Unit 2, Week 6 "Honey Bees" What is a community

1. Unit 2, Week 6 "Honey Bees" What is a community How is a community of insects like a community of people?

3. How were the triceratops a community in “The Big Circle?” How do plants and animals form a community in “Life in the Forest?” Morning Warm UpDay 1 Bees fly where flowers grow. They look around to find food. How is a community of insects like a community of people?

4. We are so Industrious We work hard, We don’t fuss We are so industrious. Each individual has a job to do. We think we’re a special crew. Each of us plays apart. We turn work into an art. We are proud that we all do our very best. We of us helps out the rest.

5. Individual industrious special creep slither romp eagerly wander

6. Phonemic Awareness:substitute /e/ for /e/ We just sang that each person has a job to do. Who do you think fed the hamster? Listen to the sounds in fed. /f/ /e/ /d/. Say it with me. Now say it as I point to the letters that spell it. f e d = fed Listen as I change the /e/ sound in the middle to the /e/ sound. /f/ /e/ /d/. Say it with me. Now say it as I point to the letters that spell it. f ee d = feed Listen to the sounds in both words. fed feed Which one has the short e sound? long e? let's continue on the next slide.

7. f e d fed • f ee d feed • b e t bet • b ee t beet • p e p pep • p ee p peep • m e t met • m ee t meet • st e p step • st ee p steep

8. You studied words like these already. What do you know about reading these words? Yes, When you see e at the end of a word, the first vowel says its name. these Pete Today we will learn about words that use another way to spell long e.. This is an easel. The sound you hear at the beginning is /e/. Say it with me. There is only one vowel in this word. The vowel letter e at the end says its name. This is how I blend this word. Do it with me. The two letters ee are together in this word. Two e’s together say their own name. This is how I blend this word. Do it with me. What do you know about reading these words? Yes. When an e is at the end of a word it usually says its name. When two ee’s are together in word, it usually says its name.

9. phonemic awareness • f e d fed • f ee d feed • b e t bet • b ee t beet • p e p pep • p ee p peep • m e t met • m ee t meet • s t e p step • s t ee p steep

10. build words b e e Add t to the end of bee.What is the new word? Change the b to f.What is the new word? Change the t to l. What is the new word? Change the f to h. What is the new word? Change the h to wh.What is the new word?

11. check word reading (monitor progress)

12. What sounds do you hear in he? (/h/ / /) What is the letter for /h/? Write h. Continue with the e/ /. He has only one vowel, e, and it comes at the end of the word so the e has the longe sound: /h/ / /, he. What sounds do you hear in keep? (/k/ / / /p/) What is the letter for /k/? Write k. Continue with ee/ / and p/p/. In keep the letters ee stand for the long e sound: /k/ / / /p/, keep. There are four letters,but only three sounds. • be 6. green • feet 7. me • he 8. she • see 9. tree • we 10. week • High Frequency Words • 11. some 12. family

13. build background Let's talk aboutcommunities in nature Develop Oral LanguageTell me about what you see here. Yes, that's right, ants have made a tunnel system in the ground. Why do you think the ants did that? Look at all the bees on this hive! Tell me what you know about bees and honey. How are ant communities and bee communities similar? Build Oral Vocabulary It is easy for you to carry a leaf. Why is it difficult for an individual ant to carry a leaf? What are the bees on the honeycomb doing to show that they are industrious? When a bee flies from flower to flower, what is its special job?

14. Concept Chart How is a community of insects like a community of people? What is something only insects can do? (fly) Name something both insects and people can do? (eat, walk) What is something only people can do? (go to school Connect to Reading: These bees are pollinating the flowers. This week we will learn how a community of bees is like a community of people.

15. Listening Comprehension:Teach/Modelcompare and contrast break into groups Define compare and contrast: Things that are alike are the same. Things that are different are not the same. Good readers look for ways that things are alike and different. Read aloud: “Ants Working Together" MODEL When I read, I look for things that are alike and different. One way ants and people are alike is that they both live together in groups. I can also look for ways that they are different. Ants live in colonies, and people live in homes.

16. Practice How are the jobs of ants and people alike? How are they different? How are the places ants and people live alike? How are they different?

17. COMPARE AND CONTRAST Recall the story The Big Circle. How are the triceratops and Big T. Rex alike? (They are both dinosaurs. They are both hungry.) How are the triceratops and Big T. Rex different? (Possible response: Triceratops eat grass, and Big T. Rex eats meat.) CONNECT TO READING Tell children that when they read any story, they should think about how things are alike and different.

18. Daily Fix It • ants cant fly. • Ant's lift huj things.

19. Daily Fix It • ants cant fly. • Ants can't fly. • Ant's lift huj things. • Ants lift huge things.

20. GENERATE IDEAS What do you know about bees and ants? What do they look like? How do they move? Where do they live? WRITE Facts We will write facts about bees and ants and then compare and contrast the two sets of fact. Shared Writing: WriteFacts COMPREHENSION SKILL we compare and contrast things when we notice how they are alike and different. When we write information about more than one thing, we often can usethe information to compare and contrast the things Let’s work together to write some sentences on the chart.

21. Grammar: Teach/ModelNouns in Sentences REVIEW NOUNS Remind children that a noun names a person, a place, an animal, or a thing. IDENTIFY Nouns in Sentences Display Grammar Transparency 11. Read the definition aloud. Then model with item 1. What two things are named in this sentence? (hive, tree) What are the two nouns in this sentence? (hive, tree) Circle the two words that are nouns. (hive, tree)

22. practice saying sentences ... use the following pairs of words: frog, fly woodpecker, tree nuts, squirrel ants, bees grass, cows flowers, bugs

23. What sound do the letters ee stand for? bee Long e e, ee Spell the word he and write it in the air. What does the e stand for? What is the rule? Continue with the next two words. h e s e e m e spelling: long e, ee Tomorrow we will read about how some critters in a bog move about. compare and contrast Are ants like humans in any ways? How are they different? Let's talk about it How is an ant colony like a human community?

24. raise your pointer when you hear or see a long e word. Raise your thumb when you see or hear a short e word. Morning Warm UpDay 2 Today we will meet the frog in the bog again. We'll read what he eats and see how big he gets. Would you like to have a frog for a pet?

25. individual industrious special creep slither romp eagerly wander

26. POETRY Read the title and the author's name. Read the first page and notice the rhyming words. Poems often have rhyming wordsand they often have rhythm. Listen for the rhythm as I re-read the first few pages. BUILD ORAL VOCABULARY Describe how a frog moves. Listen as you read to find out how the other critters in the bog move What are some words that tell how the animals move? What does it look like when an animal creeps? What does it look like when an animal slithers?

27. Phonemic Awareness:Blend and Segment syllables The frog got bigger. We saw it happen. Listen to the sounds in happen. /hap/ /pen/ Now say it with me. I see two syllables in happen. Let’s blend the word as I point to the two parts. /h/ /a/ /p/ /p/ /e/ /n/ I say each part and then I blend the two syllables together. Now listen to the sounds in mitten. /m/ /i/ /t/ /t/ /e/ /n/ How many syllables are in this word? What do the syllables make together? mitten. Let's practice some more words on the next slide.

28. hap pen happen • mit ten mitten • kit ten kitten • pen cil pencil • but ton button • bas ket basket

29. Syllables VCCVteach/Model Blending Strategy 1 connect You studied words like these already. How many syllables do these words have? Today we will learn about words with two syllables. tab let 2 Model When you read a word like this one, first divide the word into smaller parts. If there are two consonants in the middle, divide the word between the two consonants. I see a b and an l together, so I will divide there. This is how I blend this word. Do it with me.

30. 3 Divide the word, blend each syllable, and blend the syllables together. group practice • hap pen happen • mit ten mitten • kit ten kitten • pen cil pencil • but ton button • bas ket basket 4 Review What do you know about reading these words? When you see a longer word with two consonants in the middle, divide the word between the two consonants, blend each syllable, and blend the syllables together to read the word.

31. one or two syllables ... sort the following words: nap napkin rib ribbon net bonnet ten tennis pet trumpet nap napkin ribbon rib net bonnet ten tennis pet trumpet

32. check word reading (monitor progress)

33. My family sits under a green tree. She has small feet. Some of those rabbits will come to me. This week we will have a picnic. • be 6. green • feet 7. me • he 8. she • see 9. tree • we 10. week • High Frequency Words • 11. some 12. family break into groups

34. Daily Fix It • 3. A cut bird ate six worm. • 4. three bird sat on a branch.

35. Daily Fix It • 3. A cut bird ate six worm. • A cute bird ate six worms. • 4. three bird sat on a branch. • Three birds sat on a branch.

36. Interactive WritingWriteDescription BRAINSTORM Use the Big Book A Frog in the Bog to encourage a discussion about the animals in the bog. Picture walk through the book and ask children to identify the animals and to describe how they look SHARE THE PEN Have children participate in writing a sentence that describes an animal in the bog. To begin, have a child name an animal and tell one thing about it. Write a sentence using what the child says. Have a second child tell something else about the animal. Change the sentence to add the new describing words given. Ask individuals to write familiar letter-sounds, word parts, and high-frequency words. Ask questions such as:: What sound do you hear at the beginning of yucky? What letter stands for that sound? What is the next sound you hear? What letter stands for that sound? Continue with other descriptive words. Do any of our words tell how an animal looks? Which ones? Do any tell how big an animal is? Which one?

37. The yucky slugs had big spots. Three small black flies were fuzzy. Independent Writing: Think about something you might see in a bog. In your journal, write describing sentences to tell about it.

38. Grammar:Develop the conceptNouns in Sentences IDENTIFY NOUNS IN SENTENCES Display the Big Book A Frog in the Bog and have children identify the snail. Write snail on the board and point to the word as you read it. The word snail names this animal. A word that names a person, place, animal, or thing is a noun. A sentence usually tells about a person, place, animal, or thing. What is one kind of word that I usually find in a sentence? (A sentence usually has a noun.) Practice: Model: Listen to this sentence: “The log began to move.” What is this sentence about? The word log is the thing that this sentence tells about. let’s practice some more on the next slide.

39. Identifying nouns in sentences Which noun tells what the sentence is about? playground picnic table swimming pool

40. Speaking and Listening: Retell a Message Demonstrate Retelling. What should good listeners and speakers do when retelling a message?

41. High frequency words New ducks hatch from eggs. They can swim and also find their food. The mother protects her family. 3 syllables with VCCV rabbit. How many syllables do you hear in the word? How many do you hear in these words? kitten slipper fuzzy Tomorrow we will read about very special insects that live and work together. Let’s talk about it How do you think the animals in the bog were a community?

42. Notice the circled words. What do we know about this kind of word? Morning Warm UpDay 3 Today we will read about honey bees. First we'll read about the different kinds of bees and the jobs they do. Then we'll learn about how they live together. What do you know about bees?

43. individual industrious special creep slither romp eagerly wander

44. Share Literature:Listen and Respond Rhyming Words: Recall that A Frog in the Bog is told in rhyme. Rhyming words sound alike at the end. Often, they look alike at the end too. Let’s look at some of the rhyming words. How do they look alike? Build Oral Vocabulary: We red to find out how the critters in the bog moved. Now let’s talk about what lessons the critters learned. Monitor Listening Comprehension: What lessons did the critters learn? How can you tell? Would a happy animal or a sad animal rom? Why would the animals romp away from the frog?

45. Phonemic Awareness:Blend and segment syllables Do you think frog’s scream was as loud as a trumpet? Listen to the sounds in trumpet. /t/ /r/ /u/ /m/ /p/ /e/ /t/ say it with me. Trumpet has two syllables Now listen to the sounds in kitten /k/ /i/ /t/ /t/ /e/ /n/ Now you say it. What are the syllables in kitten? What word do the syllables /kit/ and /ten/ make? Let’s practice some more on the next slide.

46. phonemic awareness • trum pet trumpet • kit ten kitten • pic nic picnic • pret zel pretzel • in sect insect • hid den hidden

47. Long e: e, ee and Syllables VCCVteach/Model Fluent Word Reading connect You can read this word because you know that when e is the only vowel and comes at the end it says its name.. What does the e in this word stand for? What is the word? 1 she You can read this word because you know that when there are two ee’s together, e says its name. What does ee stand for in this word? What is the word? You can read this word because you know that if there are two consonants in the middle of the word, you divide between the two consonants, blend each part and then blend the word. What is the first syllable? Second? What is the word? sheep hidden 2 Model When you come to a new word, look at all the letters or syllables in the word and think about their sounds. Say the sounds to yourself and then read the word. When you come to new word, what are you going to do?

48. fluent word reading 3 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. • me • jacket • jeep • mitten

49. look for these words: bee tree see feeds queen sweet she keep Every little bee must work to help the hive. some must work to keep their pretty queen alive. Others fly from flower to tree To collect sweet things they see Oh, they work all day and never quit at five. A worker feeds the babies all day long. She must see that they grow healthy, big, and strong. Bees don’t worry about the weather. They just keep working together. As they work, they buzz out one big happy song.

50. Build Words Read and spell each word. Does it have one syllable or two? e, ee two syllables he happen deep rabbit sweet tablet wheel basket