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Reading Street

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  1. Reading Street Unit 3 Week 5

  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 What changes did Toad try to make happen in his garden? Look carefully at An Egg is an Egg. What changes can you see? Morning Warm Up! What changes can we observe in nature? Let’s take a closer look. We learned about how some plants change. Soon we’ll read about a few ways animals change.

  4. Amazing Words cycledevelopinsectrearrangeyearlyemergefragile vessel

  5. Oral Vocabulary: Share Literature Life Cycle The insect hatches out . Then she eats leaves all day. As soon as she has had enough, She’ll hide herself away. She’ll make herself a shell That keeps her warm and dry. All winter she’ll develop And become a butterfly. As soon as summer comes, She flies around the glen. She lays a batch of eggs and then The cycle starts again. Can you find these Amazing Words: cycle develop insect

  6. Phonemic Awareness -(Blend and Segment Onset/Rime) We just sang about a butterfly. The butterfly will whirl around the glen. When I put the sounds /hw/ /erl/ together, I have the word whirl. whirl hw erl n erv nerve t ern turn d ert dirt sw erv swerve ch ern churn sh ert shirt

  7. Routine Inflected Endings for far What do you know about the vowel sounds in these words?Today we will learn about words with another r-controlled vowel sound. This is Earth. The sound you hear at the beginning of Earth is /er/. /er/ is an r-controlled vowel sound. Say it with me /er/. When the letter e is followed by the r, the e has an r-controlled sound, /er/. This is how I blend this word. Let’s blend this word together. her When the letter i is followed by the r, the i has an r-controlled sound, /er/. This is how I blend this word. Let’s blend this word together. bird When the letter u is followed by the r, the u has an r-controlled sound, /er/. This is how I blend this word. Let’s blend this word together. turn

  8. Routine Phonemic Awareness: r-Controlled er, ir,ur Group Practice: Say the sounds of the letters and blend the words together. h er her b er d bird v er b verb s er sir c er l curl verse v er s th er s t thirst More words to blend: perch, stir, surf, twirl, church, swerve, third

  9. Sort Words: Words with –es and Words Without –es. Say the names of the words in the box. Put each word in the correct column. germ dirt fur clerk girl hurt serve first burst er ir ur germ dirt fur clerk girl hurt serve first burst

  10. Check Word Reading Endings –ed, ing ferns swirl curb chirp nurse smart turn shore thirty fork chicken jerk curve skirt spun

  11. Pretest: • r-controlled er, ir, ur • Model Writing for Sounds: • What sounds do you hear in jerk? • What is the letter for /j/? Write j. • Continue with the er /er/ and k /k/. • Do you remember what letters stand for /er/ in jerk? • Repeat with shirt: ir /er/ and purse: ur /er/. • What letter must follow e, I, or u to make the /er/ sound? High-Frequency Words: Break into groups.

  12. Word Wall Words ferns bird burn her chirp curb dirt stir Apply Phonics: PracticeFind –er, ir, ur words in the story, “A Big Day for Mom”. Sort the words below. er ir ur ferns bird burn her chirp curb dirt stir

  13. Build Background -Develop Concepts Let’s Talk AboutGrowing and Changing • "The eggshell is beginning to crack" is on topic. "I had eggs for breakfast today" is not on topic. • Tell me about what you see here. Yes, that's right, a chick is hatching from an egg. This shows the life cycle of a chicken. Why do you think the chick is wet? What will the chick grow up to be? Look at the life cycle of the frog. What is the small round thing? Yes, it is a frog egg. How is a frog egg different from a chicken egg? What will come out of the frog egg? • In which part of the frog's life cycle do you see the most change? • How long do you think it might take for an egg to develop into a chick? • Frogs eat insects. Do you think tadpoles eat insects too?

  14. Build Background -Develop Concepts Let’s Talk AboutChanges in Nature Remember our question of the week: What changes can we observe in nature? • What happens first? • What happens next? • What happens after that • What happens after that? • Then what can happen?

  15. Listening Comprehension:Teach/Model Draw Conclusions • DEFINE Draw Conclusions • Sometimes clues in the words and pictures can help a reader figure out something that is not written in a story or article. • Good readers use what they read and what they know about real life to figure out more about the characters and what happens in a selection. • READ ALOUD Read "The Nest on Our Back Porch" and model how to draw conclusions. MODEL When I read this story, I thought about why the mother bird chose to build her nest in the hanging basket. The story tells me that being under the roof kept the nest dry when it rained and that hanging high above the yard kept the nest safe from cats. I think the mother bird built her nest in the hanging basket to keep her eggs dry and safe. • CLUES TO DRAWING CONCLUSIONS • What happened when the eggs disappeared? • What happened when the birds disappeared? • Why was Josh sad? How do you know? • Why did Josh make sure the hanging basket was in the same place the next spring? • DRAW CONCLUSIONS • Do you think Ruby enjoyed flying? Why or why not? • Why do you think Ruby came back to the pond? • CONNECT TO READING When you read any story, you should think about what you know and what you have read to figure out more about the characters and what happens to them.

  16. Daily Fix-It The gurl saw a bug it was on hur shirt.

  17. Daily Fix-It The gurl saw a bug The girl saw a bug. it was on hur shirt. It was on her shirt.

  18. Shared Writing: Write Facts • What do you know about butteflies and caterpillars? • What do the insects look like? • How do they move? • What do they eat? Comprehension Skill: Have children draw conclusions – decide something about the facts – about butterflies and caterpillars. Read the title, the first sentences and the prompts. Have children suggest facts about butterflies and caterpillars to add to the list. Point out that the last sentence on the page is an example of drawing a conclusion. Guide children to complete the conclusion.

  19. Grammar Teach/Model Verbs That Add -s • Am is the verb in sentence one. • Am tells about now, so I will write the word now on the line. Practice: Write the sentences correctly. The dog are cute. The cats was soft. We is happy.

  20. r-CONTROLLED er, ir, ur her -- What sound stands for the spelling er in her.? bird-- What sound stands for the spelling er in bird? fur -- What sound stands for the spelling er in fur.? Tomorrow the class will read more about the changes that happen during the seasons. • SPELLING WORDS WITH er, ir, urName and write the letters for each sound in her, bird and fur. • DRAW CONCLUSIONS • In the story "The Nest on Josh's Back Porch," what did Josh probably think about birds? • LET'S TALK ABOUT IT • Use the cycle chart about hatching eggs to talk about the birds on Josh's back porch. What changes did Josh see with the baby birds?

  21. Day 2 • Find words with • the long a sound • the short a sound • the a as in ball sound Morning Warm Up! Summer, winter, spring, and fall. I can name the seasons all. Autumn is another name. Fall and autumn are the same. What season are we in?

  22. Share Literature • NONFICTION Read the title and identify the author. Nonfiction books give information that is true. This nonfiction book is written like a poem with sentences that rhyme. • BUILD ORAL VOCABULARY Discuss the four seasons and how the yearly changes affect the weather. Listen for ways the sun is different in each season. • Some changes are yearly; they take place every year. What changes are yearly? • What plans might you have to rearrange if the weather changes from day to day?

  23. Amazing Words cycledevelopinsect rearrangeyearlyemergefragile vessel

  24. Phonemic Awareness: Delete Final Phonemes We just read that in the summer plants grow quickly or have a growth spurt. Listen to the sounds in spurt. spurt s p er t Listen as I take off the /t/ sound at the end of spurt. spur s p er herd h er d h er her hw er l whirl hw er whir Go to next slide.

  25. R-Controlled er, ir, ur: Teach/Model (Click to make the sounds appear, then click again for words.) f er m firm f er fir b l er t blurt blur b l er

  26. Routine r-Controlled ar Blending Strategy aren’t she’ll You studied words like these already. What are these words? Today we will learn how to make other contractions. She’s is a contraction. Remember that a contraction is a short way of writing two words as one. she’s she is She and is make up the contraction she’s. She’s is a short way of writing she is. This is how I blend this word. The contraction you’ve is made from the words you and have. An apostrophe takes the place of the letters ha in contractions with have. you’ve you have

  27. Routine r-Controlled ar Blending Strategy The contraction we’re is made from the words we and are. An apostrophe takes the place of the letter a in contractions with are. we’re we are Group Practice: Together read these contractions and identify the words that form them. what’s I’ve you’re What do you know about reading these contractions? When you see a contraction, you know that it is a short way of writing two words. The apostrophe takes the place of letters that are left out. Individual Practice: Let’s read these contractions. it’s we’ve they’re let’s they’ve

  28. Sort Words he’s you’ve they’ve you’re she’s it’s we’ve what’s we’re I’ve ishave are he’s you’ve you’re we’re she’s they’ve it’s we’ve what’s I’ve

  29. Check Word ReadingContractions he’s you’ve it’s didn’t we’re isn’t they’re I’m they’ll what’s you’ll she’s I’ve we’ve wasn’t

  30. Spelling: Practice r-Controlled er, ir, ur (Click to Check Dictation) The first girl hurt her hand. Let’s visit Gram and feed her bird. We were glad to be done with our jobs.

  31. High-Frequency Words: Break into groups.

  32. Words to Read Read the Words Let’s find out about insects. Do you know what’s in here? When the insect inside is done growing, it will push its way out. What will it be? Wait and see. Then it will visit the garden.

  33. High Frequency Words Routine Nondecodable Words Say and Spell: Look at the words on p. 120. 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 know as in “I know we are in school.” K-n-o-w, know. What is this word? What are the letters in this word? Identify Familiar Letter-Sounds: Point to the second letter in know. What is this letter? What is its sound? Remember that the k is silent. Demonstrate Meaning: Tell me a sentence using this word. Repeat the routine with other words to read.

  34. Interactive Writing WriteDescription Picture walk through big book What Makes the Seasons? What makes the seasons change and how are the seasons different? Changing Seasons The earth moves around the sun each year. • What is the first sound you hear in the word sun? • What letter stands for that sound? • What is the last sound you hear in the word sun? • What letter stands for that sound? click for example

  35. Interactive Writing WriteDescription Changing Seasons The earth moves around the sun each year. Spring is warm. The days are long and hot in summer. Fall is cool. The days are short and cold in winter.

  36. Daily Fix-It She did not want to hert it? she pickked it up.

  37. Daily Fix-It She did not want to hert it? She did not want to hurt it. she pickked it up. She picked it up.

  38. Grammar Develop the Concept:Verbs for Now and the Past am was is are were Which verb tells what happens now? Which verbs tells about what happened in the past? Am, is, and are tell about now. Was and were tell about the past. Which of these words tell about one? Which words tell about more than one? was Last night he _________ hungry. Model: Last night is in the past. He tells about one. I need a word that tells about the past and that tells about one. Was tells about the past and it tells about one.

  39. Grammar Develop the Concept:Verbs for Now and the Past Let’s find the correct word for these sentences: am is are was were was Last night he _________ hungry. is Today she _______ happy. were Yesterday the dogs _________ tired. am Now I _______ six years old. are Today the kittens _______ quiet.

  40. Speaking and Listening Summarize Information • A summary is always shorter than the original story. • First, you find the most important parts of the story. • Then, you tell the main idea of the story in your own words.

  41. HIGH-FREQUENCY WORDS We had to wait to visit our friend. I know how it is done.They do not like for us to push past the gate. Read the sentences and identify the high-frequency words done, know, push, visit, wait. r-CONTROLLED er, ir, ur her – What sound does the er in her have. (/r/). Repeat with birdand fur. LET'S TALK ABOUT IT Recall the Big Book What Makesthe Seasons? Ask: What changes can we observe in nature? Then display the cycle chart from Day 1. Have children suggest what a cycle chart for a plant might include. Tomorrow you will read about a caterpillar that grows and changes.

  42. Day 3 Can you find words with the /ar/ sound? Which letters make that sound? Morning Warm Up! Have you ever seen a large caterpillar inch across the schoolyard? Today we’ll read about how thisinsect makes an amazing change.What changes might a caterpillar make?

  43. Amazing Words cycledevelopinsect rearrangeyearlyemergefragilevessel

  44. Share Literature BUILD ORAL VOCABULARY Yesterday the class listened to find out how the sun is different in each season. Sometimes we may need to rearrange our outdoor plans because of weather conditions. Listen today to find out how our lives may change with the seasons each year. MONITOR LISTENING COMPREHENSION How might we change our lives as the seasons change yearly? What plans might you have to change, orrearrange, when the weather changes?

  45. Phonemic Awareness - Blend and Segment Onset/Rime We just read that some animals sleep or hibernate in winter. The animals that do not hibernate must have thick fur. Listen to the word parts in fur. f er fur Listen as I change the sound at the beginning of fur to the /bl/ sound: blur. bl er blur sp er spur st er stir wh er whir

  46. Phonemic Awareness - Blend and Segment Onset/Rime Continue with these examples: f ern fern st ern stern c erl curl h erl hurl

  47. Routine r-Controlled er, ir, ur and Contractions Fluent Word Reading fern You can read this word because you know how to read words with r-controlled vowels. What sounds does er in this word stand for? What’s the word? What sounds does ir in this word stand for? What’s the word? dirt What sounds does ur in this word stand for? What’s the word? curl You can read this word because you know that when you see an apostrophe, the word may be a contraction that is made up of two words. What is the first word? What is the contraction? he’s

  48. Routine r-Controlled er, ir, ur and Contractions When you come to a new word, look at all the letters in the word and think about their sounds. Say the sounds in the word to yourself and then read the word. fern dirt curl When you come to a new word or a contraction, what will you do? Let’s read these words. Look at all the letters, think about their sounds, and say the sounds to yourself. Also, notice if the word is a contraction. When I point to the word, let’s read it together. jerk you’ve sir you’re purse

  49. Word Reading: Phonics Chart 16 Burst Out, Bugs The insect lays her eggs In dirt or on a fern. When she’s done, she flies away. She never will return. Little bugs burst out. Their heads turn to the sky. They’ve been inside those eggs so long, And now they’re going to fly. Frame each of the following words on the Phonics Songs and Rhymes Chart her dirt fern burst she’s they’re they’ve turn

  50. Inflected Endings and r-Controlled er, ir, ur: Teach/Model fern dirt curl he’s jerk you’ve sir you’re purse Word Reading her dirt fern burst she’s they’re they’ve turn