1. R EADING S TREET Unit 4: Treasures Week 2

2. What do we treasure? What treasures can we create? What treasures can we find in the earth? How can a surprise be a treasure? How can we share special days? What treasures can we share with neighbors? What treasures can we share at home?

3. Day 1 Morning Warm Up! Some people enjoy drawing. I like to paint. What would you like to do? What treasures can we create? What treasures did Francisco help create for Mama’s birthday party? What treasures have you created for someone’s birthday party?

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5. create - to make something new Artists can create beautiful paintings. The boys like to create things out of toothpicks. Show me how you could create something out of wood. doodle – a scribble It’s fun to turn doodles into actual pictures. Don’t make doodles on the pages of books. Show me how you could make a quick doodle. imagination – If you have a good imagination, you can see things in your mind that aren’t there or you can think of unusual ideas. The writer used his imagination to write the clever story. You need an imagination to make an art project from trash.

6. Oral Vocabulary: Share Literature Doodle Art My good imagination Helps me when I create. I can turn a doodle Into something great. First I make a squiggle. Then I add a line. And now I’ve made a picture That is truly mine. Listen for these amazing words: imagination create doodle

7. Phonemic Awareness: Substitute Phonemes We just sang about turning squiggles and lines into a picture. You can turn a line into a flag pole or a flower stem. Listen to the sounds in stem : s t e m = stem Listen as I change the /e/ sound in the middle of stem to the /e/ sound: s t ea m = steam

8. Phonemic Awareness: Substitute Phonemes Let’s try some more: n e t = net n e t = neat m e n = men m e n = mean b e d = bed b e d = bead b e s t = best b e s t = beast

9. Long e: ea she sheep What do you know about reading these words? Today we will learn about other letters that can stand for the long e sound. This is easel. The sound you hear at the beginning of easel is long e. The e says its name. Say it with me: /e/. seat The ea in this word stands for the long e sound. This is how I blend this word: Let’s blend this word together. When the vowels ea are together in a word, the e usually stands for the long e sound, /e/ and the a is silent.

10. Long e: ea ea t et b ea n ben p ea ce pec s p ea k spek d r ea m drem Group Practice: Say the sound of each letter and blend the word together: Review: What do you know about reading these words? When you see the letters ea, the letters often stand for the long e sound, /e/.

11. Long e: ea Individuals Blend Long e: ea Words Let’s try some more: h e t = heat s e = sea p e k = peak m e n = mean t e s = tease f e s t = feast hw e t = wheat s t e m = steam

12. Build Words Write and blend the word neat. Change the n to b. What is the new word? Change the t to d. What is the new word? Change the b to l. What is the new word?

13. Blending Word Families with Onset and Rime -each-eam-ean peachbeambean teachgleamclean bleachsteamglean b each = beach Let’s blend these words in the same way: Watch me blend this word, and then we’ll try it together.

14. Check Word Reading - Long e: ea (Call on individuals to read.) leavepeachcreamsneakmeat heapwefreeleafcheek theseleashPeteevebeast

15. 1.eat 2.sea 3.each 4.team 5.please 6. dream 7 treat 8. beach 9. clean 10. lean 11. colors12. sign High-Frequency Words: Pretest Long e: ea Model Writing for Sounds: What sounds do you hear in leap? What is the letter for /l/? In leap, the ea has the long e sound, /l/ /e/ /p/, leap. Repeat with weak. Break into groups.

16. Build Background Tell me what you see here. Yes, that’s right, a woman is looking at a painting she made. How do you think she feels about her painting? Why do you think so? Yes, her face shows that she’s very proud of her work. What supplies did the woman use to make her painting? What other supplies might she use for a different project? What treasures can we create? Name a treasure that you have created at home. What other treasures can you create?

17. Listening Comprehension Teach/Model Theme DEFINE Theme Every story has one big idea. Good readers use things that have happened to them in their own lives to help them understand the big idea of the story.. READ ALOUD Read “ A Rainy Saturday Afternoon " and model how to identify theme. MODEL When I want to figure out the big idea of a story, it helps me to think about how things that have happened in my life are like the things that happened in the story. One time when I was bored on a rainy afternoon, just like Bertie, my mother gave me a pair of old socks and told me to use my imagination to make something. And just like Bertie, I used my imagination to make sock puppets and had a fun time doing it. I think the big idea of this story is you can have fun if you use your imagination.

18. Listening Comprehension Teach/Model Theme CLUES TO Theme: Identify clues that support the theme of the story. How does Bertie feel at the beginning and end of the story? What changes the way Bertie feels about spending a rainy afternoon in the kitchen How does this story remind you of something you have done before? IDENTIFY THEME Recall the story Mama’s Birthday Present. What did Francisco learn in this story? How does the story remind you of something that has happened to you? What is the big idea of the story? CONNECT TO READING When you read any story, you should think about things that have happened in your life that are like things that happen in the story. This will help you understand the big idea.. Practice

19. Daily Fix-It 1. they went to the see. 2. Would you please eet your peas.

20. Daily Fix-It 1. they went to the see. They went to the sea. 2. Would you please eet your peas. Would you please eat your peas?

21. GENERATE IDEAS What do you use when you draw a picture? What do you do when you draw a picture? Write the materials and steps in two lists on the board. WRITE STEPS We will write about how to draw a picture. Comprehension Skill: The big idea of the steps the class is going to write is drawing pictures. What You NeedWhat You Do Shared Writing: Write Steps

22. Grammar Teach/Model Adjectives for Colors and Shapes Practice: Name something that is red in color. Use the adjective red and the noun it describes in a sentence. Name something that is square. Use the adjective square and the noun it describes in a sentence. White is an adjective that names a color The paper that Van draws on is white. The color white describes the paper.

23. Long e team What letters make the long e sound in team? What are some other words with long e spelled ea? Tomorrow the class will read about treasures from the ocean that can be used to create things. Spelling long e Name the letters for each sound in lean, eat, and please. Theme What did Bertie learn about his imagination? Let’s Talk About It What treasure did Bertie create?

24. Day 2 Morning Warm Up! Today we will read about what a girl and her mother find along the beach. Each object that the girl finds turns out to be just what she wanted. What do you dream about finding along a beach? As I reread, raise your hand when you year a word with a long e sound spelled ea.

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26. carve - to make by cutting Could you carve an animal out of soap? I bought a beautiful carved wooden horse at the gift shop. Show me how you would carve something out of wood.

27. Share Literature PARTS OF A BOOK (Read the title and the author’s name.) Is this a good title? Why or why not? How does the title give the reader clues about what the book is about? (Invite students to share other titles that would have worked as well.) BUILD ORAL VOCABULARY What do you know about carved objects? Objects that are carved are often made of wood or stone. An example is a totem pole. Totem Poles are large pieces of wood that have been carved by an artist. Now listen to find out what carved objects the girl finds. What carved objects did the girl find on the beach? How does the girl use the splintered board that she finds?

28. Phonemic Awareness: Segment and Count Syllables We just read a selection about treasures that come out of the ocean. Days at the ocean are often sunny. Listen to the word, sunny. How many syllables are in sunny ? sun ny = sunny 2 Listen as I add –er to sunny. sun ni er = sunnier How many syllables are in sunnier ? sun ni er = sunnier 3

29. Phonemic Awareness: Segment and Count Syllables Let’s try some more. Count the syllables in the base word. Then add an ending and count again. cry 1 Change the y to i and add ed. cried 1 fun ny 2 Change the y to i and add er. fun ni er 3 hur ry 2 Change the y to i and add es. hur ries 2 stick y 2 Change the y to i and add est. stick i est 3

30. Inflected Endings jogged hopping What do you know about reading these words? Read the words together. What are the base words? What are the endings? What is the spelling change? Today you’ll learn about base words that have a different spelling change before an ending is added. Today’s base words end in y. happy happier happiest The base word is happy. The y in happy is changed to i in happier and happiest. To blend these words, I read one part at a time and then I blend the parts together: When you read a base word with an ending, see if the base word had a spelling change. For base words that end in y, the y may change to i. Read the base word, read the ending, and then blend the parts together. hap pi er = happier hap pi est = happiest

31. Inflected Endings When you read a base word with an ending, see if the base word had a spelling change. For base words that end in y, the y may change to i. Read the base word, read the ending, and then blend all the parts together. spied mud di er muddier cries sleep i est sleepiest wor ried worried What do you know about reading base words with endings? See if the base word had a spelling change. Read the base word, read the ending, and then blend all the parts.

32. Inflected Endings Blend Word bump i er bumpier stu dies studies cop ied copied luck i est luckiest fog gi er foggier

33. Sort Words – Read Words with Inflected Endings (Have individuals read the words and identify the endings and the base words.) frieddriessillierskipping messiestwalkedbiggesthurries dirtiesttriedfunnierstudiedworries steppedsloppiesthuggingcriedtapped stickierfixesjolliestspiescalled

34. Spelling/Dictation Practice Long e: ea Our team will eat hot dogs at the beach. Please clean each one Jean painted the colors on the sign.

35. 1.eat 2.sea 3.each 4.team 5.please 6. dream 7 treat 8. beach 9. clean 10. lean 11. colors12. sign High-Frequency Words: Break into groups.

36. Look at the words. You cannot blend the sounds in these words. We will spell the words and use letter-sounds we know to learn them. Look at the first word. This word is draw, d-r-a –w. What is the word? What are the letters in the word? (Point to the first letter in draw. What is this letter? What is the sound for this letter? Tell me a sentence using this word. Repeat with the other Words to Read.

37. Interactive Writing (47a) Sing “Doodle Art” from Sing with Me Big Book and create a poster by making a squiggle and allowing students to add to it. We made a funny rollercoaster with squiggly lines.

38. Daily Fix-It 3. Each teem will play won game. 4. We played at the beech by the see.

39. Daily Fix-It 3. Each teem will play won game. Each team will play one game. 4.We played at the beech by the see. We played at the beach by the sea.

40. Grammar: Adjectives for Colors and Shapes blue paint pink crayon square frame Adjectives tell about the color and shapes of things. What adjective would describe the color of the sun? This is an apple. It is green. Green is an adjective describing the color of the apple, so it comes before the word apple. It is round in shape. Round is an adjective describing the shape of the apple, so it comes before the word apple. apple green,round

41. Grammar: Adjectives for Colors and Shapes (47b) ______ apple ______ car ______ cloud ______ building

42. Speaking and Listening (47c) Speakers Listeners Face the listeners. State your opinion clearly. Explain your solution step-by-step Sit quietly. Face the speaker. Listen to what the speaker says. Ask questions about the solution.

43. Tomorrow you will read about a girl who thinks she can’t draw. Look for the high-frequency words in this sentence: I drew a sign to tell about the art show. How does the word change when you add an ending onto the base word? party parties Let’s Talk About It Recall the song Doodle Art. How did this person create a treasure?

44. Day 3 Morning Warm Up! Today we will read about Vashti and her art class. Each dot Vashti draws becomes a treasure. What treasures have you created in art class? What two letters make the long e sound in the words read and each?

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46. Share Literature PARTS OF A BOOK Which ? Why or why not? Why do you think the author included a journal at the end of the book? How does the journal give you additional information about the objects in the story? BUILD ORAL VOCABULARY Yesterday you listened to find out what things in the book were carved. Now listen to find out what the mother asks the ocean for? MONITOR LISTENING COMPREHENSION What does the mother ask the ocean to bring her? What treasures does the ocean share?

47. Long e: ea, Inflected Endings heat You can read this word because you know that ea can stand for the long e sound. What does the ea in this word stand for? dried dries You can read these words because you know how to blend the ending and base word together. You know that i at the end of the base word has changed from y. What is the base word? Blend the base word and the –ed ending. What is the word?

48. Long e: ea, Inflected Endings When you come to a new word, look at all the letters and think about the vowel sounds and word parts. Say them to yourself and then read the word. (Model reading the following words in this way.) When you come to a new word, what are you going to do? heatdriesdriedsilliersilliest Let’s read these words. Look at all the letters, think about the vowel sounds and word parts and say them to yourself. When I point to the word, let’s read it together. dreamtriesspeakmuddiest criedbeast

49. Word Reading Deantriedclean weavebeadjeans penniescarries New Art An artist named Dean tried a new thing. That shows he is really quite smart He carries home things others don’t want, And recycles them to make art. He has pennies, And clean, worn-out jeans, And trophies too. Weave a bead in, And look, he made Something that’s new.

50. Build Words Read each base word and then read the words with endings. Remember that you have to change the y to i before adding the ending. base word-er-est easyeasiereasiest sunnysunniersunniest creamycreamiercreamiest happyhappierhappiest base word-ed-es hurryhurriedhurries trytriedtries crycriedcries studystudiedstudies

51. Build Background How do you think someone decides to be an illustrator? How do you think illustrators get ideas for their illustrations? Why is it important to use your imagination when drawing?

52. Connect to Selection Story and Scholastic News Illustrators all have their own style of drawing. Some use paper collages to create their art. Others use the computer. Some use paint. Others use pencil. All illustrators use their imagination. In The Dot, Vashti learns to use her imagination and create art using just dots.

53. Selection Words artist - a person who makes art experimenting: testing or trying something out splashed – caused liquid to fly around straight – without a bend, turn, or curve squiggle – a wiggly twist or curve stare – to look at someone with your eyes wide open for a long time gold – a shiny, bright, yellow color

54. High-Frequency Words (48f) colorscolors drewdrew overover signsign drawdraw greatgreat showshow paperpaper blueblue therethere nownow fewfew schoolschool colorsdrewoversigndrawgreatshow paperbluetherenowfewschool

55. Comprehension Remember that all stories have a big idea. As you read, ask yourself what the author wants you to learn or know. Think about things that have happened in your own life that can help you understand the big idea. Ask yourself these questions as you read: What happens first, next, and last in the story? Who are the characters in the story? What is the setting? After reading, I can fill in a story map. This will help me remember what happens at the beginning, the middle, and at the end of a story. I will write the title of the story, The Dot, on the top line. I will then write what happens at the beginning, middle, and end in the boxes. Break into groups.

56. Fluency READ WITH ACCURACY AND APPROPRIATE RATE Choral Reading Select a Passage For The Dot, use pp. 56-60. Divide into Groups Assign each group a part to read. For this story, assign each group a page to read. 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. Use The Dot. Read aloud p. 53. Point out the dialogue “Hmmmmm.” “When we say a word like this, we drag the word out as if we were thinking. Then we continue reading at a normal pace. You want to read the words without making mistakes.

57. Vocabulary Descriptive Words squiggle A squiggle is like a bumpy line. It is not straight. (Find these sentences in the student book.) straight I can’t draw a straight line with a ruler. (pg. 62) gold It was the little dot she had drawn – HER DOT! All framed in swirly gold. (pg. 55)

58. Daily Fix-It 5. please treet the boy nicely. 6. Thay will clean up the beech.

59. Daily Fix-It 5. please treet the boy nicely. Please treat the boy nicely. 6. Thay will clean up the beech. They will clean up the beach.

60. Writing Trait of the Week Introduce Organization/Paragraphs Good writers put ideas in a sensible order. Think about how the author organizes ideas in The Dot. These steps tell how to paint a green dot. But the steps are not in the right order. Number the steps in order. ____ Paint a blue dot on the paper. ___ Mix the blue and yellow dots to get a green dot. ____ Paint a yellow dot on top of the blue dot. Model When I look back at the selection, I see that the author tells about what happens first, second, third, and so on. When writers tell how to do or make something, they write the steps in order. 1 2 3

61. Writing Trait of the Week Introduce Organization/Paragraphs (67c) 1 Paint a picture. 2 Put the picture in a frame. 3 Hang the picture on the wall. These steps are in order. I want to add this step: Sign your name on the picture. Where should I put this step?

62. Apply To Writing Adjectives for Colors and Shapes Colors ____________ Shapes ____________ I painted with paint. What words could you use to describe the colors of paint I used?

63. Theme What was the big idea in the story The Dot ? Tomorrow the class will read about an artist who painted using many tiny dots. Graphic Organizers What happened at the beginning, middle, and end of The Dot? Let’s Talk About It After reading The Dot, what treasures were created in the book?

64. Day 4 Morning Warm Up! Today we will read about a great artist. He used tiny, round dots to make his art. What other shapes might artists use? Identify the adjective in the message that explains the shape of the dots. Can you name other adjectives that describe shapes and colors?

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66. hobby – something people do for fun in their spare time The hobby store sells lots of craft supplies. Some people make greeting cards as a hobby. inspiration – a sudden bright idea I had an inspiration and decided to throw a party. Your exciting vacation might be an inspiration for a story. masterpiece – a great piece of work We saw many masterpieces at the art museum. The songwriter’s masterpiece was the hit of the concert. sculptor – an artist who makes or carves things out of stone, wood, metal, or another metal The sculptor made a beautiful statue of a dog. It took a long time to complete the statue for the park.

67. Share Literature ACTIVATE PRIOR KNOWLEDGE Vashti discovered she was an artist just by using dots in her artwork. Now we will read a story about a mouse who uses mousetraps to create a work of art. BUILD ORAL VOCABULARY Read the first two paragraphs. Norman loves to tell visitors about the masterpieces found in the museum basement. Norman’s love of art has led him to have his own hobby. The art in the museum’s basement is an inspiration to Norman. Listen to find out how Norman gets inspired to become a sculptor. MONITOR LISTENING COMPREHENSION If you painted pictures of an insect or a branch, what colors would you use? What surprising treasures might a famous artist paint pictures of in the autumn?

68. Review Phonics Long a: ai, ay and possessives train Look at this word. You can read this word because you know that the letters ai can stand for the long a sound. What sound does ai stand for? Greg’s train You can read this word because you know how to blend the base word and the ‘s together. Blend the sounds in the base word. What is the base word? Now blend the ‘s. What is the word? What does the ‘s show?

69. Review Phonics (Read across and click to sort words.) Gail’s chain cats’ Jean’s Ray’s stone tray paint bride’s jar Long aNot Long a Gail’s chain cats’ Jean’s Ray’s stone tray paint bride’s jar When I say a word, hold a hand up high if it has a long a or shake your head no if it does not have long a.

70. Word Reading aboutartistwouldvisitcape Maytalefriendsworry surprised king’sgivesJane’srainsoon girls’surprisegardenveryenjoy

71. Read Words in Context Our friends were very surprised to see Jane’s garden. When they visit, Dad reads a tale about the king’s cape. The girls’ worry is that the rain will come too soon. Would May enjoy the surprise gift the artist gives her?

72. 1.eat 2.sea 3.each 4.team 5.please 6. dream 7 treat 8. beach 9. clean 10. lean 11. colors12. sign High-Frequency Words: Break into groups.

73. How would you compare Seurat’s famous painting to Vashti’s artwork in The Dot? Use descriptive words in your comparison. Build Concepts Details – Inferential What does the painting show? Compare and Contrast – Critical How is the big idea in the story The Dot like the big idea in A Great Artist and His Dots? Connect Text to Text If Vashti had seen Georges Seurat’s artwork, how might she have felt about her own artwork?

74. Fluency READ WITH ACCURACY AND APPROPRIATE RATE Choral Reading Select a Passage For The Dot, use pp. 59-65. Divide into Groups Assign each group a part to read. For this story, use these parts: the narrator, Vashti, and the boy. 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. Use The Dot. Read aloud p. 50. Model accuracy and appropriate rate as you read. When I read, I try to read all the words correctly. I read as I am speaking – not going too fast or too slow. Have children read the page after you, and continue with pp. 51-52.

75. Writing Across the Curriculum Likes Dislikes Have children look at the painting on pp. 68-69 and create a chart of likes and dislikes about the painting resembling the following example.

76. Daily Fix-It 7. We will eet lunch soon 8. I dream of being a artist.

77. Daily Fix-It 7. We will eet lunch soon We will eat lunch soon. 8. I dreem of being a artist. I dream of being an artist.

78. Grammar: Review Adjectives for Colors and Shapes What example of an adjective might be used to describe colors or shapes? Does an adjective usually come before or after the noun it is describing? Use an adjective to describe the color or shape of each of these nouns: ribbon box

79. You heard a story about a mouse who used mousetraps to create art. Tomorrow you will hear more about the treasures the mouse made. Fluency: Read the sentence to students modeling appropriate rate and accuracy. The boy stopped to think before he whispered something to his mom. Let’s Talk About It:  How were George Seurat’s paintings like Vashti’s paintings?

80. Day 5 Morning Warm Up! This week we read about surprising treasures. Vashti’s doodle was one masterpiece that was a treasure What treasures can you create with your imagination? What word tells what Vashti created? Use the word create to explain something you would like to create. What word describes a great piece of artwork?

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82. Share Literature ACTIVATE PRIOR KNOWLEDGE Yesterday you listened to find out how Norman gets inspired to become a sculptor. Today listen to find out what treasure Norman creates. MONITOR LISTENING COMPREHENSION What treasure did Norman create? Why do you think Norman’s sculpture won the contest? What was the big idea of the story?

83. Long e: ea, Inflected Endings Name the long e words and identify the letters that stand for long e. That is the easiest peach to reach. Jean will speak for the team. The silliest seal tried to sneak onto the beach. Dean hurries to clean the mud from his jeans.

84. Long e: ea, Inflected Endings High Frequency Words Now what can I _________. On this ________, in this spot? Well, I _________ a long line And one __________ big dot! Where is the art ___________? _________ there in the hall. The _______ look lovely. They dress up the wall! sign drew great Over colors draw show draw sign drew great show Over colors

85. 1.eat 2.sea 3.each 4.team 5.please 6. dream 7. treat 8. beach 9. clean 10. lean 11. colors12. sign High-Frequency Words: Dictation Sentences: 1. Our team tried to win the game. 2. Who will bring a treat today? 3. She will eat a very big meal. 4. We went to the beach on a sunny day. 5. Please ask again. 6. Clean the pans with a pad. 7. Fish swim in the deep sea. 8. Lean over to pick up the paper. 9. Each girl had a part to read. 10. I had a funny dream. HIGH-FREQUENCY WORDS 11. She can mix the two colors of paint. 12. He put a sign in the yard. Break into groups.

86. Discuss key phrases in the prompt: how you draw something steps that tell how to draw it Describe the steps to a simple activity as you act it out. Work together to list the steps for pouring a glass of milk or making a sandwich. Draw and number pictures that show the steps in a familiar activity.

87. Daily Fix-It 9. Do not leen against that 10. The sine on the door said to keep out?

88. Daily Fix-It 9. Do not leen against that Do not lean against that. 10. The sine on the door said to keep out? The sign on the door said to keep out.

89. Research/Study Skills Model In the story The Dot, Vashti’s artwork is seen at a school art show. One little boy liked Vashti’s artwork in particular. We all have different thoughts about paintings. Choose the painting that you like best. I’ll record your thoughts by making a tally mark next to the name of the artist. The tally chart will show which painting is most liked by children in the class. Favorite Paintings Georges Seurat Claude Monet Pablo Picasso

90. What treasures can we create? Next week you will read more about surprising treasures – treasures that can be found in the earth! Think of something you have created. How did you use your imagination to help you create this treasure? Do you doodle? How can you use your doodles to create a treasure? Have you ever created something out of a rock, leaves, or other things found in the earth? Tell about it.