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Reading Street

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  1. Reading Street Unit 4: Treasures Week 2

  2. What do we treasure? How can a surprise be a treasure? What treasures can we create? What treasures can we find in the earth? How can we share special days? What treasures can we share at home? What treasures can we share with neighbors?

  3. Day 1 What treasures did Francisco help create for Mama’s birthday party? What treasures have you created for someone’s birthday party? Morning Warm Up! Some people enjoy drawing. I like to paint.What would you like to do? What treasures can we create?

  4. Amazing Words createdoodle imagination carvehobbyinspiration masterpiece sculptor

  5. Amazing Words definitions • create - to make something new • Artists can create beautiful paintings. • The boys like to create things out of toothpicks. • Show me how you could create something out of wood. • doodle – a scribble • It’s fun to turn doodles into actual pictures. • Don’t make doodles on the pages of books. • Show me how you could make a quick doodle. • imagination – If you have a good imagination, you can see things in your mind that aren’t there or you can think of unusual ideas. • The writer used his imagination to write the clever story. • You need an imagination to make an art project from trash.

  6. Oral Vocabulary: Share Literature Doodle Art My good imagination Helps me when I create. I can turn a doodle Into something great. First I make a squiggle. Then I add a line. And now I’ve made a picture That is truly mine. Listen for these amazing words: imagination create doodle

  7. Phonemic Awareness: Substitute Phonemes We just sang about turning squiggles and lines into a picture. You can turn a line into a flag pole or a flower stem. Listen to the sounds in stem: s t e m = stem Listen as I change the /e/ sound in the middle of stem to the /e/ sound: s t ea m = steam

  8. Phonemic Awareness: Substitute Phonemes Let’s try some more: n e t = net b e d = bed n e t = neat b e d = bead m e n = men b e s t = best m e n = mean b e s t = beast

  9. Routine Long e: ea she sheep What do you know about reading these words? Today we will learn about other letters that can stand for the long e sound. This is easel. The sound you hear at the beginning of easel is long e. The e says its name. Say it with me: /e/. The ea in this word stands for the long e sound. This is how I blend this word: seat Let’s blend this word together. When the vowels ea are together in a word, the e usually stands for the long e sound, /e/ and the a is silent.

  10. Long e: ea Group Practice: Say the sound of each letter and blend the word together: • ea t et • b ea n ben • p ea ce pec • s p ea k spek • d r ea m drem Review: What do you know about reading these words? When you see the letters ea, the letters often stand for the long e sound, /e/.

  11. Long e: eaIndividuals Blend Long e: ea Words Let’s try some more: h e t = heat t e s = tease s e = sea f e s t = feast p e k = peak hw e t = wheat m e n = mean s t e m = steam

  12. Build Words Write and blend the word neat. Change the n to b. What is the new word? Change the t to d. What is the new word? Change the b to l. What is the new word?

  13. Blending Word Families with Onset and Rime Watch me blend this word, and then we’ll try it together. b each = beach Let’s blend these words in the same way:

  14. Check Word Reading - Long e: ea(Call on individuals to read.)

  15. Pretest Long e: ea • Model Writing for Sounds: • What sounds do you hear in leap? What is the letter for /l/? • In leap, the ea has the long e sound, /l/ /e/ /p/, leap. • Repeat with weak. High-Frequency Words: Break into groups.

  16. Build Background Tell me what you see here. Yes, that’s right, a woman is looking at a painting she made. How do you think she feels about her painting? Why do you think so? Yes, her face shows that she’s very proud of her work. What supplies did the woman use to make her painting? What other supplies might she use for a different project? • What treasures can we create? • Name a treasure that you have created at home. • What other treasures can you create?

  17. Listening ComprehensionTeach/Model Theme • DEFINE Theme • Every story has one big idea. • Good readers use things that have happened to them in their own lives to help them understand the big idea of the story.. • READ ALOUD Read “A Rainy Saturday Afternoon" and model how to identify theme. MODEL When I want to figure out the big idea of a story, it helps me to think about how things that have happened in my life are like the things that happened in the story. One time when I was bored on a rainy afternoon, just like Bertie, my mother gave me a pair of old socks and told me to use my imagination to make something. And just like Bertie, I used my imagination to make sock puppets and had a fun time doing it. I think the big idea of this story is you can have fun if you use your imagination.

  18. Listening ComprehensionTeach/Model Theme Practice • CLUES TO Theme: Identify clues that support the theme of the story. • How does Bertie feel at the beginning and end of the story? • What changes the way Bertie feels about spending a rainy afternoon in the kitchen • How does this story remind you of something you have done before? • IDENTIFY THEME Recall the story Mama’s Birthday Present. • What did Francisco learn in this story? • How does the story remind you of something that has happened to you? • What is the big idea of the story? • CONNECT TO READING When you read any story, you should think about things that have happened in your life that are like things that happen in the story. This will help you understand the big idea. • .

  19. Daily Fix-It they went to the see. Would you please eet your peas.

  20. Daily Fix-It they went to the see. They went to the sea. Would you please eet your peas. Would you please eat your peas?

  21. Shared Writing: Write Steps • GENERATE IDEAS • What do you use when you draw a picture? • What do you do when you draw a picture? • Write the materials and steps in two lists on the board. • WRITE STEPS We will write about how to draw a picture. Comprehension Skill: The big idea of the steps the class is going to write is drawing pictures.

  22. Grammar Teach/Model Adjectives for Colors and Shapes • White is an adjective that names a color • The paper that Van draws on is white. The color white describes the paper. • Practice: • Name something that is red in color. Use the adjective red and the noun it describes in a sentence. • Name something that is square. Use the adjective square and the noun it describes in a sentence.

  23. Long e • team • What letters make the long e sound in team? • What are some other words with long e spelled ea? Tomorrow the class will read about treasures from the ocean that can be used to create things. • Spelling long e • Name the letters for each sound in lean, eat, and please. • Theme • What did Bertie learn about his imagination? • Let’s Talk About It • What treasure did Bertie create?

  24. Day 2 As I reread, raise your hand when you year a word with a long e sound spelled ea. Morning Warm Up! Today we will read about what a girl and her mother find along the beach. Each object that the girl finds turns out to be just what she wanted. What do you dream about finding along a beach?

  25. Amazing Words createdoodle imagination carvehobbyinspiration masterpiece sculptor

  26. Amazing Words definitions • carve- to make by cutting • Could you carve an animal out of soap? • I bought a beautiful carved wooden horse at the gift shop. • Show me how you would carve something out of wood.

  27. Share Literature • PARTS OF A BOOK (Read the title and the author’s name.) • Is this a good title? • Why or why not? • How does the title give the reader clues about what the book is about? • (Invite students to share other titles that would have worked as well.) • BUILD ORAL VOCABULARY What do you know about carved objects? Objects that are carved are often made of wood or stone. An example is a totem pole. Totem Poles are large pieces of wood that have been carved by an artist. • Now listen to find out what carved objects the girl finds. • What carved objects did the girl find on the beach? • How does the girl use the splintered board that she finds?

  28. Phonemic Awareness: Segment and Count Syllables We just read a selection about treasures that come out of the ocean. Days at the ocean are often sunny. Listen to the word, sunny. How many syllables are in sunny? sun ny = sunny 2 Listen as I add –er to sunny. sun ni er = sunnier How many syllables are in sunnier? sun ni er = sunnier 3

  29. Phonemic Awareness: Segment and Count Syllables Let’s try some more. Count the syllables in the base word. Then add an ending and count again. cry 1 Change the y to i and add ed. cried 1 Change the y to i and add er. fun ni er 3 fun ny 2 hur ry 2 Change the y to i and add es. hur ries 2 Change the y to i and add est. stick y 2 stick i est 3

  30. Routine Inflected Endings What do you know about reading these words? Read the words together. What are the base words? What are the endings? What is the spelling change? Today you’ll learn about base words that have a different spelling change before an ending is added. Today’s base words end in y. jogged hopping happy happier happiest The base word is happy. The y in happy is changed to i in happier and happiest. To blend these words, I read one part at a time and then I blend the parts together: hap pi er = happier hap pi est = happiest When you read a base word with an ending, see if the base word had a spelling change. For base words that end in y, the y may change to i. Read the base word, read the ending, and then blend the parts together.

  31. Routine Inflected Endings When you read a base word with an ending, see if the base word had a spelling change. For base words that end in y, the y may change to i. Read the base word, read the ending, and then blend all the parts together. spied spied mud di er muddier cries cries sleep i est sleepiest wor ried worried What do you know about reading base words with endings? See if the base word had a spelling change. Read the base word, read the ending, and then blend all the parts.

  32. Inflected Endings Blend Word bump i er bumpier stu dies studies cop ied copied luck i est luckiest fog gi er foggier

  33. Sort Words – Read Words with Inflected Endings(Have individuals read the words and identify the endings and the base words.)

  34. Spelling/DictationPractice Long e: ea Our team will eat hot dogs at the beach. Please clean each one Jean painted the colors on the sign.

  35. High-Frequency Words: Break into groups.

  36. Routine • Look at the words. You cannot blend the sounds in these words. We will spell the words and use letter-sounds we know to learn them. Look at the first word. This word is draw, d-r-a –w. What is the word? What are the letters in the word? • (Point to the first letter in draw. What is this letter? What is the sound for this letter? • Tell me a sentence using this word. • Repeat with the other Words to Read.

  37. Interactive Writing (47a)Sing “Doodle Art” from Sing with Me Big Book and create a poster by making a squiggle and allowing students to add to it.  We made a funny rollercoaster with squiggly lines.

  38. Daily Fix-It 3. Each teem will play won game. 4. We played at the beech by the see.

  39. Daily Fix-It 3. Each teem will play won game. Each team will play one game. We played at the beech by the see. We played at the beach by the sea.

  40. Grammar: Adjectives for Colors and Shapes Adjectives tell about the color and shapes of things. What adjective would describe the color of the sun? • blue paint • pink crayon • square frame This is an apple. It is green. Green is an adjective describing the color of the apple, so it comes before the word apple. green, round apple It is round in shape. Round is an adjective describing the shape of the apple, so it comes before the word apple.

  41. Grammar: Adjectives for Colors and Shapes (47b) ______ apple ______ apple ______ apple ______ car ______ car ______ car ______ cloud ______ cloud ______ cloud ______ building ______ building ______ building

  42. Speaking and Listening (47c) Listeners Speakers • Sit quietly. • Face the speaker. • Listen to what the speaker says. • Ask questions about the solution. • Face the listeners. • State your opinion clearly. • Explain your solution • step-by-step

  43. Look for the high-frequency words in this sentence: I drew a sign to tell about the art show. How does the word change when you add an ending onto the base word? Tomorrow you will read about a girl who thinks she can’t draw. party parties Let’s Talk About It Recall the song Doodle Art. How did this person create a treasure?

  44. Day 3 What two letters make the long e sound in the words read and each? Morning Warm Up! Today we will read about Vashti and her art class. Each dot Vashti draws becomes a treasure. What treasures have you created in art class?

  45. Amazing Words createdoodle imagination carvehobbyinspiration masterpiece sculptor

  46. Share Literature • PARTS OF A BOOK • Which ? • Why or why not? • Why do you think the author included a journal at the end of the book? • How does the journal give you additional information about the objects in the story? • BUILD ORAL VOCABULARY Yesterday you listened to find out what things in the book were carved. • Now listen to find out what the mother asks the ocean for? • MONITOR LISTENING COMPREHENSION • What does the mother ask the ocean to bring her? • What treasures does the ocean share?

  47. Long e: ea, Inflected Endings Routine You can read this word because you know that ea can stand for the long e sound.What does the ea in this word stand for? heat You can read these words because you know how to blend the ending and base word together. You know that i at the end of the base word has changed from y. What is the base word? Blend the base word and the –ed ending. What is the word? dried dries

  48. Long e: ea, Inflected Endings Routine When you come to a new word, look at all the letters and think about the vowel sounds and word parts. Say them to yourself and then read the word. (Model reading the following words in this way.) When you come to a new word, what are you going to do? Let’s read these words. Look at all the letters, think about the vowel sounds and word parts and say them to yourself. When I point to the word, let’s read it together.

  49. Word Reading • New Art • An artist named Dean • tried a new thing. • That shows he is really • quite smart • He carries home things • others don’t want, • And recycles them to • make art. • He has pennies, • And clean, worn-out jeans, • And trophies too. • Weave a bead in, • And look, he made • Something that’s new.

  50. Build WordsRead each base word and then read the words with endings. Remember that you have to change the y to i before adding the ending.