treasures teachers edition g1unit2_week1_4_W

1、7BA7BA8EKJ8EOral LanguageAt aGlanceWe all have families.How are animal families like your family?Main Selection Paired Selection Whole GroupOral Language Theme Wrap-UpPhonemic Awareness Phoneme BlendingPhonics Review Short /o/o Spelling: PosttestHigh-Frequency Words one, two, they, her, does Fluency

2、: Word AutomaticityComprehension Strategy: Summarize Skill: Main Idea and Details Read Across TextsLanguage Arts Grammar: Nouns Independent WritingWrite the Morning Message. Point to each word as you read.Model Concepts of Print Have children choral read the message with you. Ask children to look as

3、 you point to each word.LA.1.1.1Student demonstrates knowledge of concept of printReview High-Frequency Words Have children point to have, are, and like in the Morning Message.Conclude the Weekly Theme Discuss what children learned about animal families.Oral VocabularyDiscuss what children have lear

4、ned about how animal families care for their young. Then have children generate ways their families take care of them. Record their ideas on a chart as shown. Small Group OptionsLA.Use new vocabulary that is introduced and taught directlyDifferentiated Instruction,pages 37Y37ZHave volunteers

5、say a sentence using each of these words:protect, provide, wild, separate,and guide.Review last weeks words: goal, accomplish., agree, argue, andattempt.Reread the oral vocabulary cards to teach additional vocabulary.37A Unit 2 Week 1WaysFamiliesProtectWays FamiliesProvideguide them across the stree

6、tcook mealstake them to the doctorprovide a homeput on seatbeltsmake or buy clothingwatch over themteach them thingsInformational NonfictionLLiLivivvininnggg Thhhingsby Christy SteeleMacmillan/McGraw-HillInformational NonfictionWhat Aeree LLLivingTTThings?by Christy SteeleMacmillan/MccGrraaw-HillllI

7、nformational NonfictionWhat Aeree LLLiving Things?by Christy SteeleMacmillan/McGraw-HillInformational NonfictionWhat Aeree Living Things?by Christy SteeleMacmillan/McGraw-HillReview and AssessPhonemic AwarenessPhoneme BlendingGuided Practice/PracticeObjectivesDiscriminateshort/o/oGenerate words with

8、 phonograms -ot, -og Review/nd/-nd, /st/-st,/nt/-nt, /nk/-nkLA.Blend three to five phonemes toformwordsMaterialsHavechildren practiceblending with medial short /o/o using the examples provided. Guide practice, doing the first two examples with children.I am going to say the sounds in a word.T

9、he first sound is /n/. The next sound is/o/. The last sound is /t/. I can blend these sounds together: /nnnooot/, not. Now say the word with me: not.Large Letter Cards: g, h, j, k, l,n, o, tpocket chartLeveled Practice Books, p.50/r/ /o/ /b/p/ /o/ /p/s/ /o/b/l/ /o/ /g/n/ /o/d/p/ /o/ /t/Skills TraceS

10、hort /o/oReview and AssessPhonicsBlend with Short /o/oGuided PracticeDisplay Letter Cards j, o, t. Blendphonemes.What sounds doeach of these letters stand for? Lets blend the sounds together:LA.Blend sounds into wordsOn Level Practice Book O, page 50/jooot/. Lets read the word together.Repeat

11、 with bond.PracticeHave children blend sounds andread words. Do the first three with children. Guide children to use knowledge of phonograms to blend the sounds to form unfamiliar words.lotcot handhogbox fisthonkpond totfogDon jignotmop palApproaching Practice Book A, page 50Beyond Practice Book B,

12、page 50Animal Momsand Dads 37BRead the question. Look at the picture. Write the word.1. Is this a cat or acot? cot2. Is this a crib or acrab? crab3. Is this a fan or an? fan4. Is this a mop or amap? mop5. Is this a sock or a sack? sock6. Is this a pin or apan? pinIntroduce7CDPractice / Apply7F, 7KL,

13、 13EF, 29GH;Leveled Practice: 43, 50; Decodable Reader: Fox on a RockReteach / Review37B, 37IK, 37M, 37Q, 37U,37YAssessWeekly Test; Unit 2 TestMaintain39KL, 45EF, 61GH, 69B;Decodable Reader: Plants, Plants, PlantsReview and AssessPhonics/SpellingWords with Short /o/oPOSTTESTUse the following procedu

14、re to assess childrens spelling of theweekly spelling words.Objective Spell words with short /o/oMaterialspaper and pencilsLA.Generate sounds from spelling patternsSay a spelling word and use it in the sentence provided below.Have children write the word on a piece of paper.# 2Og ASZZWUContin

15、ue with the next word.When children have finished, collect their papers and analyze their spellings of misspelled words.Encourage children to create a personal word list in their journals that includes words they need to continue practicing.1. Look at the rabbit hop!2. Pat the top of the cats back.3

16、. The old log provided an easy place for the farmer to rest.4. I saw a hog at the farm. Handwriting Check that children form letters starting at the top and moving to the bottom.For ball and stick and slant models, see Teachers Resource Book, pages 243253.5. Protect your face from the sun; its a ver

17、y hot6. There are a lot of animals on the farm.day today!37C Unit 2 Week1DAY 1PretestDAY 2Teacher-Modeled Word SortDAY 3Student Word Sort/ DictationDAY 4Test PracticeDAY 5PosttestReview and AssessHigh-FrequencyWordsone, two, they, her, doesPRACTICEObjectivesReview high-frequencywords one, two, they,

18、 her, doesPractice fluency with high- frequency wordsReview last weeks high- frequency words very, help, use, nowDisplaythe Vocabulary Cards for one, two, they, her, and does.Have children read and spell each word.MaterialsDistribute a set of Vocabulary Word Cards to each child.Vocabulary Cards: one

19、, two,they, her, does, very, help, use, nowVocabulary Word Cards BLM; Teachers Resource Book, p. 125Have each child pick a favorite word from the set.LA.Recognize high frequency wordsHave each child hold up the word for others to read.Have the child use the word in a sentence.Review Repeat ac

20、tivity with last weeks words.FluencyLA.Applyletter-sound knowledge to decode quicklyWORD AUTOMATICITYExplain that you will say the words on the Vocabulary Word Cardsone at a time. Tell children to hold up the card that matches each word that you say.As you say each word, observe any children

21、who are slow torespond or who hold up an incorrect card. Work with these children during small group time.&-Review High-Frequency Words Assign Vocabulary Word Cards to children. Provide sentence frames and have children complete the sentence that incorporates their assigned word(s):There isonein the

22、classroom. There aretwoin the room. Her pants are.I can see awindow. They areoutside the.Animal Momsand Dads 37D/McGraw-HillReview and AssessComprehensionObjectivesRecognize main ideas tosummarize a storyRead across texts to apply the skillSTRATEGY SummarizeTRANSFER THE STRATEGY Remind children that

23、 Animal Moms and Dads included a lot of information about how animal parents protect and provide for their babies. When you summarize a selection, you include only the most important ideas. Good readers know how to identify the most important information. They use who, what, when, where, and whyques

24、tions to help them summarize. Model how using this strategy helped you.Think Aloud At first the author introduced animal moms andSkills TraceMain Idea and DetailsMain SelectionLA.Retell the essential messageanimal dads and told what they did. This seems like an importantidea. Then he showed m

25、any different ways moms and dads provide for their babies, such as feeding, cleaning, and carrying them. I can summarize the selection by saying that it tells the ways animal moms and dads take care of their babies.Focus Question Invite children to talk about how the strategy helped them. Encourage

26、them to begin: One important idea in the selection is . How might this strategy help them when they read another selection?SKILL Main Idea and DetailsREADING ACROSS TEXTS Ask children to recall the many selections they read this week. Explain that good readers sometimes think about how the main idea

27、s in one selection are likeor not likethe main ideas in another selection. This is called making a connection between selections. Model how you make connections:LA.Identify supporting detailsThink AloudI made a connection between the animals in AnimalMoms and Dads and the animals in Fox on a

28、Rock. In both booksthe animal moms look out for their babies. In Animal Moms and Dads, dads also take care of their babies. There are different animals in the two books, but they all take care of their babies.Invite children to make their own connections about the main ideasand details in the select

29、ions. Encourage them to begin: is like . They both had a similar main idea that .&-Key Words Page through Animal Moms and Dads. Ask children to say one word for each page. List the words on the board. Point out that these key words represent the main ideas. We can summarize the story by telling abou

30、t each keyword.Informational NonfictionWhat Are Living Things?by Christy SteeleInformational NonfictionFox on a RockWhat Are Living Things?by Christy SteeleLc 6_Mc :KSInformational NonfictionWhat AreLiving Things?by Christy Steeleby Marsha Gilmore illustrated by Aleksey IvanovMacmillan/McGraw-HillMa

31、cmillan/McGraw-Hill37E Unit2Week1Macmillan/McGraw-HillIntroduceU2: 7APractice / ApplyU2: 7J, 13G29A; LeveledPractice: 4546Reteach / ReviewU2: 37E, 37L, 37NP, 37RT, 37V, 37YZ, 71A, 71J,73G81A, 85G, 85N, 85P85R,85T85V, 85X, 85AABB;Leveled Practice: 6162AssessWeekly Tests; Unit 2, 3 Tests; Benchmark Te

32、sts A, BMaintainU3: 73A, 73J, 75G83A, 87G, 87N, 87P87R, 87T87V,87X, 87AABB; U4: 27J;Leveled Practice: 103104Review and AssessGrammarNounsREVIEWObjectives Identify nouns Publish and present writingMaterialschildrens writing from Day 3Grammar Practice Book, p. 30LA.Use singular nounsWrite the f

33、ollowing sentenceson chart paper. Ask volunteers to circle all the nouns and underline the capital letters and periods.The man took apicture in the park. The boy climbed the tree near his house.# 2Og 5OOLA.Use capital letters for beginning of sentenceReview and AssessWritingReportPUBLISH AND

34、PRESENTLA.1.3.5Publish final productHave children share their pictures and explain their reports to therest of the class. Invite children to make positive comments abouteach others pictures and reports.# 2Og EWbWUCreate a class book to be placed in the Reading Center. Save acopy for childrens writin

35、g portfolios.Speaking, Listening, and ViewingSPEAKING STRATEGIESLA.1.5.2Student applies listeningand speaking strategiesEncourage children to use eye contact and to speak slowly andclearly as they discuss one anothers pictures and writing. Remind them to use and listen for the tone of voice and cont

36、ent that signal friendly communication.LISTENING STRATEGIESTransitions That TeachWhile children are packing up, have them name an animal they have seen in the wild.Good listeners are quiet and look at the speaker. They wait until thespeaker is finished before asking questions.VIEWING STRATEGIESHave

37、children tell what they like best about one anothersdrawings. Encourage children to use descriptive words. Children may also suggest more details to include in their drawings.Animal Momsand Dads 37FReportDAY 1Shared: ReportDAY 2Interactive: ReportDAY 3Writing Trait: Organization Independent: Prewrit

38、e and DraftDAY 4Independent: Revise and EditDAY 5Independent: Publish and PresentNounsDAY 1NounsDAY 2NounsDAY 3NounsMechanics: Sentence PunctuationDAY 4Nouns ProofreadDAY 5NounsAdminister the TestWeekly ReadingAssessment,Passages and questions, pages 5968ASSESSED SKILLSMain Idea and DetailsHigh-Freq

39、uency Words Inflectional Ending -ed NounsPhoneme Blending, Phoneme IsolationShort /o/oAssessment ToolWeekly Assessment, 5968Administer the Weekly Assessment online or on CD-ROM.FluencyAssess fluency for one group of children per week. Use the Phoneme Segmentation Fluency and Word Recognition Fluency

40、 assessments. See fluency norms on Fluency Assessment page 368 to interpret results. Approaching Level On Level Beyond Level Weeks 1, 3,5Weeks 2, 4Week 6AlternativeAssessment ELL Practice and Assessment, pages 5859Fluency AssessmentELL Practice and Assessment, 585937GUnit2Week1End-of-Week Assessment

41、DiagnosePrescribeTriuR EmA D I NpGhsAN INTERVENTION PROGRAMTo place childreninthe Intervention Program, usethe Diagnostic Assessment in theIntervention TeachersEdition.Animal MomsandDads37HEnd-of-Week AssessmentHIGH-FREQUENCY WORDSItem 1IF.01 items correctTHEN.Reteach skills using the Additional Les

42、sons, page T10.Evaluate for Intervention.COMPREHENSIONSkill: Main Idea and Details Items 4, 5, 601 items correctReteach skills using the Additional Lessons, page T7.Evaluate for Intervention.GRAMMARNouns Items 11, 1201 items correctReteach skills: Grammar Practice Book,page 30PHONEMIC AWARENESSPhone

43、me Blending, Phoneme Isolation Items 7, 801 items correctReteach skills using the Additional Lessons, page T1.PHONICSSTRUCTURAL ANALYSISShort /o/oInflectional Ending -edItems 2, 3, 9, 1001 items correctReteach skills using the Additional Lessons, page T2.Approaching Level OptionsPhonemic AwarenessOb

44、jectiveSegment and blend onset and rime&-Distinguish Sounds Give children the opportunity to distinguish other rhyming words. Have them raise their hands when they hear two words that have the same end sound. Use the following word pairs: dot/hot; nod/sit; log/hog; cat/job; fox/box.ONSET AND RIME SE

45、GMENTATION AND BLENDINGModelLA.1.1.3Student demonstrates phonemic awarenessListen as I say the word mop in two parts: /mmm/ /ooop/. Say it with me.Now listen as I blend the sounds and say the word; /mmmooop/. Say it with me.Listen as I say a different word top in two parts: /t/ /ooop/. Have children

46、repeat. Blend the sounds and say the word: /tooop/, top. Have children repeat. Mop and top rhyme because they have the same end sound.Guided Practice/PracticeSay hop. Segment and blend hop: /h/ /ooop/, /hooop/, hop. Have childrenrepeat. Ask children if hop rhymes with mop and top. Guide children to

47、segment and blend pop, and stop. Have them identify the end part in each word. (/op/)Have children segment and blend the following words: shop, drop, plop.Additional ResourcesFor each skill below,additional lessons are provided. Use these lessons on consecutive days after teaching the lessons presen

48、ted within the week. Phonics: Short /o/o, T2 Main Idea and Details, T7 Inflectional Ending -ed, T10Canchildren segmentand blend onset and rime?PhonicsObjective MaterialsIdentify short /o/o and blend words with short /o/o Large Letter Cards: b, f, h, m, n, o, p, t, x, j Small Letter CardsBLEND WORDS

49、WITH SHORT /o/oLA.ModelBlend sounds into wordsDisplay Letter Cards m, o, p in a pocket chart. Point to each letter. The letter m stands for /m/, o stands for /o/ and p stands for /p/. Ill blend thesounds and say the word: /mmmooop/, mop. The letter o stands for /o/.Guided Practice/PracticeHav

50、e children use Small Letter Cards to make hot. Lets blend the sounds and read the word: /h/ /o/ /t/, /hooot/, hot.Display Letter Cards for not, rot, and top. Have children use their SmallLetter Cards to make the words, blend the sounds, and read the words. Repeat the routine with box, fox, and job.C

51、an children identify short /o/o? Can they blend words with short /o/o?37I Unit2Week 1High-Frequency WordsConstructive FeedbackObjectiveMaterialsPoint to, say, and spell now.This word is now. Point to the word and say it with me: now. It is spelled n-o-w. Spell it with me. What word did you spell? Wh

52、at sound do you hear at the beginning of now? Whats the first letter?Read and spell high-frequency words Vocabulary Cards: help, now, use, veryBLM, Teachers Resource Book, p. 124 pocket chart Vocabulary Cards paper pencils, crayonsREVIEW help, now, use, veryGive each child a set of Vocabulary Cards.

53、 Display Vocabulary Cards forhelp, now, use, and very in a pocket chart.Point to and say help. This word is help. It is spelled h-e-l-p. I will help you.Review how to decode the previously taught letter sounds in the words. We learned that h stands for /h/ and l stands for /l/. That might help us to figure out some of the sounds in the word help. Then we can look at how the word ends: /p/. Repeat with other high-frequency words.Have children read, spell, and write help. Have