Treasures Teachers Edition G2Treasures Teachers Edition G2unit1_week1_2 untitled pdf

Small Group Options Oral Vocabulary Cards Oral Language Oral Language Build Background: School Days ACCESS PRIOR KNOWLEDGE Discuss childrens experiences with school. What are some things that you do during the school day? What kinds of things can be found in the classroom? What do you like best about school? CULTURAL PERSPECTIVES Tell children that schools have changed over time. Encourage children to ask older family members what school was like for them. Discuss how school has changed between the time they were young and today. Oral Vocabulary READ ALOUD Display “What Goat Learned” Oral Vocabulary Card 1 and read the title aloud. We are going to read a folk tale about a goat who wants to learn to climb trees. Cat is an excellent tree climber. Goat asks Cat to teach him how to climb trees. TALK ABOUT THE PICTURE PROMPT Focus Question Ask a volunteer to read the questions under “Talk About It” on Student Book page 11 and describe what they see in the photograph. What is it like to start a school year? What is the same and what is different from last year? ? ? ? ? LA.2.1.6.2 Listen to conceptually challenging text LA.2.1.6.1 Use new vocabulary directly LA.2.1.6.3 Use context clues to determine meanings LA.2.1.6.2 Listen to conceptually challenging text LA.2.1.6.1 Use new vocabulary directly LA.2.1.6.3 Use context clues to determine meanings Oral Language Build Background Oral Vocabulary Phonemic Awareness Identify and Blend Onset, Rimes Phonics Short /a/a, /i/i Read Kids Can Go! Spelling: Pretest: Words with Short a, i Vocabulary Teach Words In Context Read “School Is Starting!” Dictionary: Alphabetical Order Comprehension Strategy: Analyze Story Structure Skill: Plot Development: Character, Setting Language Arts Grammar: Statements Writing: Personal Narrative Differentiated Instruction, pp. 37K37N; 37CC37DD At a Glance Whole Group Write About the Picture Prompt Look at the picture. Write about what you see. You can write realistic fiction, fantasy, or a personal narrative. Try to match the mood and feeling of the picture. ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? by Edel Wignell illustrated by Ian Forss Realistic Fiction Eating Sprouts Kids Can Go! by Holly Melton Decodable Reader Vocabulary Selection School Is Starting! by Josh Singh After reading the story, introduce the Oral Vocabulary words using the routine below and on the back of the cards. Define: An eager person wants to do something very much. Example: Bob is eager to go to the beach this summer. Ask: What are you eager to do this weekend? 10T Unit 1 Week 1 10 Talk About It What is it like to start a school year? What is the same and what is different from last year? Find out more about school days at 11 Talk About It Student Book pages 1011 ? Beginning Use Realia Display school supplies such as paper and scissors. Say their names and have children repeat them. Point to the items without saying the names and have children provide them. Then encourage children to use the school words in sentences. Intermediate Use Pictures Have children work in small groups. Ask each group to draw a map of the classroom. Invite them to describe their maps using as many school-related words as possible. You may wish to help children label their maps with school-related words. Advanced Interview Pair children with native English speakers. Have the English speaker pose as a school worker. Then have his or her partner interview the “school worker” about his or her job. Prompt children to ask questions such as What are some of the things you do during the school day? What do you like about your job? ? For children who need additional language support and oral language development, use the lesson at eager knowledge Davids New Friends 10/11 tk Objectives Identify and blend onsets, rimes Introduce and blend words with /a/a and /i/i Materials Sound/Spelling Cards: Aa, Ii Large Letter Cards: a, d, g, h, i, m, s, t, w, x Small Letter Cards BLM, Teachers Resource Book, p. 66 Leveled Practice Books, p. 1 pocket chart Phonemic AwarenessPhonemic Awareness Identify and Blend Onsets and Rimes Model Blend a words onset (initial sound) and rime (ending sound) using the word pig. Repeat with cat. This is the word pig. Im going to say the word in parts, then blend the parts to make a word. /p/ /ig/. /p/ is the first part and /ig/ is the second part. When I blend the word parts together, they make the word pig. Guided Practice/Practice Help children to identify the onset and rime in the first word. Then have them read the remaining words in parts and blend the parts. Read each word. Say the word in parts, then blend the parts together to form the word. man pin sit dad tip pat lip can hat PhonicsPhonics Introduce /a/a and /i/i Explain/Model Teach /a/a. Repeat using /i/ with sit. The letter a stands for the sound /a/. That is the sound in the middle of cap. Listen, /kaaap/, cap. Whats the name of this letter? What sound does this letter make? Guided Practice/Practice Identify /a/, /i/ in the medial position, using Small Letter Cards a and i. Listen as I say the word bat: /baaat/. I hear the /a/ sound, so Ill hold up my a card. Listen as I say the word fin: /fiiin/. Ill hold up my i card. Point out the consonant, vowel, consonant pattern (CVC) as children practice with these examples. Help them with the first row. Listen for the middle sound in these first few words. If you hear the /a/ sound hold up your a card. If you hear the /i/ sound hold up your i card. sat win cap mat dim rip tag sit wax hid LA.2.1.4 Student applies grade level phonics to read text LA.2.1.4 Student applies grade level phonics to read text LA.2.1.4.3 Decode one- syllable words in isolation LA.2.1.4.3 Decode one- syllable words in isolation IiAa The a in cat stands for the sound of short a. The i in pig stands for the sound of short i. Write the word from the box that names each picture. 1. 2. 3. 4. 5. 6. 7. 8. fan crib hat crab mitt hand pin fish crab fish hat crib hand pin fan mitt On Level Practice Book O, page 1 Approaching Practice Book A, page 1 Beyond Practice Book B, page 1 Short /a/a and /i/i IntroduceU1: 11A-B Practice / Apply U1: 13F-G, 31F, 31O-P; Leveled Practice Books 1, 7; Decodable Reader: Kids Can Go! Reteach / Review U1: 37B, 37K-L, 37O, 37S, 37W, 37AA AssessWeekly Test, Unit 1 Test, Benchmark Tests A, B MaintainU1: 41G; Decodable Reader: How People Spend Time Skills Trace 11A Unit 1 Week 1 Blend with /a/a and /i/i Model Display Large Letter Card h in the pocket chart. The sound of the letter h is /h/. Display Letter Card a. Blend the sounds together. The sound of a is /a/. Listen as I blend these two sounds together: /haaa/. Display Letter Card d. Blend the sounds together. Point out the consonant, vowel, consonant pattern (CVC). Repeat the procedure with i in place of a to form hid. Listen as I blend all three sounds: /haaad/ had. Lets say it together. What sound does the letter a make in the word had? What sound does the letter i make in the word hid? Guided Practice/Practice Have children practice blending CVC words with /a/a and /i/i. Do the first row together. Read each word by blending the sounds together. mat him tap dip sat six wag pig wip ax During Small Group Instruction If No Approaching Level Phonemic Awareness/Phonics, p. 37K If Yes On Level Options, p. 37M Beyond Level Options, p. 37N Can children blend with short /a/a and /i/i? Can children identify words with the medial sounds of short a and i? ? Variations in Languages Because there is no short a or short i sound in their native language, Spanish-speaking children may need additional practice pronouncing those sounds. For example, they may pronounce short a as short o, and short i as long e. Write additional short a and i words on the board, such as tin, bin, pan, and tan. Read them aloud and have children repeat the words. Blending If children have difficulty blending and say /e/ instead of /i/, for example, point to i and say: The sound this letter makes is /i/. Say it with me: /i/. Now lets sound out that word again: /piiig/, pig. Repeat for six and tip. Constructive Feedback Davids New Friends 11B Phonics/SpellingPhonics/Spelling Words with Short a, i PRETEST Say each spelling word. Read the sentence and repeat the word. Remind children to sound out each word before writing it. After the pretest, write each word on the board and say the letter names. 1. Mary has many books. 2. Tom sat next to me. 3. My dogs wag their tails. 4. I had to walk to school. 5. Robert was in a bad mood. 6. Mom can fix my broken toy. 7. Carson is six years old. 8. Katie asked him to play ball. 9. Tim will erase the board. 10. Come and play if you can. 11. Jim can write well. 12. Tyler hit the ball with the bat. 13. The sky was clear and blue. 14. Two and four are even numbers. 15. We study at the library. HIGH-FREQUENCY WORDS Say each high-frequency word as you display the word card. Then have children read each word and use it in a sentence. Review how to decode any known phonic elements in the new words. WORD SORT Place the key word cards cat and pig to form two columns in a pocket chart. Blend the sounds with children. Add a third column labeled Oddballs for words that do not fit the patterns. Hold up the word card for has. Say, spell, and pronounce each sound: /h/ /a/ /z/. Blend the sounds: /haaazzz/. Many of this week s words contain the short a sound. Repeat this step with each short a and short i word. Sort the words below the correct key words. Have children read each word. LA.2.1.4.1 Use knowledge of spelling patterns LA.2.1.4.1 Use knowledge of spelling patterns LA.2.1.4.5 Recognize high frequency words LA.2.1.6.4 Categorize key vocabulary LA.2.1.4.5 Recognize high frequency words LA.2.1.6.4 Categorize key vocabulary Objectives Spell words with short a, i Identify spelling patterns Sort words with short a and short i Materials Spelling Practice Book, p. 1 pocket chart Spelling words, key words, and “Oddballs” written on large index cards paper and pencil ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Spelling Practice Book, page 1 ? DAY 1Pretest; Word Sort DAY 2Teacher-Modeled Word Sort DAY 3Student Word Sort; Game DAY 4Test Practice: Dictation DAY 5Posttest ? hassat waghad badfix sixhim willif Review Words canhit High-Frequency Words blue even study 11C Unit 1 Week 1 A kid can go to school on a bus. “Step up!” says the man at the wheel. “Step up and sit down!” The man steps on the gas. 4 This bus has no gas. You do not sit in it. It is a walking school bus! How can this bus know where to go? A map shows the way! 5 How can a kid get to school? A kid can zip there on his bike. His pal can go with him. 2 A kid can go to school in a van. How many can fit in a van? Five can fit! A van is big. It has a lot of room! 3 A kid can go to school in a lot of ways. This book shows six ways. Can you name them? How do you go to school? 6 Decodable Reader: Kids Can Go! Review High-Frequency Words Write know, of, many, says, school, there, and walking on the board. Follow the routine with children. Build Fluency: Word Automaticity List the words with short a and i on the board. Read each word and have children echo-read several times. Preview and Predict Point to the title and have children sound it out as you run your finger under it. What do you see in this picture? What do you think this person is doing? Read Turn to page 2. If children can sound out the words, have them whisper-read the rest of the text. If they have difficulty, provide constructive feedback as you continue to guide them page by page. LA.2.1.5.1 Apply letter-sound knowledge to decode in context LA.2.1.5.1 Apply letter-sound knowledge to decode in context Objectives Decode words with short a, i Review know, of, many, says, school, there, walking Read short a and i words in connected text Materials Decodable Reader: Kids Can Go! Kids Can Go! by Holly Melton Decodable Reader Children can read Kids Can Go! during whole- or small- group time. During Small Group Instruction If No Approaching Level Decodable Reader, p. 37L If Yes On Level Options, p. 37M Beyond Level Options, p. 37N Can children spell and blend words with short a and i? Can children decode words with short a and i? High-Frequency Word Routine know, of, many, says, school, there, walking Follow these steps to teach each high-frequency word. Say Point to and say the word. Spell Spell the word. Read Have children read the word. Write Have children write the word. Use each word in a sentence. For additional decodable text, see page 6 of the Teachers Resource Book. Decodable Text Davids New Friends 11D Objectives Learn the meanings of vocabulary words Use a dictionary: Alphabetical Order Teach words in context Materials dictionary Leveled Practice Books, p. 2 ? Act Out Act out or gesture to give children more cues to comprehend word meanings. Have them repeat after you to demonstrate understanding. For excited, act happy and look thrilled and say I am excited. Contrast with looking bored and uninterested. For carefully take a piece of paper and use scissors to carefully cut out a small piece and say I carefully cut out a piece of paper. Contrast with cutting the paper carelessly. VocabularyVocabulary Use the routine below to discuss the meaning of each word. Define: Tomorrow is the day after today. Example: I am going to my grandmas house tomorrow. Ask: What are you going to do tomorrow? PRIOR KNOWLEDGE Two things are different from each other if they are not the same. A dog is different from a robin because a dog has fur and a robin has feathers. How is an apple different from an orange? EXAMPLE When you groan , you make a deep, unhappy sound. The boys groan when their mother tells them to eat all their vegetables. Name a word that has the same meaning as groan. SYNONYM To be excited is to be thrilled and happy about something. I was excited to go to school today. What have you been excited about? PRIOR KNOWLEDGE If you do something carefully , you take your time and think about what you are doing. I carefully walked across the icy street. Name a word that means the opposite of carefully. ANTONYM When I whisper , I talk very softly. When I am at the library, I have to whisper. Tell why it is important to whisper at the library. EXPLANATION Word Wall You may wish to add these words to your Word Wall. STRATEGY Use a Dictionary: Alphabetical Order A dictionary lists words in order from A to Z. It can be divided into three parts: beginning, middle, and end. The beginning lists words from A to H, the middle lists words from I to P, and the end lists words from Q to Z. You can use a dictionary to help you put words in alphabetical order. Have children look at the vocabulary words listed in the bookmark of “School Is Starting!” on page 12. Help them decide which part of the dictionary each word can be found in. Then model how to locate these words for children. Think AloudThese words are not in alphabetical order. I can put them in order by thinking about where they are found in the dictionary. The word tomorrow begins with a t. I know that t words can be found toward the end of the dictionary. LA.2.1.6.1 Use new vocabulary directly LA.2.1.6.1 Use new vocabulary directly LA.2.6.2.2 Locate information using alphabetical order LA.2.6.2.2 Locate information using alphabetical order tomorrow the day after today noun different unlike, not the same adjective groan to make a deep, unhappy sound verb excited thrilled, happy about something adjective carefully using care, thinking about what youre doing adverb whisper to speak very softly verb 11E Unit 1 Week 1 FCAT School Is Starting! om, Matt, and Lea played in the park. “Today is the last day of summer,” said Tom. “Tomorrow is the first day of school!” “The summer went by so fast,” Matt said with a groan. He made a noise to show he was upset. “We cant play all day when school starts,” said Lea. “But I T by Josh Singh Vocabulary tomorrow groan excited whisper carefully different Dictionary When words are in alphabetical order, they are listed in ABC order. The following words are in alphabetical order: carefully different excited 12 ? FCAT am still excited. I feel very happy about school this year. Its going to be fun!” “Im not so sure,” Matt said. “Really?” Lea asked Matt. “I meant to whisper that,” said Matt. “I wanted to say it softly. I did not want you to hear that I am scared.” Tom carefully climbed up the slide. He went up slowly so he would not fall. Then he slid down fast and smiled at Matt. “Its okay, Matt,” Tom said. “I am nervous, too. Second grade will be different. Nothing will be the same. But one thing is for sure. We will always be friends!” Reread for Comprehension Story Structure Plot Thinking about a storys structure, or the way it is organized, can help you understand the plot, or the characters and the setting. Reread the story and use the chart to help you understand the people in the story and where it takes place. Vocabulary and Comprehension 13 Read “School Is Starting!” Read “School Is Starting!” with children. Stop at each highlighted word. Ask children to identify clues to the meani