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Unit 2 Communities By: Claire Daniel What lives in the forest?

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2 Unit 2 Communities

3 By: Claire Daniel What lives in the forest?

4 Yesterday: Long u, e and Review Long o and Contractions, High- Frequency Words, One and More Than One Today-TEST DAY: Spelling and Phonics: Long u, e and Inflected Ending -ed Skill: High-Frequency Words Grammar: One and More Than One

5 We read how each plant and each animal-even slimy creatures that crawl in sludge-are part of the environment. They all need each other to grow healthy and strong.

6  How do members of a community need each other?

7 Find words in the message that: tell what happens when plants and animals thrive tell what we mean when we talk about creatures tell what we mean when we require something describe some animals

8 environment require thrive Amazing Words Objective: Build oral vocabulary. inhale slimy sludge capture creature

9 environment – the world around you that affects how you live and grow require – to need or insist on having thrive – to stay healthy and grow Just what do they mean? inhale – to draw in

10 slimy – something covered with a slippery, gooey material Just what do they mean? sludge – a thick, wet, slimy material capture – to catch creature – a living animal or person

11 Time to Listen Why Beavers Love Wolves Read Aloud  Yesterday the class listened to find out why the beavers and the wolves are important to one another.  Today listen to find out why having no wolves was a bad thing.

12 Time to Listen Why was it bad when there were no wolves? We can say the plants and animals in “Why Beavers Love Wolves” live in balance. What do you think this means? Read Aloud Why Beavers Love Wolves

13  Remember what happened to the beaver pond. What might happen if certain animals in your neighborhood, such as squirrels, were all moved to another place? Use some of this week’s Amazing Words to describe how the other plants and animals in the neighborhood would be affected.

14 We have had words like hide and rode. Long u, Long e (CVCe) cube = c u b e these = th e s e fumePeteduneGene cuteusetuneeve Zekefusehuge

15 Long u, e (CVCe) Word Review

16 these

17 cube

18 cubes

19 huge

20 cute

21 mule

22 tube

23 flute

24 Steve

25 Pete

26 June

27 Gene

28 dune

29 eve

30 rule

31 We have had words like kicks and kicking. Inflected Ending –ed= /t/, /d/, /ed/ kicked = kick ed filled = fill ed wanted = want edrushed workedprintedchecked lookedthankedyelled plantedbrushedcalled tiltedaskedwished

32 Inflected Ending –ed Word Review

33 hunted

34 rested

35 wanted

36 handed

37 camped

38 walked

39 talked

40 crushed

41 pitched

42 missed

43 asked

44 kicked

45 spilled

46 called

47 filled

48 Sentences To Read

49 1.He gave the green cube to Zeke. 2.Duke is a huge mule that likes to eat. 3.Gene plays the flute with June. 4.The huge fuse is for the tube. 5.The rule is to not be so rude. 6.The purple prune is for the mule. 7.Steve and Gene can sing that tune. 8.For a beautiful scene, go to the beach. 9.I’ll see if I can go to the huge home.

50 Review Pete checked the rule. Duke filled the tube with these stones. June handed the flute to Steve. Zeke jumped on a huge sand dune.


52 grow

53 food

54 around

55 find

56 water

57 under

58 High-Frequency Words Take a walk. Look all _________. In the ________ and ________the ground. You’ll ________ animals that you know, Eating _________ to make them ________. around find water food under grow

59 Spelling Words hugecube usetube Junerule cutemule fluterude Objective: Segment sounds to spell words.

60 Test Time Go to your testing spots. Life in the Forest

61 Time for Stations

62 Pages 136-137 One and More Than One Many nouns add –s to mean more than one. Nuts + s = nuts bug + s = bugs A bear looks for grubs under rocks. A bear is looking for more than one grub. It is looking under more than one rock. Report

63 Writing and Grammar  Look at the report. Underline the nouns that mean more than one. Circle the letter that makes the nouns mean more than one. Many plants and animals live in a park. Flowers and trees grow in a park. Birds, squirrels, and rabbits live in a park.

64 Grammar

65 Teach/Model: Use Alphabetical Order  Words in a dictionary or encyclopedia are in alphabetical order. Why does this make words easier to find?  When I put words in alphabetical order, I look at the first letter in each word. Then I think about the letters in the alphabet. Which letter comes first, r or f? I know that f comes before r in the alphabet. Now I know that fox comes before rabbit in alphabetical order.

66 Teach/Model: Use Alphabetical Order  Fill in the letters. A B C _ E _ G H I _ K L _ N O _ Q R S _ U V _ X Y _ _ B C _ E F G _ I J _ L M _ O P Q _ S T _ V W X _ Z

67 Practice: Alphabetical Animals Put these words in alphabetical order. woodpecker hummingbird squirrel grub bear 1. ______________ 2. ______________ 3.______________ 4.______________ 5.______________


69 Wrap Up Your Week! How do plants and animals live together? Why do all plants and animals require a clean environment? What creatures thrive in a swamp?

70 What Plants NeedWhat Animals Need soil water light air birds can eat insects that eat plants food homes water air trees birds and insects drink nectar

71 Preview Next Week Next week we will read about animals that live and work together in communities that are almost like human communities.

72 Extra

73 1. the bear isnt sleeping. 2. The squirrel gathered nut

74 Mrs. Waltke is a veteran teacher living in Jasper and working in the Jasper School System.

75 Cherry Carl is a retired teacher who lives in California. She teaches at UCLA.

76 Extra pictures

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