Morning Warm Up Day 1

3. How were plants important to the triceratops in “The Big Circle?” How was the grass important? Morning Warm UpDay 1 Many animals eat plants. There are other ways plants help animals. How do plants and animals live together? notice the circled sight words. What are they? How are they spelled?

4. Environment Require Thrive Inhale Slimy Sludge Capture creature

5. A Good environment, A good environment, All living things require A good environment. From bears to deer to birds, To bees and tiny ants, All animals get shelter and The food they need from plants. A good environment, A good environment, All living things can thrive In a good environment.

6. Phonemic Awareness:substitute phonemes We just sang that bears need a good environment. A baby bear is called a cub. Listen to the sounds in cub. /c/ /u/ /b/. Say it with me. Now say it as I point to the letters that spell it. c u b = cub Listen as I change the vowel sound to long u. /c/ /u/ /b/. Say it with me. Now say it as I point to the letters that spell it. c u b e = cube Listen to the sounds in both words. cub cube. Which one has the short u sound? long u? let's continue on the next slide.

7. c u b cub c u b e cube h u g hug h u g e huge p e t pet p e t e Pete t u b tub t u b e tube

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. hide rode Today we will learn about words that have the long u or long e vowel sound and a silent e at the end. This is a uniform. The sound you hear at the beginning is /u/. Say it with me. /u/ The u 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 u says its name and the e is silent Let's practice blending words like these on the next slide.

9. 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. hide rode Today we will learn about words that have the long u or long e vowel sound and a silent e at the end. This is an easle. The sound you hear at the beginning is /e/. Say it with me. /e/ The e in this word says its name. The e at the end is silent. This is how I blend this word. Now do it with me. What do you know about reading words like this? The e says its name and the e at the end is silent. Let's practice blending words like these on the next slide.

10. Blend these words. • u s e use • t u n e tune • e v e eve • Z e k e Zeke • f u s e fuse • h u g e huge

11. Build Words r u d e Change the d in rude to l. What is the new word? Change the r in rule to m.What is the new word? Change the l to t. What is the new word? Change the m to c.What is the new word? Change the c to fl.What is the new word?

12. check word reading (Monitor Progress)

13. MODEL WRITING FOR SOUNDS Each spelling word has long o 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 like? (/m/ /u/ /t/) What is the letter for /m/? Write h. Continue with /u/ and /t/. What letter must we add to the end of the word to make a say its name? (e)Add e. In mute the u has a long u sound and the e is silent: /m/ /u / /t/, mute.There are four letters but only three sounds. Repeat with all spelling words. mute • huge 6. cube • June 7. cute • rule 8. flute • tube 9. rude • use 10. mule • High Frequency Words • 11. water 12. under

14. build background Let's talk aboutcommunities in nature Develop Oral LanguageTell me about what you see here. Yes, that's right, a boy and a girl are putting things in a glass tank called a terrarium. What are the children putting in the terrarium? Why did they put soil, or dirt, inside? How will the plants and the snail survive together? Build Oral Vocabulary What can the children do to keep the terrarium plants thriving? What kind of food do you think the snail requires? Would a terrarium environment be suitable for a cat? Why or why not?

15. Develop Concepts: How do plants and animals live together? What do the children need to give their plants? What do the animals need to live? What needs are the same? What needs are different? Connect to reading: This week we will read a selection about birds and other animals that live in a forest. We will learn how plants and animals live together.

16. Listening Comprehension:Teach/ModelAuthor’s purpose break into groups Define author’s purpose: Authors write for different reasons. Authors may write to entertain readers or to give them information. Sometimes authors write for more than one reason. Read aloud: "A Clever Trick" Model: When I read, I think about why the author wrote the selection. In this selection, I learned a lot about the oak tree. The author gives information about how an oak tree begins its life as a tiny acorn and sprouts roots in the spring to become a small tree. I think the author wrote this selection to help people learn more about oak trees. Practice Clues to authors purpose: What kind of animals make their home in an oak tree? What did you lean about hat happens to an oak tree in late summer? Identify the author’s purpose: Recall “Who Works Here?” Who wrote this story? Why do you think Mellissa Blackwell Burke wrote “Who Works Here?” – to tell a story or to give information? What did you learn about the people in the story?

17. Daily Fix It • I hop its warm next week. • W'ell go to the park on sunday.

18. Daily Fix It • I hop its warm next week. I hope it's warm next week. 2. W'ell go to the park on sunday. We'll go to the park on Sunday.

19. Shared Writing: WriteReport GENERATE IDEAS Name some plants and animals that live together in your neighborhood. WRITE A REPORT We will write a report about he plants and animals in our neighborhood. COMPREHENSION SKILL There are several reasons why an author might write a story. Sometimes the author wants to entertain us, sometimes the author wants us to learn something, and sometimes the author wants to give information. Writing a report is a way to share information we know with other people. Let’s work together to write some sentences on the chart.

20. Grammar: Teach/ModelOne and more than one REVIEW NOUNS Remind children that a noun names a person, a place, an animal, or a thing. IDENTIFY ONE AND MORE THAN ONE Display Grammar Transparency 11. Read the definition aloud. Then model with item 1. Read the first word. (tree) Does it name one tree or more than one tree? (one tree) Draw a line to the picture that shows one tree. The next word is trees. Does this word name one tree or more than one tree?(more than one) Draw a line to the picture that shows more than one tree.

21. one and more than one Sort the following words: pigs parks plant kites frog girls bone lake plant pigs frog parks kites bone girls lake

22. What sound does the letter a have in each of these words? Why? huge these Long u and long e Spell the word take and write it in the air. What letter can you not hear? What is the rule? t u b e t u n e c u t e u s e spelling: long u Tomorrow we will read about a frog and whether or not it is a good neighbor in the bog. author’s purpose Why do you think the author wrote “The live of an Oak Tree?” Let's talk about it How do you think the oak tree helps animals? Can the animals help the oak tree in any way.

23. raise your hand when you hear or see a contraction. What words made the circled contractions? Morning Warm UpDay 2 Today we'll read about a frog that lives in a bog. I'm afraid he'll get a surprise if he isn't careful. What kind of surprise would be fun to find?

24. Environment Require Thrive Inhale Slimy Sludge Capture creature

25. HUMOROUS STORIES Help children read the title and the author’s name. Review several illustrations and discuss what parts of thepictures children think are funny. Point out that sometimes authors want us to laugh at a story.Discuss what funny things happen in this story. BUILD ORAL VOCABULARY Ask what children know about what real frogs eat. Suggest thatthey listen as you read to find out what this frog eats. What slimy things does the frog gobble up so fast that he inhales them? What else does the frog eat?

26. Phonemic Awareness:Add Final Phonemes One tick landed in the frog’s belly. Listen as I say the sounds in land. /l/ /a/ /n/ /d/. Now say it with me. Now say it as I add /ed/ to the end. /l/ /a/ /n/ /d/ /ed/ = landed blend this word with me. w al k = walk Now listen as I add /t/ to the end. w al k ed = walked. Blend it with me. blend this word with me y e ll = yell Now listen as I add /d/ to the end. Blend it with me. y e ll ed = yelled Let's practice some more words on the next slide.

27. phonemic awareness • l a n d land • l a n d ed landed • w al k walk • w al k ed walked • y e ll yell • y e ll ed yelled

28. Inflected Ending –edteach/Model Blending Strategy 1 connect You studied words like these already. What are these words? Today we will learn how to make new words with the ending -ed. Kicks Kicking She kicked the ball 2 Model The word “kicked” has an ending that tells that something has already happened. This is how I blend this word. The –ed in kicked stands for the /t/ sound. Let’s blend this word together. I filled the cup. The –ed in filled stands for the /d/ sound. Let’s blend it together.

29. 2 Model I wanted to go. The ending -ed can be added to word wall words. The –ed in wanted stands for the /ed/ sound. Let’s blend this word together. Read each base word. Read each ending. Blend the word. rushed worked printed checked looked 3 group practice 4 Review What do you know about blending words with the ending –ed? The ed means it happened in the past. The –ed can stand for /t/ /d/ or /ed/ sounds. Read the base word, read the ending, then blend the word.

30. inflected ending -ed • k i ck kick • k i ck ed kicked • f i ll fill • f i ll ed filled • w a n t want • w a n t wanted • r u sh rush • r u sh ed rushed • w or k work • w or k ed worked • p r i n t print • p r i n t ed printed • ch e ck check • ch e ck ed checked

31. What sound does the -ed make? asked spilled rested wished called wanted pitched smelled printed missed grilled handed asked spilled rested wanted wished called pitched smelled printed missed grilled handed

32. check word reading (monitor progress)

33. mute • huge 6. cube • June 7. cute • rule 8. flute • tube 9. rude • use 10. mule • High Frequency Words • 11. water 12. under • Can we use this tube under water? • Pete sat on the huge cube. • We got a cute pup in June. • This mule is not rude.

34. Say and Spell Look at the words on p. 114. 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 grow, g-r-o-w, grow. What is this word? What are the letters in this word? Identify Familiar Letter-Sounds Point to the first two letters in grow. What letter do you see at the beginning? This letter makes the /g/ sound. What is the sound?  (/g/) Demonstrate Meaning Tell me a sentence using this word. Repeat will all words. 1 2 3 break into groups.

35. Daily Fix It • W'ell play on tuesday. • Do you like thanksgiving.

36. Daily Fix It • W'ell play on tuesday. We'll play on Tuesday. 2. Do you like thanksgiving. Do you like Thanksgiving?

37. Interactive WritingWritea Math Story DISCUSS Use the Big Book A Frog in the Bog to encourage a discussion about how much the frog eats. Picture walk through the book and ask children to identify the things the frog eats and how he grows bigger and bigger. SHARE THE PEN Have children participate in writing a math story about what the frog eats. To begin, have a child tell one thing the frog eats and how many. Have a second child name something else the frog eats and how many. Write what thechildren say connecting the two ideas with the word and. Ask individuals to write familiar letter-sounds, word parts, and high-frequency words. Ask questions such as: What consonant sounds do you hear at the beginning of the word slugs? What letters stand for the sounds? What is the next sound you hear in the word slugs? What letter stands for that sound?

38. Interactive writing - A Math Story How many of these did the frog eat? 1. slugs and fleas 2. flies and ticks The frog eats four slugs and two fleas. How many slugs and fleas did the frog eat? The frog eats three flies and one tick. How many flies and ticks did the frog eat?

39. Grammar:Develop the ConceptsOne and more Than one frog frogs What are these words? Which one names more than one? How do you know? When we are talking about more than one thing, we usually add an s to the end of the word. What would you do to the word alligator if you were talking about more than one? Practice block blocks I am holding one block. Now I am holding two blocks. When I use a word to tell about more than one thing, I usually have to add an s.

40. Speaking and Listening: Describe a photo or illustration When describing the illustrations from "A Frog in the bog" ...

41. High frequency words Big lilies grow in the water. A frog looked under a leaf. He wanted some food. He jumped back. All he could find was a big fish. 3 contractions looked wanted jumped How does ed at the end of a word change its meaning? Read these words and tell what they mean. Tomorrow we will read about the plants and animals that live together in the forest. Let’s talk about it Why didn’t the frog know he was sitting on an alligator?

42. Look at the circled nouns. Which ones name one thing? More than one? Morning Warm UpDay 3 Today we will read about a forest. We'll learn about animals that live there. We'll see how plants and animals live together. What would you like to do or see in a forest?

43. Environment Require Thrive Inhale Slimy Sludge Capture creature

44. Share Literature:Listen and Respond Sentences: recall that A Frog in A Bog tells what happens to a greedy frog. Notice the sentences on the first page. What does a sentence start with? End with? Some can be short, some can be long. Build Oral Vocabulary: We read what the frog ate. Now lets talk about why the gator didn’t eat the frog. Monitor Listening Comprehension: Why didn’t the gator eat the frog? Which creatures slink in sludge?

45. Phonemic Awareness:Blend and segment phonemes When frog saw the gator, frog yelled. Listen to the sounds in yelled. /y/ /e/ /l/ /d/ say it with me. Now say it as I point to the letters that spell it. y e ll ed = yelled Let’s practice some more on the next slide.

46. phonemic awareness • y e ll ed yelled • d u n e dune • Z e k e Zeke • p a ck ed packed • c all ed called • r e s t ed rested • h u ge huge

47. Long u, long e and inflected ending -edteach/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 u in this word stand for? What is the word? cute checked You can read these words because you know how to blend the base word and the ending –ed. What is the base word? What is the ending? Now blend the two parts. What is the word? spilled melted When you come to a new word, look for endings. Then look at all the letters in the word and think about their sounds. Say the sound and then read the word. cute these checked spilled melted When you come to a new word, what are you going to do? let’s practice on the next slide. 2 Model

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. cute these checked spilled melted use Pete blocked called twisted

49. find the following words in the song: dune walked June filled cute huge tune Along the Forest Path Oh, I walked along the forest path, Beyond the sandy dune. The scene was filled with birds and plants On a sunny day in June. Cute birds perched On huge and leafy plants They chirped a tune as I looked up. The seemed about to dance

50. sort the following words cube eve use listed yelled flute these packed cube eve listed these use yelled flute packed