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  1. Reading Street Unit 3 Week 1

  2. What is changing in our world? How do we change as we grow? What do we learn as we grow and change? Why are changes exciting? What changes happen in a garden? What changes can we observe in nature? How does nature change during the year?

  3. Day 1 Morning Warm Up! Everything changes. Once you were a new baby. What are some things babies do? Now you can do other things. How do we change as we grow? • How were the baby dinosaurs in The Big Circle different from the adults? • How do you think the baby dinosaurs will change as they grow?

  4. Amazing Words adulthealthymeasurement shuffleteetercrookedbounce handsome

  5. Oh My Oh my, I used to be so small. Oh my, I see me growing tall. Oh my, my measurement changed. It’s showing a healthy result. Oh my, I was a baby. Oh my, do you think maybe Oh my, that I will keep growing, And one day become an adult? Listen for the amazing words adult, healthy, and measurement.

  6. Phonemic Awareness We just sang “Oh My. “ Listen to the sounds in my m i = my. When children grow, they’re happy. Listen to the sounds in happy. h a p e = happy s u n e = sunny f l i = fly t r i = try p e n e = penny wh i = why s l o p e = sloppy

  7. Routine Vowels: Short i hide these You studied words like these already. What vowel sounds do you hear in these words? Today we’ll learn about another letter that can stand for /i/ and /e/. This is ice cream. What sound do you hear at the beginning of ice? Say it with me: /i/. This is easel. What sound is at the beginning of easel? Say it with me: /e/.

  8. Routine Vowels: Short i cry In this word the letter y stands for i. k r i = cry When the letter y is at the end of a word, it stands for either the long i sound or the long e sound. In this word the letter y stands for /e/. When y ends a word that has two or more syllables, the y usually stands for the vowel sound /e/. b u n e = bunny bunny

  9. Routine Vowels: Short i Let’s blend these words together. Think about whether the y has the sound /i/ or /e/. m u d e = muddy f r i = fry p u p e = puppy shi = shy n a n e = nanny What do you know about reading these words? The letter y at the end of a word can stand for either long i or long e. When y ends a word with two or more syllables, the y usually stands for /e/.

  10. Blend Words(Call on individuals to tell what they know about the word and then read it.) b i = by c a n d e = candy s k i = sky j e l e = jelly d r i = dry t u m e = tummy

  11. Sort Words: Listen to the sound of “y” in each word. Put each word in the correct box. pretty try why my sunny fly sandy choppy Long “i” Long “e” pretty try sunny why my sandy fly choppy

  12. Check Word Reading Vowel Sound of y

  13. Pretest Short u • Model Writing for Sounds: • What sounds do you hear in sky? • What is the letter for /s/? • In sky, the long I sound is spelled with y. • What sounds do you hear in funny? • What is the letter for /f/? • In funny, the long e sound is spelled with y. • Repeat with dry and fifty. High-Frequency Words: Break into groups.

  14. DEVELOP ORAL LANGUAGE • Tell me about what you see here. How old do you think the birthday girl is? • Look at the photograph on the top of p. 11. What can you tell me about these girls' teeth? Are the girls finished growing? • Now tell me about the girl in the bottom photograph. How will she change and grow? • BUILD ORAL VOCABULARY As you continue the discussion, have children use today's Amazing Words, adult, healthy, and measurement. • Look at the girl in the yellow dress. How is the nurse checking her measurement? • Use the word healthy to talk about the photograph of the three girls. • Are there any adults in the photograph on p. 10? How can you tell?

  15. Build Background -Develop Concepts Let’s Talk About Growing and Changing BabyNow no teeth crawl have to be fed have to be dressed lose baby teeth and grow permanent teeth can walk and run can eat by myself can dress myself

  16. Listening ComprehensionTeach/Model Compare and Contrast • DEFINE COMPARE AND CONTRAST • Things that are alike are the same or almost the same. • Things that are different are not the same. • Good readers look for clues that tell how things are alike and different. • READ ALOUD Read “I Want to be Six Forever" and model how to compare and contrast. MODEL When I read, I think about things that are alike and different. Amy's feet have changed because they grew bigger. That means that they are different than they used to be. Her sneakers are the same size as they have always been, so they are the same. Thinking about how things are alike and different helps me understand what is going on in the story. CLUES TO COMPARE AND CONTRAST How is Amy different now from the way she was last year? How are puppies, kittens, and children alike? How will Amy's new sneakers be the same as the old ones? How will they be different? RECOGNIZE COMPARE AND CONTRAST Have children recall the selection Life in the Forest. How are all the animals in the selection alike? How are woodpeckers and hummingbirds alike? How are they different? CONNECT TO READING Tell children that when they read any story or selection, thinking about how things are alike and different can help them understand what they read.

  17. Daily Fix-It i am lucki. Alwas try your best

  18. 1. i am lucki. I am lucky. 2. Alwas try your best Daily Fix-it Always try your best.

  19. Egg to Chicken – Shared Writing How are eggs and chickens alike? How are they different?

  20. Shared Writing Ask students to tell how an egg becomes a chicken. Encourage them to name the steps in order. Egg to Chicken 1. A hen lays an egg.___ 2. __________________ 3. __________________ 4. __________________ 5. __________________ Comprehension Skill: Have children compare and contrast an egg and a chicken as they write the steps of how an egg becomes a chicken. Ask children if there are any similarities between an egg and a chicken. Discuss how an egg and chicken are different. As children describe how an egg becomes achicken, record their responses on the writing transparency.

  21. Teach/Model Action Verbs • IDENTIFY ACTION VERBS • A verb tells what someone or something does. Ann plants a seed. Plants is the action verb. It tells what Ann does. • Practice • SUGGEST ACTION VERBS Have children name things they do. List each action verb on the board and ask the child to demonstrate that action. • Name something you do. • Is this an action word? • Show us that action. Action Verbs A verb tells what someone or something does. The egg hatches.Ann sees the chick. Circle the verb in each sentence. 1. Ann plants a seed. 2. The seed grows into a flower. 3. The sun rises in the morning. 4. The sun sets in the evening. 5. The snow falls on the ground. 6. The sun melts the snow.

  22. VOWEL SOUNDS OF y  What sound does the y in happy make? What sound does the y in my make? What are some other words that have the long i or long e sound made with a y? • SPELLING LONG e AND LONG i: yName and write the letters for each sound in silly. Now do the same with try and puppy.COMPARE AND CONTRAST Recall "I Want to Be Six Forever.”I think about things that are alike and different. Amy's feet grew bigger. That means that they are different than they used to be. Her sneakers are the size they have always been, so they are the same. • LET'S TALK ABOUT IT Recall in "I Want to Be Six Forever" that Amy could not swim last year and this year she can swim. Review the Baby/Now T-chart. Where would you write swim on this chart? Tomorrow the class will read about a 100-year-old man.

  23. Day 2 • Find words with opposite meaning. Morning Warm Up! Today we will read about a young boy and an old man. They are special friends. Do you think people still grow old and change when they are old?

  24. Amazing Words adulthealthymeasurement shuffleteetercrookedbounce handsome

  25. Share Literature • Build Concepts • ILLUSTRATOR Display pg. 3 and point to the word hundred. This word is in a special slanted type called italics. The author probably did this because she wanted readers to understand that a hundred years old is very old. • BUILD ORAL VOCABULARY Ask children to describe how an old person moves. • Ask children listen to find out some ways that George Baker moves. • How do George Baker and the boy walk to the bus? • How do you know George’s wife moves unsteadily? • What is George learning to do at school?

  26. Phonemic AwarenessSubstitute Phonemes Mr. George Baker waits. He waits for Harry. Listen to the sounds in he. h e = he Now listen as I change the /e/, the last sound in he, to /i/. First, I take off the /e/. Then I add /i/. h i = hi Now try some more: First New Word Word by Take away /i/. Then add /e/. be myTake away /i/. Then add /e/. me she Take away /e/. Then add /i/. shy

  27. Routine Long Vowels: CV Blending Strategy You studied words like these already. What do you know about the vowel sounds in these words? How can you tell the vowel sounds are long? Today we’ll learn another way you can tell when a word has a long vowel sound. home hide go The o in this word says its name. When a word or a syllable ends with one vowel, the vowel sound is usually long. This is how I blend this word. Let’s blend this word together. Let’s blend these words together: m e h i n o b e s h e h e l l o What do you know about reading these words? When a word or a syllable ends with one vowel, the vowel sound is usually long.

  28. Blend Words(Call on individuals to blend the words) w e = we a g o = ago s o = so a l s o = also h e = he J o = Jo s h e = she M o = Mo

  29. Sort Words me go hi no so we Jo be he hello she Long “e” Long “i” Long “o” go hi me no we so be Jo he she hello

  30. Word Reading

  31. Spelling: Practice Vowel Sound of y(Click to Check Dictation) That silly puppy takes my things. I always cry when I’m sad. Jo will try to fly this kite.

  32. High-Frequency Words: Break into groups.

  33. Word Wall Words High-Frequency Words down come now want said saw they to

  34. High-Frequency Words Read the Words Some thingsalways change. They change from day to day. Children get bigger. Seeds become plants. Nothing stays the same. Everything changes. Routine Nondecodable Words Say and Spell - Look at the words on p. 12. You cannot yet blend the sounds in these words. We will spell the words and use letter sounds we know to learn them. This word is things, t-h-i-n-g-s, things. What is this word? What are the letters in this word? Identify Familiar Letter-Sounds What are these letters? These two letters together stand for their own sound. What is the sound for these letters? (th, /th/) Demonstrate Meaning - Tell me a sentence using this word. Repeat the routine with the other Words to Read.

  35. Interactive Writing • Think about the read aloud “I Want to be Six Forever!” and discuss how we change as we grow. Identify ways children have changed since school began. • Have children participate in writing a journal entry that describes how they have changed in the past year. Guide the journal entry with these questions: • What will I write at the beginning of each sentence? • What kind of letters are all the others? • What is at the end of each sentence? • What do I need to leave between the words in the sentence? Today is my birthday. I have changed since last year. I lost two more teeth. I can ride my bike to school. I am learning to read. What a great year!

  36. Daily Fix-It take good care of your puppe. Those things Are sily.

  37. Daily Fix-It take good care of your puppe. Take good care of your puppy. Those things Are sily. Those things are silly.

  38. Grammar Develop the Concept: Action Verbs The dog eats. What is the action? eats Who is doing this action? The dog A verb tells what someone or something does. Many verbs are action words. What do we call those verbs? Model: This is a dog. The dog is jumping over the fence. Jumps is the action verb in this sentence. Jumps tells me what the dog is doing. The dog jumps over the fence. The dog jumps over the fence.

  39. Grammar Develop the Concept: Action Verbs ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ______________________________ ______________________________

  40. Speaking and Listening Speakers Listeners 1) Make directions 1) Restate directions. specific. 2) Remember all the steps. 2) Give directions in the 3) Follow the directions in correct order. order. 3) Speak clearly. 4) Use visual aids, such as pictures and objects.

  41. Follow Directions Title: Getting Ready to Go Home 1. 2. 3. 4.

  42. HIGH-FREQUENCY WORDS The other day a family moved into that new house. Ask children to read the sentence and identify the high-frequency words other, family, new.LONG VOWELS (CV) Write she, he, go, and hi. Have children identify the vowel sounds. LET'S TALK ABOUT IT Display the Baby/Now T-chart from Day 1. Recall the Big Book Mr. George Baker. Ask: What is one thing that George Baker can do now that he couldn't do when he was a baby? Tomorrow you will read a story about different objects that change.

  43. Day 3 Find the words we’ll andcan’t. What are these words called? What two words are put together in each contraction? Morning Warm Up! Today we will read about things that change. We’ll see that just about everything can change. Can you think of anything that can’t change?

  44. Amazing Words adulthealthymeasurement shuffleteetercrookedbouncehandsome

  45. Share Literature • Build Concepts • FICTION   Recall what Mr. George Baker is about. Is the book fiction or nonfiction? A made-up story is fiction, even if it tells about people who could be real. • BUILD ORAL VOCABULARY  Yesterday we read the book to find out how Mr. George Baker moves. We learned that older people may shuffle or teeter. An older person may stand up a bit crooked, or bent. Even so, they can still do many things younger people can do. Listentoday to find out how you can tell that Harry and Mr. George Baker are special friends. • MONITOR LISTENING COMPREHENSION • What things do Harry and Mr. George Baker share? • How can you tell that Harry and Mr. George Baker are special friends? • How can you tell that Mr. Baker felt all twisted up when he got up to dance with Mrs. Baker?

  46. Phonemic Awareness In the morning, Mr. George Baker was snappy and happy. Listen to the sounds in happy. h a p e = happy g o = go wh i = why c a n d e = candy w e = we s l e p e = sleepy h i = hi

  47. Vowel Sounds of y and Long Vowels (CV) Routine Fluent Word Reading You can read this word because you know that when y ends a word that has only one syllable, it usually stands for /i/. What sound does the y in this word stand for? What’s the word? sky The letter y at the end of a word with two or more syllables usually stands for the sound /e/. What’s the word? penny You can read this word because you know that when a word ends with one vowel, the vowel sound is long. What sound does the o in this word stand for? What’s the word? so When you come to a new word, look at all the letters in the word and think about its vowel sounds. Say the sounds in the word to yourself and then read the word. When you come to a new word, what are you going to do?

  48. Vowel Sounds of y and Long Vowels (CV) Routine Fluent Word Reading 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. why me sunny fly go hi

  49. Word Reading Find these words: fussy, he, my, be, why, me, happy My Fussy Baby Brother My fussy baby brother Starts to cry. Mom says he is hungry, That is why. But he is growing bigger. Soon he’ll be A happy first grader, Just like me.

  50. Sort Words: Listen to the ending vowel sound in each word. Put each word in the correct box. my buddy me cry sleepy hi shy candy • Long “e” Long “i” my buddy cry me sleepy hi candy shy