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How do we learn together at school? PowerPoint Presentation
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How do we learn together at school?

How do we learn together at school?

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How do we learn together at school?

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  1. Concept Question What is a community? Unit 2 What does a family do together? How do we learn together at school? Who makes our neighborhood a nice place to live? How do animals work together to survive? How do plants and animals live together? How is a community of insects like a community of people?

  2. Unit 2 Week 2 Connect Concepts: What job did each character do in A Big Fish For Max? What did the characters in ABig Fish for Max learn together? What is a community?

  3. notice the circled words. What are they? Spell them. Morning Warm UpDay 1 School is a good place. We all learn new things. No one is left out. How do we learn together at school?

  4. group respect share aquarium borrow lines rehearsal soothe As we sing the song on the next slide, listen for the amazing words: group respect share

  5. We are going to sing about our classmates at school. Notice how this song relates to the way people behave in our classroom. We are polite. We show respect. We say please, Share with ease. When we work in any group, We never fight or tease. We all treat each other well, show concern, wait our turn, All our classmates are good friends. We help each other learn.

  6. We just sang about how we can work together. Listen to the sounds in can /k/ /a/ /n/. Say it with me. /k/ /a/ /n/ Now listen to the sounds in cane. /k/ /a/ /n/. Say it with me. /k/ /a/ /n/ now listen to both words: can cane Which word has short a sound /a/? can Which word has long a sound /a/? cane Let's practice some more words on the next slide.

  7. Phonemic awareness – long and short vowels • c a n can • c a n e cane • h a t hat • h a t e hate • m a d mad • m a d e made • c a p cap • c a p e cape • p l a n plane

  8. You studied words like these already. What do you know about reading these words? yes, when you see a by itself, it usually sounds like /a/. cat man Today we will learn about words that have the long a vowel sound. This is an apron. The sound you hear at the beginning is /a/. Say it with me. /a/ The a in this word says its name. The e is silent. This is how I blend this word. Now do it with me. What do you know about reading words like this? The a says its name and the e is silent Let's practice blending word like these on the next slide.

  9. Check building words • t a m e tame • s a v e save • m a k e make • cr a t e crate • sn a k e snake

  10. Lane Change the n in lane to t. What is the new word? Change the t to k.What is the new word? Change the l to sh.What is the new word? Change the sh to br.What is the new word? Change the k to v.What is the new word?

  11. Blend long a wordsa_e • t a p e tape • a t e ate • n a m e name • r a k e rake • t a m e tame • s a v e save • m a k e make • c r a t e crate • s n a k e snake • g a m e game • s t a t e state • t r a d e trade • sh a p e shape

  12. Monitor ProgressWord reading with long a (a_e) Gave bake plate shade fame Take gas base map plane Tall grape talk van skate

  13. MODEL WRITING FOR SOUNDS Each spelling word has long a with the CVCe spelling pattern. Before administering the spelling pretest, model how to segment long a words to spell them. What sounds do you hear in game? (/g/ /a / /m/) What is the letter for /g/? Write g. Continue with /a/ and /m/. What letter must we add to the end of the word to make a say its name? (e)Add e. In game the a has a long a sound and the e is silent: /g/ /a / /m/, game.There are four letters but only three sounds. Repeat with safe. • Ship 6. rush • Fish 7. shell • then 8. shop • shut 9. trash • With 10. thin • High Frequency Words • 11. want 12. good

  14. Build Background: Let's Talk AboutPeople in Communities Tell me about what you see here. Yes, that's right, some children are looking at a computer. How are the two boys who are sharing a book learning together? What did the children in the play have to learn in order to perform? How can youtell that all of these photographs are scenes from school? Use today's Amazing Words, group, respect, and share. Which photographs show a small group of children? How are the children in front of the computer respecting the girl in control of the mouse? How can you tell the two boys are doing a good job sharing the book?

  15. How do we learn together at school? What can children share at school? Where do you see children helping one another? This week we will read a story about classmates. We will learn how some classmates work and learn together at school.

  16. Listening Comprehension: Teach/modelCause and Effect DEFINE CAUSE AND EFFECT Most things happen for a reason. Good readers ask themselves what happens and why it happens. Words like because and so can help you figure out what happens and why MODEL When I read, I think about what is happening and why it is happening.In this story, Jimmy is sleepy. I ask myself why he is sleepy. I remember thatthe story said Jimmy stayed up late the night before. Jimmy is sleepy becausehe stayed up late. Paying attention to why things happen helps me understand why characters in stories do the things they do. Read "Jimmy's Lesson

  17. Practice CLUES TO CAUSE AND EFFECT Ask children to identify other examples of cause and effect. Why does Jimmy quickly drink his orange juice and gobble up his eggs?(Because he is running late.) What happens when Jimmy looks in his backpack? (He sees that he has forgotten his things.) Why did Jimmy forget his things? (Because he was in a hurry to leave.) RECOGNIZE CAUSE AND EFFECT Recall the story A Big Fish for Max. Why does Max go to the park? (He wants to catch a big fish.) Why does Grandma go to the fish shop? (Because she wants to buy a fish for Max.) CONNECT TO READING Tell children that when they read any story, they should think about what happens and why it happens

  18. Daily Fix It • 1. bob is in my class • 2. Can he work wit me.

  19. Daily Fix It • bob is in my class • Bob is in my class. • Can he work wit me. • Can he work with me?

  20. Shared Writing: An invitation GENERATE IDEAS Ask children to think about an upcoming class event, such as a play or science project, and talk about how they are working on it together.Ask them who they might like to invite to see the event. WRITE AN INVITATION Explain that the class is going to write an invitation asking other people to come to a class event. COMPREHENSION SKILL Remind children that oftenone thing that happens causes another thing tohappen. Discuss how children feel when theyreceive an invitation to a party. Then have them tellhow the invitation your class is going to write willcause someone to feel.

  21. Display Writing Transparency 8 and read the title. Ask children to help you make a list of the informationyou need to put on the invitation on the board. Includewho you are sending it to, what the event is, andwhen and where the event will take place. Read the first line on the transparency and havechildren tell you what to fill in on the line. Ask children to use the information on the boardto help you complete the invitation

  22. Grammar: Teach/ModelProper Nouns REVIEW NOUNS Remind children that a noun is a word that names a person, place, animal, or thing. IDENTIFY PROPER NOUNS Display Grammar Transparency 8. Read the definition aloud. Model with item 1. This picture shows a girl. Her name is Beth. We’ll write her name beginning with a capital letter because a person’sname is a proper noun. Continue modeling with items 2–

  23. What sound does the letter a have in each of these words? Why? name date Long a spelling: long a Spell the word take and write it in the air. What letter can you not hear? What is the rule? t a k e cause and effect Tomorrow we will read about a city and the many different things people can do there. Recall Jimmy’s day at school. How did Jimmy’s friends help him at school? Let’s add to our chart.

  24. Raise your hand when you hear a word with the /o/ sound of al or all. Morning Warm UpDay 2 Let’s pretend to take a walk in the city. Think about all the things you can see. What will we talk about When we get home?

  25. Share Literature: Build Concepts PARTS OF A BOOK Have children read the title of Walk Around a City. Identify the author. Review that nonfiction books can give information. Nonfiction books have parts that can help people find information they need. This book has a glossary to explain the meanings of some words. Show children the glossary on p. 30 and read some of the definitions. Discuss why the glossary is helpful BUILD ORAL VOCABULARY : Discuss interesting places people can visit in cities. ...museums, libraries, aquariums, parks, theaters, stores. What are some places people can visit in the city?

  26. group respect share aquarium borrow lines rehearsal soothe

  27. Phonemic Awareness: Blend and Segment Phonemes We have learned that the city is a busy place. Listen to the sounds in place. /p/ /l/ /a/ /s/ Listen again as I point to the letters that spell it. p l a ce Say it with me. p l a ce Workers in the city earn money or a wage. Listen to the sounds in wage. /w/ /a/ /j/. Listen again as I point to the letters that spell it. w a ge Say it with me. w a ge Let’s practice on the next slide.

  28. Phonemic awareness • p l a ce place • w a ge wage • ce n t cent • ge m gem • f a ce face • p a ge page • s p a ce space • s t a ge stage

  29. cape You studied words like these already. What sounds do c and g stand for in these words. game Today we will learn about words that have another sound for c or g. This is a submarine. What is the beginning sound in submarine? Say it with me ./s/ cent In these words the c stands for /s/. When e or i comes after a c, the c usually stands for /s/. pencil this is how I blend a word like this. Notice the c is followed by an e so it stands for /s/.

  30. gem In these words the letter g stands for /j/. When a g is followed by an e or an i, it usually stands for /j/. Blend them with me. ginger This is how I blend this word. Notice that the g is followed by an e so it stands for /j/. Let’s blend it together. Now let’s practice some more words on the next slide.

  31. c a p e cape • g a m e game • ce n t cent • f a ce face • ge m gem • p a ge page

  32. check building words Add a p to the beginning of age. What is the new word? Change the g to c.What is the new word? Change the p to r.What is the new word? Add t to the beginning of race.What is the new word? Change the tr to sp.What is the new word?

  33. Monitor Progress: word readingc/s/ g/j/ stage lace cage race wage place cake brace call cent cage got page gem gas

  34. spelling dictation:practicelong a • I could make a safe cage. • What i the age of that old cat? • He made a face at me! • Is it too late to have cake? break into small groups.

  35. Say and Spell Look at the words on p. 38. You cannot yet blend thesounds 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 could, c-o-u-l-d, could. What is this word? What are the letters in this word? Identify Familiar Letter-Sounds Point to the first letter in could. What is this letter? What is the sound for this letter? (c/k/) 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: be (b/b/), old (l/l/, d/d/), paper (p/p/, r/r/), horse (h/h/, r/r/, s/s/).

  36. Interactive Writing:WriteDescription Brainstorm: Recall “Walk Around the City.” Tell about some of the skyscrapers. Share the pen: TALL is a word I might use to describe a skyscraper. What are some other words you might use? Let’s sound them out and write them together. t all

  37. Daily Fix It • 3. tina helps me at school • 4. Hse is my friend?

  38. Daily Fix It • 3. tina helps me at school • Tina helps me at school. • 4. Hse is my friend? • She is my friend.

  39. Grammar: Develop the conceptProper Nouns Jim boy boy is a noun for a person. It is not capitalized. Jim is a noun for one certain person. It is capitalized. The special names of persons, places, animals, or things begin with a capital letter. Some nouns name a special person, place, animal, or thing. These nouns are called proper nouns, and they begin with a capital letter. The word city tells about a place, but there are many cities. The word Chicago is the name of one particular city. Chicago is a proper noun and it begins with a capital letter MODEL When I think about the people, places and things in our community, one place I always think about is school. Write school. What is the name of our school? Oneonta Elementary School. Because this is a name, every word should begin with a capital letter.

  40. Speaking and Listening: Dramatize a Story DEMONSTRATE DRAMATIZING Recall and discuss the characters from A Big Fish for Max. Then improvise a monologue that's related to the story. You might have Ruby tell about Max's fishing trip. Max went fishing in the pond. He caught a ball, a ship, and a shell, but no fish. I helped Max by calling the fish, but still no fish bit. As you dramatize a character, model these behaviors: Speak in character. Use correct sequence. Use correct tone, volume, and expression. Use facial expressions and gestures. DRAMATIZE A STORY Have groups of children choose a page from A Big Fish for Max to act out. Suggest they act out the page more than once, so they can take turns playing different parts. Then have groups present their plays to the class. Remind them of the behaviors you modeled.

  41. 3 Tim saw an old horse in the city. Tim drew the horse on paper. It could be a page in a book High frequency words City What does the c stand for in this word? Why? Page What does the g stand for in this word? Why? c/s/ g/j/ Let’s Talk About it Tomorrow we will read about children in a classroom who work together to put on a play. Recall “Walk Around a City.” How is a big city school like our school? How is it different?

  42. notice the amazing words Morning Warm UpDay 3 Today we will read about a group of children who put on a school play. They know how to share and work together. How does our class work together?

  43. group respect share aquarium borrow lines rehearsal soothe

  44. Share Literature: Build Concepts NONFICTION Recall that Walk Around a Citygives information about a real place. Turn several pages and point out the words that appear in bold type. Explain that these wordsare ones the author thought the reader should know to learn about a city. These words appear in the Glossary at the back. BUILD ORAL VOCABULARY Review that yesterday the class read the book to find out what interesting things people can share in a city. Ask that children listen today to find out how a big city is like your community. Monitor Listening Comprehension How is a big city like our community? Why is a library an important place in a community?

  45. Phonemic Awareness:Blend and segment phonemes • s a f e safe • r a ce race • c a ge cage • l a k e lake • sh a p e shape • t r a ce trace • p l a n e plane We learned that police officers help to keep people in the city safe. Listen to the sounds in safe. /s/ /a/ /f/. Now say it with me as I point the letters in the word. s a f e let’s practice some more words like thes.

  46. Long a and c/s/, g/j/teach/Model Fluent Word Reading 1 connect You can read this word because you know that when words have a vowel-consonant-e, the vowel usually says its name. What does the a in this word stand for? What is the word? lake You can read this word because you know that the letter c followed by an e stands for /s/. What sound does the c make in this word? What is the word? race When you come to a new word, look at all the letters in the word and think about its vowel sound. Say the sounds in the word to yourself and then read the word. lake race wage When you come to a new word, what are you going to do? let’s practice on the next slide. 2 Model

  47. group practice 3 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. • safe • vase • cage • face

  48. My Favorite Place I wake up every morning With a huge smile on my face. i dress and eat and race to school. It is my favorite place. I say “Hi” to my classmates and Take out my pencil case. I am ready to start school. I can quickly do a math page, Sing a song out on the school stage. I know lots for someone my age. I learned it all in school. notice the highlighted words. Let’s look for c/s/, g/j/, and long a words.