Reading Street Unit 1 Week 6.

Reading Street Unit 1 Week 6

How do people take care of pets?
How are people and animals important to one another? Animal Friends How do people take care of pets? How can people help animals? How can animals help people? What can we learn about animals by watching them? Which wild animals can we find in our neighborhood? How can we help animals around the world?

Day 1 Morning Warm Up! Last week we read about how Kim and Brad helped a small red bird that lived in a tree in their neighborhood. How did Kim and Brad help the bird? How can we help animals around the world? Connect Concepts - Ask questions to connect to other Unit 1 selections. What kind of animal was Sam? What hard-working animals have we read about?

Amazing Words desert forest world surf beneath snug native reserve

Big, Round World The world is big and round,
With each great sight and sound. With animals who swim and fly And crawl across the ground. Let’s lend a helping hand To camels on the sand. To snakes and hawks and scorpions, A desert life is grand. A forest is a place Where chipmunks run and race, With bears and squirrels and porcupines, Please protect their space. Listen for these Amazing words: world forest desert

r u n run m u d mud n u t nut gum g u m cuff c u ff f u ss fuss t u ck
Blend and Segment Phonemes (Click to make the sounds appear, then click again for words.) We just sang about a forest home where chipmunks run. Listen to the sounds in run. r u n run m u d mud n u t nut gum g u m cuff c u ff f u ss fuss t u ck tuck

s k u m p skump g u s p gusp f l u n t flunt c l u t clut g r u ss
Blend and Segment Phonemes – Nonsense Words (Click to make the sounds appear, then click again for words.) s k u m p skump g u s p gusp f l u n t flunt c l u t clut g r u ss gruss y u ss yuss

Vowels: Short i Routine big hop You studied words like these already. What do you know about the vowel sound in these words? Today we will learn about words that have the short u vowel sound. This is umbrella. The sound that you hear at the beginning of umbrella is short u. Say it with me: /u/. The u in this word stands for the short u sound: /u/. This is how I blend this word. Let’s blend this word together: /b/ /u/ /g/, bug. When u is the only vowel letter in a word, it usually stands for the short u sound, /u/. bug

Short u (Click to make the sounds appear, then click again for words.)
Routine Say the sound of each letter and blend the word together: c u t cut d u g dug b u n bun d u ck duck s n u g snug What do you know about reading these words? When u is the only vowel letter in a word, it usually stands for the short u sound, /u/.

s u b sub h u m hum m u g mug y u m yum suds s u d s luck l u ck truck
Blend and Segment Phonemes (Call on individual children to blend the words.) (Click to make the sounds appear, then click again for words.) s u b sub h u m hum m u g mug y u m yum suds s u d s luck l u ck truck t r u ck s t u ff stuff

Write the word rub with your letter tiles.
Change the b in rub to n. What is the new word? Change the n to g What is the new word? Change the r to d. What is the new word? Change the d to pl. What is the new word? Change the g to m. What is the new word?

Word Reading (Have individuals read the following words
hum jug tub pup fun box job hut mop gum hid ten pot cup bat

Model Writing for Sounds: What sounds do you hear in tug?
Pretest Short u Model Writing for Sounds: What sounds do you hear in tug? What is the letter for /t/? In tug, the u has the short u sound: /t/ /u/ /g/, tug. Repeat with web run cut must sun up 6. bump 7 jump 8. bus 9. nut 10. rug High-Frequency Words: 11. many 12. into

DEVELOP ORAL LANGUAGE Read the title and have children view the photographs. Ask them to tell you what they see. Allow ample time for children to respond and remind them to ask questions about things they don’t know. If children don’t ask questions, model asking questions they can answer, and then have them ask their own questions. Then use open-ended prompts to encourage conversation. For example: Tell me about what you see here. Yes, that's right, a panda is in a tree. Where might you see a panda? What habitat does the snake live in? How is its habitat different from the penguins’ habitat? Do you think you would ever see an alligator in your neighborhood? Why or why not? Tell me what you know about endangered animals. Are any of the animals in these photographs endangered? BUILD ORAL VOCABULARY As you continue the discussion, have children use today's Amazing Words, desert, forest, and world. Would you ever see penguins in a forest? Explain. Would a desert snake have different needs than a garden snake? Why do you think so? Why is it important to help pandas and other wild animals? Use the word world in your answer.

CONCEPT CHART Remind children of the question of the week.
Build Background CONCEPT CHART Remind children of the question of the week. How can we help animals around the world? Ask children to name animals that need help and write their responses in the first column. Point to the second column, "What We Want to Know," and have children brainstorm what they want to know about helping animals. Display the chart for use throughout the week, and add to the third column as children learn new information. (Click for example) Which of these animals can also live in water? Which of these animals is endangered? CONNECT TO READING Point out the photograph on the bottom corner of Student Edition p Ask children what kind of bird this is. (ostrich) Explain that this week children will read a selection about ostriches and other wild animals. Tell children that they will learn about an animal park in Africa. K What You Know W What You Want to Know L What You Learned

Listening Comprehension Teach/Model Cause and Effect
DEFINE CAUSE AND EFFECT Most things happen for a reason. Good readers ask themselves what happens and why it happens. Words like because and so can help you figure out what happens and why. READ ALOUD Read "A Rain Forest in the Zoo" and model how to recognize cause and effect. MODEL When I read, I ask myself, "What is happening?" What is happening is that Erica and her dad are going to the zoo. Then I ask, "Why is this happening?" Why this is happening is that Erica and her dad want to see the new rain forest exhibit.. CLUES TO CAUSE AND EFFECT Help children find other examples of cause and effect in the story by asking questions. Why does the exhibit look like a real forest? Why do zookeepers change the lights in the exhibit? Why does the zoo want to keep its animals safe and happy? RECOGNIZE CAUSE AND EFFECT Recall the story The Big Blue Ox. Why does Ox mop the pigs? Why does Ox use big fans? CONNECT TO READING Tell children that when they read any story, they should think about what happens and why it happens.

junp onto a bus to go home.
Daily Fix-It junp onto a bus to go home. many of them sit in sunn.

junp onto a bus to go home. Jump onto a bus to go home.
Daily Fix-It junp onto a bus to go home. Jump onto a bus to go home. many of them sit in sunn. Many of them sit in sun.

Shared Writing Write Sentences
GENERATE IDEAS Display Writing Transparency 6 and read aloud the first sentence. Ask children why they think lions rest after they hunt. Write their ideas on the board. Read the other sentences. Discuss why elephants come to a pond and why people eat breakfast. WRITE SENTENCES Explain that the class will write sentences that explain why they think wild animals and people do certain things. COMPREHENSION SKILL To help children recognize cause and effect, drop a book on the floor. Ask: What happened? (The book made a loud noise.) Why did this happen? (Because the book hit the floor.) Remind children that words like because and so can help you figure out what happens and why. Read the prompts on Writing Transparency 6. As children suggest ideas, record their responses.

What does Pam do for pets? What did Kim and Brad see?
Teach/Model Questions IDENTIFY QUESTIONS Display Grammar Transparency 6. Read the definition aloud. Then model with item Questions begin with capital letters and end with a question mark. Can you see zebras? is a question, so it begins with a capital letter and ends with a question mark. Continue modeling with items 2–5. Practice ASK QUESTIONS Have children ask other questions. Write the questions. What does Pam do for pets? Can Sam nap in your lap? What did Kim and Brad see?

Tomorrow the class will read more about wild animals.
SHORT u Write run and ask children what sound the u in run has. Have children name other short u words. SPELLING SHORT u Have children name the letters for each sound in bus. Write the letters as children write them in the air. Continue with sun and rug. CAUSE AND EFFECT Present another physical model to help children recognize cause and effect. For example—sharpen a dull pencil. Then ask: What happened? (The dull pencil is now sharp.) Why did this happen? (Because you put it in the sharpener.) LET'S TALK ABOUT IT Recall that the exhibit that Erica and her dad visited looked like a real rainforest. Why did the zookeepers make the exhibit look real? Tomorrow the class will read more about wild animals.

Day 2 Morning Warm Up! Today we will read about how animals get around. They can travel by water, air, or land. Have you ever seen animals swim by?

How does a beaver travel?
Share Literature Build Concepts ILLUSTRATOR Display the front cover of the big book Babies on the Go. Ask children to recall who illustrated the book. Remind them that illustrators make decisions about what kind of pictures to draw for stories. Explain that they sometimes draw pictures that look real. Invite children to suggest reasons why the illustrator drew pictures that look real in Babies on the Go. BUILD ORAL VOCABULARY Ask children what they recall about how baby animals move. Point out that some baby animals travel in the water while others travel through the air or on the ground. Explain that animals that travel in water may be seen surfing, or riding on top of the water. Suggest that as you read, children listen to find out which animals travel in the water. How does a beaver travel? Do you think a beaver can only travel in water? Why or why not?

g r a s p g r a ss tent ten self sell mend men pass past fell felt
Phonemic Awareness The mother lion can grasp her baby. Listen to the sounds in grasp, /g/ /r/ /a/ /s/ /p/. g r a s p Now listen as I take away the p in grasp, /g/ /r/ /a/ /s/, grass. g r a ss Continue the activity with these examples: tent Take away the t and you have ten self Take away the f and you have sell mend Take away the d and you have men pass past Take away the t and you have fell felt Take away the t and you have skim skimp Take away the p and you have

Routine ten tent Blending Strategy s a x f i x w a x m i x f a x
Phonics: Final Blends Routine Blending Strategy You studied words like this already. What is the sound at the end of ten? Today we’ll learn about words that have two consonant letters and sounds at the end. ten The letters n and t at the end of tent make a consonant blend. A consonant blend has two or more consonant letters whose sounds are blended together. tent Say: /t/ /e/ /n/ /t/. The two sounds /n/ and /t/ are blended together. This is how I blend this word: Let’s blend this word together: /t/ /e/ /n/ /t/, tent. s a x f i x w a x m i x f a x

Routine m i lk g i ft m a sk b e nd c a mp d e sk m e lt d u st h e lp
Phonics: Final Blends Routine Group Practice: Say the sound of each letter and blend the word together. m i lk g i ft m a sk b e nd c a mp What do you know about reading these words? The sounds of the two consonant letters at the end of each word are blended together. Call on individuals to blend these words: d e sk m e lt d u st h e lp w e nt st a mp cr i sp

Spell the word and with your letter tiles. Let’s blend the word and.
Add b to the beginning of and. What is the new word? Change the a to e. What is the new word? Change the d to t. What is the new word? Change the n to s. What is the new word? Change the s to l. What is the new word? Change the b to h. Change the t to p. What is the new word?

Check Word Reading Final Blends (116d)
bend help stump pond last truck raft sick black held drift plan clasp must stamp

Spelling: Practice: Short u (Click to Check Dictation)
The men must cut up the tree. We run to the bus. They will jump on the rug.

Routine Nondecodable Words Say and Spell - Look at the words on p You cannot yet blend the sounds in these words. We will spell the words and use letter-sounds we know to learn them. Point to the first word. This word is home, h-o-m-e, home. What is this word? What are the letters in this word? Identify Familiar Letter - Sounds Point to the first letter in home. What is this letter? What is the sound for this letter? (h, /h/) Demonstrate Meaning - Tell me a sentence using this word. Repeat the routine with the other Words to Read. Have children identify these familiar letter-sounds: many (m, /m/ and n, /n/), them (e, /e/ and m, /m/), into (I, /i/, n, /n/ and t, /t/. Have children read aloud the sentences and point to the Words to Read. Add words to the Word Wall.

Interactive Writing Write Math Story
DISCUSS Use the Big Book Babies on the Go to encourage a discussion about animals. Picture walk through the book and ask children to suggest addition sentences for different groups of animals. For example: One baby koala hangs on tight. One big koala goes just right. (One baby koala plus one parent, equals two koala bears.) SHARE THE PEN Have children participate in writing a math story about the opossums on p. 25. To begin, have a child count the babies. (seven baby opossums, one parent) Write a sentence that tells about the seven babies, inviting individuals to check the word order to make sure it is correct. Repeat the process for the opossum parent. Then write a question that can be answered with an addition sentence. Ask questions such as: Are the words in the sentence in the correct order? How do you know? What addition sentence can you write to answer the question? Frequently reread what has been written while tracking the print. READ THE MATH STORY Read the completed math story aloud, having children echo you phrase-by-phrase. Seven baby opossums sit in a row. One grown-up opossum helps them all go. How many opossums are there in all?

Daily Fix-It my buss ran into a bump. Frogs ren intoo the pond.

my buss ran into a bump. My bus ran into a bump.
Daily Fix-It my buss ran into a bump. My bus ran into a bump. Frogs ren intoo the pond. Frogs run into the pond.

Grammar: Develop the Concept
Can you turn these statements into questions? I was born in New York. ________________________ I am six years old. A question is an asking sentence. It begins with a capital letter. It ends with a question mark (?). How do questions begin? How do they end? SUGGEST QUESTIONS Display p. 8 of the Big Book Babies On The Go. Point to the baby in the stroller. Model asking a question about it. MODEL I see a baby in a stroller. Write I see a baby in a stroller. I think How old is the baby? would be a good question to ask. How is the first word in the question, so it begins with a capital letter. Write How old is the baby. Questions end with a question mark. Write a question mark. Have children suggest questions to ask about other baby pictures from Babies on the Go. Write the questions children provide.

Speaking and Listening
DEMONSTRATE SPEAKING AND LISTENING Discuss appropriate listening and speaking behaviors. Then explain that sometimes it is helpful to ask questions during discussion. Talk about how children should form questions to ask. Have children think about asking thoughtful questions as you have a discussion about places where animals live. Asking Questions What do you know already? What do you want to find out? What question can you ask to help you learn what you want to know? Forest Desert Mountain Ocean

HIGH-FREQUENCY WORDS Write the following sentences
HIGH-FREQUENCY WORDS Write the following sentences. One day I saw many cats. I saw them run into a home. Ask children to read the sentences and identify the high-frequency words home, into, many, them. FINAL BLENDS Write bump and have children identify the final blend. Continue with ant, nest, and soft. LET'S TALK ABOUT IT Display the KWL chart from Day 1. Have children compare the animals in the habitat chart to those in the KWL chart. Help them record new animals from the chart in the correct column of the KWL chart. Tomorrow you will read about a big park that is home to many wild animals.

Day 3 Morning Warm Up! Today we will read about a park in Africa. People can watch wild animals there. What animals do you know that live in Africa?

Listen and Respond Share Literature
BUILD ORAL VOCABULARY Review that yesterday the class read the book to find out which animals travel in the water. Help children recall finding out that beavers travel in water. Remind them that some animal babies get rides. Explain that these animal babies may ride snug, or close to a parent, or beneath, or under, a parent's wing. Suggest that as you read, children listen to find out which baby animals get rides in the water. MONITOR LISTENING COMPREHENSION How does a baby swan travel? Where does it travel? How do you know? Do other kinds of animal babies who get rides from parents travel in the water? Let's look at pp. 19–21 and read the sentences that tell how they ride.

tramp t r a m p dump d u m p f u n fun r u s t rust m u g mug
Blend and Segment Phonemes (118b) (Click to make the sounds appear, then click again for words.) Look at the elephants on p The elephants tramp along a bumpy trail. Listen to the sounds in tramp. tramp t r a m p dump d u m p f u n fun r u s t rust m u g mug b l u n t blunt

Phonics: Short u and Final Blends
Routine Fluent Word Reading You can read this word because you know that when u is the only vowel in a word, it usually stands for the short u sound. What does the u in this word stand for? What’s the word? bus You can read this word because you know that two consonant letters at the end of a word are blended together. What sound do the letters s and t stand for in this word? What’s the word?. bust When you come to a new word, look at all the letters in the word. Think about the vowel sound and if the sounds of the consonant letters can be blended together. Say the sounds in the word to yourself and then read the word. (Model reading bus and bust in this way.) When you come to a new word, what are you going to do?

Phonics: Short u and Final Blends
Routine Fluent Word Reading mud dust pup tusk Let’s read these words. Look at all the letters, think about the vowel sound, and say the sounds to yourself. When I point to the word, let’s read it together. (Allow 3-4 seconds previewing time for each word.)

Ducks quack, swim, and fly. Fast cheetahs run and run.
Animals Under Our Sun Every kind of animal Lives under our sun. Fuzzy bees buzz by, Gulls drift in the sky. Ducks quack, swim, and fly. Fast cheetahs run and run. How can we help animals Do well under our sun? Kangaroos that jump, Camels with a hump, Skunks up on a stump. Helping can be fun. Find the following words on the chart: sun buzz gulls skunks ducks run jump fun hump stump up drift fast

cuff slump Short u Without Final Blend Short u With Final Blend
Sort Words INDIVIDUALS MAKE SHORT u AND FINAL CONSONANT BLEND WORDS. Have children read these words and spell them with letter tiles. Then have children spell other short u words with and without final consonant blends and tell which column to write each word in. Short u Without Final Blend Short u With Final Blend cuff slump

run cut must sun up 6. bump 7 jump 8. bus 9. nut 10. rug 11. many
High-Frequency Words: 11. many 12. into

How might going on a safari make you want to protect wild animals?
Build Background DISCUSS SAFARIS Explain what a safari is. Tell children that people have set aside land to protect wild animals. Initiate discussion by asking children if they have ever read a story or seen a movie about a safari. How might going on a safari make you want to protect wild animals? What would you most like to see or do on a safari? BACKGROUND BUILDING AUDIO Have children listen to the CD and share the new information they learned about safaris and lands people set aside to protect wild animals. Ask children to name wild animals that people on safari might see. Add their responses to the web.

Connect to Selection: Connect background information to Animal Park:
We know that wild animals live in different places. Some animals live on lands that people set aside to protect them. We are going to read about a big animal park. We'll find out what animals call this big park home!

Vocabulary: Selection Words
Read each sentence as you track the print. Frame each underlined word. Explain the word's meaning. Ask children to identify familiar letter-sounds and word parts. Have children read each sentence aloud with you. To encourage discussion ask children what they might see if they visited a park where zebras, hippos, and elephants live. Have children respond by using the selection words. park: land where people go to play or rest elephants: huge, strong land animals with gray skin and long trunks zebras: black and white striped animals that look like horses hippos: a short word for hippopotamuses, which are large animals with short legs, thick skin, and no hair

Check High-Frequency Words Have individuals read the following words:
into home many them are from sea they to

Strategy: Cause and Effect
Comprehension Strategy: Cause and Effect RECOGNIZE CAUSE AND EFFECT Remind children that as they read they should think about the things that happen and why those things happen. Point out that this will help them learn and understand more as they read. CONNECT TO READING As you read, notice and think about the things that happen. Ask yourself why those things happen.

Strategy: Monitor and Fix Up
Comprehension Strategy: Monitor and Fix Up INTRODUCE THE STRATEGY Tell children that good readers notice the things on a page, such as photographs or illustrations, that give information and that can help them understand the words. MODEL As I read, I pay attention to the pictures and the words that tell about them. Sometimes I read the words first and then look for a picture that tells me what the words mean. CONNECT TO READING Encourage children to ask themselves these questions as they read Animal Park. How are the photographs and words connected? Which photographs help me understand what I am reading? Which sentences tell me more about what I see in the photographs?

Read Attending to Punctuation - Use Animal Park
Fluency Read Attending to Punctuation - Use Animal Park Point to the question mark on p A question mark comes at the end of an asking sentence. I try to make my voice sound as if I am asking a question when I read it. Ask children to follow along as you read the page, making your voice sound as if you are asking a question. Have children read the page after you. Encourage them to use their voices to sound as if they are asking a question. Continue in the same way with pp. 120–121.

READ WITH ATTENTION TO PUNCTUATION
Fluency READ WITH ATTENTION TO PUNCTUATION MODEL ATTENDING TO PUNCTUATION - Use Animal Park Point to the question mark on p A question mark comes at the end of an asking sentence. I try to make my voice sound as if I am asking a question when I read it. Ask children to follow along as you read the page, making your voice sound as if you are asking a question. Have children read the page after you. Encourage them to use their voices to sound as if they are asking a question. Continue in the same way with pp. 120–121. Routine Echo Reading Select a Passage For Animal Park, use pp. 121–126. Model Have children track the print as you read phrase-by-phrase. Read Together Have children read each phrase after you. Independent Readings Have the children read aloud without you . For optimal fluency, children should reread three to four times with attention to accuracy. Provide Feedback Listen as children read and provide corrective feedback regarding their oral reading and use of the blending strategy. Correct any omissions or substitutions.

big small short hot up in play on slow
Vocabulary: Antonyms DISCUSS ANTONYMS Reread pp. 125–126 of Animal Park. Have children identify words that tell the size of the hippos and the elephants. (big) Write big and small on the board. Explain that these words are opposites. Then write short and hot and have children generate an antonym for each. big small short hot up in play on slow

Daily Fix-It Jummp up for a nutt she kut a rug up

Jummp up for a nutt Jump up for a nut. she kut a rug up
Daily Fix-It Jummp up for a nutt Jump up for a nut. she kut a rug up She cut a rug up.

Writing Trait of the Week
TALK ABOUT FOCUS/IDEAS Explain to children that good writers focus on an idea. All their sentences tell about this idea. Ask children to think about the idea the author focuses on in Animal Park. Then model your thinking. MODEL When I look back at the selection, I see that every page tells about a big, big park and the animals that live there. So I think this is the main idea the author is focusing on: Many animals live in this big, big park. I can check this. I'll reread p What does the page tell about? It tells about seeing zebras. Does that tell about the main idea? Yes, because it tells about one kind of animal that lives in the park. Write the main idea: Many animals live in this big, big park. Discuss the main idea with pages First have a volunteer read a page aloud. After each page is read, ask: What does the page tell about animals that live in the park? Strategy for Developing Focus/Ideas: Identify and cross out the sentence that does not focus on the same idea. The park has many hippos. Hippos live in rivers. Animals drink at rivers. Hippos can swim.

Writing Trait of the Week: Practice (129c)
Apply the Strategy Hand out marker boards or writing paper. Have students look at the photo on page 126. Have them write a sentence that tells about the photo. Why do elephants come to the pond? Ask children to write sentences that tell why. Remind them their sentences should focus on answering the question.

Grammar: Apply to Writing
Improve Writing with Questions: Explain to children that photos can help answer questions and can also make you think of new questions. Add that writing questions helps readers understand what a writer wants to know about. Remind children to use questions in their own writing. Have children suggest questions about each animal. Ask how each question should begin and end. zebras hippos elephants Write with Questions: Call on individuals to suggest other questions to be added to the chart. Ask how to begin and end each question. Continue until three or four examples have been listed for each animal.

Tomorrow you will hear a story about more animals – wild horses!
CAUSE AND EFFECT Have children recall where the hippos in Animal Park like to sit. Why do the hippos sit in the mud? MONITOR AND FIX UP Have children interpret the meaning of the map on p Ask individuals to describe what it means. (The map shows Africa. It means that the Animal Park is located in Africa.) LET'S TALK ABOUT IT Display the Animals That Need Help KWL chart from Day 1. Where is the Animal Park? What animals live in the park? Have children check to see if any of the animals are listed in the chart. Help them list Africa and the animals from Animal Park under K in the chart. Tomorrow you will hear a story about more animals – wild horses!

Day 4 Morning Warm Up! Today we will read about dogs, raccoons, and hippos. Do you know what these animals like to eat? What do the animals you know like to eat?

Share Literature ACTIVATE PRIOR KNOWLEDGE Help children recall the wild animals that live in the Animal Park. Explain that you will read another story about wild animals and where they live—"Takhi," by Karen Magnuson Beil. BUILD ORAL VOCABULARY Read the first two paragraphs. Explain that the takhi, the only true wild horses, almost disappeared from Earth because they could not survive in their native land. Ask children to listen to find out how the takhi survived and came to live in a reserve. REVIEW ORAL VOCABULARY After reading, review all the Amazing Words for the week. Have children take turns using them in sentences that tell about the concept for the week. Then talk about the Amazing Words they learned in other weeks and connect them to the concept as well. For example, ask: Why do you think there are more endangered animals in the present than there were in the past? Tell me why a monkey might not survive if the trees in its habitat were chopped down.

f e d 3 s t e m 4 l e g 3 s l e d 4 p e n 3 d r e ss 4 j e t 3
Phonemic Awareness: Segment and Count Phonemes (Click to make letters appear as you count sounds and then click again to check # of sounds counted.) We heard that the zoo-born takhi were fed by people. Listen to the sounds in fed. (Model) Now let’s count the sounds in fed: /f/ one, /e/ two, /d/ three. The word fed has three sounds. (Have student count sounds in fed as you click. Then continue with these words: leg, pen, jet, stem, sled, dress, speck.) f e d 3 s t e m 4 l e g 3 s l e d 4 p e n 3 d r e ss 4 j e t 3 s p e ck 4

Review Phonics: Short e and Initial Blends
READ SHORT e WORDS Look at this word. You can read this word because you know that when e is the only vowel letter at the beginning or in the middle of a word, it usually stands for the short e sound, /e/. What sound does e stand for? What's the word? pen READ WORDS WITH INITIAL CONSONANT BLENDS You can read this word because you know that the sounds of the letters f and l can be blended together. What sounds do f and l make? What's the word? flag

Short e Not Short e net six sled bug dress grill step black ten snap
Review Phonics: Short e and Initial Blends (Click after you read a word to make it appear in the correct column.) Sort Words: When I say a word, hold a hand up high if it has short e or shake your head no if it does not have short e: net, six, sled, dress, bug, grill, step, black, ten, snap Short e Not Short e net six sled bug dress grill step black ten snap

Word Reading (Encourage children to preview each word before reading.)
cluck saw red small was that big tree your sled five green like pond hens stuck see frogs Fran where

I like to see frogs at the pond. Fran saw your small green tree.
Read Words in Context READ WORDS IN CONTEXT Write these sentences. Call on individuals to read a sentence. Then randomly point to the review words and have them read. I like to see frogs at the pond. Fran saw your small green tree. “Cluck, cluck, cluck,” said the five red hens. Where was that big sled stuck?

run cut must sun up 6. bump 7 jump 8. bus 9. nut 10. rug 11. many
High-Frequency Words: 11. many 12. into

Routine Choral Reading
Fluency MODEL READING WHILE ATTENDING TO PUNCTUATION Use Animal Park Have children turn to p Point to the question mark. Review that a question mark comes at the end of a sentence that asks a question. When I see a question mark, I know I am reading an asking sentence. I try to make my voice sound as if I am asking a question when I read it. Ask children to follow along as you read the page while making your voice sound as if you are asking a question. Have children read the page after you. Encourage them to use their voices to sound as if they are asking a question. Continue in the same way with pp. 122–123. Routine Choral Reading Select a Passage For Animal Park, use pp Divide into Groups Assign each group a part to read. For this story, have groups read every other page, switching groups at the end of each page. Model Have children track the print as you read. Read Together Have children read along with you. Independent Readings Have the groups read aloud without you. Monitor progress and provide feedback. For optimal fluency, children should reread three to four times.

Writing Across the Curriculum
DISCUSS Reread the last paragraph of "Takhi." Have children echo the names of the animals that share a habitat with the takhi. Discuss the reserve and the animals who live there. Encourage children to use oral vocabulary, such as native and reserve. SHARE THE PEN Have children participate in writing notes. To begin, ask children to recall what they can about the takhi. Reread portions of the read aloud if necessary. Explain that the class will work together to write notes to summarize the story. Explain that notes are a short way of writing things you want or need to remember. Call on individuals to suggest sentences that answer questions about the takhi. Write the sentences modeling how to write notes. Ask questions, such as the following: In what part of the world did the takhi run wild? ____________________________________ What happened to the takhi when there was no room left for them in their native lands? ______________________________________ How were the takhi saved? What happened to other animals after the takhi moved to the reserve? _____________________________________________

Grammar Review Questions
DEFINE QUESTIONS What are asking sentences called? How do questions always end? Change these statements into questions: Two cats nap in a tree. ___________________________________ 2. A small pup jumps up. 3. The red bird sits on its eggs.

Daily Fix-It did you jump onto the bus Can you take the bus heme.

did you jump onto the bus Did you jump onto the bus?
Daily Fix-It did you jump onto the bus Did you jump onto the bus? Can you take the bus heme. Can you take the bus home?

FLUENCY Write Six baby birds look at me. They like to eat
FLUENCY Write Six baby birds look at me. They like to eat. The little birds eat up in a tree. Read the sentences with no mistakes, stopping at the end of each sentence. Did I make any mistakes? Did I stop at the end of each sentence? Call on individuals to read the sentences with no mistakes, stopping at each period. LET'S TALK ABOUT IT Display the Animals in Our Neighborhood web. Help children check the animals on the web to be sure that birds are shown. Discuss and add other animals children suggest. FLUENCY Write How many animals live in the park? Point out the question mark. What kind of sentence ends with a question mark? Call on individuals to read the sentence in a voice that sounds like they are asking a question. LET'S TALK ABOUT IT Display the Animals That Need Help KWL chart from Day 1. Help children add animals from “Takhi” to the appropriate column. Have them tell what they know about each animal. Today you heard a story about saving the takhi. Tomorrow you will hear more about the takhi!

Day 5 Morning Warm Up! This week we read about animals who live in different places around the world. Some live on native lands, others on nature reserves. Why do animals live where they do?

Share Literature: Listen and Respond
USE PRIOR KNOWLEDGE Review that yesterday the class listened to find out how the takhi survived and came to live in a reserve, or protected area. Suggest that today the class listen to find out how the takhi adapted to their new home on the reserve. MONITOR LISTENING COMPREHENSION Where did the takhi live when they first got to Mongolia from Europe? How was living on the reserve different for the takhi? Build Oral Vocabulary Generate Discussion Recall how scientists helped the takhi. Invite children to talk about ways other animals around the world can be helped. Be sure to ask them how they think the class can help endangered animals. Have children use some of this week's Amazing Words as they describe wild animals around the world and how we can protect them.

Short u and Final Blends - Review
IDENTIFY SHORT u AND FINAL CONSONANT BLEND WORDS Write these sentences. Have children read each one aloud as you track the print. Call on individuals to name and underline the short vowel u and final consonant blend words. That pup can run fast. An ant will step in sand. The small tug will drift in the tub. The frog can rest at the pond.

High-Frequency Words – Riddles
into them many home I end with y. I’m the opposite of few. I start with /m/. That’s my last clue. What word am I? I’m two small words put together for you. I’ll make it easy – I’m in plus to. What word am I? I start with /h/ and rhyme with foam. I can be a place where animals roam. What word am I? Short e, that’s me. I rhyme with hem. I’m _______! many into home them

11. Many bugs buzz at the pond. 12. The pig slid into the mud.
Spelling Test – Short u (Use these sentences for reading or dictation practice.) DICTATION SENTENCES Use these sentences to assess this week's spelling words. I like to sit in the sun. Do not get mud on the rug. You must stop on red. Stand up and clap. Can you crack the nut? I will get on the bus. Did he trip on the bump? Mom cut the ham. Dan can run to the tent. The frog can jump. HIGH-FREQUENCY WORDS 11. Many bugs buzz at the pond. 12. The pig slid into the mud.

LOOK AT THE PROMPT Read p. 132 aloud
LOOK AT THE PROMPT Read p. 132 aloud. Have children select and discuss key words or phrases in the prompt. STRATEGIES TO DEVELOP FOCUS/IDEAS Have children listen to a set of three sentences in which two sentences are about the same topic but the third one is not. Identify the sentence that does not belong. identify the main idea in paragraphs you read aloud from familiar stories. write sentences that tell their ideas about pictures you show them. See Scoring Rubric on p. WA12. HINTS FOR BETTER WRITING Read p. 133 aloud. Use the checklist to help children revise their sentences. Discuss the grammar lesson. Have children use correct capitalization and punctuation in their own sentences.

Daily Fix-It Did the bus hit a bumpp. Can you see the elephants ruun

Can you see the elephants ruun Can you see the elephants run?
Daily Fix-It Did the bus hit a bumpp. Did the bus hit a bump? Can you see the elephants ruun Can you see the elephants run?

Research/Study Skills (133a)
September Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Research/Study Skills Teach/Model Calendar
MODEL USING A CALENDAR Have children look at a classroom calendar. Explain that a calendar is a table that shows the days, weeks, and months of a year. Review the names of the months and days of the week with children. As a class, find the number of days in a week and months in a year. Discuss that the numbers on the calendar tell what date falls on which day. Then ask children to find days and dates on the calendar. For example, what month, day of the week, and date is it today? Challenge children to find how many days until Saturday. Model how to interpret a calendar. MODEL I can use this calendar to find out how many days we have until Saturday. First, I look at the top row and find today. Then I count the days until Saturday. USE A CALENDAR Call on individuals to find how many Saturdays there are in this month. Continue with other months and days of the week. Then point out the name of each month on a calendar. Ask how many months there are in a year.

Next week you will read about people in communities.
Wrap Up Your Week! QUESTION OF THE WEEK Recall this week's question. How can we help animals around the world? Display the Animals That Need Help KWL chart. Review each column and ask children to suggest things to add to the "What We Learned" column. CONNECT Use questions such as these to prompt a discussion. Why do you think people set up the animal park? How did the babies in Babies on the Go get help? How did people help the takhi? Next week you will read about people in communities.

Reading Street Unit 1 Week 6.

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