treasures teachers edition g1unit2_week5_2_W

1、Oral LanguageAt aGlanceI want to have fun!Can you do something funny?Canyoumakemelaugh?Decodable ReaderBig Book Whole GroupOral Language Build BackgroundComprehension Read If You Take a Mouse to School Strategy: Visualize Skill: Retell Events in OrderPhonemic Awareness Phoneme SegmentationPhonics l

2、Blends Build Fluency: Word Automaticity Read Come On, Clem! Spelling:Pretest: Words with l BlendsWrite the Morning Message. Point to each word as you read themessage aloud with expression.Model Concepts of Print Reread the first line of the message with a broad sweep to show directionality from left

3、 to right.Say, I begin here and this is what it says. Continue reading and demonstrating directionality.LA.1.1.1Student demonstrates knowledge of concept of printReview High-Frequency Words Ask a child to point to wantand make.Introduce the Weekly Theme Tell children that this week, they will read a

4、nd talk about what makes them laugh. Invite childrento share what makes them laugh. Add this information to the Morning Message.High-Frequency Words Review make, want, under, put, show, threeLanguage Arts Grammar: Days, Months, and Holidays Shared WritingBuild Background: Lets Laugh!ACCESS PRIOR KNO

5、WLEDGE Write “What makes us laugh?” on chart paper. Make a list of the childrens ideas. Keep the list to refer to later.CULTURAL PERSPECTIVES Point out that different cultures find different things funny. For example, children in Russia laugh at Businka, a funny character who loves carrots. Ask chil

6、dren to share funny characters, events, or stories from other places they know about. Watch childrens videos from other cultures. Compare and contrast the main characters. (Cable and PBS are good sources forthis.) Small Group OptionsDifferentiated Instruction,pages 149I149L118K Unit2Week54ObOagAWdWh

7、eei:WoXo 9odj_W HejcWd_bbkijhWjZ Xo 8hdWhZ 7ZdjCome On, Clem!by Lucy Floyd illustrated by Mick ReidCome On, Clem!by Lucy Floyd illustrated by Mick ReidTALKAND WRITE ABOUT THE PICTURE PROMPT Discussthe FocusQuestions What makes you laugh? How do you make other people laugh? Ask children what they fin

8、d humorous, or funny. Encourage them to describe things that amuse, or entertain, them. Invite children to write sentences about the photograph using the words.LA.Use new vocabulary directlyhumorousReview entertain audience enjoyamuseperformbrilliant&/(-*4) -/(6(& -&3/&34BeginningShare Inform

9、ation Point to the picture of the horse. Does the horse laugh? Do we laugh, too? Pantomime laughing and invite children to do the same. Ask children to draw a picture of what makes them laugh. What makes you laugh?IntermediateReinforce Vocabulary Write why on the board. Explain that why is a questio

10、n word. Why do you laugh? Model the answer to the question with the sentence frameAdvancedRole Play Guide children in a discussion about funny things. What makes you laugh? Encourage themto role-play any funny characters, actions, or situations of their choosing.For children who needadditional langu

11、age support and oral vocabulary development, use the lesson found at I laugh when.On My Way to School 118/119118Talk About ItStudent pages 118119Talk About ItWhat makes you laugh? How do you make other people laugh?Find out more about things that make you laugh atwww.macmillanmh.c

12、om119Share the Big BookListening ComprehensionObjectives Understand the strategy and skill Apply the strategy and skill with the Big BookPREVIEW AND PREDICT Display the cover. Read the title andthe names of the author and the illustrator as you track the print.What is the mouse on the cover doing? D

13、oes he make you laugh? What do you think the story is going to be about?GENRE Help children understand that they are about to read a fantasy, a made-up story that could not happen in real life. Point out that most made-up stories have pictures, not photographs, to illustrate them.Reinforce concepts

14、of print Use academic language:retell events in orderMaterialsBig Book: If You Takea Mouseto SchoolSkills TraceBig Book:If You Take a Mouse to SchoolSTRATEGYVisualizeEXPLAIN/MODEL Explain that this week we will be picturing the story in our heads as we read. Good readers visualize what happens in a

15、story to help them understand it better. If I picture in my headwhatthemousedoes, I will be able to follow alongbetter.LA.1.1.7Student uses strategies to comprehend textSKILLRetell Events in OrderEXPLAIN/MODEL Point out that the events in stories happen in a certain order, or sequence. Tell children

16、 that good readers pay special attention to the order, or sequence of events to help themunderstand the story better. Visualizing what happens first, next, and last in a story can help readers retell events in order. This week we are going to be visualizing the stories weread in order to retell even

17、ts in order.LA.Arrange events in sequenceRead the Big Book&-Pantomime and GestureLA.Listen to familiar textSET PURPOSE As we read, picture the mouse and the other characters,along with their actions, in your mind before you look at the illustrations. Also pay attention to the sequence

18、of events in the story.MODEL/GUIDED PRACTICE Use the Think Alouds to model how to visualize the story and retell events in order. Additional prompts are provided on the inside back cover of the Big Book.Usepantomime and gestures to helpmake the text comprehensible.Page 10 Take a look around: Invite

19、children to take a look around the room.Page 14 wash up: Pretend to wash your hands and face.Page 28 catch his breath: Pretend that you are running and breathing heavily. Stop until your breathing is back to normal.Pages 411VisualizeThink AloudAfter reading the first few pages, I can visualize amous

20、e at our school. He would look very small compared to allthe children and grownups. I can also picture him trying to use regular-sized school materials even though he is so small, and it makes me laugh.119A Unit 2 Week 5Retell Events in OrderIntroduceU1: 37A-BPractice / ApplyU1: 37J, 43G57A; Leveled

21、Practice: 1112Reteach / ReviewU1: 65E, 65L, 65NP, 65RT,65V,65YZ,67A,67J,69G77A, 81G, 81N, 81PR,81TV, 81X, 81AABB;Leveled Practice: 1920AssessWeekly Tests; Unit 1, 2 Tests; Benchmark Tests A, BMaintainU2: 39A, 39J, 45G-61A, 69E, 69L-Z, 87A-B, 87J, 93G-111A,117E, 117L-Z, 119A, 119J,125G143A, 149E, 149

22、LZ;Leveled Practice: 53-54,69-70, 7778; U6: 217J7BA7BA8EKJ8EPages 413Retell Events in OrderThink AloudLA.Retell main events in a storyLets see, after reading I can retell the sequence ofevents in my own words. I can tell that the mouse would do alot of things if he went to school. First the a

23、uthor says that the mouse would ask you for your lunch box. Next he would want a sandwich, notebook, and some pencils. Then he might do a little math, a little spelling, and even try a science experiment.Respond to LiteratureUse the vocabulary routineto teach the story words on the inside back cover

24、 of the Big Book.TALK ABOUT IT Have children discuss what they visualized as theyheard the story. Whatdidyou picturewhen the authorsaidthat the mousewantedasandwich?Didyouthinkthemousewasgoingbuilda mouse house his size? Why or why not?LA.Respond to various literary selectionsObjective Segmen

25、t words and count soundsMaterialsWrite About ItInvite children to respond to If You Take a Mouse to Schoolby drawing a picture and writing their ideas in a responseSound BoxSound Box BLM; Teachers Resource Book, p. 151 markersPuppetjournal or notebook.Phonemic AwarenessRHYMES AND CHIMESPhonemeModelS

26、egmentationPlay DayGingerbread kids went out to play.The sky was clear and blue.They flew a kite, slid down a hill,And were glad the whole day through.Use Happy the Puppet and the Sound Box to show children how to segment slip into fourI am going to say the word slip in parts. Thefirst sound is /s/.

27、 Ill place a marker in the first box to stand for the first sound. The next sound is /l/. Ill place a marker in the second box to stand for the second sound. The first two sounds blend together. The next sound is /i/: /iii/. Ill place a marker inthe third box. The last sound is /p/. Ill place a mark

28、er in the last box. This word has four sounds. Say the word with me: slip.individual phonemesand count them.LA.1.1.3Student demonstrates phonemic awarenessUse this rhyme to developphonemic awareness for rhyme and the blends /sl/ and /pl/.Repeat with flip andclip.Guided Practice/Practice Have childre

29、n practice with the examples provided. Guide practice, doing the first two with children.I am going to say some words. Place amarker in a box for each sound you hear in a word.Listening Library Audio CDlipslabslimlapfledflapsledOn My Way to School 119BComprehensionIdentify Sequence of Events (pages

30、6-9) A lot of funny things happen when the boy decides to take his mouse to school. What is the first thing the mouse wants? What is the next thing he wants? How are the two connected? (pages 16-19) Every funny thing the mouse does leads to anotherthing. How does building a mouse house lead to writi

31、ng a book? (pages 28-32) This mouse can do a lot! What is this last thing themouse does in the story? How is it like the first thing he does?Story Words(page 13) experiment (page 20) probably (page 22) tuckAbout the Author: Laura NumeroffLaura Numeroff loved to read when she was little. She especial

32、ly loved books about animals. She started writing and drawingher own stories when she was nine. In college, she wrote a book about the tallest girl in a third grade class. The book was published! Now she has written many more funny books that are loved by children everywhere.PhonicsObjectives Identi

33、fy sound-letter correspondence /bl/bl-, /kl/cl-,/fl/fl-, /pl/pl-, /sl/sl-, /gl/gl-Introducel BlendsModelSegment and blend soundsin words with l blendsLA.Generate sounds from lettersTeach /bl/bl.The name of this letter is b. B stands forthe sound /b/. The name of this letter is l. L stands for

34、 the sound /l/. When you say them together, they sound like this: /bl/. Say the sounds with me.What are the names of these letters? How do they sound when we blend their sounds together?I will say a word: black. I hear /bl/ at the beginning of black. I will hold up the letter cards b and l to show t

35、hat b and l together stand for /bl/.MaterialsLarge Letter Cards: a, b, c, f, g,i, l, o, p, sSmall Letter CardsLeveled Practice Books, p. 75 Teaching Chart 41 Phonics/Fluency Transparency 10pocket chartHold up the Large Letter Cards b, l. Repeat with /kl/cl- and/fl/fl-,/pl/pl-,/sl/sl-,/gl/gl-.Guided

36、Practice/Practice Distribute Small Letter Cards b, l. Have children practice recognizing blends with the examples provided. Do the first blend together. Repeat with /fl/fl-, /kl/cl- using Small Letter Cards c, f, l.Hold up your letter cards when you hear/bl/ at the beginning of a word.lapbag fledblo

37、bplop clamblabplay clipblackglob cladlackpan clubBlend with /bl/, /kl/, /fl/ModelLA.Generate sounds from lettersDisplay and point toLetter Cards c, l.The letters c and l together stand for the/cl/ sound. /clll/.LA.Blend sounds into wordsPlace Letter Cardsi, p next to l. Model blending.

38、Repeat, changing c to f for flip.The letter i stands for the sond /iii/ and theletter p stands for the sound /p/. Listen as I blend these sounds together: /kllliiip/. Now you read it: clip.Approaching Practice Book A, page 75Beyond Practice Book B, page 75119C Unit 2 Week 5On Level Practice Book 0,

39、page 75Blend the first two letters to read each word.flagclapblackblockclipclock Use the words in the box to name each picture.1. flag 2. block3. clip 4. clock5. black6. clapCMBDLCMPCCMBOLHMBEGMBQGMBUQMBOTMPUDMBQDMBNTMBOUDMVC00OO .ZZ 88BZBZ UPUPGuided Practice/Practice Lets changeletters and blend t

40、o read newUse additional letters toform new words. Guide practice, doing the first word with children.words.slipSkills Tracel BlendsflipflopflapclapslapBuild Fluency: WordAutomaticityDisplay Teaching Chart 41. Read each word in the first row, blending the sounds as you read: /b/ /l/ /a/ /k/, /blllaa

41、ak/. Have children blend the sounds in each word after you. Then reread each word, asking children to echo-read. Continue with the remaining rows.LA.Apply letter-sound knowledge to decode in isolation&-Word Meaning Children tend to be exposed mostly to words in common use. Words that exemplif

42、y a blend, phonogram, or phoneme are not necessarily common or well known among children. When you use a word such as blip, blot, clan, clod, blab, or blob, be sure to illustrate or define it and use it in a simple sentence.MMMTeaching Chart 41 / Phonics/Fluency Transparency 10Can children blend sou

43、nds in words with l blends? Can they read words with automaticity?During Small Group InstructionIf NoIf Yes Approaching Level Phonics, page 149I On Level Options, page 149K Beyond Level Options, page 149LConstructive FeedbackBlending If children have difficulty with l blends, for instance, they say

44、/pl/ instead of /bl/, point to bl-.This letter stands for /b/. This letter stands for /l/. Blend them together: /blll/. Say it with me again: /bl/. Now lets sound out that word again:/bllloook/, block.On My Way to School 119DIntroduceU2: 119CDPractice / ApplyU2: 119F, 119KL, 125EF,143FG; Leveled Pra

45、ctice: 75, 82; Decodable Reader: Come On, Clem!Reteach / ReviewU2: 149B, 149IK, 149M, 149Q, 149U, 149YAssessWeekly Test; Unit 2 Test Benchmark Tests A, BMaintainU3: 7KL, 13EF, 31FG,39B; Decodable Reader:Plants, Plants, PlantsPhonics/SpellingWords with bl-, cl-, fl-PRETESTPronounce eachspelling word.

46、 Read the sentenceand pronounce the word again. Encourage children to say each word softly, sounding out eachword before writing it. After the pretest, write eachword onthe board as you say the letter names. Have children check their words.ObjectivesSpell words with l blends bl-,cl-, fl-Identify spe

47、lling patterns Sort words with l blends bl-, cl-, fl-LA.Generate sounds from spelling patternsMaterialsSpelling Practice Book, p. 37pocket chartlarge index cards for spelling words.Use a clip to hold yourhair.That clock says it is ten thirty.Our flag has red and white stripes.Flip the

48、hamburger to cook the other side.I think zebras black and white stripes are humorous.Did I amuse you by putting a block on my head?ASZZWU ERaclipflag blackclockflip blockReview Words# 2Og ASZZWUfunnut5.High-Frequency Wordsschooltoday6.WORD SORTMake an index cardfor each spelling word, as well as for

49、 bl-, cl-, and fl-. Place bl-, cl-,fl- cards to form three columns in a pocket chart. Blend sounds with children.LA.Sort common words into categoriesHold up the wordclip. Say and spell it. Pronounce each sound clearly: /k/ /l/ /i/ /p/.Blend the sounds: /kllliiip/.Repeat this step with each cl

50、- word. Place the words below thecl- card. Have children read each word. What do you notice about these spelling words? (They have the beginning cl- blend.)Repeat the process with the fl- and bl- words.Save the index cards to use later in the week.Display the words fun, nut, school, and today. Point

51、 out that they do not contain bl-, cl-, or fl-.119E Unit2Week 5Spelling Practice Book, page 37Write the words that have 3 lettersOrder of 19 may vary1. fun2. nut Write the words that have 4 letters3 clip4 flag5 flip Writethe words that have 5 letters6 clock7. black8. block9. today Write the word tha

52、t has 6 letters10 schooDAY 1PretestDAY 2Teacher-Modeled Word SortDAY 3Student Word Sort/ DictationDAY 4Test PracticeDAY 5PosttestLA. Apply letter-sound knowledge to decode in contextDecodable Reader: Come On, Clem!ObjectivesReview High-Frequency Words Write make, want, under, put, show, and t

53、hree on the board. Read the words with children.Decode words with l blendsReview make, want, under, put, show, threeRead l blend wordsin connected textPreview and Predict Point to the title, and have children sound it out as you run your finger under it. What is Clem doing in the picture? What do you think he will do next?MaterialsDecodable Reader Library:Come On, Clem!Read Turn to page 28. Have children point to each word, sounding out decodable words and saying the high-frequency words quickly. Help children use structural