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Reading Street Unit 1 Week 3

Reading Street Unit 1 Week 3. How are people and animals important to one another?. Animal Friends. How do people take care of pets?. How can people help animals?. How can animals help people?. Day 1. Morning Warm Up! My dog likes to play. She likes to help me too!

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Reading Street Unit 1 Week 3

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  1. Reading Street Unit 1Week 3

  2. How are people and animals important to one another? Animal Friends How do people take care of pets? How can people help animals? How can animals help people?

  3. Day 1 Morning Warm Up! My dog likes to play. She likes to help me too! She helps me find the shoes I lose. How do animals help people?

  4. The Oxen Song In olden days most farms had oxen, They helped to produce farmer’s crops. They pulled wagons for transportation, As helpers the oxen were tops. Oxen, oxen, In past times big oxen were, Everywhere. Oxen, oxen, In present times oxen are Rare. Listen for the amazing words past, present, produce, and transportation.

  5. Amazing Words past present produce transportation danger serve snuggle enormous powerful

  6. Phonemic Awareness We just sang about a job done by oxen. Listen to the sounds in job. j o b j o b Say the sounds in with me. Now let’s say these sounds and blend these words. o x p o p r o d c o t j o g b o x

  7. Routine Vowels: Short i You 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 o vowel sound. hat pig This is octopus. The sound that you hear at the beginning of octopus is short o. Say it with me: /o/. The o in this word stands for the short o sound: /o/. This is how I blend this word. Let’s blend this word together: /t/ /o/ /p/, top. When o is the only vowel letter in a word, it usually stands for the short o sound, /o/. top Say the sounds of each letter and blend these words together: o x m o p h o t p o t r o ck What do you know about reading these words? When o is the only vowel letter in a word, it usually stands for the short o sound, /o/.

  8. n o t Short o(Call on individuals to blend these words and tell what they know about each word before reading it.) l o t s o b g o t n o d h o p s o ck

  9. Spell the word rot with your letter tiles. Change the t in rot to ck.What is the new word? rock Change the ck in b.What is the new word? rob bob Change the r to b.What is the new word? box Change the last b to x.What is the new word? fox Change the b to f.What is the new word?

  10. Monitor Progress (Write the following words and have individuals read them.)

  11. SpellingPretest Short oModel Writing for Sounds • What sounds do you hear in top? • What is the letter for /t/? • In top, the o has the short o sound: /t/ /o/ /p/, top. • (Repeat with not.)

  12. High-Frequency Words:

  13. Tell me about what you see here. Yes, that’s right, a man is plowing a field using oxen. Do you think farmers still use oxen to plow fields? What else could they use? Find the horses pulling the stagecoach. Is this something you might see in your neighborhood? Why or why not? How do hens and cows help people? • As you continue the discussion, have children use today’s Amazing words, past, present, produce, and transportation. • What kind of food do hens produce? • Use the words past and present as you talk about the oxen. • How are the horses helping the men in the stagecoach? Use the word transportation in your answer.

  14. Develop Concepts • How can animals help people? • How did animals help people in the past? • How do animals help people in the present times? Past Present

  15. Listening ComprehensionTeach/Model Character and Setting • Define Character and Setting • Characters are the people or animals in a story. Characters can be real or make-believe. • Setting is where and when a story takes place. A story can happen in a real or make-believe place. It can happen now, long ago, or in the future. • Good readers look for clues that tell about characters and setting. • Read Aloud Read “A Perfect Visit” and model how to identify the characters and setting. Model To figure out the main character, I ask myself who the story is mostly about. It’s about Farmer Bob. The other characters are Ox, Hen, Horse, Pig, and Cat. To find the setting, I look for clues about where and when the story takes place. One clue is that this story is about a farmer; farmers live on farms. The other characters are animals that might also live on a farm.

  16. Listening ComprehensionTeach/Model Character and Setting • CLUES TO CHARACTER AND SETTING Ask children if the characters in this • story are real or make-believe and why they think so. Have children identify other clues that tell the story setting is a farm. Reread the first three paragraphs if necessary. • IDENTIFY CHARACTER AND SETTING Recall the story Pig in a Wig. • Who is the main character in the story? • Where does this story take place? • What clues help you figure out the setting • CONNECT TO READING Tell children that when they read any story, they should look for clues that tell about the characters and setting to help them better understand what they read.

  17. Daily Fix-It ox got Mom that pott 2. He can hep pop Mop.

  18. Daily Fix-It ox got Mom that pott Ox got Mom that pot. He can hep Pop Mop. He can help Pop mop.

  19. GENERATE IDEAS Ask children to name animals and tell what the animals can do to help people. Encourage children to tell how an animal has helped them or someone they know. Prompt children by reading aloud the example about dogs and discussing it. WRITE SENTENCES Explain that the class will write sentences that tell about ways that different animals can help people. COMPREHENSION SKILL Have children chooseanimals and pretend they are characters in a story. Then invite them to choose a setting for their animal characters.Have children tell what the animals can do to help people and when or where they help. Display Writing Transparency 3 and read the title. Read the first sentences and the prompts. As children complete sentences about differentanimals, record their responses. Read the sentences Have children read the completed sentences aloud as you track the print.

  20. GrammarTeach/Model Action Parts of Sentences REVIEW SENTENCES Remind children that a sentence is a group of words that tells a complete idea. IDENTIFY ACTION PARTS OF SENTENCES Display Grammar Transparency 3. Read the definition aloud. The words in a sentence that tell what a person or thing does form the action part of a sentence. In the sentence Mom and I feed our pets, "feed our pets" is the action part of the sentence. In the sentence The dog eats, "eats" is the action part of the sentence because it tells what the dog does. Continue modeling with items 1–5. IDENTIFY ACTION PARTS OF SENTENCES Write some cloze sentences on the board for children to complete. For example: My dog ________. Invite children to suggest an action part for each sentence. Remind children that the action part ofa sentence is a word or words that tell what a person or thing does. After each sentence is complete, have children read it aloud as you track the print.

  21. SHORT o Write hot and ask children what sound the o in hot has. Have children name other short o words. SPELLING SHORT o Have children say the sound of each letter in hot. Write the letters on the board as children write them at their seats. Continue with mop and ox. CHARACTER AND SETTING To help children understand story characters and settings, ask: What do the animals in "A Perfect Visit" do to help Farmer Bob? How does Farmer Bob feel? LET'S TALK ABOUT IT Recall how the ways animals help people has changed. How did animals help in the past? How do animals help now? Tomorrow the class will read about the ways pets can help people.

  22. Day 2 Morning Warm Up! A dog can be a faithful friend. You can run and exercise together. A dog can also help you do work. Do you know a dog that is a helper ?

  23. NONFICTION Remind children that books about made-up people and things are fiction. Review that nonfiction books, like this one, tell about real people doing real things. • BUILD ORAL VOCABULARY Ask children to • describe what they know about ways that dogs can help people. Explain that all kinds of dogs help people in many different ways. Suggest that as you read, children listen to find out about things that dogs do to help people. • What are some ways a dog can serve people? • How can a dog warn people of danger?

  24. Amazing Words past present produce transportation danger serve snuggle enormous powerful

  25. Phonemic AwarenessAdd Ending Phonemes d o g Which dog would you like to have as a pet? Listen to the sounds in dog • We are going to make a new word by adding a sound at the end. Listen as I add /z/ to the end of dog. d o g s Listen to the new word I make when I add s to the end of cat. c a t s Continue the activity with these examples:. p i g l a p c a n r o d p i g s l a p s c a n s r o d s

  26. -s Plurals Routine You can read this word. Cat means “one cat.” Today we are going to learn about words that mean “more than one.”. cat Adding s to the end of cat makes the word mean “more than one.” The s at the end of cats stands for the sound /s/. This is how I blend this word. Let’s blend this word together. cats Continue modeling with pigs. Point out that the s in pigs has the sound /z/. pigs

  27. -s Plurals Routine Say the sound of each letter and blend the word together. hams maps tabs sacks hills What do you know about reading these words? When a word has an –s ending, if often means “more than one.” The letter s at the end of a plural word may stand for /s/ or /z/.

  28. Blend Words(Individuals Blend –s Plurals)(Have them tell what they know about the word before reading it.) p a n s k i t s r a g s p i n s l o ck s b i ll s

  29. Phonemic Awareness Individuals Read and Sort Words kids kid mat mats pots pot hat hats jobs job fin fins One More Than One kid kids mat mats pot pots hat hats job jobs fin fins

  30. Check Word Reading (54d)

  31. SpellingDictation Check(Click againafter dictation for students to check their sentences.) My mom can use a hot pot. Help Rob mop the pop. Tom got the ox to hop!

  32. High-Frequency Words:

  33. Nondecodable Words Say and Spell Look at the words on p. 54. 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 help, h-e-l-p, help. What is this word? What are the letters in this word? Identify Familiar Letter-Sounds Point to the last letter in help. What is this letter? What is the sound for this letter? Demonstrate MeaningTell me a sentence using this word. Repeat the routine with the other Words to Read. Have children identify these familiar letter-sounds: get (t/t/), use (s/z/).

  34. Interactive writing • TAKE NOTES Use the Big Book A Kid's Best Friend to stimulate a discussion about ways that dogs can help people. Picture walk through the book and ask children to identify things dogs can do to help people. • SHARE THE PEN Have children participate in writing notes that include sentences that tell what animals do to help people. To begin, have individuals dictate sentences about what dogs can do to help people. Write the sentences, inviting children to identify the action part. Ask questions such as: • How can dogs help people stay safe? • How can dogs help people who cannot walk? • What is the action part of the sentence? • Continue writing, inviting volunteers to write familiar letter-sounds, word parts, andhigh-frequency words. Frequently reread what has been written while tracking theprint. • READ THE NOTES Read the completed notes aloud, having children echo you. Dogs Help People 1. 2. 3.

  35. GrammarDevelop the Concept: Action Parts of Sentences • IDENTIFY ACTION PARTS OF SENTENCES Write The dog got the pack. Track the print as you read the sentence. Ask children to identify the action part of the sentence. Continue with That dog got the hat. • The action parts of sentences tell what happens. What can the action partof a sentence tell? • SUGGEST ACTION PARTS OF SENTENCES Gather pictures of service dogs engaged in helping people in different ways. Model a sentence that tells about a dog helping a person, emphasizing the action part of the sentence, for example: MODEL I think This dog can bring the packwould be a good sentence to tell what thedog is doing. The words, bring the pack tellwhat the dog is doing so it is the action partof this sentence. (Click for pictures of service animals and further practice.)

  36. Grammar: Action parts of sentences (Write sentences under pictures and identify action part.) rescue dog rescue dog tracking _______________________________________ _______________________________________

  37. cattle dog guide dogs _______________________________________ _______________________________________ ____________________________________

  38. Daily Fix-It 3. mom and Pop can moop. 4. pop sat on the rok.

  39. Daily Fix-It 3. mom and Pop can moop. Mom and Pop can mop. pop sat on the rok. Pop sat on the rock.

  40. Speaking and Listening (55c) DEMONSTRATE SPEAKING AND LISTENING Write the chart of good listening behaviors below on the board. Model appropriate listening behaviors as you lead a class discussion of about ways that animals helped people in past times. Good Listeners • Sit quietly. • Face the speaker/make eye contact. • Listen to what the speaker says. • Don’t interrupt. DISCUSS ANIMAL HELPERS Assign children to small groups. Have children take turns telling about animal helpers. Encourage listeners to listen carefully and courteously, using good listening behaviors.

  41. HIGH-FREQUENCY WORDS Write the following sentences: Mom can help Pop. Pop can use a mop. Ask children to read the sentences and identify the high-frequency words help and use. -s PLURALS Write and read the word mops. Ask children to identify the base word. Ask what the s at the end makes the word mean. LET'S TALK ABOUT IT Recall the Big Book A Kid's Best Friend. Ask: What are some things that dogs can do to help people? Ask children to tell about dog helpers they know or have learned about. Encourage children to add ideas to the Day 1 T-chart. Tomorrow you will read about a make-believe ox who can help people a lot.

  42. Day 3 Morning Warm Up! Today we will read about a make-believe ox who cooks and shops! A real ox can’t cook or shop. Why can’t a real ox cook or shop?

  43. REVIEW NONFICTION Recall what A Kid's Best • Friend is about. Review that books about realpeople doing real things are nonfiction. Somenonfiction books try to convince you that anidea is true. A Kid's Best Friend shows and tellsabout special relationships dogs and kids canhave. It might convince you that a dog really can be a kid's best friend. • BUILD ORAL VOCABULARY Review that • yesterday the class read the book to find outhow dogs serve and warn people of danger.Ask that children listen today to find out howdogs help people through friendship. • MONITOR LISTENING COMPREHENSION • How do dogs show people love? • Why do you think dogs like to snuggle with kids?

  44. Amazing Words past present produce transportation danger serve snuggle enormous powerful

  45. Blend and Segment Phonemes • The dog on the cover has a dot by his eye. Listen as I say the sounds in dot. d o t • Now I’ll add an -s to dot. Listen as I say the sounds in dots. d o t s • Let’s practice with some more words like this: l o ck s m o p s j o b s r o d s

  46. Phonemic Awareness - More Practice(Click to make the sounds appear, then click again for words.) dots d o t s l o ck s locks m o p s mops j o b s jobs r o d s rods

  47. Vowels: Short i Routine You can read this word because you know that when o is the only vowel in a word, it usually stands for the short o sound. What sound does the o in this word make? What’s the word? tot When you add the letter s to the end of tot, you add the sound /s/. What’s the word? How does it change the meaning? tots When you come to a new word, look at all the letters in the word and think about their sounds. Check to see if the word has an –s ending that could make it mean “more than one.” Say the sounds in the word to yourself and then read the word. (Model) When you come to a new word, what are you going to do?

  48. Vowels: Short i Routine When you come to a new word, look at all the letters in the word and think about their sounds. Check to see if the word has an –s ending that could make it mean “more than one.” Say the sounds in the word to yourself and then read the word. (Model) When you come to a new word, what are you going to do? 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. : c o t c o t s j o b j o b s Which words mean more than one? c o t s j o b s

  49. Animal Jobs • Animals can do big jobs. • They help people a lot. • Some help police search • for tots who stray. • Others herd flocks • of sheep every day. • Guide dogs lead us • around town. • They help avoid bumps • and bends. • But the best job • animals have • is to be our friends.

  50. Sort Words (Read and click to sort.) jobs cots hams big lot maps hop not kids tag Short o Not Short o hams jobs big cots maps lot hop kids not tag

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