unit 2, week 6 "honey bees" what is a community how is a community of insects like a...
TRANSCRIPT
Unit 2, Week 6
"Honey Bees"
What is a community
How is a community of insects like a community of people?
Morning Warm UpDay 1
Bees fly where flowers grow.
They look around to find food.
How is a community of insects
like a community of people?
How were the triceratops a
community in “The Big
Circle?”
How do plants and animals
form a community in “Life in
the Forest?”
We are so Industrious
We work hard, We don’t fuss
We are so industrious.
Each individual has a job to do.
We think we’re a special crew.
Each of us plays apart.
We turn work into an art.
We are proud that we all
do our very best.
We of us helps out the rest.
Individual
industrious
special
creep
slither
romp
eagerly
wander
Phonemic Awareness:substitute /e/ for /e/
We just sang that each person has a job to do. Who do you think fed the hamster? Listen to the sounds in fed.
/f/ /e/ /d/. Say it with me. Now say it as I point to the letters that spell it.
f e d = fed
Listen as I change the /e/ sound in the middle to the /e/ sound.
/f/ /e/ /d/. Say it with me. Now say it as I point to the letters that spell it.
f ee d = feed
Listen to the sounds in both words. fed feed
Which one has the short e sound? long e?
let's continue on the next slide.
• f e d fed• f ee d feed• b e t bet• b ee t beet• p e p pep• p ee p peep• m e t met• m ee t meet• st e p step• st ee p steep
these
Pete
You studied words like these already. What do you know about reading these words?
Yes, When you see e at the end of a word, the first vowel says its name.
Today we will learn about words that use another way to spell long e..
This is an easel. The sound you hear at the beginning is /e/. Say it with me.
The two letters ee are together in this word. Two e’s together say their own name. This is how I blend this word. Do it with me.
What do you know about reading these words? Yes. When an e is at the end of a word it usually says its name. When two ee’s are together in word, it usually says its name.
There is only one vowel in this word. The vowel letter e at the end says its name. This is how I blend this word. Do it with me.
phonemic awareness
→f e d fed
→f ee d feed
→b e t bet
→b ee t beet
→p e p pep
→p ee p peep
→m e t met
→m ee t meet
→s t e p step
→s t ee p steep
build wordsAdd t to the end of bee.What is the new word? Change the b to f.What is the new word? Change the t to l. What is the new word? Change the f to h. What is the new word? Change the h to wh.What is the new word?
b e e
check word reading
(monitor progress)
we sweet he tree week
feel Pete keep she Steve
these step weed ten me
1. be 6. green
2. feet 7. me
3. he 8. she
4. see 9. tree
5. we 10. week
High Frequency Words
11. some12. family
What sounds do you hear in he? (/h/ / /) What is the letter for /h/? Write h. Continue with the e/ /. He has only one vowel, e, and it comes at the end of the word so the e has the longe sound: /h/ / /, he. What sounds do you hear in keep? (/k/ / / /p/) What is the letter for /k/? Write k. Continue with ee/ / and p/p/. In keep the letters ee stand for the long e sound: /k/ / / /p/, keep. There are four letters,but only three sounds.
build background
Let's talk about communities in natureDevelop Oral Language Tell me about what you see here. Yes, that's right, ants have made a tunnel system in the ground. Why do you think the ants did that? Look at all the bees on this hive! Tell me what you know about bees and honey. How are ant communities and bee communities similar?
Build Oral VocabularyIt is easy for you to carry a leaf. Why is it difficult for an individual ant to carry a leaf? What are the bees on the honeycomb doing to show that they are industrious? When a bee flies from flower to flower, what is its special job?
Concept ChartHow is a community of insects like a community of people?What is something only insects can do? (fly) Name something both insects and people can do? (eat, walk) What is something only people can do? (go to schoolConnect to Reading:These bees are pollinating the flowers. This week we will learn how a community of bees is like a community of people.
Listening Comprehension:Teach/Model compare and contrast
Define compare and contrast:Things that are alike are the same. Things that are different are not the same. Good readers look for ways that things are alike and different.
Read aloud: “Ants Working Together"
MODEL When I read, I look for things that are alike and different. One way ants and people are alike is that they both live together in groups. I can also look for ways that they are different. Ants live in colonies, and people live in homes.
break into groups
PracticeHow are the jobs of ants and people alike? How are they different? How are the places ants and people live alike? How are they different?
COMPARE AND CONTRAST Recall the story The Big Circle.How are the triceratops and Big T. Rex alike? (They are both dinosaurs. They are both hungry.)
How are the triceratops and Big T. Rex different? (Possible response: Triceratops eat grass, and Big T. Rex eats meat.)
CONNECT TO READING Tell children that when they read any story, they should think about how things are alike and different.
Daily Fix It
1. ants cant fly.
2. Ant's lift huj things.
Daily Fix It
1. ants cant fly.
Ants can't fly.
1. Ant's lift huj things.
Ants lift huge things.
Shared Writing:
Write Facts
COMPREHENSION SKILL we compare and contrast things when we notice how they are alike and different. When we write information about more than one thing, we often can usethe information to compare and contrast the things
Let’s work together to write some sentences on the chart.
GENERATE IDEAS What do you know about bees and ants? What do they look like? How do they move? Where do they live? WRITE Facts We will write facts about bees and ants and then compare and contrast the two sets of fact.
Grammar:
Teach/Model Nouns in Sentences
REVIEW NOUNS Remind children that a noun names a person, a place, ananimal, or a thing.IDENTIFY Nouns in SentencesDisplay Grammar Transparency 11. Read the definition aloud. Then model with item 1.What two things are named in this sentence? (hive, tree) What are the two nouns in this sentence? (hive, tree)
Circle the two words that are nouns. (hive, tree)
practice saying sentences ... use the following pairs of words:
frog, fly woodpecker, tree
nuts, squirrel ants, bees
grass, cows flowers, bugs
What sound do the letters ee stand for?
bee
Spell the word he and write it in the air. What does the e stand for? What is the rule? Continue with the next two words.
h e s e e m e
spel
ling:
long e
, ee
Long e
e, ee
Are ants like humans in any ways? How are they different?com
pare
and
contrast
Tomorrow we will read about how some critters in a bog move about.
Let's ta
lk
about it How is an ant colony like a human community?
Morning Warm UpDay 2
Today we will meet the frog in the
bog again.
We'll read what he eats and see how
big he gets.
Would you like to have a frog for a pet?
raise your pointer
when you hear or
see a long e
word.
Raise your thumb
when you see or
hear a short e
word.
individual
industrious
special
creep
slither
romp
eagerly
wander
POETRY Read the title and the author's name. Read the first page and notice the rhyming words. Poems often have rhyming wordsand they often have rhythm. Listen for the rhythm as I re-read the first few pages.BUILD ORAL VOCABULARY Describe how a frog moves. Listen as you read to find out how the other critters in the bog move
What are some words that tell how the animals move?
What does it look like when an animal creeps? What does it look like when an animal slithers?
Phonemic Awareness:Blend and Segment syllables
The frog got bigger. We saw it happen. Listen to the sounds in happen.
/hap/ /pen/ Now say it with me.
I see two syllables in happen. Let’s blend the word as I point to the two parts.
/h/ /a/ /p/ /p/ /e/ /n/
I say each part and then I blend the two syllables together.
Now listen to the sounds in mitten.
/m/ /i/ /t/ /t/ /e/ /n/
How many syllables are in this word? What do the syllables make together? mitten.
Let's practice some more words on the next slide.
→hap pen happen
→mit ten mitten
→kit ten kitten
→pen cil pencil
→but ton button
→bas ket basket
Syllables VCCVteach/Model
Blending Strategyconnect
tab
let
You studied words like these already. How many syllables do these words have? Today we will learn about words with two syllables.
Model
When you read a word like this one, first divide the word into smaller parts. If there are two consonants in the middle, divide the word between the two consonants. I see a b and an l together, so I will divide there. This is how I blend this word. Do it with me.
1
2
group practice
4
3
Review
Divide the word, blend each syllable, and blend the syllables together.
What do you know about reading these words? When you see a longer word with two consonants in the middle, divide the word between the two consonants, blend each syllable, and blend the syllables together to read the word.
→hap pen happen
→mit ten mitten
→kit ten kitten
→pen cil pencil
→but ton button
→bas ket basket
one or two syllables ... sort the following words:
nap napkin rib ribbon net
bonnet ten tennis pet trumpet
one syllable two syllables
nap
rib
net
ten
pet trumpet
tennis
bonnet
ribbon
napkin
check word reading
(monitor progress)
kitten happen rabbits pencil basket
insect object invent until attic
napkin pretzel trumpet problem traffic
1. be 6. green
2. feet 7. me
3. he 8. she
4. see 9. tree
5. we 10. week
High Frequency Words
11. some12. family
My family sits under a green tree.
She has small feet.
Some of those rabbits will come to me.
This week we will have a picnic.
break into groups
Daily Fix It
3. A cut bird ate six worm.
4. three bird sat on a branch.
Daily Fix It
3. A cut bird ate six worm.
A cute bird ate six worms.
4. three bird sat on a branch.
Three birds sat on a branch.
Interactive WritingWrite Description
BRAINSTORM Use the Big Book A Frog in the Bog to encourage a discussion about the animals in the bog. Picture walk through the book and ask children to identify the animals and to describe how they lookSHARE THE PEN Have children participate in writing a sentence that describesan animal in the bog. To begin, have a child name an animal and tell one thing about it. Write a sentence using what the child says. Have a second child tell something else about the animal. Change the sentence to add the new describing words given. Ask individuals to write familiar letter-sounds, word parts, and high-frequency words. Ask questions such as::
What sound do you hear at the beginning of yucky?
What letter stands for that sound?
What is the next sound you hear?
What letter stands for that sound?
Continue with other descriptive words.
Do any of our words tell how an animal looks? Which ones? Do any tell how big an animal is? Which one?
The yucky slugs had big spots.
Three small black flies were fuzzy.
Independent Writing:
Think about something you might see in a bog. In your journal, write describing sentences to tell about it.
Grammar:Develop the concept Nouns in Sentences
IDENTIFY NOUNS IN SENTENCES Display the Big Book A Frog in the Bog and have children identify the snail. Write snail on the board and point to the word as you read it.The word snail names this animal. A word that names a person, place, animal, or thing is a noun. A sentence usually tells about a person, place, animal, or thing. What is one kind of word that I usually find in a sentence? (A sentence usually has a noun.)
Practice:
Model: Listen to this sentence: “The log began to move.” What is this sentence about? The word log is the thing that this sentence tells about.
let’s practice some more on the next slide.
Identifying nouns in sentences
Which noun tells what the sentence is about?
Noun Sentence
The playground has a slide.
The picnic table is in the shade.
The swimming pool is empty in winter.
playground
picnic table
swimming pool
Speaking and Listening:
Retell a Message
Demonstrate Retelling. What should good listeners and speakers do when retelling a message?
Good Listeners Good Speakers
Listen carefully so they can remember the message.
Write the message, or write some words to help remember it.
Think about what the listener needs to know.
Retell the message in their own words, being careful to include all the information.
message:
Be careful. A big alligator is in the bog. Stay away from logs in the water
What are the key (important) words in the message?
Careful
alligator
logs in water
New ducks hatch from eggs. They can swim and also find their food. The mother protects her family.
rabbit.
How many syllables do you hear in the word? How many do you hear in these words?
kitten slipper fuzzy
sylla
bles
with V
CCV
High
frequency
words
How do you think the animals in the bog were a community?
Let’s
talk
about it
Tomorrow we will read about very special insects that live and work together.
3
Morning Warm UpDay 3
Today we will read about honey bees.
First we'll read about the different kinds
of bees and the jobs they do.
Then we'll learn about how
they live together.
What do you know about bees?
Notice the
circled words.
What do we
know about this
kind of word?
individual
industrious
special
creep
slither
romp
eagerly
wander
Share Literature:Listen and Respond
Rhyming Words: Recall that A Frog in the Bog is told in rhyme. Rhyming words sound alike at the end. Often, they look alike at the end too. Let’s look at some of the rhyming words. How do they look alike?
Build Oral Vocabulary: We red to find out how the critters in the bog moved. Now let’s talk about what lessons the critters learned.
Monitor Listening Comprehension:
What lessons did the critters learn? How can you tell?
Would a happy animal or a sad animal rom?
Why would the animals romp away from the frog?
Phonemic Awareness:Blend and segment syllables
Do you think frog’s scream was as loud as a trumpet? Listen to the sounds in trumpet.
/t/ /r/ /u/ /m/ /p/ /e/ /t/ say it with me. Trumpet has two syllables
Now listen to the sounds in kitten
/k/ /i/ /t/ /t/ /e/ /n/ Now you say it. What are the syllables in kitten? What word do the syllables /kit/ and /ten/ make?
Let’s practice some more on the next slide.
phonemic awareness
→trum pet trumpet
→kit ten kitten
→pic nic picnic
→pret zel pretzel
→in sect insect
→hid den hidden
Long e: e, ee and Syllables VCCVteach/Model
Fluent Word Readingconnect
she
sheep
You can read this word because you know that when e is the only vowel and comes at the end it says its name.. What does the e in this word stand for? What is the word?
You can read this word because you know that when there are two ee’s together, e says its name. What does ee stand for in this word? What is the word?
You can read this word because you know that if there are two consonants in the middle of the word, you divide between the two consonants, blend each part and then blend the word. What is the first syllable? Second? What is the word?
ModelWhen you come to a new word, look at all the letters or syllables in the word and think about their sounds. Say the sounds to yourself and then read the word. When you come to new word, what are you going to do?
1
2
hidden
fluent word reading
me
jacket
jeep
mitten
3 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.
look for these words:
bee tree see feeds queen sweet she keepEvery little bee must work to help the hive.
some must work to keep
their pretty queen alive.
Others fly from flower to tree
To collect sweet things they see
Oh, they work all day and never quit at five.
A worker feeds the babies all day long.
She must see that they grow healthy,
big, and strong.
Bees don’t worry about the weather.
They just keep working together.
As they work, they buzz out one
big happy song.
Build Words
e, ee two syllables
he happen
deep rabbit
sweet tablet
wheel basket
Read and spell each word. Does it have one syllable or two?
Practice Long e: e, ee
1. be 6. green
2. feet 7. me
3. he 8. she
4. see 9. tree
5. we 10. week
High Frequency Words
11. some12. family
build background
Discussion:
Where do you see honey bees?
Where do bees live?
How do bees make honey?
How do bees make honey?connect to Selection
A beehive is a busy and amazing place! Honey bees live there in big groups. Do you think a community of insects can be like a community of people in some ways? In the selection we are about to read, we'll find out how bees work and live together in a beehive
worker a person, animal, or insect that does a lot of work flowers the colored part of a plant that makes seeds or fruit nectar a sweet liquid that is made by flowers honey a sweet liquid made by bees cold something that is not as warm as your body
check high frequency words
(Monitor progress)
also new some other their family
food grow little many together work
comprehension:
SKILL compare and contrast
RECOGNIZE COMPARE AND CONTRAST Review that things that are alike are the same, and things that are different are not the same. CONNECT TO READING As you read, ask yourself how things are alike. As you read, ask yourself how things are different
STRATEGY Preview
INTRODUCE THE STRATEGY Preview means to look at the pictures and read some of the sentences to find out what kind of selection it is and what it might be about.MODEL I read the captions to see what a selection will be about. Then I check to see if there are any words I don’t understand. Last, I think about what I already know about his topic. and what else I want to find out.
CONNECT TO READING Take a picture walk through Honey Bees. Have them keep in mind the following questions. What kind of selection is this? What might this selection be about? break into
small
groups
Daily Fix It
5. do you see the be?
6. Shee wants nectar
Daily Fix It
5. do you see the be?
Do you see the bee?
6. Shee wants nectar
She wants nectar.
Vocabulary:antonyms – opposites
Find the words that mean the opposite.
The bees work to gather nectar.
They do not stop to play.
The main idea is: Honey bees live and work together.
Strategy for developing voice. Practice strong and weak.All but one of the following sentences focus on the main idea: “Honey bees live and work together.” Which one does not belong?
Writing Trait of the WeekIntroduce focus/Ideas
talk about ideas: Good writers focus on an idea. All their sentences tell about the idea. What does the author focus on in “Honey Bees?”
MODEL When I look back at the selection, I see taht every page tells facts about honey bees and how they live and work together. so, I think this is the main idea the author is focusing on: “Honey bees live and work together.” I can check this by re-reading a page. Does the page tell that idea?
Bees make honey for food.Honey is made from nectar.Bees store honey in wax cells.Bees will attack a bear.
Grammar:Apply to writing: Nouns in sentences
Improve writing with nouns in sentences:
Nouns are used to tell what the sentence is about. Let’s work together to create sentences with the following nouns.
worker bees a bee hive honey
Practice:
Answer using a noun in a complete sentence:
What can make honey?
What can swim?
Recall that when we find ways things are alike, we are comparing them. When we find ways that things are different we are contrasting them. How is a beehive like our classroom? How is it different?
When you looked at the pictures before we read the selection, what were some of the things you wanted to learn? Did you learn them as you read?
Previ
ew
compare
and
contrast
What were some things in this selection that bees did that people can also do? What were some things they did that people can not do?
Let’s
talk
about it
Tomorrow we will read about another special insect.
4
Morning Warm UpDay 4
Today we will read about a community of insects.
One ant will lead the others.
Why do you think a community
needs a leader to be in charge?
notice the
circled words.
Which ones
name one
thing? More
than one?
individual
industrious
special
creep
slither
romp
eagerly
wander
Share Literature:connect concepts
Activate Prior Knowledge: Recall that the insects we read about worked together to find food and take care of each other. Now we will read another story about insects who live and work together. “The Ant Parade.” by Maryilyn L. Slovak.
Build Oral Vocabulary: Read the first two paragraphs. These young ants seem to be in a hurry. They are eagerly getting ready to go somewhere. Ants always seem to hurry and never seem to wander slowly. Let’s listen to find out where they are going in such a hurry.
Review Oral Vocabulary: Review amazing words and use them to answer:
1. Why could you call a hive “bee headquarters?”
2. Do slimy snails on moist soil live in a community?
3. Bees produce honey. What can a classroom community produce?
Phonemic Awareness:Identify and isolate phonemes
The ants in the story we just read had a huge treat. Listen to the sounds in huge.
/h/ /u/ /j/ Say it with me. Now say it as I point to the words that spell it.
h u ge = huge
What sounds do you hear at the beginning of huge? What sound do you hear in the middle? Why does the u say its name? Why does the g say /j/?
Let’s practice some more on the next slide.
Phonemic awareness
→h u ge huge
→th e s e these
→c u b e cube
→P e t e Pete
→m u l e mule
→f u m e fume
→Z e k e Zeke
High frequency words
fill in the missing letters to make words.
s__ __ e
f __ __ __ __ y
a __ __ o
n __ w
o __ __ __ r
t __ __ __ r
their some family other new also
o m
ma i l
s
o
l
t eh
h e i
Phonics
Review long u, long e (CVCe) ending -ed
cute
mixed
You can read this word because you know that when words have a vowel-consonant-e, the vowel usually says its name and the e is silent. What does the u stand for? What is the word?
You can read this word because you know that when words have a vowel-consonant-e, the vowel usually says its name and the e is silent. What does the e stand for? What is the word?
spelled
rested
these
You can read this word because you know how to blend the base word and the ending –ed together. Blend the sounds in the base word. What is the base word? Remember the –ed can stand for /t/ /d/ or /ed/. Now blend the two parts. What is the word?
sort the following words:
When I say a word, hold your hand up high if it is a long u word. Shake your head no if it is not a long u word.
cube Steve use eve dusted dune jumped flute
long u not long u
cube
use
dune
flute jumped
dusted
eve
Steve
word reading
around food saw rode walked
mud water grow called sun
under June find into bugs
best these her Dave bike
Reading words in context
June called to me as she rode her bike around the water.
I saw that Dave walked into the mud.
Will the bugs find food under the tree?
These seeds grow best in the sun.
Identify the nouns in the following sentences.
Practice Long e: e, ee
1. be 6. green
2. feet 7. me
3. he 8. she
4. see 9. tree
5. we 10. week
High Frequency Words
11. some12. family
break into
groups
Daily Fix It
7. Mr deek is a beekeeper.
8. he had six jar of honey.
Daily Fix It
7. Mr deek is a beekeeper.
Mr. Deek is a beekeeper.
8. he had six jar of honey.
He had six jars of honey.
Writing Across the Curriculum:write Elaboration
BRAINSTORM: A person who studies insects might write quick notes that tell what the insects do. Later the person might go back and add more words to make the notes clearer and more precise.
SHARE THE PEN: What could I add to this sentence to tell more about the way ants walk?
Ants scurry quickly.
Is there anything else we could add to make this sentence give more information about what ants do? Let’s look at an example.
Many ants scurry quickly all around the sidewalk.
Grammar:Review Nouns in sentences
Define nouns in sentences:
What is a noun?
What do nouns do in a sentence?
practice
Identify nouns in sentences:
Notice the underlined nouns in the sentences.
Bees use nectar to make honey.Butterflies sip nectar from flowers.Hummingbirds in the forest like nectar too.
Bees get nectar from flowers. they make honey from nectar. All the bees eat honey.
fluency
How are the ants like the honey bees? Let’s look at our Venn diagram and see if we need to add anything
Let’s
Talk
About it
We read about how ants worked together to take food back to their home. We will hear about ants again tomorrow.
5
Morning Warm UpDay 5
This week we read about bees and ants.
These insects live together in groups.
Each one has a special job to do.
How can insects be like a community?
Which word
names an
insect?
means the
opposite of
individual?
means
“different in
some way?”
individual
industrious
special
creep
slither
romp
eagerly
wander
Share Literature:Listen and respond
Use Prior Knowledge: recall that yesterday we listened to find out where the ants were in such a hurry to go. Today let’s talk about how the ants carried a big cake home.
Monitor Listening Comprehension:
How did the ants carry a big cake back home?
How are the ants in the story like real ants?
How are they different?
Build Oral Vocabulary: Generate Discussion
Recall how the colony of ants got the cake off the picnic table and carried it home. Tell me about a time you saw ants working together. Can you compare that to teamwork of your own?
Long e; e, ee and syllables VCCV
Review
notice the underlined long e words and words with two syllables divided between two consonants.
Keep the pet rabbit in a deep basket.
Will she need a sheet from the tablet?
See the kitten in that green pine tree.
Sweets are not good for your teeth.
High Frequency Word Review
The opposite of old, it's true, is a three letter word called _______.
It's _______ pool. They own it. That's cool!
All my brothers, sisters, and me are a _______.
Mom is going. Dad is too. Let's go _______—me and you.
If you ask my mother, we have to pick one or the _______.
Bring the popcorn when you come. We'll sit down and gobble _______.)
some other also family their new
their
new
family
also
other
some
check dictation
1. I see the sun going down.
2. He is in my tennis class.
3. Dad cut the green greas.
4. We saw bees in that hive.
5. Where can my kitten be?
6. Jan put socks on her feet.
7. Look at the top of that pine tree.
8. Steve came home with me.
9. She has a ribbon on her dress.
10.Lee went to the lake last week.
11.Will Rose eat some cake?
12. I have a big family.
break into groups
Daily Fix It
9. Bes make honey to eat
10.Where do the bee get pollen.
Daily Fix It
9. Bes make honey to eat
Bees make honey to eat.
10.Where do the bee get pollen.
Where do the bees get pollen?
Research Study Skills:teach/model Picture dictionary
MODEL READING A NEWSPAPER Let’s look in our reading books at the picture dictionary beginning on page 170. What homes do you see? Read the labels.
MODEL I want to use these picture dictionary pages to find out where bees live. The words give me information, and so do the pictures. The words – house, pueblo, nest, log – name different kinds of homes. The pictures show me exactly what some of the homes look like. By looking at the pictures, I can learn a lot of facts. for example, bees live in a hive
Explain the pictures: Study the pictures to get information. What have you
learned? Where do ants live? What lives in a log?
Practice: In your journal, choose 3 words from the picture dictionary and use them in a sentence.
How is a community of insects like a community of people?Why do we say that
individual bees are very industrious?
Some bees have special jobs. What are some special jobs people do?
The ants eagerly went to find food. What are some things you do eagerly?
Next week we will read about
ways people grow and change.