and change skills masters grow and decodable · pdf file · 2012-11-29this tale...

Animals Grow and Change 333

Connect to Theme-Related Reading

When a baby bat is separated from her mother, she learns the ways of a baby bird.

This tale follows the life cycle of a frog as viewed through the eyes of a tadpole being teased about his tail.

Exemplar Texts from the Common Core:

• Kitten’s First Full Moon by Kevin Henkes

• Starfish by Edith Thacher Hurd

Theme Resources

SKILLS MASTERS pages 101–110 DECODABLE BOOKS A Good Team; Luke and DukeWRITING CHARTS 43–46COMPREHENSION BRIDGE 10, 11WRITING BRIDGE 21, 22, 33–37, 43WRITING RESOURCE GUIDE pages 21, 22, 43, 51, 62–63, 68–71WRITER’S HANDBOOK pages 9, 15ESSENTIAL RESOURCE GUIDE pages 33–34

ASSESSMENT GUIDEOngoing Test Practice pages 101–102Theme 11 Progress Test pages 103–109

ASSESSMENT

ONLINE planning support, optional theme centers, developmental phonics activities, spelling masters, e-versions of all print materialscentecente

Leveled Readers Fluency Readers

Below Level

B 4 fiction, 4 nonfiction 1 fiction, 1 nonfiction

C 4 fiction, 4 nonfiction 1 fiction, 1 nonfiction

D 4 fiction, 4 nonfiction 1 fiction, 1 nonfiction

On Level

E 4 fiction, 4 nonfiction 1 fiction, 1 nonfiction

F 4 fiction, 4 nonfiction 1 fiction, 1 nonfiction

G 4 fiction, 4 nonfiction 1 fiction, 1 nonfiction

Above LevelH 4 fiction, 4 nonfiction 1 fiction, 1 nonfiction

I 4 fiction, 4 nonfiction 1 fiction, 1 nonfiction

Comprehension

Bridge

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Animals Grow and ChangeTHEME 11

Animals Grow and Change

From Unit: Away We Grow 91

332 Theme 11

THEME 9 Overview

Week 1 at a Glance pp. 336–337

Week 2 at a Glance pp. 352–353

Animals Grow and ChangeHow do animals change as they grow from babies to adults?

READING

Comprehension Create Images: Enhance Understanding Review Ask Questions: Meaning

Vocabulary Week 1 hatch, appearance, occur

Week 2 mammal, reptile, young

Phonics eed, eam Word FamiliesWords with Long u

Phonemic Word RhymingAwareness Phoneme Matching

Fluency Change Voice to Reflect Characters

Listening Discriminative Listening

Literacy Objectives and Standards

Form Letter

Trait Sentence Fluency

Organizational Form Problem and Solution

Grammar Action Words That Tell About the Future Commas: Lists and Dates

WRITING

Expository Nonfiction One Tiny TurtleAnimal Fantasy What a Duck!Song “Over in the Meadow”Writer’s Model: Letter

Selections

• Observe and compare life cycles of different animals

• Recognize ways that the appearance of animals changes as they mature

Science Connections

THEME 911 Overview

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Comprehensive Teacher’s Guide: Theme LessonWhole Class Instruction

10 11

Connect to authentic

literature and exemplar texts

Thousands of Leveled Reader

titles onlineEverything print is also digital!

337

Monitor Fluency Progress Monitor Writing Progress Monitor Spelling ProgressMonitor Comprehension Progress

Fluency Readers Rubric: Letter, Writing Bridge 21 Rubric: Create Images: Enhance Understanding, Comprehension Bridge 11

LESSON 3 Pages 346–347 LESSON 4 Pages 348–349 LESSON 5 Pages 350–351

Vocabulary TExplain, Restate, Show: appearance, occurPhonemic Awareness/Phonics/High-Frequency Words TWord RhymingPractice eed, eam Word FamiliesIntroduce High-Frequency Words: please, room, Mrs., Mr., sleep

Vocabulary TDiscuss, Reflect, RefinePhonics TPractice eed, eam Word Families

Vocabulary TApply in Learning GamePhonics TWrite eed, eam Words

Shared ReadingWhat a Duck!Big BookComprehension Strategy TTeach Create Images: Enhance UnderstandingTarget SkillTeach Genre: Letter

Shared ReadingWhat a Duck!Big BookComprehension Strategy TTeach Create Images: Enhance Understanding

Shared Reading“Over in the Meadow”Whole Class Charts p. 97Comprehension Strategy TPractice Create Images: Enhance UnderstandingTarget Skill TIdentify Setting

Comprehension Strategy TReinforce and Apply Create Images: Enhance Understanding Review Comprehension StrategyReinforce Ask Questions: Meaning

Comprehension Strategy TReinforce and Apply Create Images: Enhance UnderstandingReview Comprehension StrategyReinforce Ask Questions: Meaning

Comprehension Strategy TReinforce and Apply Create Images: Enhance UnderstandingReview Comprehension StrategyReinforce Ask Questions: Meaning

Comprehension Strategy Discuss Create Images: Enhance Understanding



Response Writing

Discuss Shared ReadingLetterDraft: Modeled/Shared Writing

Spotlight on Phonicseed, eam Word Families

Draft: Interactive Writing

Spotlight on Grammar TAction Words That Tell About the Future

Draft: Interactive Writing

Reinforce Form: Letter T

Introduce Organizational Pattern: Problem and Solution

Conference


Conference


Conference

Reflect on Writing Reflect on Writing Reflect on Writing

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RE

AD

ING

WR

ITIN

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336

THEME 11 Animals Grow and Change

ASSESSMENTT = Tested

Week 1 at a Glance LESSON 1 Pages 338–339 LESSON 2 Pages 344–345

Build Reading Skills

Oral LanguageIntroduce the ThemePhonemic Awareness/Phonics TWord RhymingIntroduce eed, eam Word FamiliesSpelling TIntroduce Word List

Vocabulary TExplain, Restate, Show: hatchPhonics TTeach eed, eam Word Families

Read and Comprehend

Modeled ReadingOne Tiny TurtleWhole Class Charts p. 92Comprehension Strategy TModel Create Images: Enhance UnderstandingListening for a PurposeDiscriminative Listening

Modeled ReadingOne Tiny TurtleWhole Class Charts p. 92Comprehension Strategy TTeach Create Images: Enhance Understanding

Differentiated Reading Instruction OPTIONS• Comprehension• Vocabulary• Phonics/Phonemic Awareness• Fluency

Comprehension Strategy TIntroduce Create Images: Enhance Understanding

Assess ProgressReview Theme 10 Progress Test

Comprehension Strategy TReinforce and Apply Create Images: Enhance Understanding Review Comprehension StrategyReinforce Ask Questions: Meaning

Support Reading Independence

Comprehension StrategyDiscuss Create Images: Enhance Understanding

Comprehension StrategyDiscuss Create Images: Enhance UnderstandingDiscuss Ask Questions: Meaning

Build Writing Skills

Introduce Form: Letter TWriter’s Model and ProcessInteractive Writing Charts 43–44Prewrite: Modeled/Shared WritingInteractive Writing Chart 45

Prewrite: Interactive WritingInteractive Writing Chart 45

Differentiated Writing Instruction OPTIONS

Reinforce Form: Letter T Reinforce Form: Letter TConference

Support Writing Independence

Reflect on Writing Reflect on Writing

1

2

3

4

5

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Small Group

Reading

Teacher’s Guide

GO TOComprehension

Bridge

WritingBridge

GO TO

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12 13

Common Core instruction

embedded in every lesson


WRITING BRIDGE 21WRITING RESOURCE GUIDE page 43 Letter Organizer

Theme 10 Progress TestUse the reteaching suggestions provided in the Theme 10 Scoring Guide for children who scored fewer than 11 out of 15 items correct.

Assess Progress

B. Create Images: Enhance Understanding Use the Think Aloud provided in the margin on page 343 to model creating visual pictures using what you hear being read.

Support Reading Have children use the Modeled Reading Text Organizer for support as you read. Then read the word bank words and guide children in using them to write key words beneath the pictures. Then help children fill in the “mostly about” box.

ELL View

C. Turn and Talk Reread the focus questions on page 340 and have children discuss the questions with a partner. Remind them to use good listening skills with their partners.

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up Differentiated Reading InstructionAs children read independently, meet with individuals or small groups to review Theme 10 Progress Test or to introduce Create Images with Comprehension Bridge 11.

3 Support Reading Independence Group Share • Which senses did you use as you read to create pictures in your head? • How can creating images in your head help you understand what you read?

4 Build Writing Skills Writing Form: LetterA. Introduce Letter: Writer’s Model Using Interactive Writing Charts 43–44,

define Letter and introduce its key elements. • Help children identify in the model the writer’s reason, or purpose, for writing. • Review the writer’s process on Interactive Writing Chart 44. Ask children to consider

how the process steps would be helpful in their own writing.

B. Prewrite: Modeled/Shared Writing As a class, select a theme-related topic for a class letter. Use the Letter Organizer on Interactive Writing Chart 45 to model prewriting. Think aloud as you write and draw your ideas about the class’s topic. Then have the class share in prewriting by generating more ideas as you scribe.

• Explain to children that a letter is a written message sent from one person to another. Have children think about what they might want to tell someone about the topic.

• Guide children to generate the date and a greeting for the class’s letter.

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Differentiated Writing InstructionAs children brainstorm topics and begin prewriting letters of their own, meet with individuals or groups. Use the options below as appropriate.• Teach Letter with Writing Bridge 21.• Support Prewriting with the Letter Organizer.

5 Support Writing Independence Group Share • What part of your prewriting are you most excited about including in your letter? • How does using the Letter Organizer help you remember all the parts of a letter?

INTERACTIVE WRITING CHARTS 43–45

• Write a letter to thank a relative for a gift.

• Write a letter to a friend telling about your pet.

Suggested theme-related topics

GO TO

SMALL GROUP READINGTEACHER’S GUIDE

COMPREHENSION BRIDGE 11

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338 Theme 11 • Week 1

LESSON 1LMODELED READING

1 Build Reading SkillsDevelop Oral Language: Introduce the ThemeA. View and Discuss Ask children to talk about Whole Class Charts page 91. • What happens when animal babies grow into adults? (They get bigger, older, stronger.) • How do these animal parents help their babies grow up? (They feed them, teach them

to look out for danger, and show them how to find food.)

B. Academic Language On the board, list the following animals: lion, horse, giraffe, orangutan. Ask children to describe how these animals change as they grow up.

Teach Phonemic Awareness/Phonics: eed, eam Word FamiliesA. Word Rhyming Explain that words with the same ending sounds often sound the

same, or rhyme. The words team and beam rhyme because they both have the same ending sounds: long e and /m/. What sounds rhyme in the words feed and seed? (long e and /d/)

B. Connect Sounds and Symbols Write the words seed, team, weed, and beam on the board. Point to the words as you read them aloud together. The letters e-e-d stand for long e and /d/. The letters e-a-m stand for long e and /m/. Ask volunteers to draw a line between the words with the same letter-sound pattern. (seed/weed; team/beam)

2 Read and Comprehend Modeled Reading

!Comprehension Strategy Create Images: Enhance Understanding

Connect to Prior Knowledge: One Tiny Turtle • What do you know about animals that live in the ocean? • What do the pictures tell you about the life of a turtle? • Set Purpose for Listening: Let’s read to find out what happens to a turtle. Listen for

changes in my voice that will help you understand what part of the story I am reading.

1. Build Vocabulary and Background Knowledge Distribute copies of the Modeled Reading Text Organizer. Introduce the life cycle of a loggerhead turtle. Ask children to share what they know about turtles and to name it in their primary language. Tell them they will be listening to a story about a loggerhead turtle.

2. Develop Grammar: Prepositions of Location Explain that beneath, around, through, and inside will be in the story they are about to hear. Demonstrate the meaning of these words using classroom objects. Have children act out the meanings or use the words to tell riddles that others can solve.

ELL Preview

Modeled Reading: Listening ComprehensionA. Discriminative Listening: One Tiny Turtle Read aloud pages 340–343 of

this guide as children view page 92 of the Whole Class Charts. Have children listen for changes in your voice and pay attention to nonverbal cues to help them understand the story.

SKILLS MASTERS page 101Modeled Reading Text Organizer

Spelling Listbeamfeedseedteamweed

HIGH FREQUENCY

take

were

CHALLENGE WORDSfreedom

please+ 1 PERSONAL WORD

See Spelling Routine on pages A34–A35 in this guide.

WHOLE CLASS CHARTS page 91


ObjectivesVocabulary ........................ Introduce the ThemePhonemic Awareness ... Word RhymingPhonics .............................. eed, eam Word FamiliesSpelling .............................. Introduce Word List

Listening ........................... Discriminative ListeningComprehension ............... Create Images: Enhance

UnderstandingWriting ............................... Form: Letter

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1514

Whole C

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1GRADE


One Tiny Turtleby Nicola Davies

Far, far out to sea, land is only a memory, and empty sky touches

the water. Just beneath the surface is a tangle of weed and driftwood

where tiny creatures cling. This is the nursery of a sea turtle.

Passing in a boat, you might not notice the turtle. Not much bigger

than a bottle top, she hides in the green shadows. She’s a baby, so her

shell is soft as old leather. Just a little fish bite could rip it open. But

the turtle is safe in her world of weed and snaps her beak on tiny crabs

and shrimps.

Turtles have shells that cover their backs and shells that cover their stomachs. The shells are made from bony plates that get bigger and harder as the turtle grows.

The turtle swims around, f lapping her long front f lippers like

wings. She is f lying underwater. She pokes her pinprick nostrils

through the silver surface to take a quick breath, so fast, blink

and you’d miss it!

Fish breathe underwater, but turtles are reptiles and need to come up to the surface for air. They do this every four to five minutes when they are active. When they are asleep, they can stay underwater for hours.

Then she’s gone, diving down into her secret life again.

For three or four years, maybe more, the turtle rides out the storms

and f loats through the hot calms. Steadily she outgrows her nursery.

Nobody sees her leave, but when you look for her, she has vanished

all the same.

When I am listening to someone read a story aloud, I have to listen carefully to how the reader’s voice changes as he or she reads. This book has different parts. One part tells a story about one tiny turtle and the other part tells facts about turtles.

Turn and TalkTell your partner something you noticed about how I read part of the story differently.

Discriminative Listeningeniiing1 1

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One Tiny

TURTLE

Nicola Daviesillustrated by

Jane Chapman


Focus QuestionsRead these questions to focus children as they listen for changes in your voice and pay attention to your nonverbal cues.

• Listen for how my voice changes as I read different parts of the story. Why do you think I am doing this?

• Watch my hand signals as I read. How does this help you understand what you are listening to?

F Q

Discriminative Listening

Modeled ReadingRead aloud One Tiny Turtle as children listen. Pause at the points suggested

in order to support the listening skill (Discriminative Listening) and model a

Think Aloud related to the comprehension strategy (Create Images: Enhance

Understanding). The information in the yellow boxes is factual information

the author includes at various points in the text. Read each type of text in a

different voice. Also hold up your hand or use some other nonverbal cue to

indicate the change in text.



16 17


Loggerhead makes her nest where the sea won’t reach. Scooping

carefully with her hind f lippers . . . she makes a steep deep hole. Inside

she lays her eggs, like a hundred squishy Ping-Pong balls. Afterward

she covers them with sand to hide her nest from hungry mouths.

Then Loggerhead is gone again, back to her secret life. Left behind,

under the sand, her eggs stay deep and safe. Baby turtles grow inside.

Females stay close to their nesting beach for several months. In that time they usually make at least four nests, and sometimes as many as ten.

And before the summer’s over they wriggle from their shells.

Turtle eggs in warm sand can be ready to hatch in six weeks. If the sand is cool, they can take three weeks longer.

Above them on the beach a hundred eyes watch, on the lookout for

a meal. So the hatchlings wait until night.

The horizon, where the sea meets the sky, tells baby turtles which way to turn to get to the water. But street lights and buildings next to the beach can confuse them and make them go the wrong way.

Then they burst through the sand and skitter toward the sea. In the

dark, claws and beaks and grabbing paws miss only one young turtle.

One day, she’ll remember this beach and come back. But now she dives

under the waves and swims. Swims and swims! Out into the arms of

the ocean. Far, far out to sea, land becomes a memory waiting to wake

in the head of the little turtle.

Create Images: Enhance UnderstandingI can create sensory and emotional images by using the author’s words to connect to my five senses and feelings. See: the huge loggerhead turtle; touch: the sandy beach; smell: the salty seawater; hear: the swishing of the turtle’s flippers; feel: wonder to see this special event. Some words that helped me were “big as a barrel,” “Scooping carefully with her hind flippers,” and “squishy Ping-Pong balls.” When I create a mental image of the scene, I really understand what’s happening in the book.

Turn and TalkTurn to your partner and describe an image you have in your mind about what is happening in this story.

!Think Aloud 2 2



A year or two later she turns up close to land. Bigger than a dinner

plate now, she’s not a fish snack anymore. Her shell is hard as armor.

Her head is tough as a helmet. She’s grown into her name: Loggerhead.

She has come to eat crabs. Millions swim up from deep water to breed

in the shallows. Their shells crack as easily as hens’ eggs in her heavy

jaws. But in a week the feast is over and Loggerhead disappears again.

Loggerhead wanders far and wide in search of food. In summer

to cool seaweed jungles, where she finds juicy clams and shoals of

shrimps. And in winter to turquoise lagoons, warm as a bath, where

she can munch among corals. Loggerhead may travel thousands of

miles, but she leaves no trace or track for you to follow. Only good luck

will catch you a glimpse of her.

For thirty years you might not find her. Then one summer night

she arrives, on the beach where she was born. She’s found her way here,

sensing north and south like a compass needle, feeling the current and

the warmth of the waves. She remembers the taste of the water here

and the sound of the surf.

Male turtles wait just off the nesting beaches. They mate with the females. Then the females come ashore to lay eggs.

Loggerhead has grown in her wandering years. She’s big as a barrel

now. Floating in the sea she weighs nothing, but on land she’s heavier

than a man. So every f lipper step is a struggle, and her eyes stream

with salty tears, which help keep them free of sand.

Coming ashore is very risky for sea turtles—they can easily overheat and die. So they only nest at night or in cool weather. Then they get back to the sea as soon as possible.



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WRITING BRIDGE 21WRITING RESOURCE GUIDE page 43Letter Organizer

C. Turn and Talk Have children discuss these questions with a partner. • How can you make pictures in your head when you are listening to a story? • What kinds of pictures can you make that will help you understand a story?

1. Retell Have children share information from their Modeled Reading Text Organizer and discuss what happened in the text. Beginning learners can first discuss the organizer with a partner in their primary language; then report out in English.

2. Use Grammar Have partners move classroom objects to demonstrate the meaning of beneath, around, through, and inside as they name each word.

3. Extend Language Have intermediate and advanced learners write phrases that describe the life of the turtle in the story.

ELL Review

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Differentiated Reading InstructionAs children read independently, meet with individuals or small groups. Use the options below as appropriate.• Teach Create Images with Comprehension Bridge 11 and Organizer.• Review Ask Questions with Comprehension Bridge 10.

3 Support Reading Independence Group Share • Share something you pictured in your head from your reading today. • What kinds of questions can you ask to help you create pictures in your head about

what you are reading?

4 Build Writing Skills Prewrite: Interactive Writing Revisit the Letter Organizer to continue

prewriting. Invite volunteers to record their ideas on the organizer. • Explain that people write letters for many reasons, such as to invite someone to an

event, to thank someone, to share news, or to offer an opinion. The details in the letter should fit the reason, or purpose, for writing the letter and the audience, or the person reading the letter. Encourage children to think about their purpose and audience as they offer ideas for notes in the organizer. Ask To whom are we writing? What might he or she want or need to know?

• Guide children to decide of an appropriate closing, such as Love, or Yours truly, for the class’s letter.

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Differentiated Writing InstructionAs children write letters of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Letter with Writing Bridge 21.• Support Prewriting with the Letter Organizer.• Challenge children to make a list of people who they would want to write a letter to as

well as their purpose(s).• Conference with children to help focus their details on their reasons for writing.

5 Support Writing Independence Group Share • Why are you writing your letter? • Who is your audience for your letter? How did your audience affect your greeting?

SKILLS MASTERS page 101Modeled Reading Text Organizer

INTERACTIVE WRITING CHART 45

GO TO


COMPREHENSION BRIDGE 10, 11 SKILLS MASTERS page 104Create Images Organizer

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MODELED READING

SKILLS MASTERS page 161Vocabulary Journal Master

Create Images: Enhance UnderstandingAs I listen to a text, I think about how I can picture in my head what is going on. I use my senses and feelings to help me understand. When I hear “Far, far out to sea, land is only a memory. . .” I see a huge ocean of blue water, touch its wetness, hear waves, smell the sea air, taste saltwater, and feel excited about this huge ocean.

!Think Aloud

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Develop Oral Language Ask children to look at page 93 of the Whole Class

Charts and describe the pictures. Model using descriptive language such as Look at the cluster of sticky frog eggs.

B. Explain the Word Ask a volunteer to point to the eggs in the picture. Then explain the word:hatch To hatch is to break out of an egg. When an animal hatches, it breaks out of an egg.

C. Restate and Show the Word Point to the word and the pictures on page 93 of the Whole Class Charts. Have small groups discuss the meaning of hatch. Then have children write their own explanation and draw a picture of what the word hatch means in their vocabulary journals.

Teach Phonics: eed, eam Word FamiliesA. About eed, eam Write ee and ea on the board and explain that both make the

long e sound. Add the letter d to ee to make eed and reread the rime with emphasis on the ending sound. Below eed, write the words need and feed. Read each word, drawing a finger beneath the rime as you say the sounds. Repeat the routine with eam and the words team and beam.

B. Listen for eed, eam Point to each of the eed and eam words in the chart and read them together. First, ask children to listen for words with eed as you read page 94 of the Whole Class Charts; then reread to listen for eam. (need, feed, seed, team)

C. Find eed, eam Words in Text Model finding and placing a sticky note under the first eed word (need) and eam word (team). Then have volunteers place sticky notes under the rest of the skill words, saying the words as they underline the letters with their fingers.

2 Read and Comprehend Modeled Reading


Modeled ReadingA. Review the Text: One Tiny Turtle Ask children to listen as you reread the green

highlighted portion of One Tiny Turtle on page 341 of this guide.

B. Introduce the Strategy Create Images: Enhance Understanding • Model a Think Aloud to help children understand how to visualize, or create

pictures in their heads, using their senses and feelings as they read or listen to a story. Emphasize how picturing what was happening in the story helped you understand what was read.

• Read the top of page 95 of the Whole Class Charts. Explain that the girl is creating pictures in her head while she is reading or listening to a story. Track text as you read the remainder of the chart. Point out the thought bubble that indicates what the girl says to herself as she thinks about the sounds, smells, tastes, feelings, and sights that help her create pictures in her mind.

SKILLS MASTERS pages 107–108eed, eamModel how to cut and fold pages to make a book. Have children buddy read the Decodable Book A Good Team. Circulate to provide support.

Decodable Book




LESSON 2ObjectivesVocabulary ........................ hatchPhonics .............................. eed, eam Word Families

Comprehension ............... Create Images: Enhance Understanding

Writing ............................... Form: Letter



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WRITING BRIDGE 21, 43

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Differentiated Reading InstructionAs children read independently, meet with individuals or small groups. Use the options below as appropriate.• Teach Create Images with Comprehension Bridge 11 and Organizer.• Review Ask Questions with Comprehension Bridge 10. • Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • What senses did you use when you created images as you read today? • How did the pictures you made in your head help you understand your reading?

4 Build Writing SkillsA. Response Writing Have children write a short response telling what they think of

the letter on page 24 of What a Duck! Remind children to write the title of the book, give a reason for their opinion, and end their response with a final thought.

B. Reinforce Letter: Reading-Writing Connection Review page 24 of What a Duck! as a second writer’s model, focusing on the Letter form.

• Prompt children to identify the date, greeting, body, closing, and signature. • Discuss how audience and purpose affected what Smallest Duckling wrote.

C. Draft: Modeled/Shared Writing Model drafting by turning a couple of prewriting notes from the class’s Letter Organizer into parts of a letter. Then have children share in drafting by suggesting additional details as you scribe.

• Prompt children to tell where to place the date and greeting in the letter. • Have children generate sentences to begin the body of the letter. Ask How can we

introduce the topic of our letter to our audience? What does he/she need to know? • If appropriate to the class’s chosen topic, introduce Problem and Solution. A problem

and solution organizational pattern may be useful in a letter requesting action from the recipient.

D. Spotlight on Phonics: eed, eam Word Families Review with children words from the eed and eam word families. Revisit the Writer’s Model on Interactive Writing Chart 43 and have children identify any eed or eam words. (feed) Then prompt children to look for eed and eam words in the class’s letter.

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Differentiated Writing InstructionAs children write letters of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Letter with Writing Bridge 21.• Teach Organizational Pattern: Problem and Solution with Writing Bridge 43.• Use the Letter Organizer to help children make the transition from prewriting

to drafting.• Conference with children who need assistance starting their letters.

5 Support Writing Independence Group Share • What did you find difficult about starting your draft? • How are you using the details in your Letter Organizer to draft your letter?

BIG BOOK

INTERACTIVE WRITING CHARTS 43, 45


Brenda ParkesIllustrated by James Bennett


SHARED READING

SKILLS MASTERS pages 107–108eed, eamHave children reread the Decodable Book A Good Team silently.

Decodable Book

SKILLS MASTERS page 161 Vocabulary Journal Master

English Spanishappearance apariencia(ah-pah-ree-EHN-see-ah)

occur ocurrir(oh-kuh-REER)

Spanish Cognates

LESSON 3

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Words Explain the new words:

appearance Animals look different as they grow and change. Their appearance changes. occur Another way to say something will happen is to say it will occur.

B. Restate and Show the Words Have children write their own explanations and draw pictures that help them remember the meaning of the words in their vocabulary journals.

Teach Phonemic Awareness/Phonics: eed, eam Word FamiliesA. Identify eed, eam Word Families As you say the word seed slowly, ask children

to listen for the two sounds, long e and /d/. Write the letters that make the long e and/d/ sound (eed) on the board. As you say weed and deed aloud, ask children to listen for words that rhyme with eed. Have them hold up a finger if the word has the eed sound. Use the following words: dead, feed, side, challenge: bleed. Follow the same procedure for the word beam. Use the following words: time, team, bone, beam, challenge: cream.

B. Recognize High-Frequency Words Introduce this week’s high-frequency words: please, room, Mrs., Mr., sleep. Write each word on an index card and ask volunteers to find it on page 94 of the Whole Class Charts, underlining the word with a finger. Have children spell the words aloud with you, copy them on their own paper, and then read them to practice word automaticity. Place the index cards on the Word Wall. Choral read page 94 for fluency practice.

2 Read and Comprehend Shared Reading


Teach Target Skill: Letter• Genre: Letter A letter is written from one person to another and is often used to

thank someone. Explain that a letter has a date, greeting, body, and closing.

Connect to Prior Knowledge • What are some things you know about ducks and geese? • Does the picture on the cover look like a duck or a goose? • Set Purpose: Let’s read to find out why there’s a goose on the cover but the book is

called What a Duck!

Shared ReadingA. Big Book: What a Duck! Read the book to the class. As you

read, track the text with a finger as children follow along.

B. Apply Target Skill Point out the letter that Smallest Duckling writes at the end of the book. Ask children to identify the key features of a letter.



BIG BOOK

PHONICS PRACTICESkills Masters page 102eed, eamHave children complete this page for practice with eed, eam words.

ObjectivesVocabulary ...........................appearance, occurPhonics .................................eed, eam Word FamiliesPhonemic Awareness ......Word Rhyming

Comprehension .................. Create Images: Enhance Understanding

Target Skill ..........................Genre: LetterWriting ..................................Form: Letter



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WRITING BRIDGE 21

Writing: Letter

Assess Progress

WRITING RESOURCE GUIDE page 21

WRITER’S HANDBOOK page 15

Future-Tense Verbs

Model Comprehension OrganizerA. Identify Emotional and Sensory Images Restate the ideas from the Think

Aloud and Think Along as you model filling out the Comprehension Organizer on page 96 of the Whole Class Charts. Review What A Duck! to create sensory and emotional images based on what children hear and feel while listening to the story.

B. Enhance Understanding Using the sensory and emotional images, discuss together how the images help children understand events in the story.

C. Turn and Talk Have children discuss these questions with a partner: • What senses did you use as you listened to the story? • How did you use your senses to learn more about the characters?

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3 Support Reading Independence Group Share • Which sense do you use most often to create pictures in your head when you read? • When did you use the Create Images Organizer in your reading today?

4 Build Writing SkillsA. Draft: Interactive Writing Invite volunteers to add sentences to the class’s draft. • Remind children to think about audience (to whom they are writing) as they draft

the body of the letter. Discuss how to use language that is best for a specific audience. Point out that a letter to a family member or friend is written using everyday language in a friendly tone. Ask Why would the words we use change if our audience changed?

• Also encourage children to think about their purpose (reason) for writing as they generate detail sentences. Ask What details does our reader need to know?

B. Spotlight on Grammar: Action Words That Tell About the Future Use Writing Resource Guide page 21 to provide a focus lesson on future-tense verbs. Invite children to find a future-tense verb in the Writer’s Model on Interactive Writing Chart 43. (will teach)

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Differentiated Writing InstructionAs children write letters of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Letter with Writing Bridge 21.• Use the Letter Organizer to assist children in developing their prewriting words

and phrases into a draft.• Conference with children to assess their understanding of Letter.

5 Support Writing Independence Group Share • Did you add or leave out any details from your Letter Organizer to fit your audience

or purpose? Why did you decide to do that? • What do you do when you get stuck while drafting?



GO TO


COMPREHENSION BRIDGE 10, 11SKILLS MASTERS page 104 Create Images Organizer




SKILLS MASTERS page 103Shared Reading Text Organizer

1 Build Reading SkillsTeach Vocabulary: Discuss, Reflect, RefineA. Structured Vocabulary Discussion Review the vocabulary words hatch,

appearance, and occur. Provide children with a sentence frame for which they can provide an ending that shows they know what the word means. Have children give reasons for their choice. When a frog egg becomes an adult frog, there are four steps that(occur). After the frog eggs hatch, they become (tadpoles). How does the frog egg change its (appearance)?

B. Reflect and Refine Journal Entries Support children in refining or adding to their explanations and drawings of the three words in their vocabulary journals.

Teach Phonics: eed, eam Word FamiliesA. Phonics in Context Have children identify eed and eam words in What a Duck!

(reed, weeds, challenge: stream)

B. Turn and Talk Have children tell a partner some eed and eam words they know.



1. Build Vocabulary and Background Knowledge Distribute copies of the Shared Reading Text Organizer. Point to the duck, eggs, goose, and fox as you say each word. Explain that a duck and a goose are birds and foxes eat birds, as you support with gestures. Have intermediate and advanced learners tell about each picture (goose hatches and grows up, fox steals baby duck, goose scares fox, fox runs away) while beginning learners use primary language and gestures. Tell children that this story is about a goose who is part of a duck family.

2. Develop Grammar: Exclamations Demonstate the meaning of What a day! by looking frazzled as you drop or misplace something. Explain that we use this expression when something is really good (What a great kid!) or really bad (What a day!). Describe situations and have children use the expression, such as hitting a home run (What a game!). Tell children that the expression is used in two different ways in the story.

ELL Preview

Shared ReadingA. Set New Purpose: What a Duck! Let’s reread What a Duck!

to think about what we hear and feel to help us understand the story.

B. Choral Read the Big Book Track the text and encourage children to choral read with you. Ask children to pay attention to natural phrasing and expression.

C. Create Images: Enhance Understanding Use a Think Aloud and Think Along as you reread to model creating sensory and emotional images.

BB

BIG BOOK page 15Create Images: Enhance UnderstandingWhen I hear the other ducks telling the huge duck his neck is too long and they laugh at him, I think he feels embarrassed and lonely. In my head, I hear their laughter and see him hang his head. Poor guy!

BIG BOOK page 20Create Images: Enhance Understanding How would you feel if you heard a goose go “HONK! HONK! HONK!” very loudly? In your head, what do you hear, see, smell, touch, and feel?

!Think Aloud

!Think Along

ObjectivesVocabulary ........................ Discuss, Reflect, Refine Phonics .............................. eed, eam Word FamiliesComprehension ............... Create Images:

Enhance Understanding

Writing ............................... Form: LetterGrammar ........................... Action Words That Tell

About the Future

SHARED READINGLESSON 4



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WRITING BRIDGE 21

Comprehension:Create Images: Enhance Understanding For children scoring “Little Evidence” on the rubric of Comprehension Bridge Create Images: Enhance Understanding, continue working on this strategy, using the “Below Level” teaching suggestions.

C h

Assess Progress

SpellingGive a spelling test on this week’s spelling list.

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Assess Progress

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3 Support Reading Independence Group Share • How can you use your own experiences to help you make pictures in your mind about

what you read? • Why might the pictures you made in your mind not be the same as someone else’s who

read the same book?

4 Build Writing Skills Draft: Interactive Writing Ask children to add sentences to the class’s draft. • Guide children to end the body of their letter with a final thought. Ask What is one

last thing our reader might want to know? Pair children and have them work together to write a closing that wraps up the letter. As a class, decide which closing works best and add it to the class’s draft.

• Prompt children to include a closing and a signature after the body of the letter. Say Let’s make sure our closing is the right one for our audience.

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Differentiated Writing InstructionAs children write letters of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Letter with Writing Bridge 21.• Support children in forming a small writing group. Encourage children to gather

feedback from their peers.• Conference with children who need help ending their letters and writing a closing.

5 Support Writing Independence Group Share • How did you end your letter for your reader, or audience? Explain your choice. • Did you have any problems drafting your letter? If so, how did you solve them?



1 Build Reading SkillsTeach Vocabulary: Apply in Learning Game

Word Talk • Divide the class into two teams and make word cards for hatch, appearance, and occur.

Say each word and then pass the first card to a child on Team 1. The child must say a new word or phrase that connects to the vocabulary word, such as appearance: looks.

• The card then passes to the first child on Team 2, who must offer a new word or phrase. Play continues until a child cannot think of anything new to say. The card is then held by the previous player.

• The team that collects the most cards wins.

Teach Phonics: eed, eam Word FamiliesA. Explore Words Together Using letter tiles cut from Skills Masters pages 165–166,

have partners create eed and eam words together. Offer support as needed.

B. Explore Words in Writing Say seed and have children write the word, segmenting the sounds as needed to provide support: /s/, long e, /d/. Ask, What is this word? (seed) Repeat the routine with these words: need, team, feed. Ask children to write a few eed, eam words they heard this week and exchange with a partner to read.



Teach Target Skill: Identify SettingA. Introduce Setting Tell children that setting is where (in the nest, at the pond, in

the meadow) and when (long ago, today, at night) a story takes place. Explain that the setting may change within the same story. Invite children to look at the title of the song on page 97 of the Whole Class Charts. Read the title and ask children to point out the word that gives a clue about the setting of the song (meadow). Explain that a meadow is a field of grass.

B. Reinforce the Concept Have children point out words in the Big Book and other classroom books that give clues about the setting of the stories.

Connect to Prior Knowledge • Has anyone ever winked at you? Do you know how to wink? • Have you ever blinked your eyes? What happened to make you blink? • Set Purpose: Let’s listen for words that tell the setting of this song.

Shared Reading• Read the Song: “Over in the Meadow” Read the song, pointing to each

word as children follow along. Ask children to identify the word that tells about setting (meadow) and details that tell about the meadow (sand and sun). Have them use other words to describe this setting.

The song talks about a mother toad and her “little toadie one.” Have children write a short song about other animals and their babies. Suggest that children brainstorm animals, animal actions, and rhyming words before drafting. Then have children take turns sharing their songs with classmates.

Enrichment Activity

ObjectivesVocabulary ........................ Apply in Learning GamePhonics .............................. eed, eam Word FamiliesTarget Skill ....................... Identify Setting


Writing ............................... Form: LetterSpelling .............................. Assessment

SHARED READING

Create Images:

LESSON 5


LETTER TILESSkills Masters pages 165–166



26 27

353

Monitor Writing Progress Monitor Comprehension Progress Monitor Spelling ProgressTheme 11 Progress Test

Rubric: Sentence Fluency, Writing Bridge 22 Rubric: Ask Questions: Meaning, Comprehension Bridge 10 Assessment Guide, pp. 103–109

LESSON 8 Pages 358–359 LESSON 9 Pages 360–361 LESSON 10 Pages 362–363

Vocabulary TStructured DiscussionPhonemic Awareness/Phonics/High-Frequency Words TPhoneme MatchingPractice Words with Long uIntroduce High-Frequency Words: anything, thank, woman, their, doesFluencyChange Voice to Reflect Characters

Vocabulary TReflect and RefinePhonics TIdentify Words with Long u

Vocabulary TApply in Learning GamePhonics TReview eed, eam Word Families Review Words with Long u Review High-Frequency Words

Shared ReadingWhat a Duck!Big BookReview Comprehension Strategy TAsk Questions: Meaning

Interactive ReadingWhat a Duck!Big Book and Interactive VersionComprehension Strategy TPractice Create Images: Enhance Understanding

Comprehension Strategy TReteach Create Images: Enhance UnderstandingAssessmentAdminister Theme 11 Progress Test

Comprehension Strategy TReinforce and Apply Ask Questions: Meaning

Comprehension Strategy TReinforce and Apply Create Images: Enhance Understanding


Comprehension StrategyDiscuss Ask Questions: Meaning



Revise: Interactive Writing

Spotlight on Grammar TCommas: Lists and Dates

Edit and Publish: Modeled/Shared/Interactive Writing

Spotlight on Spelling

Writing ShareShare, Reflect, Discuss

Teach Writer’s Craft

Use Writing Traits Checklist

Conference

Use Editing Checklist

Conference

Use Writer’s Reflection Checklist

Reflect on Writing Reflect on Writing Reflect on Writing

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RE

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THEME 11 Animals Grow and Change

ASSESSMENTOngoing Test Practice

Assessment Guide, pp. 101–102T = Tested

Week 2 at a Glance LESSON 6 Pages 354–355 LESSON 7 Pages 356–357

Build Reading Skills

Vocabulary TExplain, Restate, Show: mammalPhonemic Awareness/Phonics TPhoneme MatchingIntroduce Words with Long uSpelling TIntroduce Word List

Vocabulary TExplain, Restate, Show: reptile, young Phonics TTeach Words with Long u

Read and Comprehend

Shared Reading“Over in the Meadow”Whole Class Charts p. 97Target Skill TIdentify Setting

Shared ReadingWhat a Duck!Big BookTarget Skill TIdentify Story Structure

Differentiated Reading Instruction OPTIONS• Comprehension• Vocabulary• Phonics/Phonemic Awareness• Fluency



Support Reading Independence



Build Writing Skills

Introduce Trait: Sentence Fluency TInteractive Writing Chart 46Revise: Modeled/Shared Writing

Reinforce Trait: Sentence Fluency TModeled Reading Revise: Interactive Writing

Spotlight on PhonicsWords with Long u

Differentiated Writing Instruction OPTIONS

Reinforce Trait: Sentence Fluency T

Conference

Reinforce Trait: Sentence Fluency TConference

Support Writing Independence

Reflect on Writing Reflect on Writing

1

2

3

4

5

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Teacher’s Guide

GO TOComprehension

Bridge

WritingBridge

GO TO

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28 29


WRITING BRIDGE 22

Think and Respond: Critical ThinkingA. Discuss Song’s Meaning Ask children how the toad in the song teaches her baby

how to wink. Possible answers could be that many animal parents teach their babies by showing them how to do things through example. Accept other logical responses.

B. Extend Understanding Ask children to think of things that their own parents have taught them or shown them how to do. Then have partners imagine that they are parents and discuss what they would want to teach their children and why.

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Differentiated Reading InstructionAs children read independently, meet with individuals or small groups. Use the options below as appropriate.• Teach Create Images with Comprehension Bridge11 and Organizer.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • What words did you read today that helped you make a picture in your mind about

what you were reading? • What can you do when you read a book without pictures that can help you

understand the book?

4 Build Writing Skills Focus Trait: Sentence FluencyA. Review Sentence Fluency Using Interactive Writing Chart 46, review

the Sentence Fluency trait of good writing. Have children listen for complete sentences and connecting words as you read the story aloud.

• Explain that the features of sentence fluency are writing complete sentences and using connecting words such as first, because, then, finally, and now.

• Have children point out and suggest ways to fix the incomplete sentence in the story. • Ask children to suggest connecting words that would make the ideas in the story flow

together more smoothly.

B. Revise: Modeled/Shared Writing Using the class’s first draft, model revising by reading a sentence and writing a revision. Then have children share in revising by encouraging volunteers to suggest revisions as you scribe.

• Have children check that the class’s letter contains all five parts (date, greeting, body, closing, and signature).

• Have children think about to whom they are writing, or their audience, as they suggest revisions. Ask Did we use the right words and sentences for our audience?

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Differentiated Writing InstructionAs children write letters of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Sentence Fluency with Writing Bridge 22.• Provide clear expectations for children’s writing. Ensure children understand by

having them explain the expectations in their own words.• Conference with children to guide them toward mentor texts that may help with

revision.

5 Support Writing Independence Group Share • How do complete sentences affect your sentence fluency? • How did you revise your letter after thinking about your audience?


GO TO


COMPREHENSION BRIDGE 11 SKILLS MASTERS page 104 Create Images Organizer

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SKILLS MASTERS page 105Home ConnectionHave children complete this activity at home with a family member.

Home Activity

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Develop Oral Language Ask children to look at page 98 of the Whole Class

Charts and describe the pictures with you. You can use these prompts: • What animals do you see in the pictures? (polar bear/turtle/lizard/kangaroos) • Look at the kangaroo and her baby joey and the photos of the other young animals.

How are all of these babies different from their parents? (smaller; less experienced in hunting, staying safe, surviving)

B. Explain the Word Ask children to talk about the word mammal; then explain it: mammal A mammal is a kind of animal that has hair or fur and feeds its young milk.Bears, kangaroos, cats, rabbits, and humans are all mammals.

C. Restate and Show the Word Have children draw pictures and write their own explanation for the word mammal in their vocabulary journals.

Teach Phonemic Awareness/Phonics: Words with Long uA. Phoneme Matching Have children listen to identify which two words have the

long u sound in the following sets of words: tube, rule, home; and cute, lute, ride. Then have children listen to identify which two words have the long u sound in the following sets of words: take, tube, tune; and mute, made, mule.

B. Connect Sounds and Symbols Point to the word cute on Whole Class Chart page 99. Cover the e in cute and say, If I cover the e, what word does this become? (cut) The e at the end of cute tells me that the u will stand for long u and not /u/ as in cut. Ask children to identify another long u word in the poem. (huge) Cover the e at the end of huge and have children identify the new word. (hug) Then read the poem as you fingerpoint the words.



Shared Reading• Reread the Song: “Over in the Meadow” Reread the words to the song

with children, encouraging them to echo read the selection with you. Have a volunteer point out the word that identifies the setting. (meadow)

Think and Respond: Turn and TalkHave children turn to a partner to discuss these prompts. Encourage active listening. • Can a story have more than one setting? Why or why not? • How can you tell when or where a story takes place? What kinds of clues might

help you?


Spelling List

cube

mule

rude

tube

tune

HIGH FREQUENCY

ask

very

CHALLENGE WORDS

do

huge+ 1 PERSONAL WORD

See Spelling Routine on pages A34–A35 in this guide.

ObjectivesVocabulary ...................... mammalPhonemic Awareness ... Phoneme MatchingPhonics .............................. Words with Long u

Spelling .............................. Introduce Word ListComprehension ............... Create Images:

Enhance UnderstandingWriting ............................... Trait: Sentence Fluency

SHARED READING

Introduce Word List

LESSON 6






30 31


WRITING BRIDGE 22

ASSESSMENT GUIDE pages 101–102Create Images: Enhance Understanding

Support Reading Have children follow along on the Shared Reading Text Organizer as you read. Then read the word bank words and model using them to support the pictures on the organizer.

ELL View

Have below-level readers reread the book along with the eBook audio. Encourage them to whisper read, attending to elements of fluent reading. After reading, have them fill in the Shared Reading Text Organizer and explain it to a partner.

Struggling Readers

Ongoing Test Practice A. Model Sample Question Distribute copies of pages 101–102 in the Assessment

Guide and work through the example question together.

B. Send Home for Practice Have children do the passage and questions as homework.

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Differentiated Reading InstructionAs children read independently, meet with individuals or small groups. Use the options below as appropriate.• Teach Create Images with Comprehension Bridge 11 and Organizer.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • Was creating pictures in your head while you read challenging? Why or why not? • How would you explain how to create pictures in your head to a friend?

4 Build Writing Skills A. Reinforce Sentence Fluency Read aloud the purple highlighted text on page 342

of this guide. Discuss the author’s use of Sentence Fluency.

B. Revise: Interactive Writing Revisit the class’s draft to continue revising. Invite volunteers to make revisions directly on the draft.

• Ask How do our details fit our purpose for writing? • Ask Will the reader understand all our ideas? How can we make them clearer?

C. Spotlight on Phonics: Words with Long u Review the long u sound and the uCe spelling. Invite children to fi nd words with the long u sound and uCe words in the Writer’s Model on Interactive Writing Chart 43. (June, cuter, Luke) Then have children look for uCe words and words with the long u sound in the class’s letter.

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Differentiated Writing InstructionAs children write letters of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Sentence Fluency with Writing Bridge 22.• Meet with children to discuss what they are trying to convey with their letters,

asking them to point out examples that accomplish this goal.• Conference with children to help them choose connecting words to improve

fluency.

5 Support Writing Independence Group Share • How did you revise your letter to fit your purpose for writing? • Why is it important to make your ideas clear?

SKILLS MASTERS page 103 Shared Reading Text Organizer

INTERACTIVE WRITINGCHART 43



SKILLS MASTERS pages 109–110Words with Long uModel how to cut and fold pages to make a book. Have children buddy read the Decodable Book Luke and Duke. Circulate to provide support.

Decodable Book

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Words Ask children to talk about the words; then explain them:

reptile A reptile is a type of animal that usually has scales and rough skin like lizards, turtles, and snakes.young The babies that an animal has are its young. A mother will take care of and protect her young.

B. Restate and Show the Words Have children write their own explanations and draw pictures in their vocabulary journals to help them remember the words.

Teach Phonics: Words with Long uA. About Words with Long u Review long u words that end with a silent e. Write

the following word parts in random order on the board in two groups: t, c, h, r, m; ule, ube, ude, uge, ute, une. Ask children to make long u words with the onsets and rimes.(tube, tune, cute, huge, cube, rude, mule, mute, rule) Write the new words on the board and read them together. Challenge children to use each long u word in a sentence.

B. Listen for Words with Long u Have children listen for long u words as you read page 99 of the Whole Class Charts. Ask children to raise their hands when they hear the fi rst long u word on the chart. (June) Then have them listen for other long u words as you read the poem. (cute, huge)

C. Find Long u Words in Text Model fi nding and placing a sticky note under the fi rst long u word. (June) Then have a volunteer place a sticky note under the other skill words. (cute, huge) Say the long u word as he or she underlines the letters with a fi nger.



Teach Target Skill: Identify Story StructureA. Introduce Story Structure Explain to children that all stories have a beginning,

middle, and end. Open the Big Book and point to pages in the beginning, in the middle, and at the end of the story. Review what happened in the beginning (Mother Duck has six babies), middle (Baby Goose knows he is different from his brothers and sisters), and end (Brother Goose saves Smallest Duckling from a fox). Point out that the characters are introduced in the beginning, one of the characters has a problem in the middle, and this problem gets solved in the end.

B. Reinforce the Concept Have children retell the beginning, middle, and end of a Big Book they read previously.

Shared Reading• Reread the Text: What a Duck! Choral read the Big Book together. Make the

eBook audio available in the Listening Center for independent rereading.


English Spanishreptile reptil

(rehp-TEEL)

Spanish Cognate

Web Site InformationModel using the Yahoo! Kids Web site or other protected search engines to look up mammals and reptiles. Together, discuss how reptiles and mammals are alike and different.

Focus on New Literacy

ObjectivesVocabulary ........................ reptile, youngPhonics .............................. Words with Long uComprehension ............... Create Images:

Enhance Understanding

Target Skill ....................... Identify Story StructureWriting ............................... Trait: Sentence Fluency

SHARED READINGLESSON 7

BIG BOOK





32 33


WRITING RESOURCE GUIDE page 70 Writing Traits Checklist

SKILLS MASTERS page 103 Shared Reading Text Organizer

INTERACTIVE WRITINGCHART 43

WRITING RESOURCE GUIDE pages 62–63Adapt to Purpose and Audience

Writer’s Craft

Writing: Sentence Fluency

Assess Progress

WRITING RESOURCE GUIDE page 22

WRITER’S HANDBOOK page 9

Commas: Lists and Dates

1. Retell Have children review their Shared Reading Text Organizer and use words or gestures to show the sequential story events.

2. Use Grammar Have children work with partners to describe situations and use the expression What a . . . . Beginning learners can use What a and a gesture to respond to a partner.

3. Extend Language Ask intermediate and advanced learners to use language of the animal life cycle (hatch, young, grow, appearance) to describe events in the book.

ELL Review

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Differentiated Reading InstructionAs children read independently, meet with individuals or small groups. Use the options below as appropriate.• Teach Create Images with Comprehension Bridge 11 and Organizer.• Review Ask Questions with Comprehension Bridge 10.

3 Support Reading Independence Group Share • Why do you think we need to ask questions while we read? • Share a question you asked today that helped you think about your book’s meaning.

4 Build Writing Skills A. Revise: Interactive Writing Continue revising the class’s letter. Invite volunteers

to make suggestions and mark revisions. • Explain that good writers use a variety of sentences, from short to long, to make their

writing enjoyable to read. Guide children to combine short sentences with connecting words to improve sentence fluency in the class’s letter.

• Prompt children to look for other places they can add connecting words to clarify their ideas and make their writing smooth and easy to read.

• Have children read the draft to a partner. Ask how they could strengthen the draft.

B. Spotlight on Grammar: Commas Use Writing Resource Guide page 22 to provide a lesson on using commas in lists and dates. Explain that commas help separate different pieces of information. Ask children to revisit Interactive Writing Chart 43 to find commas in a list and in a date. (bigger, stronger, and cuter; June 27, 2012)

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Differentiated Writing InstructionAs children write letters of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Introduce Writer’s Craft: Adapt to Purpose and Audience.• Reinforce the Writing Traits with the Writing Traits Checklist.• Support children in forming a small writing group to gather feedback from peers.• Conference with children to assess their understanding of Sentence Fluency.

5 Support Writing Independence Group Share • How did thinking about the Sentence Fluency trait help you revise your letter? • Did you use commas in your letter? How did they help separate information?

GO TO


COMPREHENSION BRIDGE 10, 11SKILLS MASTERS page 104Create Images Organizer



SKILLS MASTERS pages 109–110Words with Long uHave children reread the Decodable Book Luke and Duke silenty.

Decodable Book

1 Build Reading SkillsTeach Vocabulary: Discuss Structured Vocabulary Discussion Have children work with a partner to answer these questions and explain their answers. • What things occur each day in school? • How does an animal’s appearance change as it grows? • Are you a mammal or a reptile? How do you know?

Teach Phonemic Awareness/Phonics: Words with Long uA. Identify Words with Long u Say the word tune slowly, emphasizing the long

u sound. Write the word on the board and have children read it with you. Then ask children to stand up and listen for other words with long u. When they hear a word with the same middle sound as June (long u), have them sit down. Use the following words: tub, rude, hope, tube, nut, tone, cute, cube, mud, mule.

B. Recognize High-Frequency Words Write each word on an index card and have volunteers find it on page 99 of the Whole Class Charts, underlining the word with a finger (anything, thank, woman, their, does). Have children spell the words aloud with you, copy them on paper, and then read them to practice word automaticity. Place the index cards on the Word Wall. Choral read page 99 for fluency practice.

Teach Fluency: Change Your Voice to Reflect Characters Model reading pages 17–23 of the Big Book aloud, changing your voice to reflect the

tones of Mother Duck, Fox, and the ducklings. Then have children echo read the text with you to practice changing their voice to reflect different characters.


!Review Comprehension Strategy Ask Questions: Meaning

Shared Reading A. Review Ask Questions: Meaning What a Duck! Remind children that

active readers ask questions while reading or listening to help them understand the story. Then choose a page to read from the Big Book. Pause and have children share questions they thought about while listening. Continue reading and pausing for children’s questions.

B. Think and Respond: Turn and Talk Have children turn to a partner and discuss these prompts. Encourage active listening.

• What questions did you think about while listening? • Why is it important to ask questions during reading?

C. Think and Respond: Critical Thinking Have partners write a question about any part of the Big Book on an index card. Then write headings on the board: who, what, when, where, why, how. Have children read their questions aloud and tape their cards on the board under the correct heading. Have children discuss any patterns they see and explain why they think the patterns occurred.

Ask children to think about a favorite fairy tale that many people know. Have them rewrite the beginning, middle, or end of the story.

Enrichment Activity

ObjectivesVocabulary ............................. Structured Vocabulary

DiscussionPhonemic Awareness ........ Phoneme MatchingPhonics ................................... Words with Long u

Fluency.................................... Change Your Voice to Reflect Characters

Comprehension .................... Ask Questions: MeaningWriting .................................... Trait: Sentence FluencyGrammar ................................ Commas

SHARED READING

Change Your Voice to

LESSON 8


BIG BOOK

PHONICS PRACTICESkills Masters page 106Words with Long uHave children complete this page for practice with words with long u.



34 35


WRITING RESOURCE GUIDE page 68Editing Checklist

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3 Support Reading Independence Group Share • Share an image you created today that helped you understand the important parts of

what you were reading. • How can this image help you remember what happened in what you were reading today?

4 Build Writing SkillsA. Edit: Modeled/Shared/Interactive Model editing by finding an error on

the revised class draft and marking a correction. Then have children suggest more corrections as you mark. Finally, invite pairs to find and mark errors for correction.

• Encourage children to focus on one convention each time they read through the class draft. For example, they might look for spelling errors first; then go back and check for punctuation errors, and finally read the draft for capitalization errors.

• Remind children that sentences must be complete to be fluent. Have them check that all the sentences in the class’s draft are complete.

• Have children check that they correctly used action words that tell about the future. • Ask children to check the use of commas in lists and dates in the class’s letter.

B. Spotlight on Spelling With children, review the spelling words for the theme. Invite children to identify the theme’s spelling words that appear in the Writer’s Model on Interactive Writing Chart 43. (feed) As you edit the class draft, look for spelling words and make sure they are spelled correctly.

C. Publish As a class, decide how you would like to publish your letter. Model publishing by neatly writing the first sentence of the letter body. Invite volunteers to publish by writing a final draft of a part of the letter.

• Ask children to suggest pictures that could be added to the letter. • Prompt children to think of other ways this letter could be published, such as sending

it as an email message or posting it on a public bulletin board.

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Differentiated Writing InstructionAs children write letters of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Support Editing with the Editing Checklist.• Challenge children to send out their letters and share the responses they receive.• Pair children, urging them to listen to each other’s letters and to note one positive

element. • Conference with children to help them prepare for tomorrow’s writing share.

5 Support Writing Independence Group Share • What part of your letter did you check for correct use of commas? • How are the choices for publishing a letter different from the choices for publishing

a story?


GO TO


COMPREHENSION BRIDGE 11Create Images: Enhance UnderstandingSKILLS MASTERS page 104Create Images Organizer



BrenndIllustrated by

Brenda ParkesIllustrated by James Bennett360 Theme 11 • Week 2

INTERACTIVE READING

Create Images: Enhance UnderstandingWe can picture the setting of the story in our heads if we close our eyes and listen for words that tell us about where the story takes place. What do you see, hear, taste, touch, smell, and feel? What words helped you?

!Think Along

1 Build Reading SkillsTeach Vocabulary: Reflect and Refine• Reflect and Refine Vocabulary Journals Support children in adding to or

completing their drawings and explanations of the theme’s vocabulary words in their vocabulary journals. Draw and model completing a word web for the word young. Children can copy the model in their journals with their own web entries or make a web for another word.

Teach Phonics: Words with Long uA. Phonics in Context Point out the long u word on page 9 of the Big Book. (cute)

Write the word cute on the board. Discuss how the silent e is related to the sound u makes in this word (it makes the u say its own name, or the long sound of u). Erase the final e in cute and ask children to say the new word, cut. Have children locate the other long u word in the story. (huge) Repeat the same procedure with huge. Challenge children to think of other words that change their sound and meaning when the final e is removed. (cube/cub; tube/tub)

B. Turn and Talk Ask children to tell a partner some long u words they have learned this week. Have children use discriminative listening skills to listen carefully to their partner’s words.

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2 Read and Comprehend Interactive Reading!Comprehension Strategy Create Images: Enhance Understanding

Interactive ReadingA. Big Book: What a Duck! Reread pages 2–4 of the Big Book as you fingerpoint

the words and ask children to choral read with you. Use a Think Along to reinforce the comprehension strategy.

B. Interactive Version of Big Book: Reverse Think-Aloud Technique Divide the class into partners of mixed abilities, and hand out an Interactive Version to each pair. One partner reads one page aloud while the other partner follows along silently. The partner following along chooses a point to stop the reader and ask a question about the image in the reader’s mind. The first partner answers; then partners reverse roles.

C. Create Images: Enhance Understanding Together, review that creating visual pictures can help readers understand the story. Point out that by using the words from the story, children can create pictures in their minds using their senses and feelings. Have partners read pages 20–21 together and then use a Think Together to discuss their mental images.

D. Think and Respond: Listen and Write Have partners use their Create Images Organizer to write a sentence about the images they created. Circulate to provide assistance. Then ask pairs to share their sentences and discuss the differences among the pairs’ images.

Create Images: Enhance UnderstandingHave children think about the details in their mental images as they read. Distribute copies of the Create Images Organizer so children can write down the words or phrases that helped them create their mental pictures. Encourage them to use a Think Aloud with each other to share words and phrases to record on their organizers.

!Think Together

BIG BOOK

INTERACTIVE VERSION OF BIG BOOK

BIG BOOK

LESSON 9ObjectivesVocabulary ........................ Reflect and RefinePhonics .............................. Words with Long u


Writing ............................... Trait: Sentence Fluency



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SpellingGive a spelling test on this week’s spelling list.

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Assess Progress

WRITING RESOURCE GUIDE page 69Writer’s Reflection Checklist

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3 Support Reading Independence Group Share • When you listen to a story, what do you do to create pictures in your head? Do you

do the same thing when you read a story? • If you cover up the pictures in a story and then just read the words, are the pictures

you make in your head just like the pictures in the story? Are they different? Why do you think that happens? Do you think the illustrator had to make a picture in his or her head before drawing the pictures?

4 Build Writing Skills A. Share Writing Use whole class writing time for a writing share. Have selected

children present their writing pieces to the class. Encourage children to read their letters slowly and clearly. Remind the class to listen carefully and quietly.

B. Model Critiquing As children present, offer praise for strong points and suggestions for areas that need improvement.

• To model giving positive feedback, say I like how used a greeting and a closing that matched his/her audience and purpose.

C. Discuss Feedback Lead a discussion in which volunteers offer feedback to writers about their work. Remind children to follow the class rules for discussion as they speak and listen. Encourage children to express their ideas in complete sentences.

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up Differentiated Writing InstructionHave children reflect on their own writing processes and experiences by completing the Writer’s Reflection Checklist.

5 Support Writing Independence Group ShareGather to discuss the shared writing pieces and children’s responses on their Writer’s Reflection Checklists. • Which letters had sentences that flowed together smoothly? • What were some of the reasons that different people wrote letters? • What things did you find helpful as you wrote your letter?



INTERACTIVE READING

Have children choose an animal life cycle to research. Then ask them to illustrate each stage of the cycle and write a word or sentence to describe it. Have children cut out each life cycle stage picture and glue it in order around the outer ring ofa paper plate. Punch a hole at the top of the plate to display in the classroom.

Enrichment Activity

1 Build Reading SkillsTeach Vocabulary: Apply in Learning Game• Word Talk Repeat the game from Lesson 5 with the words hatch, appearance, occur,

mammal, reptile, and young. For a challenge, have children play the game with related vocabulary words such as cub and grow.

Teach Phonics: Words with Long u A. Explore Words Together Write long u word endings on the board: ube, ule, ude,

une, ute. Read the rimes aloud. Have children work with a partner to add consonant onsets to the beginning of each rime and write as many words as possible. Ask children to share the list of words they made.

B. Explore Words in Writing Have children create a long u sentence. For example, have partners write a sentence about what they did in June and then exchange sentences. Have them read their partner’s sentence aloud.

C. Review eed, eam and High-Frequency Words Review eed, eam words by asking children to identify words with the eed and eam sounds. After saying each word aloud, have children say eed or eam: team, seed, weed, beam, feed. Call on children to help you write the theme’s high-frequency words on a chart.

2 Read and Comprehend Interactive Reading


Wrap Up the Interactive ReadingA. Summarize the Selection: What a Duck! Ask children to help you

summarize the important parts in What a Duck!

B. Comprehension Questions Discuss the following: LITERAL: How did Brother Goose save Smallest Duckling? (He scared Fox away.)INFERENTIAL: Do you think that Brother Goose will be treated differently because he saved Smallest Duckling? Explain why or why not.

C. Reteach the Theme Strategy Create Images: Enhance Understanding Discuss with children how they can use the words they hear or read in a story to create pictures in their heads that will help them understand what happened in the story. Tell children about a time you ate an ice cream cone. Use descriptive language such as rich, dark chocolate. Ask children to describe the image in their heads using the five senses and feelings.

Assessment: Theme 11 Progress Test Administer the Theme 11 Progress Test that assesses Comprehension, Target Skills,

Vocabulary, Phonemic Awareness, Phonics, Grammar, and Writing.

ASSESSMENT GUIDEpages 103–109Theme 11 Progress Test

INTERACTIVE VERSION OF BIG BOOK

ObjectivesVocabulary ........................ Apply in Learning GamePhonics .............................. Words with Long uSpelling ............................ Assessment


Writing ............................... Writing Share/Reflect

LESSON 10



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