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Morning Warm Up! PowerPoint Presentation
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Morning Warm Up!

Morning Warm Up!

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Morning Warm Up!

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  1. Morning Warm Up! Many animals eat plants. There are other ways plants help animals. How do plants and animals live together? How were plants important to the triceratops in The Big Circle? Why was the grass important to the T. Rex in The Big Circle? Circle the words: there, together Let’s sing “A Good Environment” from the Sing with Me Big Book! 2.5.1 “Life in the Forest"

  2. Amazing Words • environment- The environment is the world around you that affects how you live and grow. Examples: 1. Air and water are part of our environment. 2. Some animals leave their homes because the environment has changed. 3. What is a way you can help the environment?

  3. Amazing Words • require- To require means “to need or insist on having.” Examples: 1. Living things require food and water. 2. Learning to ride a bike requires lots of practice. 3. Pets require time and attention.

  4. Amazing Words • thrive- To thrive means “to stay healthy and grow.” Examples: 1. Some animals thrive in the jungle. 2. Most children will thrive in a loving home. 3. Plants cannot thrive without sunlight.

  5. Today we are going to sing a song about the importance of a good environment. Listen for the amazing words as you sing! What are some things animals and plants need? environment require thrive

  6. Phonemic AwarenessSubstitute Phonemes We just sang that bears need a good environment. A baby bear is called a cub. Listen to the sounds in cub. Model saying each sound. Have children say the sounds with you, and then say the sounds themselves. Now say each sound as you write the letter that goes with it. Have children say the sounds as you point to the letters and blend the sounds to say the word. Add e to not. Listen as I change the sound /u/ in the middle of cub to the long u sound: /c/ /u/ /b/, cube. Have children say the sounds with you. Now listen to both words: cub, cube. Which words has the short u sound? (cub) Which word has the long u sound? (cube) Continue with the words: hug-huge, pet-Pete, cut-cute, tub-tube

  7. hide rode You studied words like these already. What do you know about reading these words? The words both have the silent e at the end. The vowel says its name. Today we will learn about words that have the long u vowel sound.

  8. This is a uniform. The sound you hear at the beginning of uniform is long u. Say it with me!

  9. This is an easel. The sound you hear at the beginning of easel is long e. Say it with me!

  10. Say the sound of each letter and blend the word together. c u be The u in this word says its name, the e is silent.

  11. Say the sound of each letter and blend the word together. th e s e The e in this word says its name, the e is silent.

  12. Say the sound of each letter and blend the word together. f u m e

  13. GROUP PRACTICE P e t e

  14. GROUP PRACTICE d u n e

  15. GROUP PRACTICE G e n e

  16. GROUP PRACTICE c u t e

  17. Review What do you know about reading these words? cube these When you see u-consonant-e, the u says its name, and the e is silent. The u has the long u sound. When you see e-consonant-e, the e says its name, and the e is silent. The e has the long e sound.

  18. INDIVIDUAL PRACTICE use

  19. INDIVIDUAL PRACTICE tune

  20. INDIVIDUAL PRACTICE eve

  21. INDIVIDUAL PRACTICE Zeke

  22. INDIVIDUAL PRACTICE fuse

  23. INDIVIDUAL PRACTICE huge

  24. Write this word on your white board: rude

  25. Change the d to l. What is the new word? rule

  26. Change the r to m. What is the new word? mule

  27. Change the l to t. What is the new word? mute

  28. Change the m to c. What is the new word? cute

  29. Change the c to fl. What is the new word? flute

  30. Clean Up Clean your white board and put it away.

  31. Let’s Read(Monitor Progress) cube

  32. Let’s Read(Monitor Progress) huge

  33. Let’s Read(Monitor Progress) mule

  34. Let’s Read(Monitor Progress) rule

  35. Let’s Read(Monitor Progress) tube

  36. Let’s Read(Monitor Progress) Gene

  37. Let’s Read(Monitor Progress) use

  38. Let’s Read(Monitor Progress) Pete

  39. Let’s Read(Monitor Progress) tune

  40. Let’s Read(Monitor Progress) fuse

  41. Let’s Read(Monitor Progress) shake

  42. Let’s Read(Monitor Progress) white

  43. Let’s Read(Monitor Progress) slope

  44. Let’s Read(Monitor Progress) fume

  45. Let’s Read(Monitor Progress) these

  46. Spelling – Long o Dictate the spelling words for the pretest. Segment words if necessary. What sounds do you hear in mute? (/m/ /u/ /t/) What is the letter for /m/? (Write m. Continue with u/u/ and t/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 fume. GROUP TIME!!

  47. Build BackgroundLet’s Talk About Communities in Nature Let’s talk about what you see here… Yes, that’s right, a boy and a girl are putting things in a glass tank. It’s 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 live together? 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?

  48. How do plants and animals live together? What plants need What animals need

  49. Author’s Purpose Good readers think about why the author wrote the selection. Authors write for different reasons. Authors may write to entertain readers or to give information. Sometimes authors write for more than one reason.

  50. ? Good readers pay attention to clues about the author’s purpose. When I read, I ask myself why the author wrote the story. Listen as I read aloud “The Life of an Oak Tree”