Unit 2 What does a family do together?

Unit 2 What does a family do together?
Concept Question What is a community? Unit 2 What does a family do together? How do we learn together at school? Who makes our neighborhood a nice place to live? How do animals work together to survive? How do plants and animals live together? How is a community of insects like a community of people?

What is a community?

Morning Warm Up Day 1 Some animals live and work together.
How did the children work together in "The Farmer in the Hat?" What were some jobs people did in "Who Works Here? Morning Warm Up Day 1 Some animals live and work together. They are a lot like people. How do animals work together to survive?

enemy extinct protect crater holler swamp bluff boisterous

Mama Newt Said "Let me protect you" Mama Newt said.
"I'll keep you safe and Make sure that you're fed." A crow is an enemy. A Snake is one too. Papa and I will Watch over you." "Try to be careful." Mama Newt smiled. "I know there are dangers Out here int he wild. If we keep our eyes open And keep our hearts linked Then there is no chance Of becoming extinct." listen for the amazing words: enemy extinct protect

Phonemic Awareness: Distinguish long/short vowel sounds
We just sang a song about what mother Newt said. Her babies did not move while she was talking. Listen to the sounds in not. /n/ /o/ /t/. Say it with me. Now say it as I point to the letters that spell it. n o t = not Listen as I change the vowel sound to long o. n o t e = note Listen to the sounds in both words. not note. Which one has the short o sound? long o? let's continue on the next slide.

n o t not n o t e note r o b rob r o b e robe h o p hop h o p e hope
Phonemic Awareness n o t not n o t e note r o b rob r o b e robe h o p hop h o p e hope m o p mop m o p e mope c o d cod c o d e code

You studied words like these already
You studied words like these already. What do you know about reading these words? Yes, When you see e at the end of a word, the first vowel says its name. made hide Today we will learn about words that have the long o vowel sound and a silent e at the end. This is an ocean. The sound you hear at the beginning is /o/. Say it with me. /o/ The o in this word says its name. The e is silent. This is how I blend this word. Now do it with me. What do you know about reading words like this? The a says its name and the e is silent Let's practice blending words like these on the next slide.

p o l e pole j o k e joke c o n e cone h o m e home st o l e stole r o s e rose dr o v e drove cl o s e close gl o b e globe fr o z e froze v o t e vote h o p e hope d o z e doze

building words home Change the m in home to s. What is the new word?
Change the h to th. What is the new word? Change th to ch. What is the new word? Change s to k. What is the new word? Change ch to br. What is the new word?

work reading with long o
(monitor progress) joke mope doze role bone slope make white stove shine top close rope spot froze

home 6. bone hope 7. hose rose 8. joke woke 9. rode those 10. stone
MODEL WRITING FOR SOUNDS Each spelling word has long o with the CVCe spelling pattern. Before administering the spelling pretest, model how to segment long a words to spell them. What sounds do you hear in like? (/h/ /o/ /m/) What is the letter for /h/? Write h. Continue with /o/ and /m/. What letter must we add to the end of the word to make a say its name? (e) Add e. In home the o has a long o sound and the e is silent: /h/ /o / /m/, like. There are four letters but only three sounds. Repeat with all spelling words. home 6. bone hope 7. hose rose 8. joke woke 9. rode those 10. stone High Frequency Words 11. there 12. together

Let's talk about communities in nature
build background Let's talk about communities in nature Tell me about what you see here. Yes, that's right, a girl is touching the tooth of a dinosaur skeleton. Where do you think this dinosaur is? Is it real? Find the school of fish. Why are the fish safer from enemies if they are together? Why are the cheetahs chasing the antelope? How are they working together to survive? Are there dinosaurs on Earth now? Use the word extinct in your answer. What are some enemies these fish might have? Do you think another antelope will try to protect this one? Why or why not?

Develop concepts How do animals work together to survive?
How are the cheetahs on the previous slide working together? How does this help them live?

Listening Comprehension: Teach/Model Sequence
break into groups Events in a story happen in a certain order. Words such as first, next, and last can help readers figure out the order of events. Good readers pay attention to the order in which things happen. Read aloud: "A Clever Trick" MODEL When I read, I pay attention to the order in which things happen. In "A Clever Trick," the quail protects her chicks by tricking the fox. First she flies between the fox and her chicks. Then she pretends to be hurt. Practice The mother quail flies between the fox and her chicks. What happens then? What happens last? Recall "A Big Fish for Max." What was the first thing that happened in that story. What happened next? What happens after Max catches the ball, the ship and the shell. Connect to Reading: Any time you read a story, you should think about the sequence of events.

Daily Fix It A fox lives in pine park. it has fiv kits.

Daily Fix It A fox lives in pine park. A fox lives in Pine Park.
it has fiv kits. It has five kits.

Shared Writing: Write Advice
GENERATE IDEAS Ask children to recall a time when they have worked in a group to do something, such as paint a wall mural or create a science project. Ask them what advice they would give to others about working together. WRITE ADVICE Explain that the class will write advice about working in a group. They can use what they have learned from working together at school. COMPREHENSION SKILL Events in a story happen in a certain order. When you give advice about how to do something, that information should be in an order that makes sense.

Teach/Model Days, Months, Holidays
Grammar: Teach/Model Days, Months, Holidays REVIEW PROPER NOUNS Remind children that names of people, places, animals and things are called proper nouns. Proper nouns begin with capital letters. IDENTIFY DAYS, MONTHS, HOLIDAYS Display Grammar Transparency 10. Read the definition aloud. Then model with item 1. Monday is the name of a day of the week. The word Monday needs to begin with a capital letter. I will write the sentence on the line, and I will use a capital M at the beginning of Monday

Which ones name a day, month or holiday and need a capital?
saturday june trash day summer new year’s day thursday father’s day

What sound does the letter a have in each of these words? Why?
home joke Long o Spell the word take and write it in the air. What letter can you not hear? What is the rule? h o p e – n o t e - r o b e spelling: long o Tomorrow we will read about a frog and some of the other animals it meets in a bog sequence Recall what happened in "A Clever Trick." What did the mother quail do first, next, and last to save her babies? Let's talk about it How do you think the mother quail is like some workers in our community?

Morning Warm Up Day 2 Today we’ll read about a frog
raise your hand when you hear or see a noun Morning Warm Up Day 2 Today we’ll read about a frog that sits on a log in a bog. Eating bugs and slugs makes him grow. What makes you grow?

Why is the frog afraid of the alligator?
FICTION Have children read the title of A Frog . in the Bog Identify the author. Review that books about animals that behave like people are make-believe. These books are fiction. Discuss what clues children can find that tell them this book is fiction. BUILD ORAL VOCABULARY Discuss what can be found in a bog. Suggest that children listen as you read to find out what happens to the frog. Why is the frog afraid of the alligator? What does the frog do when it sees the alligator?

Phonemic Awareness: Blend and segment phonemes
We know that the frog did not like the alligator. He did not like the alligator at all. Listen to the sounds in did. /d/ /i/ /d/. Say it with me. /d/ /i/ /d/ Now say the sounds as I point to the letters that spell it. d i d What are the sounds? What is the word? Let's practice some more words on the next slide.

d i d did n o t not w i ll will c a n can a m am h a s has
phonemic awareness d i d did n o t not w i ll will c a n can a m am h a s has

Contractions n’t, ‘m, ‘ll teach/Model
Fluent Word Reading 1 connect You studied words like these already. What are these words? Today we will learn how to make new words with no, am and will, and some other words you know. not am will Didn’t is a contraction. A contraction is a short way of writing two words as one. Did and not make up the contraction didn’t. Didn’t is a short way of writing did not. An apostrophe takes the place of the letters we leave out. 2 Model didn’t did not We can put the words I and am together to make the contraction I’m. The apostrophe takes the place of the a that we took out. I’m

blending strategy – contractions (n’t, ‘m, ‘ll)
not am will didn’t = did not I’m = I am we’ll = we will Group Practice Review What do you know about reading contractions? When you see a contraction, you know that it is a short way of writing two words. The apostrophe takes the place of the letters that are left out.

Blending words I’ll couldn’t I’m it’ll hasn’t she’ll
Read the words. Tell me what you know about each word.

aren’t I’m you’ll haven’t he’ll
sort contractions aren’t I’m you’ll haven’t he’ll not am will I’m aren’t he’ll haven’t you’ll

wasn’t I’m isn’t didn’t hadn’t he’ll we’ll you’ll it’ll she’ll hasn’t
word reading Progress monitoring wasn’t I’m isn’t didn’t hadn’t he’ll we’ll you’ll it’ll she’ll hasn’t aren’t they’ll I’ll

There is a rose in that vase.
Spelling: Practice Long o dictation: home 6. bone hope 7. hose rose 8. joke woke 9. rode those 10. stone High Frequency Words 11. there 12. together We rode home together. There is a rose in that vase. I hope those stones are flat. break into small groups

Daily Fix It The Boys ran a rase. steve is not as fast as tom.

Daily Fix It The Boys ran a rase. The boys ran a race.
steve is not as fast as tom. Steve is not as fast as Tom.

Say and Spell Look at the words on p. 86
Say and Spell Look at the words on p. 86. 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 there, t-h-e-r-e, there. What is this word? What are the letters in this word? Identify Familiar Letter-Sounds Point to the first two letters in there. What two letters do you see at the beginning? These letters make one sound. What is the sound? (th/th/) Demonstrate Meaning Tell me a sentence using this word 1 2 3

Interactive writing write list
BRAINSTORM Use the Big Book A Frog in the Bog to encourage a discussion about what the frog eats. Picture walk through the book and ask children to identify the things the frog eats. SHARE THE PEN Have children participate in writing a list of the things the frog eats. To begin, have a child tell about the first thing the frog eats. Have the class repeat it. Write the food, asking individuals to write familiar letter-sounds, word parts, and high-frequency words. The frog eats one tick It eats two fleas. It eats three flies. It eats four slugs. It eats five snails.

Grammar: Develop the Concepts Days, Months, Holidays
Practice Let’s name some more special days. What are some you know. How do they begin? day Thursday which one names a specific day? month November Which one names a specific month? holiday Thanksgiving Which one names a specific holiday? The names of days of the week, months of the year, and holidays are Proper Nouns. How do proper nouns begin? MODEL I like Independence Day because it is hot and we can have a picnic. Write Independence Day. Do you know what we sometimes call Independence Day? It is the Fourth of July. July is a month, so it has a capital letter. Write July. I can look on a calendar and find out what day of the week the Fourth of July falls on. It might be a Tuesday. Write Tuesday. I know Tuesday is the name of a day of the week, so it should begin with a capital letter.

Speaking and Listening: Participating in a Discussion
MODEL DISCUSSION BEHAVIORS Explain that when the whole class gets together to share ideas, you are having a discussion. Review speaking and listening behaviors and then begin a brief discussion about how animals take care of their babies. Prompt children with questions such as: How does a fox take care of her kit? How do mother birds care for their babies? How did the newt from "Mama Newt Said" protect her babies?

What do good speakers do? What do good listeners do?
Wait their turn. Let everyone have a chance to speak Don’t interrupt others Listen politely to others Use appropriate voice level sit quietly

can’t I’m we’ll 3 High frequency words
We went inside a skating rink. My sister and I went there together. I fell down hard. Now my sister holds my hand. 3 contractions can’t I’m we’ll What words do each of these stand for? can not I am we will Which letters are replaced by the apostrophe? Tomorrow we will read about dinosaurs who protect one another. Let’s talk about it How do you think the alligator protected the animals from the frog?

Morning Warm Up Day 3 Today we will read about dinosaurs
notice the amazing words. Morning Warm Up Day 3 Today we will read about dinosaurs We’ll learn how they cooperate. They share the job of protecting each other. What jobs do you share?

Share Literature: Listen and Respond
Ellipses: (...) recall that A Frog in A Bog tells what happens as the hungry frog meets up with other critters. What happens to the frog when he eats the tick? Notice the ellipses after the word bigger. Ellipses mean more to come. Build Oral Vocabulary: How did the frog recognize the gator? Monitor Listening Comprehension: How did the frog recognize the gator? How would you describe the bog? What kinds of plants live in the bog?

Phonemic Awareness: Blend and segment phonemes
We just read about a frog whose home was in bog. Listen to the sounds in home. /h/ /o/ /m/ say it with me. /h/ /o/ /m/ Now say it as I point to the letters that spell it. h o m e Let’s practice some more on the next slide.

h o m e home r o p e rope c o d e code z o n e zone ch o k e choke
phonemic awareness h o m e home r o p e rope c o d e code z o n e zone ch o k e choke s t o v e stove

Long o and and contractions teach/Model
Fluent Word Reading 1 connect You can read this word because you know that when words have a vowel-consonant-e, the vowel usually says its name. What does the o in this word stand for? What is the word? bone You can read this word because you know the word wall word “you.” You also know that an apostrophe takes the place of missing letters. What is this word? you’ll When you come to a new word, check to see if it is a word you know. Look for a contraction. Read the base word and the ending or say the sounds to yourself and read the word. Let’s practice bone you’ll When you come to a new word, what are you going to do? let’s practice on the next slide. 2 Model

hadn’t smoke aren’t chose Group Practice
Let’s read these words. Look at all the letters, think about the whole word, or think about the letter sounds and say the sounds to yourself. When I point to the word, let’s read it together. 3 hadn’t smoke aren’t chose

word reading find these words in the song
woke spoke I’m joke drove I’ll home didn’t hope can’t slope A big t-rex woke up and said, “I’m hungry, but I won’t eat bread. A baby dinosaur tastes great. I’ll eat it up! I just can’t wait!” A baby heard him when he spoke. He knew the threat was not a joke. “I’m very smart.” the baby said. He ran home to get help instead. His family said, “Don’t give up hope.” The hid their baby on the slope. They drove the bully far away. And T. Rex didn’t eat that day.

Long O Contractions stone can’t doze slope they’ll I’m drove wasn’t
Build words - sort the words stone can’t doze slope they’ll I’m drove wasn’t Long O Contractions stone can’t they’ll doze I’m drove wasn’t slope

Spelling: home 6. bone hope 7. hose rose 8. joke woke 9. rode
Practice Long o home 6. bone hope 7. hose rose 8. joke woke 9. rode those 10. stone High Frequency Words 11. there 12. together Write your spelling words. Have a classmate check your work. break into small groups

Build Background play background cd When did dinosaurs live on earth?
What do you think dinosaurs ate? How do you think dinosaurs protected themselves from enemies?

Connect to Selection Two dinosaurs we learned about are tyrannosaurus (T. Rex) and triceratops. What do we know about T. Rex and triceratops and the kinds of things they do? We're going to read a story about a T. Rex and a herd of triceratops. We'll find out what happens when a hungry T. Rex tries to hunt food.

Read each sentence as you track the print.
Frame each underlined word. Explain the word's meaning. triceratops a large, plant-eating dinosaur that had three horns meat a kind of food that comes from animals herd a group of animals of the same kind that stay together baby a very young child or animal circle a round shape, like a ring Ask children to identify familiar letter-sounds and word parts: baby (b/b/), herd (h/h/, d/d/), triceratops (t/t/, c/s/, p/p/), circle (c/s/, c/k/), meat (m/m/, t/t/). Have children read each sentence aloud with you. To encourage discussion using the selection words, ask children which they would rather see, a herd of triceratops or a herd of lions, and why

inside down now together there good eat small here want
high frequency words monitor progress inside down now together there good eat small here want

STRATEGY Monitor and Fix Up
comprehension: SKILL Sequence RECOGNIZE SEQUENCE Review how authors usually try to tell the events of a story in the order they happen. Recall the order of events of previously read stories such as A Big Fish for Max. CONNECT TO READING As you read, think about the order in which things happen. Ask yourself what happens first, next, and last STRATEGY Monitor and Fix Up INTRODUCE THE STRATEGY Explain that good readers often ask themselves if they understand a story. If something seems confusing or is not clear, a good reader will go back and read a part of a story again. MODEL When I don’t understand something I read, I go back and read part of the story again to see if I can figure out what is happening. When I reread, I look for clues to help me remember what is happening. CONNECT TO READING Encourage children to ask themselves these questions as they read The Big Circle. What is happening in this part of the story? Should I reread this part to understand it? break into small groups

Daily Fix It The triceratops mad a circle Can the baby hid in it.

Daily Fix It The triceratops mad a circle
The triceratops made a circle. Can the baby hid in it. Can the baby hide in it?

One group of dinosaurs ate meat.
Vocabulary: Categorize words One group of dinosaurs ate plants. One group of dinosaurs ate meat. sort the dinosaurs stegosaurus (flat teeth) raptor (sharp, pointed teeth) allosaurus (sharp, pointed teeth) apatasaurus (flat teeth) ankylosaurus (flat teeth) diplodocus (flat teeth)

Writing Trait of the Week Introduce Organization/Paragraphs
Talk about organization/paragraphs: Good writers organize their ideas so that they make sense. Think about how the author organizes ideas in The Big Circle. MODEL When I look back at the selection, I see the author tells about events in the order they happened—first, second, third, and so on. I'll write what happens first: First, T. Rex wakes up First, T. Rex wakes up hungry. Next, T. Rex runs toward the triceratops. Then, the triceratops make a big circle. Finally, T. Rex runs away. These sentences tell about the events in order. Words such as first, next, then, and finally help us follow the order of the events.

The triceratops stand in a circle. The herd drives T. Rex away.
These sentences are in the wrong order. Let’s work together to put them in the correct order. The triceratops stand in a circle. The herd drives T. Rex away. The herd sees T. Rex. T. Rex smells the triceratops. 3. Then, 4. Finally, 2. Next, 1. First,

Grammar: Apply to Writing: Days, Months, Holidays
Days of the week, months of the year, and some special days have names. When we write the names of days, months, or holidays we need to use capital letters at the beginning. Let’s look at some examples together. Day Month Holiday Monday January New Year’s Tuesday February Valentine’s Day Wednesday March Mother’s Day

Sequence 4 The events in a story happen in a certain order. Remembering the events in order helps us understand and remember the story. monitor and fix up A good reader often pauses to think about what is happening and to ask, “Does this make sense?” Sometimes a good reader needs to go back and read a part of a story again to help it make sense. Tomorrow we will read about a trip a group of children took to see dinosaurs in a museum. Let’s talk about it What new things did we learn about how animals work together today?

Morning Warm Up Day 4 Today we will read a new page
notice the soft c and soft g words Morning Warm Up Day 4 Today we will read a new page about a class that takes a trip to a special place. They visit a museum. What would you like to see in a museum?

Share Literature: connect concepts
Activate Prior Knowledge: Recall that the dinosaurs we read about worked together to protect each other. Now we will read another story about animals who live together ... “Grandpa Elephant’s in Charge” by Martin Jenkins. Build Oral Vocabulary: Read the first two paragraphs. Young Elephants sound like a noisy group. We can say that they are boisterous. Sometimes a frightened person is boisterous so they appear to be brave. A person pretending to be brave is bluffing. Review Oral Vocabulary: Review amazing words and use them to answer: Why do animals living on a nature reserve have few enemies? How might the leader of a lion family protect the rest of the pride?

Phonemic Awareness: Identify and isolate phonemes
When there’s danger, the elephants wait while Grandma decides what to do. Listen to the sounds in while. /wh/ /i/ /l/ Say it with me. Now say it as I point to the words that spell it. wh i l e = while What sounds do you hear at the beginning of while? What sound do you hear in the middle? What sound do you hear at the beginning of which? What do you hear in the middle? What sound do you hear at the beginning of pitch? What do you hear in the middle?

High Frequency Words practice
let’s spell together t o g e * * * * what is missing? t h e r t o g e t h e r = together. Now let’s spell some more words. there t h e r e = there down d o w n = down inside i n s i d e = inside now n o w = now

Review long i and digraphs
Phonics Review long i and digraphs You can read this word because you know that when words have a vowel-consonant-e, the vowel usually says its name and the e is silent. What does the i stand for? What is the word? fine You can read this word because you know that when a c and h together stand for one sound /ch/. What does the ch stand for? What is the word? What other letters stand for ch? tch chip

long i short i white chick rich while slide
sorting long i and short i words white chick rich while slide pitch which chime nine chin long i short i white chick while rich slide pitch chime which chin nine

chase use who ship many ditch her safe into way place work pig make
word reading chase use who ship many ditch her safe into way place work pig make white that out chip pitch people

Reading words in context
Many people work to make this a safe place. Who will go that way into the ship? Use her white ball to pitch. Chip will chase the pig out of the ditch.

Spelling: home 6. bone hope 7. hose rose 8. joke woke 9. rode
Practice Long o home 6. bone hope 7. hose rose 8. joke woke 9. rode those 10. stone High Frequency Words 11. there 12. together Write your spelling words. Have a classmate check your work. break into small groups

Daily Fix It Jen like Elephants. Cann’t she take one home?

Daily Fix It Jen like Elephants. Jen likes elephants.
Cann’t she take one home? Can’t she take one home?

Vocabulary/Classify:
Science in Reading Preview and Predict: Read the title and tell me about what you see. What do you think this story will be about? recall that selections that tell about real things are called nonfiction. One kind of nonfiction is a news article. This is an article that tells about a real class trip. Vocabulary/Classify: Where did the children go on their trip? What things in the story can only be seen in a museum? What things can be seen anywhere?

Writing Across the Curriculum: write Journal entry
BRAINSTORM: Pretend to be explorers in Africa. Ask them to imagine that they are watching a group of elephants. Discuss with them things they might see the elephants do. SHARE THE PEN: Let’s write a journal entry about their day watching elephants. Discuss how we would begin our journal and what they might see. What would you write at the beginning of your journal? What things might the elephants do? What would you want to report about the elephants?

Grammar: review Days, Months, Holidays
Why are words like Friday, April and President’s Day special? How do they begin? Let’s practice naming special days. Notice how each one begins. Days Months Holidays Monday January New Year’s Day March Christmas Friday December Sunday Thanksgiving Halloween

Elephants live together. The big ones help the little ones.
fluency 5 Elephants live together. The big ones help the little ones. Today we read about how elephants worked together to take care of the young ones and to protect each other. We will read about elephants again tomorrow. Let’s Talk About it What are some ways the elephant group is like a community? Let’s look at our chart and add what we have learned about elephants.

find a word that: names an animal. describes someone who could do you harm tells why boisterous bluffing is good for elephants Morning Warm Up Day 5 This week we read about dinosaurs and other animals that live together. They find food and protect one another from enemies. How are these animals like a community?

Share Literature: Listen and respond
Use Prior Knowledge: recall that yesterday we listened to find out how the grown-up elephants take care of boisterous babies. Today let’s talk about why the other elephants follow the grandmother. Monitor Listening Comprehension: Why do the other elephants follow the grandmother? Elephants do not have many enemies that try to hunt them. Why do you think this is true?

notice the underlined long o words. Notice the contractions.
Long o and contractions Review notice the underlined long o words. Notice the contractions. Rose isn't home. "I'm looking at this globe," said Dot. We'll vote for Cole. Hope can't close the box

reviewing long o and contractions
Rose isn’t home. “I’m looking at this globe,” said Dot. We’ll vote for Cole. Hope can’t close the box.

(There / Now) was a roar that made them frown.
circle the correct word to complete each sentence (There / Now) was a roar that made them frown. In hills and mountains, up and (inside / down). Animals came from far and wide. They made a circle – small ones (together / inside). (Down / Together) they stood, the time was (inside / now). Then all T. Rex could think was “Wow!”

Walk down that stone path. Those dimes shine in the sun.
check dictation Walk down that stone path. Those dimes shine in the sun. Pat broke a bone in her hand You can’t pick that red rose! The hose looks like a snake. We rode on a yellow bus. Dad can tell a joke. I hope ou can go with us. She woke up late. “I’m on my way home.” said mom.

Daily Fix It the cat has the Hat. I will mak a mask

Daily Fix It the cat has the Hat. The cat has the hat.
I will mak a mask I will make a mask.

Research Study Skills: teach/model Periodical/Newsletter
MODEL READING A NEWSPAPER Newsletters, newspapers, and magazines include a variety of news stories. They tell what is currently happening in a local area, around the country, and all over the world. Display some newspapers and magazines as you discuss ideas about articles MODEL When I read an article, I first read the beginning of an article to find the title and author. The title gives me an idea of what the article is about. I read the first few paragraphs and ask who or what the article is about, and when and where events took place. Most articles also answer the questions why and how things happened. I look in the media center or library to find newspapers, newsletters, and magazines DISCUSS AN ARTICLE Display a brief article from a children's magazine. Invite volunteers to find the title and author. As you read the article aloud, ask students to raise their hands when they hear information that answers who, what, why, when, where, what, and how. Discuss the answers to these questions Practice: Work together to brainstorm and write an article for a class newspaper. Organize by using: who what when where why how.

Unit 2 What does a family do together?

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