Reading Street

1. Reading Street Unit 1 Week 4

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? What can we learn about animals by watching them?

3. Day 1 Morning Warm Up! Mother birds help their babies. They use their beaks to get food. Have you ever seen a nest of birds? What can we learn about animals by watching them?

4. Squirrel Song Oh, I see a baby squirrel. It’s right there in plain view. I’ll quietly observe it. To learn what wild squirrels do. Now I see the baby’s parent, Sitting high up in the tree. And as I watch the baby. Mama Squirrel’s observing me. Listen for the amazing words observe, parent, and wild.

5. Amazing Words observeparentwildsolodanglenapemedicinepoisonous

6. Phonemic Awareness We just sang about how Mama Squirrel can sit high up in a tree. Now we are going to make a new word by adding a sound to the end of sit. Listen as I add /s/ to the end of sit: sits. s i t s sits p i n z pins f a n z fans j o g z jogs t a p s taps qu i t s quits

7. Routine Vowels: Short i Blending Strategy Connect: You studied words like these already. What do you know about the s at the end of these words? Today we will learn more about words with the ending –s that don’t mean more than one. tops lids I nod. She nods. Model: The word nod has an ending. If I cover up the ending –s, I see that the base word is nod. This is how I blend this word. Now let’s blend this word together. We look. He looks. The ending –s can be added to the Word Wall words. I read the base word look, I read the ending /s/, and then I blend them together: look, s, looks.:

8. Routine Vowels: Short i Group Practice: First, see if the word has the ending –s. Blend or read the base word; read the ending; then blend the two parts together. wags sips hops ticks gets What do you know about reading words with an –s ending? Blend the sounds in the base word, read the ending, and then blend the parts. The end letter s can stand for /s/ or /z/. Call on individuals to blend these words: bats rips yaps picks licks digs tags helps

9. Build Words (Add –s to the end of each word to make a new word.) Words -s kicks kick lock look tap locks looks taps

10. Check Word Reading Inflected Ending –s (70o)

11. Model how to segment words ending with -s to spell them. • What sounds do you hear in nap? • What is the letter for /n/? • (Write n. Continue with a/a/ and p/p/. ) • What letter do we add to nap to make naps? • (Repeat with sit and sits. ) High-Frequency Words:

12. DEVELOP ORAL LANGUAGE Read the title and have children view the illustration and photographs. Ask them to tell you what they see. Allow ample time for children to respond and remind them to speak loudly enough to be heard. If children speak too quietly, model speaking at an appropriate volume. Then use open-ended prompts to encourage conversation. For example: • Tell me about what you see here. Yes, that's right, these animals are in a zoo. Howcan you tell? What is the mother chimpanzee doing? Yes, she is holding her baby.What is the mother elephant doing? What can we tell about all these mothers andbabies by watching them? • BUILD ORAL VOCABULARY As you continue the discussion, have children use today's Amazing Words, observe, parent, and wild. • Use the word parent to tell me about the hippopotamuses. • Why do you think it wouldn't be a good idea to keep any of these wild animals aspets in your home? • If you sat and observed the chimpanzees for an afternoon, what might you see?

13. DEVELOP CONCEPTS • CONCEPT CHART Remind children of the question of the week. What can we learn about animals by watching them? • Ask children to identify things animals do. Then discuss how watching the animal in each of these activities helps us to understand it. For example, watching a mother fox with her kits helps us see how the mother fox teaches her children. • Which animals can carry their babies? • Which animal lives in the water? • (Click for chart)

14. Build Background Develop Concepts (74r) Things Animals Do How This Helps Us Know About Them • play • eat • sleep • take care of their babies • We can observe how and what they play. • We can observe what food they eat. • We can observe where they sleep. • We can observe how they feed their babies. • We can observe them teaching their babies.

15. Listening ComprehensionTEACH/MODEL Main Idea • DEFINE MAIN IDEA • The main idea is what a story is mostly about. • Good readers think about the important things, or details, that happen in a story to find the main idea. • READ ALOUD Read "The Fox Family" and model how to identify main idea. MODEL To find the main idea, I think about the most important things that happen. Jake sees two foxes in his backyard. He and his mom watch them and talk about them. I ask myself what this story is mostly about. It is mostly about Jake watching and learning about foxes. • CLUES TO MAIN IDEA Have children think of a better title for the story—one that • tells the main idea. Give them choices such as "What Foxes Eat," "Jake's New Pets,“ and "What Wild Foxes Are Like." • IDENTIFY MAIN IDEA Recall the story The Big Blue Ox. • What things, or details, happen in this story? • What is this story mostly about? • CONNECT TO READING Tell children that when they read any story, they should • think about what the story is mostly about.

16. Daily Fix-It Fox napz on her lap frog sitts there too.

17. Daily Fix-It Fox napz on her lap Fox naps on her lap. frog sitts there too. Frog sits there too.

18. Shared Writing GENERATE IDEAS Display the story on the page. Point out that the title of the story is missing. Explain that the title of a story tells what the story is about. WRITE A TITLE Tell children that the class will write a title for the story on the page. COMPREHENSION SKILL Explain to children that agood title should give readers an idea of what a story is all about. Have children identify what thesentences in the story are all about. Then suggest agood title for the story. Display Writing Transparency 4 and read the story asyou track the print. Ask, What are the sentences all about? On the board, write a list of choices—Red Hat, Sad Fox, Fox and Bear Share. Point to each phrase, inviting children to raise theirhand to show which they think best tells what the story is all about. Ask children to suggest a good title for the story. Record a title that the class agrees upon. Have children read the completed title aloud as you track the print. Title Choices: Red Hat Sad Fox Fox and Bear Share Other Choices:

19. Grammar • TEACH/MODEL Word Order • IDENTIFY CORRECT WORD ORDER • Read the definition aloud. Then model with item 1. • The words are not in the right order in the sentence: Three fox the has kits. So the sentence doesn't make sense. • The words are in the right order in the sentence: The fox has three kits. So this sentence makes sense. • Continue modeling with items 2–5. • PRACTICE • SUGGEST SENTENCES Have children suggest other sentences using correct word order. Record and discuss the sentences. • Suggest a sentence about a wild animal you like. • Explain how you know the words are in the right order. • What clues would you notice if the words were not in the right order? • ADDITIONAL PRACTICE For additional practice use pp. 68–73 in the Grammar and Writing Book. Write Sentences with Correct Word Order: ________________ ________________ ________________

20. INFLECTED ENDING -s Write naps and ask children to identify the base word and ending. Have children name other words with the inflected ending -s. ADDING -s Ask children to name the letters for each sound in sits. Write the letters as children write them at their seats. Continue with wins and fits. MAIN IDEA To help children remember that a title tells what a story is mostly about, ask: Could the "Squirrel Song" have a different title—for example, "Watching Squirrels?" Why or why not? LET'S TALK ABOUT IT Recall what the boy in the "Squirrel Song" learned about squirrels when he stopped to observe a baby squirrel playing. How did the Mama Squirrel take care of her baby in this song? HOMEWORK Send home this week's Family Times newsletter. Tomorrow the class will read about how baby animals move.

21. Day 2 Morning Warm Up! Today we will read about baby animals and how they can go. Some ride on a back. Others ride in a sack. How did you go when you were small?

22. Amazing Words observeparentwild solodanglenapemedicinepoisonous

23. Share Literature Build Concepts IDENTIFY AUTHOR AND ILLUSTRATOR Have children find the name of the author. Then have them locate the name of the illustrator. Tell them that the author wrote the words in the story they are about to read. The illustrator drew the pictures. BUILD ORAL VOCABULARY Ask children to look at the illustration on p. 17 of Babies on the Go. Explain that some baby animals can go on their own from the start while others get help. Suggest that as you read, children listen to find out how other baby animals go. How does the baby giraffe on p. 4 go? What other animals can go solo right from the start?

24. Phonemic AwarenessBlend and Segment Syllables We just read about babies going places. Listen to the syllables in going.

25. Inflected Ending -ing Routine digs hops Connect: You studied words like these already. What do you know about reading these words? Today you’ll learn about words with the ending -ing. I jump. I am jumping. Model: The word jump has an ending. If I cover up the ending –ing, I see that the base word is ump. This is how I blend this word. Let’s blend this word together: jump, ing, jumping. I help. I am helping. The ending –ing can be added to the Word Wall words. I read the base word help, I read the ending /-ing/, and then I blend them together: help, ing, helping.

26. Inflected Ending –ing Routine Group Practice: First, see if the word has the ending –ing. Blend or read the base word; read the ending –ing; then blend the two parts. Review: What do you know about reading words with the ending –ing? Blend the base word, read the ending, and then blend the two parts.

27. Blend Words Individuals Blend Words with Inflected Ending -ing

28. Build Words (Use the chart to make new words. Click to make words appear.) Words -s -ing pack packs packing quack quacks quacking look looking looks pick picks picking

29. Word Reading (76d)

30. Spelling: Practice Inflected Ending –s(Click to Check Dictation) The cat sits on her mat and naps. The cap fits Jan. The cap will fit Tim too. Nick hits it and wins.

31. Routine Nondecodable Words Say and Spell: Look at the words on p. 76. 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 this, t-h-i-s, this. What is the word? What are the letters in this word? Today we will learn about short i words. Identify Familiar Letter-Sounds: Point to the last letter in this. What is this letter? What is the sound for this letter? Demonstrate Meaning: Tell me a sentence using this word. Repeat the routine with other Words to Read. Have children identify these familiar letter-sounds: her (h /h/), too (t /t/), eat (t /t/).

32. Interactive Writing • DISCUSS Use the Big Book Babies on The Go to encourage a discussion • about how animals move. Picture walk through the book and ask • children to identify the ways different baby animals go. • SHARE THE PEN Have children participate in writing a poem about how baby animals go. To begin, invite children to suggest ideas for the poem. Then help them write sentences on the board to form a poem. Have volunteers check the capitalization and punctuation of each sentence. Ask questions such as: • What should every sentence begin with? • What belongs at the end of many sentences? • How do you know the first sentence tells a complete idea? • Continue to have individuals make contributions. Encourage children to suggestrhymes and repeated sounds to add to the poem. Frequently reread what has been written while tracking the print. (Click to see anexample poem.) Walking, crawling, fast and slow,  Babies all need a way to go. Parents help babies, the wild and the tame. They all like to go, whatever their name.

33. Daily Fix-It The cat her sitz with mom. she fitts in a small bed.

34. Daily Fix-It The cat her sitz with mom. The cat sits with her mom. she fitts in a small bed. She fits in a small bed.

35. GrammarDevelop the Concept: Word Order • The baby its mom snuggles with. • The baby snuggles with its mom. • Swan the snuggles its with pop. • The swan snuggles with its pop. IDENTIFY CORRECT WORD ORDER Track the words as you read each sentence. Ask children to identify the sentence with the correct word order. When a sentence makes sense, the words are in the right order. How can you tell if a sentence makes sense? SUGGEST WORD ORDER Display p. 32 of Babies on the Go. Model writing a sentence about anteaters using the right word order. MODEL This is a parent and baby anteater. Write and read: The baby anteater gets a ride. This sentence makes sense, so I think the order of the words is right. Have children suggest sentences using the right word order for the other pictures. Write the sentences children provide. Have children check the word order for each sentence and suggest corrections when necessary.

36. Speaking and Listening MODEL SPEAKING AND LISTENING Discuss with children behaviors used by good speakers. Then model these behaviors as you retell Babies on the Go. Be a Good Speaker • Face the group • Speak loudly enough to be heard. • Speak clearly. • Stand up straight. • Use complete sentences. PRACTICE SPEAKING Ask individuals to share what they remember from the story. Encourage them to practice the behaviors used by good speakers as they share what they recall. Remind children that they should take turns speaking and be a good listener when others are speaking.

37. HIGH-FREQUENCY WORDS Write the following sentences. My cat can eat her mix. She is licking this up too. Ask children to read the sentences and identify the high-frequency words eat, her, this, too. INFLECTED ENDING -ing Point to the word lickingand ask children to identify the base word and ending.LET'S TALK ABOUT IT Recall the Big Book Babies on the Go. Ask: What did we learn about baby animals by looking at pictures of how they go? Display the Things Animals Do/How This Helps Us Know About Them chart from Day 1. Ask children to add new ideas to the chart. Then encourage them to tell about a time when they learned something by watching a live animal. Tomorrow you will read about wild animals that live at a zoo.

38. Day 3 Morning Warm Up! A baby fox is called a kit. Today we will read about a fox and a kit that live at the zoo. What other animals can you see at the zoo?

39. Amazing Words observeparentwild solodanglenapemedicinepoisonous

40. Share Literature • Listen and Respond • REVIEW TITLES Recall what the story Babies on • the Go is all about. Review that a good title should give readers a hint about what a story is going to be about. Lead a discussion of how Babies on the Go tells readers the big idea of the story. • BUILD ORAL VOCABULARY Review that yesterday the class read to find out how different animal babies get around. Ask that children listen today to find out whichanimals go solo and which get help in order to go. • MONITOR LISTENING COMPREHENSION • What are some ways that people go when they are babies? • How does the baby animal on p. 17 go? • Let's look at p. 17 and read the phrase that tell us how the parent holds the baby animal. • Do you think babies like to move? How do you know?

41. Phonemic AwarenessBlend and Segment Syllables • Look at the baby koala holding tight to its mother. Listen to the syllables in holding hold ing holding (Model segmenting and blending the syllables, have the children repeat, and then continue practice.)

42. Inflected Endings Routine Connect: You can read this word because you know how to read words with endings. What is the base word? What is the ending? What’s the word? dips Model: When you come to a new word, look to see if it has an ending. Say the sounds in the base word to yourself and read the ending. Then blend the base word and ending to read the word. When you come to a new word, what are you going to do?? dips packing

43. Routine Inflected Endings 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. • dips • packing • fits • licking • taps • fixing

44. Animal Detective Ben is an animal detective. He is watching all day through. Ben is drawing every animal he sees And showing the picture to you. Ben is very busy learning. He remembers every clue. Have a question? Just ask Ben. He knows about each animal. He sees what all of them can do. Can you find these words: watching learning drawing remember sees knows showing

45. Sort Words SORT WORDS Ask children to tell how the words in each column are alike. Have them suggest a heading for each column. (Click for headings.) Call on children to read the words in each column. Have them point out the endings, frame the base words, and then usethe words in sentences. Ending -s Ending -ing waxing backing picking filling tacking naps kicks locks pops quits

46. High-Frequency Words:

47. Build Background • DISCUSS ZOOKEEPERS Display pictures of zookeepers taking care of animals. Initiate discussion by asking children to share what they know about how zookeepers take care of animals. • What do you think zookeepers do to care for animals? • What kind of care would different animals need? • BACKGROUND BUILDING AUDIO Have children listen to the CD and share the new information they learn about zookeepers caring for animals.

48. Build Background Draw a web. Ask children to tell what they think zookeepers do to take care of animals. (Add their responses to the web, then click to see book example.) CONNECT TO SELECTION Connect background information to A Fox and a Kit. We know that zookeepers take care of animals that live in zoos. What do we know about how zoo animals take care of themselves? We are going to read about a real mother fox and her kit at the zoo. We'll find out what we might see them doing if we visited them.

49. Vocabulary Use Vocabulary Transparency 4 to introduce the selection words. Read each sentence as you track the print. Frame each underlined word. Explain the word's meaning. animals living things that can move around dinner the main meal of the day watch to look at something Ask children to identify familiar letter-sounds and word parts. Have children read each sentence aloud with you. To encourage discussion using the selection words, use all of the words to ask children a question. For example, "What might you see if you watch babyanimals eat dinner?" Have individuals use watch, animals, and dinner intheir answers.

50. Monitor ProgressCheck High-Frequency Words (Point to the words and have individuals read them.)