Lesson 1 Day 2

1. Lesson 1 Day 2 You will need a pencil, paper, and your reading book.

2. Phonics/Spelling • lamp stand • What is the same in each word? • Each word has the /a/ sound and the letter a. • The letter a is often used to spell the /a/ sound. • tell felt • What is the same in each word? • Each word has the /e/ sound and the letter e. • The letter e is often used to spell the /e/ sound. • this still • What is the same in each word? • Each word has the /i/ sound and the letter i. • The letter i is often used to spell the /i/ sound. • stop clock • What is the same in each word? • Each word has the /o/ sound and the letter o. • The letter o is often used to spell the /o/ sound. • jump dust • What is the same in each word? • Each word has the /u/ sound and the letter u. • The letter u is often used to spell the /u/ sound.

3. Phonics/Spelling • Read the sentences below. • Jack’s mom has packed a snack for him. • Jamira will bring a backpack and cot for the trip. • Copy the chart below and write each spelling word where it belongs.

4. Phonics/Spelling • What are three more categories you could use to sort your spelling words? • Words that end with –p, words that end with –t • Can you think of another category?

5. Vocabulary • Turn to Student Edition p. 18-19. • Read the selection “Training Day.”

6. coincidence • A coincidence is when two things happen that seem to fit together but are not connected. • If you and a friend wore the same clothes on the same day, would that be a coincidence? Explain. • Was it a coincidence that the girl and Buddy were both wearing red? Explain.

7. pleasant • Something that is pleasant is enjoyable and makes you happy. • What would the weather be like on a pleasant day? • Do you think the training class was a pleasant experience for the dog? Why or why not?

8. modeled • If you modeled something, you showed it so that other people could see it. • Why would you see a costume being modeled? • Why did the girl watch while the teacher modeled the commands?

9. loyal • Someone who is loyal stands by you in good times and bad. • How would a loyal friend behave? • What would a loyal dog do for you?

10. recited • If you recited something, you memorized it and then spoke out loud. • When have you recited something in front of other people? • Why would it help if you recited a dog’s commands over and over again?

11. murmured • When people murmur, they speak so softly that they can hardly be heard. • Is it hard to hear something that is murmured? Explain. • Why didn’t Buddy obey when the girl murmured?

12. Genre Study • Turn to Student Edition page 20 and read the Genre Study information. • Realistic fiction tells about characters and settings that are like people and places in real life. • Look for… • A beginning, a middle, and an end. • Characters and a setting that could be real. • Realistic fiction tells about characters that think and talk like real people. • It also has a setting that seems like real life. • In realistic fiction the story events probably could happen in real life. Like other stories, the plot has a beginning, a middle, and an ending.

13. Genre Study • As you read “Ruby the Copycat,” fill in the information on the graphic organizer chart below. You can use this chart to help you with any realistic fiction story that you read.

14. Comprehension Strategy • Read the Comprehension Strategy information on page 20. • Use graphic organizers like the one above to tell about the characters and setting. • Good readers often use a graphic organizer as a tool to help them organize information. • Organizing information into a chart or diagram as you read will help you understand the story and remember information. • You will use the Characters and Setting chart on Practice Book page 5 to keep track of information as you read.

15. “Ruby the Copycat” • Turn to Student Edition page 21. • You are going to read a story about a character who is new to a class. • Think about your first day of school. What was it like? Did you try to make a friend or be noticed? • One purpose for reading is to enjoy the story. • The shorter girl on page 21 is Ruby and the other girl is Angela. • Why do you think Ruby might be a copycat? • Read the story to find out what Ruby does.

16. Check Comprehension: Retelling • Who are the main characters of the story? • What is the setting of the story? • Write a summary of “Ruby the Copycat.” • Remember a summary contains the main events in a story. You may refer to Practice Book page 5 to recall important ideas from the selection.

17. Fluency • Good readers take their time while reading. • They try to correct themselves if they make a mistake. • Good readers also use their voices to show characters’ emotions, but you must first be able to feel comfortable reading all the words correctly. • Turn to page 23 of “Ruby the Copycat” and track the print as I read aloud expressively, emphasizing each word. • If readers make a mistake, they need to go back and reread the word.

18. Grammar: Statements and Questions • Her bow is red. • She wore a painted shirt to school. • Ruby and Angela are friends. • Each of the sentences above is a statement. • A statement tells something and starts with a capital letter and ends with a period.

19. Grammar Practice • Ruby likes to hop. • This is a statement because it tells something. Note that it begins with a capital letter and ends with a period. • Does she like to run? • This is not a statement because it asks something. • on the board. • How could I turn the phrase above into a sentence?

20. Grammar Practice • Write 10 statements about what you observed on your own first day of school. Remember to start the sentence with a capital letter and end it with a period.