get information out of the computer. Th ese are called output devices. Th ink about this idea as we watch the lesson together. Now, view the online lesson Processor and Input/Output Devices.

Application: When he has fi nished the online lesson, have your student draw a picture showing the diff erent computer parts presented in the lesson: keyboard, mouse, monitor, speakers, printer, and processor. Prompt him to include any parts he may have omitted. Discuss his drawing with him, and ask him to explain the purpose of each part. If your student struggles to remember the names of the parts, you may say the names and have him point to them on his drawing. It is more important that he understands the purpose of each part and that he can recognize each part when it is named. Help him categorize each part by having him explain which parts are input devices and which parts are output devices. Talk about why each part fi ts into its correct category. Th is is a good opportunity to review direction words and words describing the senses.

Turn to Computer Skills Activity 1: Computer Parts Memory, located in the Activity Pages. Help your student cut out the cards, and play a game of “Memory” or “Concentration.” Shuffl e the cards, and then spread the cards face down on the table. Take turns turning over two cards at a time. Players may keep any matching card pairs turned over. Th e player who makes the most matches wins. For reinforcement, have your student try to identify the computer part shown on the cards turned over during the game.

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Notes

Games and ActivitiesJump the Brook: Using two strips of paper, ribbons, or fl at sticks, mark off a 5-inch space on the fl oor or ground. Say to your student: Let’s pretend that you are out walking and you fi nd this brook. You have to jump across it to continue on your way.

Aft er your student has jumped over the space, widen it a few inches and say: It rained last night, and now the brook is wider.

Aft er each successful jump, widen the stream a little. When your student can no longer jump across the brook, say: Your feet are wet! Now you must go home to let them dry.

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