Morning Work 1 Morning Routine 2 Spelling 3

Morning Work • 1. Morning Routine • 2. Spelling – 3 times each (tray) • 3. AR

Reading Street Unit 3 Week 2

What is changing in our world? How do we change as we grow? What do we learn as we grow and change? Why are changes exciting? What changes happen in a garden? What changes can we observe in nature? How does nature change during the year?

hin Egg t n e om in “A he s as re oy a d at he b arne h W nk t g le ou i g y h E t ing u an h t s o ere i e ? y w m w t o u gre s s tha n yo i at now whe h W do do can ldn’t cou le? litt Day 1 Morning Warm Up! Nothing stays the same. We are always learning new things. What do we learn as we grow and change?

the rds r o o n f ed w the e t Lis light ng on h hig he so e. t in t slid nex attempt event time line famous flatter correct awkward lovely

On Our Own Time Line When you attempt to learn a new thing And I attempt to learn it too. An event that is very important, I won’t learn the same way as you. Reading, Writing or Riding a bike Oh, so fine We’ll all get there, But, on our own time line. sing with me big book p. 14

Phonemic Awareness: Blend and segment onset/rime We just sang about trying to learn a new thing. Listen to the sounds in thing. /th/ /ing/ Say it with me. Now say it as I point to the letters that spell it. th ing = thing When I put the sounds /th/ and /ing/ together, I make the word thing. What is the first sound? Blend the word. Let's continue on the next slide.

Phonemic Awareness (Blend and segment onset/rime) th ink think p ink s ung pink sung d st b h dunk sting bank hang unk ing ank ang

You can read this word because you mixing know the sounds at the end of mixing. What sound does “ing” make? What is the word? Today we will learn about words that about the letters ng and nk at the end of words. This is a swing. The sound you hear at the end of the word is /ng/ This is a skunk. The sound you hear at the end of the word is /nk/. The two letters ng are together in this word. The letters ng sound like /ng/ This is how I blend this word. Do it with me. The two letters nk are together in this word. The letters ng sound like /nk/ This is how I blend this word. Do it with me. Notice that ng and nk do not come at the beginning of a word. What do you know about reading these words? Yes. ng stands for /ng/ and nk stands for /nk/. s i n g j u n k

Let’s practice. Remember ng and nk come at the end of words. Ø Ø Ø b a ng bl a nk w i ng s u ng st i nk b u nk r a ng br i ng bl i nk dr a nk st u ng bang blank wing sung stink bunk rang bring blink drank stung

Build Words Blend this word. h a n g Change the h to s. What is the new word? s a n g Change the a to i. What is the new word? s i n g Change the g to k. What is the new word? s i n k Change the s to th. What is the new word? th i n k

Model Blending Word Families Listen to me as I blend these words: k ing = king s ing = sing r ing = ring st ing = sting Now let’s blend the words below: -ing -ank -unk -ink king bank junk link sing tank dunk pink sting blank trunk think

Check Word Reading Final ng, nk king hunk rang junk wink trunk blank drink stung swing thank thing chunk drank think

What sounds do you hear in tank? /t/ /a/ /nk/ What is the letter for /t/? What is the letter for /a/? What are the letters for /nk/? Let’s continue and practice each word. 1. bring 6. wing 2. trunk 7. rink 3. pink 8. blank 4. bank 9. rang 5. sang 10. sunk 6. High Frequency Words 7. 11. every 12. sure

Sort Words: Listen to the sound of “ng” in swing and “nk” in junk. Say the names of the words in the box. Put each word in the correct column. sing wing junk sung bang stink “ng” “nk” sing junk bang blank wing sung stink thank blank thank

Apply Phonics: Practice Final ng, nk -ng bring drink(s) sing(s) trunk song(s) swing(s)

Morning Work 1. Spelling – 3 times each (tray) 2. WB page 13 (beaver) 3. WB page 53 (cow) 4. Journals – Write about your weekend. (5 sentences) (illustrate) 5. Centers/AR/Library

Build Background Let’s talk about changing and growing Tell me what you see here. Which child is the youngest? How can you tell? Look at the boy on p. 36. Why do you think he needs an adult to walk? Which child is closest to your age? What changes do you think these kids have gone through? Let’s look at the next slide and talk about things we can do.

Build Background -Develop Concepts Let’s Talk About Growing and Changing Skill tie shoes read a story jump rope drive a car Can Do Can’t Do

Listening Comprehension Teach/Model Plot Define Plot: Stories have a beginning, middle, and end. What happens in the beginning, middle, and end makes up the plot of the story. Good readers pay attention to what happens and the order that it happens. Read Aloud: Something Else to Do. . . notice the plot Model: When I read a story, I think about what h happens in the beginning, middle, and end. This story begins with cheep hatching and deciding she doesn’t want to be a chicken. In the middle she tries to be a duck and a cat. In the end, she decides being a chicken isn’t so bad.

Listening Comprehension Teach/Model Plot Beginning Mother hen’s eggs hatch. Cheep decides she doesn’t want to do what the other chicks do. Middle Cheep tries to be a duck and a cat. End Cheep decides that being a chick isn’t so bad after all.

Recognizing Plot • Recall “The Big Circle” • What happened in the beginning of the story? • What happened in the middle? • What happened in the end? • When you read, you should pay attention to what happens in the beginning, middle, and end of a story.

Daily Fix-It 1. i sang on the way to the rinc. 2. 2. Put the blanck book in the trunk

Daily Fix-It 1. i sang on the way to the rinc. 2. I sang on the way to the rink. 3. 2. Put the blanck book in the trunk 3. Put the blank book in the trunk.

Shared Writing (lists) Generate ideas: What can you do now that you couldn’t do when you were a baby? Write a list: We will write a list of things we can do now that we are first graders. Comprehension skill: Stories usually have a beginning, a middle, and an end. Think of the beginning of your life as the beginning of your story.

Grammar Review Verbs: Verbs tell what someone or something does. Identify verbs that add s. An action being done by one person or thing should have an –s at the end. Let’s read each sentence, look at the picture and decide if it needs an s.

g n al d. What sound do you hear at the end of an these words? wing bank Let’s look at our spelling list. Which words end with /ng/? /nk/? ng sp el lin g: an d nk fin nk ot Pl What happens in the beginning, middle, and end of “Something Else to Do? ” lk ta t What are some things Cheep tried to do t's t i that she couldn’t? What are some things e L ou she could do? ab Tomorrow we will read about someone who has changed and continues to change over a long period of time.

Morning Work • 1. Morning Routine • 2. Spelling – Write 10 sentences with your spelling words. (tray) • 3. AR

an f o e nam is the e h t hat Find W. n a is old m title in h s al speci Why doe him l ? name always cal ? r y Harr orge Bake e Mr. G Day 2 Morning Warm Up! Today we will read about Harry and Mr. George Baker again. George goes to school because he wants to learn. Why do you think it is important to always keep learning?

attempt event time line famous flatter correct awkward lovely

Share Literature: build concepts • Realistic Fiction: “Mr. George Baker” is a made up story about a man and a boy. It could have been real. Realistic fiction is a made up story in which the characters act like real people. • Why is George Baker famous? • How can you tell he is famous with the children on the bus? • How does Mrs. Baker flatter Mr. Baker in the story?

Phonemic Awareness: Blend and segment syllables Mr. George Baker and Harry may have reading homework. Listen to the syllables in homework. home + work = homework Now say it with me as I point to the word-parts that make it. Let’s do some more tree + top = treetop sand + box – sandbox class + mate = classmate week + end = weekend

compound words teach/Model Blending Strategy 1 connect bed You studied words like these already. What are these words? Today we will learn about combining two words such as bed and time to make a compound word. time 2 Model A compound word is made up of two shorter words. The meaning of the compound word is often made up of the meaning of the two words. What two words do you hear in bedtime? This is how I blend this word. Do it with me.

3 First, look for the two smaller words that make the group practice compound word. Read the two smaller words, and then blend them into one word. 4 →pan + cake Pancake →wind + mill windmill →sun + rise sunrise →some + where somewhere →sand + box sandbox Review What do you know about reading these words? Read the two smaller words and then blend them into one compound word. Let’s practice on the next slide.

Phonemic Awareness (Blend and segment syllables) home work homework tree top treetop sand box sandbox class mate classmate week end weekend

SORT WORDS (Read Longer Words and tell what two words make it) something some thing flagpole flag pole classmate class mate bathtub bath tub sunshine sun shine anthill ant hill

Check Word Reading Compound Words pigpen quicksand inside treetops gumball runway blueprint sunset outside newscast basketball paperback nickname jellyfish understand

Spelling: Practice Final ng, nk (Click to Check Dictation) Make sure you bring cash to the bank. He rang every bell. Put the pink dress in the trunk. We sang at the ice rink.

Morning Work • • 1. Spelling Sentences (tray) 2. WB page 54 (cow) 3. WB page 15 (beaver) 4. Journals – Make a time line about your life. (illustrate) • 5. Centers/AR/Library

You can not blend these words. We will spell them using sounds we know. Now use each word in a sentence.

Interactive Writing Write Poem When I was a baby, I slept all day. What other words have the same ending sound as day? /a/ play okay hay ray may stay pay stray say way When I was a baby, I slept all day. Now I skip and run and play. Now, In your journal write a two-line rhyme. Illustrate it.

Daily Fix-It 3. The bird’s wing Is pink 4. 4. bring your skates to the rinck. 5. 5. I have a pinc piggy bank 6. are you shure you want to bring that?

Daily Fix-It 3. The bird’s wing Is pink 4. The bird’s wing is pink. 5. 4. bring your skates to the rinck. 5. Bring your skates to the rink. 6.

Grammar Develop the Concept: Verbs That Add -s This girl ____ the flowers. rides dives eats runs skates climbs reads

Speaking and Listening Give Directions Speakers 1) Give directions in correct order. 2) Clearly explain each step. 3) Speak loudly enough to be heard. Listeners 1) Listen carefully. 2) Remember the steps and their order. 3) Follow the directions in the order they were given.

Give two or three step Directions Title: 1. 2. 3. 4. Give 2 or 3 step directions for on of the examples: tie your shoe, add two numbers, climb a tree, jump a rope.

y c n 3 C w om or p ds ou nd gh ue i H eq s fr ord Every morning I fix my own breakfast. I w always fix enough to eat. What two words make up the following compound words? everything flagpole inside Did George Baker read when he was ’s t Le lk t it young? Not everyone learns the same ta ou things at the same time. ab Tomorrow we will read about a family of ducks. One of the ducks takes her time to learn new things.

Morning Work • 1. Morning Routine • 2. Rainbow Spelling (tray) • 3. AR

er p o pr oes a s d i t y a b h Ru. W th? n i u w o n art t s it Day 3 Morning Warm Up! Today we will read about Ruby – a duck that learns and grows in her own time. How do you learn in your own way?

attempt event time line famous flatter correct awkward lovely

Share Literature: Listen and Respond Title Page: The title page contains information for the reader, such as the author and the illustrator. The illustration may give the readers a clue about the characters. Build Oral Vocabulary: We read to find out why George Baker is famous. Today let’s talk about what he feels should be corrected in his life. Monitor Listening Comprehension: What does Mr. George Baker want to fix? Why do Harry and Mr. George Baker meet each morning? How can you tell that Mr. George Baker thinks reading is important?

Phonemic Awareness (Blend and segment onset/rime) w ink wink sink pink drink think Go to next slide.

Phonemic Awareness (Blend and segment onset/rime) s ang sang br ing st ing bring sting s ank bl ank sank blank

Phonics Word Work: Compound Words sidewalk You can read this word because you know how to read compound words. What two shorter words are in the word “sidewalk”? (side and walk) When you come to a compound word, look for the two smaller words. Read them and then read the compound word. home tree sand work top box homework treetop sandbox class week mate end classmate weekend

Word Reading Phonics Songs and Rhymes Chart 13 (pg. 40 c)

Sort Words compound word first word second word flagpole flag pole treetop tree top weekend week end everything every thing

Practice Final ng, nk Put each spelling word in the correct column. Then, make a sentence with the word. bring wing trunk rink pink blank bank rang sunk -ang -ing -ank -ink -unk sang bring bank pink trunk rang wing blank rink sunk

Build Background How do ducks grow and change over time? How are ducks different from or the same as most other birds? Sequence Chart on Next Slide

Build Background

Vocabulary Practice

Word Reading Read Decodable and High-Frequency Words any too ever own nothing when out every sure enough were day then everything

Morning Work • • 1. Rainbow Spelling (tray) 2. WB page 16, 17 (beaver) 3. WB page 55 (cow) 4. Journals-Make a list of toys that you want for Christmas. (5 toys) (illustrate) • 5. Centers/AR/Library

Vocabulary: Synonyms Words that have nearly the same meaning are called synonyms. through strong wind and hard rain through howling wind and driving rain Find a synonym for the word in each phrase. Give a sentence using the synonym. soft wind (p. 45) wind that blows gently valuable (p. 47) something that is worth a lot wide (p. 53) large from side to side flew (p. 57) moved through the air

Daily Fix-It 5. I have a pinc piggy bank 6. are you shure you want to 7. bring that? 8.

Daily Fix-It 5. I have a pinc piggy bank 6. I have a pink piggy bank. 6. are you shure you want to bring that? 7. Are you sure you want to 8. bring that?

Writing Trait of the Week: Organization/Paragraphs Good writers organize the ideas in their writing. They put them in an order that makes sense. Think about how the author organizes his ideas in “Ruby in Her Own Time. ” The eggs begin to hatch. 2 Mother duck sits on the nest. 1 All the young ducks fly away. 3 Did I write the selection events in order? Does this order of the events make sense? Why or why not? Let’s put the events in order. Let’s put these sentences in an order that makes sense Little ducklings hatch from the eggs. 3 The mother duck lays eggs in the nest. 2 Two ducks build a nest by a lake. 1

Grammar: Apply to Writing - Verbs A verb can tell what one person, animal, or thing does. Add an –s to show what is being done now. She kick. For this sentence to sound right, I need to add –s to the action word. She kicks. She ____. He ____. sing pick smile run dance swim walk shop

Skill tie shoes read a story jump rope drive a car Can Do Can’t Do

Morning Work • 1. Morning Routine • 2. worksheet – • 3.

Day 4 Morning Warm- Up! Today we will read about things we learn to do as we get bigger. What is something you could not do when you were little? What do you want to do when you are a grown-up?

attempt event time line famous flatter correct awkward handsome

Phonemic Awareness (Click to make the sounds appear, then click again for words. ) s i l e silly me s ande me t r i no whi s lope try no sandy why sloppy

High Frequency Words Practice were sure own every ever enough any

Review Phonics: Vowel Sounds of “y” and Long Vowels by sloppy smelly hi One Syllable by cry me hi no cry fussy me silly candy no Two Syllables smelly candy sloppy fussy silly

Monitor Progress Check High-Frequency Words always day food me everything stays my grow by nothing around we horse go become happy stall sky Jimmy try

Read Words in Context • My happy horse always has food around his stall. • Everything will grow day by day and become big. • Jimmy stays with me, and we try to make things. • Nothing can go up in the sky now.

Social Studies in Reading

Writing Across the Curriculum Write: Time Line

Review: Verbs That Add -s DEFINE ACTION VERBS • What tells someone or something does? (a verb) • When do I add an –s to a word? (If one person is doing the action and is doing it now ) PRACTICE plays listens think s kicks reads jumps

What can you do that is new? Skill tie shoes read a story jump rope drive a car Can Do Can’t Do

Day 5 Morning Warm- Up! This week we read about how everyone learns things at different times. What you say to someone who is learning something new?

attempt event time line famous flatter correct awkward lovely

Word Work Final “ng”, “nk” and Compound Words Hank put the junk outside on the driveway. Do you think the king can sing? Thank Frank for bringing the homemade cupcakes. Mom put on pink lipstick.

High-Frequency Words Read the rhymes. Use the letter clues to complete each word wall word. A_y ducky can swim. any E_ _ _y ducky can fly. every But ducks never e_ _r eat _ _ough, ever, enough No matter how they try! When Ruby came back, Her o_n parents w_re there. Then Ruby was _ure, How much they really did care! own, were sure

Writing and Grammar Things Ruby Does 1. Ruby eats. 2. Ruby swims in the water. 3. Ruby soars in the sky. 4. Ruby comes back. Grammar: Verbs A verb can tell what one person, animal, or thing does. Add an –s to tell what is being done now. Look at the sentences in the list. Write the verbs. What letter is at the end of each verb. Why is that letter there? eats swims soars comes

Daily Fix-It 9. I am shure the dogs swims. (sure; dog) 10. the cat cin jumps. (can; jump)

Question of the week: What do we learn as we grow and change? Skill Can Do Can’t Do tie shoes read a story jump rope drive a car fix a snack ice skate • What did you learn on your own time line? • What did you attempt to do when you were little? What seemed like a special event when you finally learned to do it? • Is there anything you learned to do after a sibling corrected you?