How do we learn together at school?
Concept Question What is a community?. Unit 2. What does a family do together?. How do we learn together at school?. Who makes our neighborhood a nice place to live?. How do animals work together to survive?. How do plants and animals live together?. - PowerPoint PPT Presentation
<ul><li><p>How do we learn together at school?Who makes our neighborhood a nice place to live?How do animals work together to survive?How do plants and animals live together?How is a community of insects like a community of people?Concept QuestionWhat is a community?</p><p>What does a family do together?Unit 2</p></li><li><p>What is a community?</p></li><li><p>Morning Warm UpDay 1Some animals live and work together.They are a lot like people.How do animals work together to survive?How did the children work together in "The Farmer in the Hat?"What were some jobs people did in "Who Works Here?</p></li><li><p>enemyextinctprotectcraterhollerswampbluffboisterous</p></li><li><p>Mama Newt Said"Let me protect you"Mama Newt said."I'll keep you safe andMake sure that you're fed."A crow is an enemy.A Snake is one too.Papa and I will Watch over you.""Try to be careful."Mama Newt smiled."I know there are dangers Out here int he wild.If we keep our eyes openAnd keep our hearts linkedThen there is no chance Of becoming extinct."listen for the amazing words:enemy extinct protect</p></li><li><p>Phonemic Awareness:Distinguish long/short vowel soundsWe just sang a song about what mother Newt said. Her babies did not move while she was talking. Listen to the sounds in not./n/ /o/ /t/. Say it with me. Now say it as I point to the letters that spell it.n o t = notListen as I change the vowel sound to long o./n/ /o/ /t/. Say it with me. Now say it as I point to the letters that spell it.n o t e = note</p><p>Listen to the sounds in both words. not note. Which one has the short o sound? long o?let's continue on the next slide.</p></li><li><p>Phonemic Awarenessn o tnotn o t enoter o brobr o b erobeh o phoph o p ehopem o p mopm o p emopec o dcodc o d ecode</p></li><li><p>madehideYou 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 have the long o vowel sound and a silent e at the end.This is an ocean. The sound you hear at the beginning is /o/. Say it with me. /o/The o in this word says its name. The e is silent. This is how I blend this word. Now do it with me.What do you know about reading words like this? The a says its name and the e is silentLet's practice blending words like these on the next slide.</p></li><li><p>p o l epolej o k e jokec o n e coneh o m e homest o l estoler o s erosedr o v edrovecl o s e closegl o b eglobefr o z e frozev o t e voteh o p ehoped o z edoze</p></li><li><p>building wordshomeChange the m in home to s. What is the new word? </p><p>Change the h to th. What is the new word? </p><p>Change th to ch. What is the new word? </p><p>Change s to k. What is the new word? </p><p>Change ch to br. What is the new word? </p></li><li><p>work reading with long o(monitor progress)</p><p>jokemopedozeroleboneslopemakewhitestoveshinetopcloseropespotfroze</p></li><li><p>MODEL WRITING FOR SOUNDS Each spelling word has long o with the CVCe spelling pattern. Before administering the spelling pretest, model how to segment long a words to spell them.What sounds do you hear in like? (/h/ /o/ /m/) What is the letter for /h/? Write h. Continue with /o/ and /m/. What letter must we add to the end of the word to make a say its name? (e) Add e. In home the o has a long o sound and the e is silent: /h/ /o / /m/, like. There are four letters but only three sounds. Repeat with all spelling words. </p><p>home6. bonehope7. hoserose8. jokewoke9. rodethose10. stoneHigh Frequency Words11. there12. together</p></li><li><p>build backgroundLet's talk about communities in natureTell me about what you see here. Yes, that's right, a girl is touching the tooth of a dinosaur skeleton. Where do you think this dinosaur is? Is it real? Find the school of fish. Why are the fish safer from enemies if they are together? Why are the cheetahs chasing the antelope? How are they working together to survive? Are there dinosaurs on Earth now? Use the word extinct in your answer. What are some enemies these fish might have? Do you think another antelope will try to protect this one? Why or why not? </p></li><li><p>Develop conceptsHow do animals work together to survive?How are the cheetahs on the previous slide working together?How does this help them live?</p></li><li><p>Listening Comprehension:Teach/Model SequenceEvents in a story happen in a certain order. Words such as first, next, and last can help readers figure out the order of events. Good readers pay attention to the order in which things happen.Read aloud: "A Clever Trick"MODEL When I read, I pay attention to the order in which things happen. In "A Clever Trick," the quail protects her chicks by tricking the fox. First she flies between the fox and her chicks. Then she pretends to be hurt. PracticeThe mother quail flies between the fox and her chicks. What happens then? What happens last? Recall "A Big Fish for Max." What was the first thing that happened in that story. What happened next? What happens after Max catches the ball, the ship and the shell. Connect to Reading: Any time you read a story, you should think about the sequence of events.break into groups</p></li><li><p>Daily Fix ItA fox lives in pine park.</p><p>it has fiv kits.</p></li><li><p>Daily Fix ItA fox lives in pine park.A fox lives in Pine Park.</p><p>it has fiv kits.It has five kits.</p></li><li><p>Shared Writing:Write AdviceCOMPREHENSION SKILL Events in a story happen in a certain order. When you give advice about how to do something, that information should be in an order that makes sense. GENERATE IDEAS Ask children to recall a time when they have worked in a group to do something, such as paint a wall mural or create a science project. Ask them what advice they would give to others about working together. WRITE ADVICE Explain that the class will write advice about working in a group. They can use what they have learned from working together at school.</p></li><li><p>Grammar:Teach/Model Days, Months, HolidaysREVIEW PROPER NOUNS Remind children that names of people, places, animalsand things are called proper nouns. Proper nouns begin with capital letters.IDENTIFY DAYS, MONTHS, HOLIDAYS Display Grammar Transparency 10. Readthe definition aloud. Then model with item 1.Monday is the name of a day of the week. The word Monday needs to begin with a capital letter. I will write the sentence on the line, and I will use a capital M at the beginning of Monday</p></li><li><p>Which ones name a day, month or holiday and need a capital?</p><p>daysaturdayjunetrash daysummernew years daythursdayfathers day</p></li><li><p>What sound does the letter a have in each of these words? Why?home jokeSpell the word take and write it in the air. What letter can you not hear? What is the rule?h o p e n o t e - r o b e spelling:long oLong oRecall what happened in "A Clever Trick." What did the mother quail do first, next, and last to save her babies?sequenceTomorrow we will read about a frog and some of the other animals it meets in a bogLet's talk about itHow do you think the mother quail is like some workers in our community?</p></li><li><p>Morning Warm UpDay 2Today well read about a frogthat sits on a log in a bog.Eating bugs and slugs makes him grow.What makes you grow?raise your hand when you hear or see a noun</p></li><li><p>enemyextinctprotectcraterhollerswampbluffboisterous</p></li><li><p>FICTION Have children read the title of A Frog . in the Bog Identify the author. Review that books about animals that behave like people are make-believe. These books are fiction. Discuss what clues children can find that tell them this book is fiction.BUILD ORAL VOCABULARY Discuss what can be found in a bog. Suggest that children listen as you read to find out what happens to the frog.Why is the frog afraid of the alligator?What does the frog do when it sees the alligator?</p></li><li><p>Phonemic Awareness:Blend and segment phonemesWe know that the frog did not like the alligator. He did not like the alligator at all. Listen to the sounds in did./d/ /i/ /d/. Say it with me. /d/ /i/ /d/Now say the sounds as I point to the letters that spell it.</p><p>did</p><p>What are the sounds?What is the word?Let's practice some more words on the next slide.</p></li><li><p>phonemic awarenessd i ddidn o t notw i llwillc a n cana mamh a shas</p></li><li><p>Contractions nt, m, llteach/ModelFluent Word ReadingconnectnotamwillYou studied words like these already. What are these words? Today we will learn how to make new words with no, am and will, and some other words you know.ModelDidnt is a contraction. A contraction is a short way of writing two words as one. Did and not make up the contraction didnt. Didnt is a short way of writing did not.An apostrophe takes the place of the letters we leave out. 12didntdid notImWe can put the words I and am together to make the contraction Im. The apostrophe takes the place of the a that we took out.</p></li><li><p>blending strategy contractions (nt, m, ll)notamwill</p><p>didnt = did notIm = I am</p><p>well = we willWhat do you know about reading contractions? When you see a contraction, you know that it is a short way of writing two words. The apostrophe takes the place of the letters that are left out.Group PracticeReview</p></li><li><p>Blending wordsIllcouldntIm itllhasnt shellRead the words. Tell me what you know about each word.</p></li><li><p>sort contractionsarent Im youll havent hellarenthaventyoullhellIm</p><p>notamwill</p></li><li><p>word readingProgress monitoring</p><p>wasntImisntdidnthadnthellwellyoullitllshellhasntImarenttheyllIll</p></li><li><p>Spelling:Practice Long odictation:break into small groupshome6. bonehope7. hoserose8. jokewoke9. rodethose10. stoneHigh Frequency Words11. there12. together</p><p>We rode home together.There is a rose in that vase.I hope those stones are flat.</p></li><li><p>Daily Fix ItThe Boys ran a rase.</p><p>steve is not as fast as tom.</p></li><li><p>Daily Fix ItThe Boys ran a rase.The boys ran a race.</p><p>steve is not as fast as tom.Steve is not as fast as Tom.</p></li><li><p>Say and Spell Look at the words on p. 86. 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 there, t-h-e-r-e, there. What is this word? What are the letters in this word?Identify Familiar Letter-Sounds Point to the first two letters in there. What two letters do you see at the beginning? These letters make one sound. What is the sound?(th/th/)Demonstrate Meaning Tell me a sentence using this word231</p></li><li><p>Interactive writingwrite listBRAINSTORM Use the Big Book A Frog in the Bog to encourage a discussion about what the frog eats. Picture walk through the book and ask children to identify the things the frog eats.SHARE THE PEN Have children participate in writing a list of the things the frogeats. To begin, have a child tell about the first thing the frog eats. Have the class repeat it. Write the food, asking individuals to write familiar letter-sounds, word parts, and high-frequency words. The frog eats one tickIt eats two fleas.It eats three flies.It eats four slugs.It eats five snails.</p></li><li><p>Grammar:Develop the ConceptsDays, Months, HolidaysdayThursdaywhich one names a specific day? monthNovemberWhich one names a specific month?holidayThanksgivingWhich one names a specific holiday?The names of days of the week, months of the year, and holidays are Proper Nouns. How do proper nouns begin?PracticeLets name some more special days. What are some you know. How do they begin?MODEL I like Independence Day because it is hot and we can have a picnic. Write Independence Day. Do you know what we sometimes call Independence Day? It is the Fourth of July. July is a month, so it has a capital letter. Write July. I can look on a calendar and find out what day of the week the Fourth of July falls on. It might be a Tuesday. Write Tuesday. I know Tuesday is the name of a day of the week, so it should begin with a capital letter. </p></li><li><p>Speaking and Listening:Participating in a DiscussionMODEL DISCUSSION BEHAVIORS Explain that when the whole class gets together to share ideas, you are having a discussion. Review speaking and listening behaviors and then begin a brief discussion about how animals take care of their babies. Prompt children with questions such as:</p><p>How does a fox take care of her kit? </p><p>How do mother birds care for their babies? </p><p>How did the newt from "Mama Newt Said" protect her babies?</p></li><li><p>Wait their turn.Dont interrupt otherssit quietlyUse appropriate voice levelListen politely to othersLet everyone have a chance to speak</p><p>What do good speakers do?What do good listeners do?</p></li><li><p>We went inside a skating rink. My sister and I went there together. I fell down hard. Now my sister holds my hand. cant Im wellWhat words do each of these stand for?can not I am we willWhich letters are replaced by the apostrophe?contractionsHigh frequency wordsHow do you think the alligator protected the animals from the frog?Lets talk about itTomorrow we will read about dinosaurs who protect one another.3</p></li><li><p>Morning Warm UpDay 3Today we will read about dinosaursWell learn how they cooperate.They share the job of protecting eachother. What jobs do you share?notice the amazing words.</p></li><li><p>enemyextinctprotectcraterhollerswampbluffboisterous</p></li><li><p>Share Literature:Listen and RespondEllipses: (...) recall that A Frog in A Bog tells what happens as the hungry frog meets up with other critters. What happens to the frog when he eats the tick? Notice the ellipses after the word bigger. Ellipses mean more to come.Build Oral Vocabulary: How did the frog recognize the gator?Monitor Listening Comprehension:How did the frog recognize the gator?How would you describe the bog?What kinds of plants live in the bog?</p></li><li><p>Phonemic Awareness:Blend and segment phonemesWe just read about a frog whose home was in bog. Listen to the sounds in home./h/ /o/ /m/ say it with me. /h/ /o/ /m/Now say it as I point to the letters that spell it.h o m e</p><p>Lets practice some more on the next slide.</p></li><li><p>phonemic awarenessh o m ehomer o p eropec o d ecodez o n ezonech o k echokes t o v estove</p></li><li><p>Long o and and contractionsteach/ModelFluent Word ReadingconnectboneyoullYou can read this word because you know that when words have a vowel-consonant-e, the vowel usually says its name. What does the o in this word stand for? What is the word?You can read this word because you know the word wall word you. You also know that an apostrophe takes the place of missing letters. What is this word?ModelWhen you come to a new word, check to see if it is a word you know. Look for a contraction. Read the base word and the ending or say the sounds to yourself and read the word. Lets practice bone youllWhen you come to a new word, what are you going to do?lets practice on the next slide.12</p></li><li><p>3Group PracticeLets read these words. Look at all the letters, think about the whole word, or think about the letter sounds and say the sounds to yourself. When I point to the word, lets read it together. hadntsmokearentchose</p></li><li><p>word reading find these words in the songwoke spoke Im joke drove Ill home didnt hope cant slopeA big t-rex woke up and said, Im hungry, but I wont eat bread.A baby dinosaur tastes great.Ill eat it up! I just cant wait!A baby heard him when he spoke.He knew the threat was not a joke.Im very smart. the baby said.He ran home to get help instead.His family said, Dont give u...</p></li></ul>