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Reading Street

Reading Street. Unit 1 Week 2. How are people and animals important to one another?. Animal Friends. How do people take care of pets?. How can people help animals?. Day 1. Morning Warm Up! Pets are furry. They are cute and fun. People have many ways to take care of them.

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Reading Street

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  1. Reading Street Unit 1 Week 2

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

  3. Day 1 Morning Warm Up! Pets are furry. They are cute and fun. People have many ways to take care of them. How can people help animals?

  4. Amazing Words career service tool scrub sloppy exercise comfort search

  5. Pet Service Pam’s tools are a brush and comb, And scissors and shampoo. Take your pets to Pam and she will Clean them up for you. Pam always gives good service to Every dog and kitty. Pan thinks her career is the best job In the whole city. • What tools does Pam use to provide her service to pets? • What is Pam’s career?

  6. Blend and Segment Phonemes • Pam cleaned the dog in the sink. Listen to the sounds in the word in. i n • The dog took a dip in the water. Listen as I say the sounds in dip. d i p • Say the sounds of each letter and then blend the sounds to say the word. i f i t b i b d i g k i t l i p r i d w i ll

  7. Vowels: Short i Routine at rap You studied words like these already. What do you know about the vowel sound in these words? Today we will learn about short i words. This is insects. The sound you hear at the beginning of insects is short i. Say it with me /i/. pig The i in the middle of this word stands for the short i sound: /i/. Let’s blend this word together: When i is the only vowel letter in a word, it usually stands for the short i sound, /i/.

  8. Vowels: Short i Routine Group Practice: Say the sound of each letter and blend the word together: i t h i p f i t i n j i g l i d m i ss What do you know about reading these words? When i is the only vowel letter in a word, it usually stands for /i/. Individual Practice: Say the sound of each letter and blend the word together: z i p r i b h i t k i d b i g f i ll l i t

  9. Write the word sit with your letter tiles. Change the t in sit to p.What is the new word? Change the s in sip to t.What is the new word? Change the p in tip to n.What is the new word? Change the t in tin to f.What is the new word? Change the n in fin to ll.What is the new word?

  10. Monitor Progress

  11. Pretest Short i • Model Writing for Sounds: • What sounds do you hear in hit? • What is the letter for /h/? • In hit, the i has the short i sound: /h/ /i/ /t/, hit. High-Frequency Words:

  12. Group Time

  13. Build Background Tell me about what you see here. Yes, that’s right, some people are lined up outside with their dogs. What do you think the people and dogs are doing? Now find the dog on p. 31. What do you think happened to this dog? Look closely at this picture and tell me who is helping the dog. How do you think the firefighter is helping the cat? • Look on p. 30. What kind of service is the woman on the far left providing? • What kind of career does the man holding the fish have? • What tools do the firefighter and the veterinarian use?

  14. How can people help animals? • How might the person be helping the dog on the table? • How do trainers help animals?

  15. Listening Comprehension • TEACH/MODEL Realism and Fantasy • There are two kinds of made-up stories – those that could really happen and those that could never happen. • A realistic story tells about something that could happen in real life. • A fantasy is a story that could not happen in real life. It is make-believe. • Good readers look for clues that tell them whether a story could really happen or is make-believe. • READ ALOUD Read “The Band,” page 31b, and model how to distinguish between realism and fantasy. Model: This story is a fantasy because it is about things that could never happen. A real dog can’t be in a band or play drums. That tells me that this story is a fantasy.

  16. Practice Model: This story is a fantasy because it is about things that could never happen. A real dog can’t be in a band or play drums. That tells me that this story is a fantasy. What other clues tell you that this story is a fantasy? • Recall the story Sam, Come Back! • Can a real cat run away? • Can a cat get inside a pack or a sack? • Is the story realistic or a fantasy? • Why do you think so?

  17. Daily Fix-It Ficks the wigg. 2. the pig did id.

  18. Daily Fix-It Ficks the wigg. Fix the wig. the pig did id. The pig did it.

  19. Writing Captions • Look at the pictures in the story. What do you think the pictures are about? • We will choose a story picture and write a caption about the picture. • Comprehension Skill: • Look at the picture on page 36. Read the caption. The caption is the sentence that tells about the picture. • Have children suggest captions for other pictures.

  20. Grammar • Teach/Model Naming Parts of Sentences: • A sentence is a group of words that tells a complete idea. It begins with a capital letter, and many sentences end with a period. • A wig is a thing. The naming part of the first sentence is A wig. • The naming part tells that this sentence is about a wig.

  21. Practice Naming Parts of Sentences • ______________ ran that way. • ______________ was mad. • ______________ ran back.

  22. Short i: Say did. What sound does the i in did make? Show me a thumbs up when I say a short i word: in, at, it, cat, did, am, sit, mad, six, and fix. • Spelling Short a: Write the word in on the board. Have children write the word at their seat. Invite individuals to read the word aloud and name the letter that makes the short i sound. Continue with fix. • Realism and Fantasy: To help children distinguish between a realistic story and a fantasy, ask: Could the story “The Band” have happened in real life? Why or why not? • Let’s Talk About It: Recall that Pam in “Pet Service” uses special tools. How does Pam use her tools to help animals? Tomorrow the class will read about some animal friends.

  23. Day 2 Morning Warm Up! Today we will read about dogs. Their owners make sure they are neat. Have you ever helped take care of a dog?

  24. Amazing Words career service tool scrub sloppy exercise comfort search

  25. What do you know about taking care of a dog to keep it clean and healthy? People use brushes, combs, and scissors to keep dogs neat. These tools are used to groom dogs. Listen to find out more about how to take care of a dog. • After reading ask: • What are some words you could use to describe a sloppy dog kiss? • What are the children on pp. 18-19 doing to take care of their dogs? • How would bathing help you groom a dog?

  26. Isolate Final Sounds M a x Listen to the sounds in this dog’s name: • Listen, I can say the last sound in Max: /ks/. Tell me the sound at the end of Max. • Read these words and tell me the sound at the end of each word:

  27. Vowels: Short i Routine You studied words like these already. What is the sound at the end of lick? What letters stand for /k/?Today we will learn about words that have x at the end. lick This is fox. The sounds that you hear at the end of fox are /ks/. Say it with me: /ks/. six The letter x at the end of this word stands for /ks/. This is how I blend this word. Let’s blend this word together: Say the sounds of each letter and blend the word together: Say the sounds of each letter and blend these words together: s a x f i x w a x m i x f a x

  28. Blend Words (Call on individuals) s i x l i c k f o x w a x s i x M a x m i x f i x s a x

  29. Spell the word mix with your letter tiles. Change the m in mix to s.What is the new word? Change the s in f.What is the new word? Change the i to a.What is the new word? Change the f to s.What is the new word? Change the s to w.What is the new word?

  30. Monitor ProgressWrite the following words and have individuals read them:

  31. Spelling(Have children write these sentences. Click after dictating each sentence for children to check their work.) Zack and Max can fix it by six. Did you take the wig and the pin back? Can you see green in the mix?

  32. Group Time

  33. Routine Nondecodable Words Look at the words on p. 32. 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 up, u-p, up. What is the word? What are the letters in this word? Today we will learn about short i words. Point to the second letter in up. What is this letter? What is the sound for this letter? Tell me a sentence using this word. Repeat the routine with other Words to Read. Have children identify these familiar letter-sounds: and (a/a/), take (t/t/ and k/k/).

  34. Interactive Writing Brainstorm: Picture walk through the book and discuss taking care of dogs. Ask children to find things children do to take care of their dogs. Help them find pictures of grooming and exercise. • Share the Pen: Help children recall that a sentence is a group of words that tells a complete idea. Remind them that a sentence begins with a capital letter and often ends with a period. Then, have children dictate sentences about taking care of animals while you write. Ask: • What can children do to keep animals neat and clean? • How does running help dogs? • Does each sentence begin with a capital letter? • Does each sentence end with a period? • ____________________________________________________________________________________________________________________________________________________________

  35. Daily Fix-It 3. Pig said sitt here 4. he can Mix it.

  36. Daily Fix-It • 3. Pig said sitt here • Pig said sit here. • he can Mix it. • He can mix it.

  37. Grammar: Naming Parts of Sentences The cat takes a nap. What is the naming part of this sentence? The cat The pig sits in back. What is the naming part of this sentence? The pig Naming parts of sentences tell who or what the sentence is about. What can the naming part of a sentence name?

  38. MODEL This dog is running. I think The dog is getting exercise would be a good sentence to tell about this dog. The dog tells who the sentence is about so it is the naming part of this sentence. Have children give sentences for the other pictures and identify the naming part in each. Write the sentences children suggest. _____________________ _____________________ _____________________

  39. Have students fill in their answers or click to see a completed graphic organizer to discuss on the next slide.

  40. HIGH-FREQUENCY WORDS Look at the following sentences: I take my dog and cat outside. Yesterday my cat ran up a tree. Can you find the words and, take, up in the sentences. FINAL x Look at this word:six What sound does the x stands for? What are some other final x words.? LET'S TALK ABOUT IT Recall the Big Book A Kid's Best Friend. Ask: What kind of special relationship do the dogs and kids share? Tell about dogs you know. Describe what the dogs look and feel like, and how they act. Display the KWL chart from Day 1. Encourage children to add new questions they would like to have answered. Tomorrow you will read about a make-believe pig who gets sick.

  41. Day 3 Morning Warm Up! Today we will read about a pig who likes to cook and taste. A real pig cannot cook. Why can’t a real pig cook?

  42. Amazing Words career service tool scrub sloppy exercise comfort search

  43. Share Literature: Listen and Respond TITLE PAGE Recall what the big book, A Kid's Best Friend, is all about. Display the title page. Explain that readers can find out what a story is mostly about from the title. For example, the title shows that this story is about kids' special friends. BUILD ORAL VOCABULARY Review that yesterday the class read the Big Book to findout why a dog is a good friend. Ask that childrenlisten today to find out how animals can help people. MONITOR LISTENING COMPREHENSION How do dogs get exercise? What is one sloppy thing that dogs do? Do you think all people believe a dog is a best friend? Why or why not?

  44. Blend and Segment Phonemes • Each person in the photos is a kid. Listen to the sounds in kid. k i d • I guess each kid in a photo is about six years old. Listen to the sounds in six. s i x • Let’s practice with some more words like this: w a x h a m d i p b i b m i x t i n

  45. Routine Vowels: Short i You can read this word because you know that when i is the only vowel letter in a word, the i usually stands for the short i sound. What sound does the i in this word stand for? What’s the word? hit You can read this word because you know that when i is the only vowel letter in a word, the i usually stands for the short i sound. What sound does the i in this word stand for? What’s the word? six When you come to a new word, look at all the letters in the word and think about their sounds. Say the sounds in the word to yourself and then read the word. (Model with hit and six.) When you come to a new word, what are you going to do? 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. mix pig it fix

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