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Reading Street

Reading Street. Unit 1 Week 6. 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 6

  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? How can we help animals around the world?

  3. Day 1 Morning Warm Up! Last week we read about how Kim and Brad helped a small red bird that lived in a tree in their neighborhood. How did Kim and Brad help the bird? How can we help animals around the world? • Connect Concepts - Ask questions to connect to other Unit 1 selections. • What kind of animal was Sam? • What hard-working animals have we read about?

  4. Amazing Words desertforestworld surfbeneathsnug native reserve

  5. Big, Round World The world is big and round, With each great sight and sound. With animals who swim and fly And crawl across the ground. Let’s lend a helping hand To camels on the sand. To snakes and hawks and scorpions, A desert life is grand. A forest is a place Where chipmunks run and race, With bears and squirrels and porcupines, Please protect their space. Listen for these Amazing words: world forest desert

  6. Blend and Segment Phonemes(Click to make the sounds appear, then click again for words.) • We just sang about a forest home where chipmunks run. Listen to the sounds in run. r u n run m u d mud n u t nut gum g u m cuff c u ff f u ss fuss t u ck tuck

  7. Blend and Segment Phonemes – Nonsense Words(Click to make the sounds appear, then click again for words.) s k u m p skump g u s p gusp f l u n t flunt c l u t clut g r u ss gruss y u ss yuss

  8. Routine Vowels: Short i big hop You studied words like these already. What do you know about the vowel sound in these words? Today we will learn about words that have the short u vowel sound. This is umbrella. The sound that you hear at the beginning of umbrella is short u. Say it with me: /u/. The u in this word stands for the short u sound: /u/. This is how I blend this word. Let’s blend this word together: /b/ /u/ /g/, bug. When u is the only vowel letter in a word, it usually stands for the short u sound, /u/. bug

  9. Short u (Click to make the sounds appear, then click again for words.) Routine Say the sound of each letter and blend the word together: c u t cut d u g dug b u n bun d u ck duck s n u g snug What do you know about reading these words? When u is the only vowel letter in a word, it usually stands for the short u sound, /u/.

  10. Blend and Segment Phonemes(Call on individual children to blend the words.)(Click to make the sounds appear, then click again for words.) s u b sub h u m hum m u g mug y u m yum suds s u d s luck l u ck truck t r u ck s t u ff stuff

  11. Write the word rub with your letter tiles. Change the b in rub to n.What is the new word? Change the n to gWhat is the new word? Change the r to d.What is the new word? Change the d to pl.What is the new word? Change the g to m.What is the new word?

  12. Word Reading(Have individuals read the following words

  13. Pretest Short u • Model Writing for Sounds: • What sounds do you hear in tug? • What is the letter for /t/? • In tug, the u has the short u sound: /t/ /u/ /g/, tug. • Repeat with web High-Frequency Words:

  14. DEVELOP ORAL LANGUAGE Read the title and have children view the photographs. Ask them to tell you what they see. Allow ample time for children to respond and remind them to ask questions about things they don’t know. If children don’t ask questions, model asking questions they can answer, and then have them ask their own questions. Then use open-ended prompts to encourage conversation. For example: • Tell me about what you see here. Yes, that's right, a panda is in a tree. Where might you see a panda? What habitat does the snake live in? How is its habitat different from the penguins’ habitat? Do you think you would ever see an alligator in your neighborhood? Why or why not? Tell me what you know about endangered animals. Are any of the animals in these photographs endangered? • BUILD ORAL VOCABULARY As you continue the discussion, have children use today's Amazing Words, desert, forest, and world. • Would you ever see penguins in a forest? Explain. • Would a desert snake have different needs than a garden snake? Why do you think so? • Why is it important to help pandas and other wild animals? Use the word world in your answer.

  15. Build Background • CONCEPT CHART Remind children of the question of the week. • How can we help animals around the world? • Ask children to name animals that need help and write their responses in the first column. Point to the second column, "What We Want to Know," and have children brainstorm what they want to know about helpinganimals. Display the chart for use throughout the week, and add to the third column as children learn new information. (Click for example) • Which of these animals can also live in water? • Which of these animals is endangered? CONNECT TO READING Point out the photograph on the bottom corner of Student Edition p. 115. Ask children what kind of bird this is. (ostrich) Explain that thisweek children will read a selection about ostriches and other wild animals.Tell children that they will learn about an animal park in Africa. K What You Know W What You Want to Know L What You Learned

  16. Listening ComprehensionTeach/Model Cause 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. • READ ALOUD Read "A Rain Forest in the Zoo" and model how to recognize cause • and effect. MODELWhen I read, I ask myself, "What is happening?" What is happening is that Erica and her dad are going to the zoo. Then I ask, "Why is this happening?" Why this is happening is that Erica and her dad want to see the new rain forest exhibit.. • CLUES TO CAUSE AND EFFECT Help children find other examples of cause and effect in the story by asking questions. Why does the exhibit look like a real forest? Why dozookeepers change the lights in the exhibit? Why does the zoo want to keep its animals safe and happy?RECOGNIZE CAUSE AND EFFECT Recall the story The Big Blue Ox. • Why does Ox mop the pigs? • Why does Ox use big fans? • CONNECT TO READING Tell children that when they read any story, they should • think about what happens and why it happens.

  17. Daily Fix-It • junp onto a bus to go home. • many of them sit in sunn.

  18. Daily Fix-It junp onto a bus to go home. Jump onto a bus to go home. many of them sit in sunn. Many of them sit in sun.

  19. Shared WritingWrite Sentences GENERATE IDEAS Display Writing Transparency 6 and read aloud the first sentence. Ask children why they think lions rest after they hunt. Write their ideas on the board. Read the other sentences. Discuss why elephants come to a pond and why people eat breakfast. WRITE SENTENCES Explain that the class will write sentences that explain why they think wild animals and people do certain things. COMPREHENSION SKILL To help children recognize cause and effect, drop a book on the floor. Ask: What happened? (The book made a loud noise.) Why did this happen? (Because the book hit the floor.) Remind children that words like because and so can help you figure out what happens and why. Read the prompts on Writing Transparency 6. As children suggest ideas, record their responses.

  20. Teach/Model Questions • IDENTIFY QUESTIONS Display Grammar Transparency 6. Read the definition aloud. Then model with item • Questions begin with capital letters and end with a question mark. • Can you see zebras? is a question, so it begins with a capital letter and ends with a question mark. • Continue modeling with items 2–5. • Practice • ASK QUESTIONS Have children ask other questions. Write the questions. • What does Pam do for pets? • Can Sam nap in your lap? • What did Kim and Brad see?

  21. SHORT u Write run and ask children what sound the u in run has. Have children name other short u words. • SPELLING SHORT u Have children name the letters for each sound in bus. Write the letters as children write them in the air. Continue with sun and rug. • CAUSE AND EFFECT Present another physical model to help children recognize cause and effect. For example—sharpen a dull pencil. Then ask: What happened? (The dull pencil is now sharp.) Why did this happen? (Because you put it in the sharpener.) • LET'S TALK ABOUT IT Recall that the exhibit that Erica and her dad visited looked like a real rainforest. Why did the zookeepers make the exhibit look real? Tomorrow the class will read more about wild animals.

  22. Day 2 Morning Warm Up! Today we will read about how animals get around. They can travel by water, air, or land. Have you ever seen animals swim by?

  23. Share Literature • Build Concepts • ILLUSTRATOR Display the front cover of the big book Babies on the Go. Ask children to recall who illustrated the book. Remind them that illustrators make decisions about what kind of pictures to draw for stories. Explain that they sometimes draw pictures that look real. Invite children to suggest reasons why the illustratordrew pictures that look real in Babies on the Go. • BUILD ORAL VOCABULARY Ask children what they recall about how baby animals move. Point out that some baby animals travel in the water while others travel through the air or on the ground. Explain that animals that travel in water may be seen surfing, or riding on top of the water. Suggest that as you read, children listen to find out which animals travel in the water. • How does a beaver travel? • Do you think a beaver can only travel in water? Why or why not?

  24. Amazing Words desertforestworld surfbeneathsnug native reserve

  25. Phonemic Awareness • The mother lion can grasp her baby. Listen to the sounds in grasp, /g/ /r/ /a/ /s/ /p/. g r a s p • Now listen as I take away the p in grasp, /g/ /r/ /a/ /s/, grass. g r a ss Continue the activity with these examples: tent Take away the t and you have ten self Take away the f and you have sell mend Take away the d and you have men pass past Take away the t and you have fell felt Take away the t and you have skim skimp Take away the p and you have

  26. Routine Phonics: Final Blends Blending Strategy You studied words like this already. What is the sound at the end of ten? Today we’ll learn about words that have two consonant letters and sounds at the end. ten The letters n and t at the end of tent make a consonant blend. A consonant blend has two or more consonant letters whose sounds are blended together. tent Say: /t/ /e/ /n/ /t/. The two sounds /n/ and /t/ are blended together. This is how I blend this word: Let’s blend this word together: /t/ /e/ /n/ /t/, tent. s a x f i x w a x m i x f a x

  27. Routine Phonics: Final Blends Group Practice: Say the sound of each letter and blend the word together. m i lk g i ft m a sk b e nd c a mp What do you know about reading these words? The sounds of the two consonant letters at the end of each word are blended together. Call on individuals to blend these words: d e sk m e lt d u st h e lp w e nt st a mp cr i sp

  28. Spell the word and with your letter tiles. Let’s blend the word and. Add b to the beginning of and.What is the new word? Change the a to e.What is the new word? Change the d to t.What is the new word? Change the n to s.What is the new word? Change the s to l.What is the new word? Change the b to h. Change the t to p.What is the new word?

  29. Check Word Reading Final Blends (116d)

  30. Spelling: Practice: Short u (Click to Check Dictation) The men must cut up the tree. We run to the bus. They will jump on the rug.

  31. Routine Nondecodable Words Say and Spell - Look at the words on p. 116. 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 home, h-o-m-e, home. What is this word? What are the letters in this word? Identify Familiar Letter - Sounds Point to the first letter in home. What is this letter? What is the sound for this letter? (h, /h/) 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: many (m, /m/ and n, /n/), them (e, /e/ and m, /m/), into (I, /i/, n, /n/ and t, /t/. Have children read aloud the sentences and point to the Words to Read. Add words to the Word Wall.

  32. Interactive WritingWrite Math Story DISCUSS Use the Big Book Babies on the Go to encourage a discussion about animals. Picture walk through the book and ask children to suggest addition sentences for different groups of animals. For example: One baby koala hangs on tight. One bigkoala goes just right. (One baby koala plus one parent, equals two koala bears.) SHARE THE PEN Have children participate in writing a math story about the opossums on p. 25. To begin, have a child count the babies. (seven baby opossums, one parent)Write a sentence that tells about the seven babies, inviting individuals to check the word order to make sure it is correct. Repeat the process for the opossum parent. Then write a question that can be answered with an addition sentence. Ask questions such as: Are the words in the sentence in the correct order? How do you know?What addition sentence can you write to answer the question?Frequently reread what has been written while tracking the print. READ THE MATH STORY Read the completed math story aloud, having children echo you phrase-by-phrase. Seven baby opossums sit in a row. One grown-up opossum helps them all go. How many opossums are there in all?

  33. Daily Fix-It my buss ran into a bump. Frogs ren intoo the pond.

  34. Daily Fix-It • my buss ran into a bump. • My bus ran into a bump. • Frogs ren intoo the pond. • Frogs run into the pond.

  35. Grammar: Develop the Concept Can you turn these statements into questions? I was born in New York. ________________________ I am six years old. ________________________ A question is an asking sentence. It begins with a capital letter. It ends with a question mark (?). How do questions begin? How do they end? SUGGEST QUESTIONS Display p. 8 of the Big Book Babies On The Go. Point to the baby in the stroller. Model asking a question about it. MODEL I see a baby in a stroller. Write I see a baby in a stroller. I think How old is the baby? would be a good question to ask. How is the first word in the question, so it begins with a capital letter. Write How old is the baby. Questions end with a question mark. Write a question mark. Have children suggest questions to ask about other baby pictures from Babies on the Go. Write the questions children provide.

  36. Speaking and Listening DEMONSTRATE SPEAKING AND LISTENING Discuss appropriate listening and speaking behaviors. Then explain that sometimes it is helpful to ask questions during discussion. Talk about how children should form questions to ask. Have children think about asking thoughtful questions as you have a discussion about places where animals live. • Asking Questions • What do you know already? • What do you want to find out? • What question can you ask to help you learn what you want to know?

  37. HIGH-FREQUENCY WORDS Write the following sentences. One day I saw many cats. I saw them run into a home. Ask children to read the sentences and identify the high-frequency words home, into, many, them. • FINAL BLENDS Write bump and have children identify the final blend. Continue with ant, nest,andsoft. • LET'S TALK ABOUT IT Display the KWL chart from Day 1. Have children compare the animals in the habitat chart to those in the KWL chart. Help them record new animals from the chart in the correct column of the KWL chart. Tomorrow you will read about a big park that is home to many wild animals.

  38. Day 3 Morning Warm Up! Today we will read about a park in Africa. People can watch wild animals there. What animals do you know that live in Africa?

  39. Share Literature • Listen and Respond • BUILD ORAL VOCABULARY Review that yesterday the class read the book to find out which animals travel in the water. Help children recall finding out that beavers travel in water. Remind them that some animal babies get rides. Explain that these animal babies may ride snug, or close to a parent, or beneath, or under, a parent's wing. Suggest that as you read, children listen to find out which baby animals get rides in the water. • MONITOR LISTENING COMPREHENSION • How does a baby swan travel? • Where does it travel? • How do you know? • Do other kinds of animal babies who get rides from parents travel in the water? • How do you know? • Let's look at pp. 19–21 and read the sentences that tell how they ride.

  40. Amazing Words desertforestworld surfbeneathsnug native reserve

  41. Blend and Segment Phonemes (118b)(Click to make the sounds appear, then click again for words.) Look at the elephants on p. 14. The elephants tramp along a bumpy trail. Listen to the sounds in tramp. tramp t r a m p dump d u m p f u n fun r u s t rust m u g mug b l u n t blunt

  42. Routine Phonics: Short u and Final Blends Fluent Word Reading You can read this word because you know that when u is the only vowel in a word, it usually stands for the short u sound. What does the u in this word stand for? What’s the word? bus You can read this word because you know that two consonant letters at the end of a word are blended together. What sound do the letters s and t stand for in this word? What’s the word?. bust When you come to a new word, look at all the letters in the word. Think about the vowel sound and if the sounds of the consonant letters can be blended together. Say the sounds in the word to yourself and then read the word. (Model reading bus and bust in this way.) When you come to a new word, what are you going to do?

  43. Routine Phonics: Short u and Final Blends Fluent Word Reading mud dust pup tusk Let’s read these words. Look at all the letters, think about the vowel sound, 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.)

  44. Animals Under Our Sun Every kind of animal Lives under our sun. Fuzzy bees buzz by, Gulls drift in the sky. Ducks quack, swim, and fly. Fast cheetahs run and run. How can we help animals Do well under our sun? Kangaroos that jump, Camels with a hump, Skunks up on a stump. Helping can be fun.

  45. Sort Words INDIVIDUALS MAKE SHORT u AND FINAL CONSONANT BLEND WORDS. Have children read these words and spell them with letter tiles. Then have children spell other short u words with and without final consonant blends and tell which column to write each word in. Short u Without Final Blend Short u With Final Blend cuff slump

  46. High-Frequency Words:

  47. Build Background • DISCUSS SAFARIS Explain what a safari is. Tell children that people have set aside land to protect wild animals. Initiate discussion by asking children if they have ever read a story or seen a movie about a safari. • How might going on a safari make you want to protect wild animals? • What would you most like to see or do on a safari? • BACKGROUND BUILDING AUDIO Have children listen to the CD and share the • new information they learned about safaris and lands people set aside toprotect wild animals. Ask children to name wild animals that people on safari might see. Add their responses to the web.

  48. Connect to Selection: Connect background information to Animal Park: We know that wild animals live in different places. Someanimals live on lands that people set aside to protect them. We are going to read about a big animal park. We'll find out what animals call this big park home!

  49. Vocabulary: Selection Words Read each sentence as you track the print. Frame each underlined word. Explain the word's meaning. Ask children to identify familiar letter-sounds and word parts. Have children read each sentence aloud with you. To encourage discussion ask children what they might see if they visited a park where zebras, hippos, and elephants live. Have children respond by using the selection words. park: land where people go to play or rest elephants: huge, strong land animals with gray skin and long trunks zebras: black and white striped animals that look like horses hippos: a short word for hippopotamuses, which are large animals with short legs, thick skin, and no hair

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