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Lesson 1 Day 2 You will need a pencil, paper, and your reading book.

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Presentation on theme: "Lesson 1 Day 2 You will need a pencil, paper, and your reading book."— Presentation transcript:

1 Lesson 1 Day 2 You will need a pencil, paper, and your reading book.

2 Phonics/Spelling lampstandlampstand What is the same in each word?What is the same in each word? Each word has the /a/ sound and the letter a.Each word has the /a/ sound and the letter a. The letter a is often used to spell the /a/ sound.The letter a is often used to spell the /a/ sound. tellfelttellfelt What is the same in each word?What is the same in each word? Each word has the /e/ sound and the letter e.Each word has the /e/ sound and the letter e. The letter e is often used to spell the /e/ sound.The letter e is often used to spell the /e/ sound. thisstillthisstill What is the same in each word?What is the same in each word? Each word has the /i/ sound and the letter i.Each word has the /i/ sound and the letter i. The letter i is often used to spell the /i/ sound.The letter i is often used to spell the /i/ sound. stopclockstopclock What is the same in each word?What is the same in each word? Each word has the /o/ sound and the letter o.Each word has the /o/ sound and the letter o. The letter o is often used to spell the /o/ sound.The letter o is often used to spell the /o/ sound. jumpdustjumpdust What is the same in each word?What is the same in each word? Each word has the /u/ sound and the letter u.Each word has the /u/ sound and the letter u. The letter u is often used to spell the /u/ sound.The letter u is often used to spell the /u/ sound. thisduststop wenttellfelt jumpdropdrink stillshutclock lastlampstand

3 Phonics/Spelling Read the sentences below. Jack’s mom has packed a snack for him. Jamira will bring a backpack and cot for the trip. Copy the chart below and write each spelling word where it belongs. aeiou

4 Phonics/Spelling What are three more categories you could use to sort your spelling words? What are three more categories you could use to sort your spelling words? Words that end with –p, words that end with –t Words that end with –p, words that end with –t Can you think of another category? Can you think of another category?

5 Vocabulary Turn to Student Edition p Turn to Student Edition p Read the selection “Training Day.” Read the selection “Training Day.”

6 coincidence A coincidence is when two things happen that seem to fit together but are not connected. A coincidence is when two things happen that seem to fit together but are not connected. If you and a friend wore the same clothes on the same day, would that be a coincidence? Explain. If you and a friend wore the same clothes on the same day, would that be a coincidence? Explain. Was it a coincidence that the girl and Buddy were both wearing red? Explain. Was it a coincidence that the girl and Buddy were both wearing red? Explain.

7 pleasant Something that is pleasant is enjoyable and makes you happy. Something that is pleasant is enjoyable and makes you happy. What would the weather be like on a pleasant day? What would the weather be like on a pleasant day? Do you think the training class was a pleasant experience for the dog? Why or why not? Do you think the training class was a pleasant experience for the dog? Why or why not?

8 modeled If you modeled something, you showed it so that other people could see it. If you modeled something, you showed it so that other people could see it. Why would you see a costume being modeled? Why would you see a costume being modeled? Why did the girl watch while the teacher modeled the commands? Why did the girl watch while the teacher modeled the commands?

9 loyal Someone who is loyal stands by you in good times and bad. Someone who is loyal stands by you in good times and bad. How would a loyal friend behave? How would a loyal friend behave? What would a loyal dog do for you? What would a loyal dog do for you?

10 recited If you recited something, you memorized it and then spoke out loud. If you recited something, you memorized it and then spoke out loud. When have you recited something in front of other people? When have you recited something in front of other people? Why would it help if you recited a dog’s commands over and over again? Why would it help if you recited a dog’s commands over and over again?

11 murmured When people murmur, they speak so softly that they can hardly be heard. When people murmur, they speak so softly that they can hardly be heard. Is it hard to hear something that is murmured? Explain. Is it hard to hear something that is murmured? Explain. Why didn’t Buddy obey when the girl murmured? Why didn’t Buddy obey when the girl murmured?

12 Genre Study Turn to Student Edition page 20 and read the Genre Study information. Turn to Student Edition page 20 and read the Genre Study information. Realistic fiction tells about characters and settings that are like people and places in real life. Realistic fiction tells about characters and settings that are like people and places in real life. Look for… Look for… A beginning, a middle, and an end. A beginning, a middle, and an end. Characters and a setting that could be real. Characters and a setting that could be real. Realistic fiction tells about characters that think and talk like real people. Realistic fiction tells about characters that think and talk like real people. It also has a setting that seems like real life. It also has a setting that seems like real life. In realistic fiction the story events probably could happen in real life. Like other stories, the plot has a beginning, a middle, and an ending. In realistic fiction the story events probably could happen in real life. Like other stories, the plot has a beginning, a middle, and an ending.

13 Genre Study As you read “Ruby the Copycat,” fill in the information on the graphic organizer chart below. You can use this chart to help you with any realistic fiction story that you read. As you read “Ruby the Copycat,” fill in the information on the graphic organizer chart below. You can use this chart to help you with any realistic fiction story that you read. CharactersSetting

14 Comprehension Strategy Read the Comprehension Strategy information on page 20. Read the Comprehension Strategy information on page 20. Use graphic organizers like the one above to tell about the characters and setting. Use graphic organizers like the one above to tell about the characters and setting. Good readers often use a graphic organizer as a tool to help them organize information. Good readers often use a graphic organizer as a tool to help them organize information. Organizing information into a chart or diagram as you read will help you understand the story and remember information. Organizing information into a chart or diagram as you read will help you understand the story and remember information. You will use the Characters and Setting chart on Practice Book page 5 to keep track of information as you read. You will use the Characters and Setting chart on Practice Book page 5 to keep track of information as you read.

15 “Ruby the Copycat” Turn to Student Edition page 21. Turn to Student Edition page 21. You are going to read a story about a character who is new to a class. You are going to read a story about a character who is new to a class. Think about your first day of school. What was it like? Did you try to make a friend or be noticed? Think about your first day of school. What was it like? Did you try to make a friend or be noticed? One purpose for reading is to enjoy the story. One purpose for reading is to enjoy the story. The shorter girl on page 21 is Ruby and the other girl is Angela. The shorter girl on page 21 is Ruby and the other girl is Angela. Why do you think Ruby might be a copycat? Why do you think Ruby might be a copycat? Read the story to find out what Ruby does. Read the story to find out what Ruby does.

16 Check Comprehension: Retelling Who are the main characters of the story? Who are the main characters of the story? What is the setting of the story? What is the setting of the story? Write a summary of “Ruby the Copycat.” Write a summary of “Ruby the Copycat.” Remember a summary contains the main events in a story. You may refer to Practice Book page 5 to recall important ideas from the selection. Remember a summary contains the main events in a story. You may refer to Practice Book page 5 to recall important ideas from the selection.

17 Fluency Good readers take their time while reading. Good readers take their time while reading. They try to correct themselves if they make a mistake. They try to correct themselves if they make a mistake. Good readers also use their voices to show characters’ emotions, but you must first be able to feel comfortable reading all the words correctly. Good readers also use their voices to show characters’ emotions, but you must first be able to feel comfortable reading all the words correctly. Turn to page 23 of “Ruby the Copycat” and track the print as I read aloud expressively, emphasizing each word. Turn to page 23 of “Ruby the Copycat” and track the print as I read aloud expressively, emphasizing each word. If readers make a mistake, they need to go back and reread the word. If readers make a mistake, they need to go back and reread the word.

18 Grammar: Statements and Questions Her bow is red. Her bow is red. She wore a painted shirt to school. She wore a painted shirt to school. Ruby and Angela are friends. Ruby and Angela are friends. Each of the sentences above is a statement. Each of the sentences above is a statement. A statement tells something and starts with a capital letter and ends with a period. A statement tells something and starts with a capital letter and ends with a period.

19 Grammar Practice Ruby likes to hop. Ruby likes to hop. This is a statement because it tells something. Note that it begins with a capital letter and ends with a period. This is a statement because it tells something. Note that it begins with a capital letter and ends with a period. Does she like to run? Does she like to run? This is not a statement because it asks something. This is not a statement because it asks something. on the board. on the board. How could I turn the phrase above into a sentence? How could I turn the phrase above into a sentence?

20 Grammar Practice Write 10 statements about what you observed on your own first day of school. Remember to start the sentence with a capital letter and end it with a period. Write 10 statements about what you observed on your own first day of school. Remember to start the sentence with a capital letter and end it with a period.


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