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Reading Street

Reading Street. Unit 1 Week 5. 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?.

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Reading Street

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  1. Reading Street Unit 1 Week 5

  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? Which wild animals can we find in our neighborhood?

  3. Day 1 Morning Warm Up! The fox and her kit lived in a zoo. A man gave them food to eat. Do other wild animals eat this way too? Which wild animals can we find in our own neighborhood?

  4. Amazing Words habitathatchsurvive gentlenudgeperch private moist

  5. Time to Hatch Crack! The eggs begin to hatch now. New birds come alive. They look at their habitat to See how they can survive. Little birdies see a pond and Feeders filled with seed. Thorny bushes they can hide in – Everything they need! Listen for the amazing words habitat, survive, and hatch.

  6. Blend and Segment Phonemes (Click to make the sounds appear, then click again for words.) We just sang about little birdies that have everything they need. The little birdies are all set. Listen to the sounds in set. set set ten ten fed fed let let beg beg sell sell mess mess

  7. Routine Vowels: Short i bag sit You studied words like these already. What do you know about reading these words? Today we will learn about words that have the short e vowel sound. This is elephant. The sound that you hear at the beginning of elephant is short e. Say it with me: /e/. The e in this word stands for the short e sound: /e/. This is how I blend this word. Let’s blend this word together: /j/ /e/ /t/, jet. When e is the only vowel letter in a word, it usually stands for the short e sound, /e/. jet

  8. Vowels: Short i Routine Group Practice: Say the sound of each letter and blend the word together: m e n w e b h e n y e t m e ss What do you know about reading these words? When e is the only vowel at the beginning or in the middle of a word, it usually stands for the short e sound, /e/. Individual Practice: Say the sound of each letter and blend the word together: e gg t e n y e s w e ll f e d p e n t e ll n e t

  9. Write the word red with your letter tiles. Change the r in red to b.What is the new word? Change the d to gWhat is the new word? Change the b to p.What is the new word? Change the p to l.What is the new word? Change the g to ss.What is the new word?

  10. Check Word Reading (Have individuals read the following words)

  11. Pretest Short i • Model Writing for Sounds: • What sounds do you hear in pet? • What is the letter for /p/? • In pet, the e has the short e sound: /p/ /e/ /t/, pet. • Repeat with web 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 in complete sentences and to add details that explain their ideas. If children are reluctant to talk, use open-ended prompts to model language use and to encourage conversation. For example: • Tell me about what you see here. Yes, that's right, these are animals you might find in your neighborhood. What do you think the butterfly just did? Yes, it just hatched from its chrysalis. Why is it a good thing that the butterfly didn't hatch on the spider web? Where do the worms live? These bunnies are in the grass. Would you ever see a bunny in a tree? • BUILD ORAL VOCABULARY As you continue the discussion, have children use today's Amazing Words, habitat, hatch, and survive. • How does the spider survive? • What other wild animals might you discover in a neighborhood habitat? • Which animals in the photographs hatch?

  13. Build Background • CONCEPT CHART Remind children of the question of the week. • Which wild animals can we find in our neighborhood? • Ask children to name as many animals as they can. • Where do worms live? • What do rabbits eat? CONNECT TO READING Point out the illustration on the bottom corner of Student Edition p. 95. Ask children what the girl is doing. Explain that this week children will read a selection about this girl and her friend. Tell children that they will learn about wild animals that live in neighborhoods.

  14. Listening ComprehensionTeach/Model Realism and Fantasy • DEFINE REALISM AND FANTASY • A realistic story tells about something that could happen in real life. • A fantasy is a story that could not happen in real life. • Good readers think about whether a story could or could not happen in real life. • READ ALOUD Read "The Pecking Hen" (p. 95b) and model how to distinguish between realism and fantasy. MODEL When I want to figure out if a story is realistic, I notice how the people act and what happens. In this story, Kashia and Grandma Bess act like real people act. A real girl could visit her grandmother. She could observe a hen close-up, and a hen could peck her on the nose. This story is a realistic story because it is about things that could really happen. CLUES TO REALISM AND FANTASY Ask children what other clues tell that this story could really happen. DISTINGUISH REALISM AND FANTASY Recall the story The Big Blue Ox. Can people have an ox? Can a real ox dig or mop pigs and fix their wigs? What other clues tell you that The Big Blue Ox is a fantasy? CONNECT TO READING Tell children that when they read any story, they should think about whether the story could or could not really happen.

  15. Daily Fix-It ten men sat on a jett. your redd sled is wet.

  16. Daily Fix-It ten men sat on a jett. Ten men sat on a jet. your redd sled is wet. Your red sled is wet.

  17. Wild Animals Nearby Unit 1 Get the Egg! Writing Model 5 1. What is the animal? The animal is a . What does the animal do? The animal . The animal . 2. What is the animal? The animal is a . What does the animal do? The animal . The animal . Shared Writing GENERATE IDEAS Ask children what kinds of wild animals live in backyards or parks. Ask children to pretend to be one of these animals. Which one did they choose and why? Talk with them about what the wild animals do. WRITE ANSWERS Explain that the class will choose two wild animals found in backyards or parks and write sentences to answer questions about them. COMPREHENSION SKILL Have children think of two real wild animals they haveread about for their answers. For example,a lizard and a swan from Babies on the Go. Display Writing Transparency 5 and read the title. Read the questions and invite children to suggest answers. Discuss and record answers to complete the sentence frames. HANDWRITING While writing, model the letter forms as shown on pp. TR12–15. READ THE ANSWERS Have children read the completed answers aloud as you track the print

  18. Grammar: Teach/Model Telling Sentences • IDENTIFY TELLING SENTENCES Display Grammar Transparency 5. Read the • definition aloud. • The bird has one egg is a telling sentence. It is a statement that begins with a capital letter and ends with a period. • Statements that begin with a capital letter and usually end in a period are called telling sentences. The egg is in the nest is a telling sentence, so it begins with a capital letter and ends with a period. • Continue modeling with items 1–4.

  19. Grammar: Telling Sentences Practice Fix-Up Telling Sentences: Have children find and correct errors in grammar and punctuation for these sentences. 1. we saw a little egg • a green frog hops up • i see the kit lick her lips

  20. SHORT e Write red and ask children what sound the e in red has. Have children name other short e words. • SPELLING SHORT e Have children name the letters for each sound in men. Write the letters as children write them in the air. Continue with tenand wet. • REALISM AND FANTASY To help children distinguish realism and fantasy, ask: What clues help you know the story "The Pecking Hen" could really happen? • LET'S TALK ABOUT IT Display the Animals in Our Neighborhood web. Ask children to read the names of as many animals as they can. Invite them to add more animals to the web. Can all of these animals survive in a back yard or a park? How do you know? Tomorrow the class will read more about animals and their babies.

  21. Day 2 Morning Warm Up! Today we will read about animals. We will see which ones travel on the ground. What animals have you seen walking around?

  22. Amazing Words habitathatchsurvive gentlenudgeperch private moist

  23. Share Literature • AUTHOR/ILLUSTRATOR Display the front cover of • the Big Book Babies on the Go. Ask children to identify who wrote the book. Explain that authors may write books that tell stories and at other times they may write books to share information. Help children recall that this book shares information. Then identify the illustrator and lead a discussion about the work of an illustrator. • BUILD ORAL VOCABULARY Ask children what they remember about how baby animals move. Point out that some travel on the ground while others travel through air or water. Suggest that as you read, children listen to find out which animals travel on the ground. • Can you name a baby animal that travels on the ground? • How does a baby polar bear travel?

  24. Phonemic Awareness • You know that some baby animals ride on top of their mother’s back. Listen as I say the sounds in top. t o p s top • Listen as I add /s/ to top. Continue with these examples (click for onset, then click again for the ending): b lock t rack s pin s well f lap

  25. Routine Vowels: Short i Blending Strategy You studied words like these already. What is the sound at the beginning of top? Today we’ll learn about words that have two consonant letters and sounds at the beginning. top The letters s and t make a consonant blend. A consonant blend has two consonant letters whose sounds are blended together. stop Say: /s/ /t/ /o/ /p/. The two sounds /s/ and /t/ are blended together. This is how I blend this word: Let’s blend this word together: /s/ /t/ /o/ /p/, stop. s a x f i x w a x m i x f a x

  26. Routine Vowels: Short i Say the sound of each letter or letters and blend the word together: cl a m tr i m sl i ck sm e ll st i ff What do you know about reading these words? The sounds of the two consonant letters at the beginning of the word are blended together. Call on individuals to blend these words: gl a d br i ck sk i p cl a p gr i n sp e ll fl a p tr i p sp i ll

  27. Spell the word rip with your letter tiles. Add g to rip.What is the new word? Change the g to d.What is the new word? Change the d to t.What is the new word? Change the tr to sl.What is the new word? Change the s to f.What is the new word?

  28. Check Word Reading Initial Blends (96d)

  29. Spelling: Practice: Short e (Click to Check Dictation) I see ten men on the jet. Your sled is the red one. Do not step on the wet net. Jan hit her leg on the bed.

  30. Routine Nondecodable Words Say and Spell Look at the words on p. 96. 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 saw, s-a-w, saw. What is this word? What are the letters in this word? Identify Familiar Letter-Sounds Point to the first letter in saw. What is this letter? What is the sound for this letter? (s/s/) Demonstrate Meaning Tell me a sentence using this word. Repeat the routine with the other Words to Read. Have children identify these familiar letter-sounds: tree (t /t/), your (y/y/), small (s/s/, ll/l/). Have children read aloud the sentences and point to the Words to Read. Add words to the Word Wall.

  31. Interactive Writing Write Journal Entry USE A WEB Display the Animals in Our Neighborhood web. Encourage children to read the names of the animals in the web. Picture walk through the Big Book Babies on the Go and help children identify animals that could be found in backyards oraround the neighborhood. SHARE THE PEN Have children participate in writing sentences for a journal entry about animals they have seen or would like to see around the neighborhood. To begin,have a child give a sentence. Write the sentence and read it aloud, inviting the class tocheck the word order. Ask questions such as: What animal did you see? Did the animal travel on the ground? If not, how did it travel? What did you hear? How did you feel when you saw the animal? Continue to have individuals make contributions. Frequently reread what has been written while tracking the print. READ THE JOURNAL ENTRY Read the completed journal entry aloud, having children echo you. Example: I saw a red bird in my yard.The red bird flew through the air.I heard a chirping sound.I felt excited when I saw that bird.

  32. Daily Fix-It i saw two men packing a sled 4. I saw Pop stepp on a weet rock.

  33. Daily Fix-It i saw two men packing a sled I saw two men packing a sled. 4. I saw Pop stepp on a weet rock. I saw Pop step on a wet rock.

  34. Grammar: Telling Sentences • The green frog flips and flops. • Explain why this is a telling sentence. • the frog green flips and flop • Explain why this is not a telling sentence. • Statements that begin with a capital letter and usually end in a period are called telling sentences. How do telling sentences begin and end?

  35. Grammar: Practice – Telling Sentences Have children suggest telling sentences for these pictures of backyard animals. MODEL This is a lizard. Write lizard. I think I saw a green lizard walking on the ground would be a good telling sentence for this animal. This is a telling sentence so it begins with a capital letter. Write I saw a green lizard walking on the ground.This is a telling sentence so it ends with a period. Add a period. Have children suggest telling sentences for the other pictures. Ask them to identify words that should be capitalized and to supply the correct end punctuation mark for their sentences. Write the sentences children provide.

  36. Speaking and ListeningRetell a Story DEMONSTRATE SPEAKING AND LISTENING Have children think about the characters and events in the story The Big Blue Ox. Remind children of appropriatelistening and speaking behaviors. Then ask them to think about these behaviorsas you demonstrate how to retell the story. USE A STORY CHART Ask children to name the characters in the story, describe them, and tell what they did. Work together to complete a chart like the one below. Help children retell the story using the completed chart. Have them use vocabulary from the story as they retell. Use visual aids, suchas pictures and objects.

  37. HIGH-FREQUENCY WORDS Write the following sentence: Ben saw a small blue bug in your tree.Ask children to read the sentence and identify the high-frequency words saw, small, your, tree. • SHORT e Point to the word Ben and ask children what sound the e stands for. List other short e words together. • LET'S TALK ABOUT IT Recall the Big Book Babies on the Go. Ask: Could you see any of the animals in this story in a backyard? Encourage children to check to make sure the animals are shown on the Animals in Our Neighborhood web. Tomorrow you will read about a boy and girl who help a bird.

  38. Day 3 Morning Warm Up! Today we will read about Brad and Kim. They help a bird whose egg is in danger. What could cause danger for a real bird’s eggs?

  39. Share Literature • AUTHOR/ILLUSTRATORHelp children recall the • author and illustrator. Explain that illustrators make choices in what and how they illustrate, just as authors make choices about what and how they write. Lead a discussion of the illustrations in the big book. Guide children to see that they are realistic. Discuss possible reasons the illustrator made this choice. • BUILD ORAL VOCABULARY Review that yesterday the class read the book to find out which animals travel on the ground. Suggest that as you read, children listen to find out which animals travel by riding with a parent. • MONITOR LISTENING COMPREHENSION • How does a baby snow monkey travel? • How does a baby kangaroo travel? • How do you think the baby animals' parents feel about giving them rides? • How do you know?

  40. Amazing Words habitathatchsurvive gentlenudgeperch private moist

  41. Phonemic Awareness (Click to make the sounds appear, then click again for words.) You know that some babies stand up right away and take a step. Listen to the sounds in step. step s t e p flex f l e x f r e t fret s p e ck speck s t e m stem d r e ss dress s m e ll smell

  42. Short e and Initial Blends Routine Connect: You can read this word because you know the sounds that the consonant letters stand for. You also know that when e is the only vowel at the beginning or in the middle of a word, the e stands for the short e sound. What sound does the e in this word stand for?. What’s the word? led What sound do the letters s and l stand for in this word? What’s the word? sled Model: When you come to a new word, look at all the letters in the word. Think about its vowel sound and if the sounds of consonant letters can be blended together. Say the sounds in the word to yourself and then read the word. (click and model) led sled When you come to a new word, what are you going to do?

  43. Routine Inflected Endings Group Practice: Let’s read these words. Look at all the letters, think about the vowel sounds, and say the sounds to yourself. When I point to the word, let’s read it together. (Allow 3-4 seconds previewing time for each word.) • leg • grab • web • spell

  44. Spying on Animals I love to spy on animals That cross through my backyard. If I sit on my back step, It is not very hard. I see wrens On their nests Full of eggs. I watch spiders spin their webs and Butterflies Flying free. They spend their time with me. Can you find these words: spend, wrens, spy, cross, spiders, flying, free.

  45. Sort Words (Have children spell these words with letter tiles and then spell other short e words with and without blends and tell which column to write each word in.) Short e Without Blend Short e With Blend yes press

  46. Nature Walk DISCUSS BIRDS AND THEIR NESTS Take a nature walk to observe birds and their nests, or share pictures of various birds and nests that may be found insome backyards—for example, tree swallows, bluebirds, wrens, or sparrows.Initiate discussion by asking children to share what they know about birds andtheir nests. Where might you find a bird nest? Why do you think birds build nests?

  47. Build Background BACKGROUND BUILDING AUDIO Have children listen to the CD and share the new information they learned about why birds build nests. COMPLETE A MAIN IDEA CHART Draw a main idea chart or display Graphic Organizer 27. Write "Why Birds Build Nests" in the large box at the top. Askchildren to give reasons why birds build nests. Add their responses to thesmaller boxes.

  48. CONNECT TO SELECTION Connect background information to Get the Egg! We know that birds build nests to make a safe place to lay their eggs. Sometimes something can happen to the egg before it hatches. Kim and Brad are characters in the story we are about to read. We’ll find out what they do to save a red bird’s egg.

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