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Lesson 4, Day 3. Learning Target: I will review /ow/ spellings and long/short vowel sounds Sub-Objective: I will blend sounds to read and write AEIOU.

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Presentation on theme: "Lesson 4, Day 3. Learning Target: I will review /ow/ spellings and long/short vowel sounds Sub-Objective: I will blend sounds to read and write AEIOU."— Presentation transcript:

1 Lesson 4, Day 3

2 Learning Target: I will review /ow/ spellings and long/short vowel sounds Sub-Objective: I will blend sounds to read and write AEIOU cattenwinnothut rainseamlinejokemuse makefeetslycoat playfighttow /ow/ townbrownmoundfound

3 Blending Board – Line 1 owl down crowd growl The little girl saw an ______ flying in the night.

4 Blending Board – Line 2 shout stout blouse louse She wore a pretty pink _________ today.

5 Blending Board – Line 3 our sour fowl foul This lemon is very _______.

6 Blending Board – Line 4 These words are in our selection, “The Garden” ground afraid window music We enjoy listening to ___________.

7 Blending Board – Line 5 All of these words contain a long or short vowel sound fin fine ran rain She was all wet after she ______ in the _____.

8 Blending Board – Line 6 All of these words contain the sound /ow/ now flower A rose is a type of _________.

9 Blending Board – Sentence 1 I did not go outside after my shower.

10 Blending Board – Sentence 2 How do seeds grow?

11 Blending Board – Sentence 3 We will put the flower in some water.

12 Learning Target: I will draw conclusions. Title: The Garden Author & Illustrator: Arnold Lobel Genre: Fantasy What do you remember about the selection?

13 The Garden – pages Drawing conclusions – like making an inference Clues from the text + background knowledge = conclusion or inference Choral read pages 46-55

14 The Garden – Drawing Conclusions I do (pg. 47): What kind of person do you think Toad is? Text CluesBackground KnowledgeConclusion / Inference Toad asks how soon the garden will grow. Toad sounds like he doesn’t want to wait very long. I think Toad is an impatient person because he wants to know how soon the garden will grow and doesn’t want to wait.

15 The Garden – Drawing Conclusions I do (pg ): Why do you think Toad was acting this way? Text CluesBackground KnowledgeConclusion / Inference Toad was shouting at his seeds to start growing. Toad did not wait long enough for the seeds to grow. I think Toad is acting this way because he is impatient for his seeds to grow because he is shouting at them to grow now.

16 The Garden – Drawing Conclusions We do (pg. 50): Do you think Toad knows how to grow seeds? Text CluesBackground KnowledgeConclusion / Inference Toad was shouting at his seeds to start growing. Toad is upset that his seeds will not grow. Toad did not wait long enough for the seeds to grow. A garden needs sun, water, and time to grow. I think Toad does not understand that seeds don’t begin to grow right away because he shouts at them and gets upset when they don’t grow.

17 The Garden – Drawing Conclusions We do (pg ): Why do you think Toad decides to read to the seeds? Text CluesBackground KnowledgeConclusion / Inference Frog tells Toad that the seeds are afraid to grow. Toad thinks the seeds are afraid of the dark. Toad wants to read the seeds story so they will not be afraid. Toad doesn’t want his seeds to be afraid to grow, so he helps them by reading a story. I think Toad reads the seeds a story because he believes they are afraid to grow and he wants to help them grow.

18 The Garden – Drawing Conclusions You do (pg ): Why do you think Toad sings to the seeds? Text CluesBackground KnowledgeConclusion / Inference Frog tells Toad that the seeds are afraid to grow. Toad thinks reads to the seeds to help them grow. Toad sings to the seeds. Toad doesn’t want his seeds to be afraid to grow, so he helps them by singing to them. I think Toad sings to the seeds because he believes they are afraid to grow and he wants to help them grow.

19 Lesson 4, Day 4

20 Learning Target: I will review /ow/ spellings and long/short vowel sounds Sub-Objective: I will blend sounds to read and write AEIOU cattenwinnothut rainseamlinejokemuse makefeetslycoat playfighttow /ow/ townbrownmoundfound

21 Blending Board – Line 1 owl down crowd growl

22 Blending Board – Line 2 shout stout blouse louse

23 Blending Board – Line 3 our sour fowl foul

24 Blending Board – Line 4 These words are in our selection, “The Garden” ground afraid window music

25 Blending Board – Line 5 All of these words contain a long or short vowel sound fin fine ran rain

26 Blending Board – Line 6 All of these words contain the sound /ow/ now flower

27 Blending Board – Sentence 1 I did not go outside after my shower. Exit Ticket: Which word(s) in this sentence has a short vowel sound?

28 Blending Board – Sentence 2 How do seeds grow?

29 Blending Board – Sentence 3 We will put the flower in some water.

30 Learning Target: I will draw conclusions. Title: The Garden Author & Illustrator: Arnold Lobel Genre: Fantasy Pair and share: What does it mean to draw conclusions?

31 The Garden – pages Review: Drawing conclusions – like making an inference Clues from the text + background knowledge = conclusion or inference Choral read pages 56-63

32 The Garden – Drawing Conclusions I do (pg ): How do you think Toad is acting in the story? Text CluesBackground KnowledgeConclusion / Inference Toad shouts at the seeds to grow. Toad reads to the seeds. Toad sings to the seeds. Toad reads poems to the seeds. Toad plays music to the seeds. Seeds need sun, water and time to grow. Seeds don’t grow if you sing, read, or shout at them. I think Toad is acting silly because he is shouting, singing, reading, and playing music to the seeds. Seeds don’t grow unless you water them and provide sunshine.

33 The Garden – Drawing Conclusions We do (pg ): How do you think Toad felt when his garden started to grow? Text CluesBackground KnowledgeConclusion / Inference Toad shouts, “At last, my seeds have stopped being afraid to grow!” Toad looks excited. Toad worked hard to make his seeds grow and he was upset when they did not grow. I think Toad is happy when his garden grows because he shouts with excitement.

34 The Garden – Drawing Conclusions – EXIT TICKET You do (pg. 63 ): Do you think all those things Toad did helped his seeds grow? Text CluesBackground KnowledgeConclusion / Inference Toad thought his seeds were afraid to grow. Toad tried reading, singing and playing music to help his seeds grow. The seeds did not grow right away. Toad was acting silly doing all those things. A garden needs sun, water, and time to grow. I think all the things Toad did in the story _____________________ _____________________ _____________________ _____________________

35 Lesson 4, Day 5

36 Learning Target: I will review /ow/ spellings and long/short vowel sounds Sub-Objective: I will blend sounds to read and write

37 Blending Board – Line 1 owl down crowd growl.

38 Blending Board – Line 2 shout stout blouse louse

39 Blending Board – Line 3 our sour fowl foul

40 Blending Board – Line 4 These words are in our selection, “The Garden” ground afraid window music

41 Blending Board – Line 5 All of these words contain a long or short vowel sound fin fine ran rain

42 Blending Board – Line 6 All of these words contain the sound /ow/ now flower

43 Blending Board – Sentence 1 I did not go outside after my shower.

44 Blending Board – Sentence 2 How do seeds grow?

45 Blending Board – Sentence 3 We will put the flower in some water. Exit Ticket: Which word in this sentence has the /ow/ sound/spelling?

46 Learning Target: I will draw conclusions. Title: The Garden Author & Illustrator: Arnold Lobel Genre: Fantasy Today… you will write your own conclusion/inference you will take your lesson assessment

47 The Garden Review: Drawing conclusions – like making an inference Clues from the text + background knowledge = conclusion or inference

48 The Garden – Drawing Conclusions – Your inference You do (pg ): How do you think Toad felt when his garden started to grow? Text CluesBackground KnowledgeConclusion / Inference Toad shouts, “At last, my seeds have stopped being afraid to grow!” Toad looks excited. Toad worked hard to make his seeds grow and he was upset when they did not grow. I think Toad feels….

49 Lesson 5, Day 1

50 Learning Target: I will review /ow/ spellings, spelled ou_, ow and /s/ spellings, spelled ce, ci_ Sub-Objective: I will blend sounds to read and write /ow/ ou_ow found soundpowdertower cloud moundchowdertown ground boundfrownclown scout spoutdowngown /s/ ceci_ centcircle peacecinnamon fencecircus

51 Blending Board – Line 1 Meanings cloud scout around surround

52 Blending Board – Line 2 Meanings clown allow chowder powder

53 Blending Board – Line 3 Meanings other mother brother

54 Blending Board – Line 4 Meanings cent centipede fence cinnamon

55 Blending Board – Line 5 All of these words are in our selection, “The Way of an Ant” ground face

56 Blending Board – Sentence 1 My mother allowed my brother a cup of chowder.

57 Blending Board – Sentence 2 My face became sunburned during the summer. Exit Ticket: Why does the letter c in the “face” make a /s/ sound?

58 Learning Target: I will investigate the new unit selection, The Way of an Ant. Title: The Way of an Ant Author: Kazue Mizumura Genre: Folktale What do you know about ants? Can you think of other stories or movies about ants?

59 The Way of an Ant – pages Purpose: To learn how ants work hard and keep trying. Vocabulary: dandelion – a common plant with a yellow flower gnarled – twisted and bumpy Let’s watch: https://www.youtube.com/watch?v=mEv7hhV7Xho Oral read pages 66-81


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