lesson 151 notes€¦ · cause-and-eff ect events in a selection and respond to questions about the...

Calvert Education Services • Lesson 151

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NotesLesson 151Materialsindex cardsdrawing papercrayons-er, -est Word Cardstwo wide-ruled pads bold-colored markerbeginner’s pencilcalendartwo glow stickstwo foam cupshot waterice waterthermometer

BooksRWP Phonics RWC Calvert SpellerScienceActivity Pages

Student Assignments ❑ MATHEMATICS ❑ READING

___Listen and respond to “Frog Tricks Loud Rabbit”___Complete Work Page 317, RWP ___Read “Ice-Cold Drinks,” Phonics___Complete exercises and answer questions___Contribute sentences for an alternate ending___Complete Reading Checkpoint

❑ WRITING ___Write the months of fall___Write a sentence___Complete Writing Checkpoint

❑ SPELLING ___ Complete Adding -er and -est to Words,

p. 107, Calvert Speller___Complete Spelling Checkpoint

❑ SCIENCE ___Read pp. 400–401, Science___Complete Th ink, Talk, and Write, p. 401, Science___ Complete Science Activity 121, Activity Pages___Complete Science Checkpoint

❑ GAMES AND ACTIVITIES ___Make a timeline of student’s life

MathematicsComplete today’s Math Lesson in the separate Math Lesson Manual.

ReadingIntroduction: Your student will be completing the last nine lessons of the course and will complete the last book Wonders. He will listen for details and identify cause-and-eff ect events in a selection and respond to questions about the content. Your student will substitute medial phonemes, blend and read base words with endings -er, -est. He will apply the phonics/decoding strategy to decode words in context, reread to build fl uency, learn the spelling patterns -er, -est, and write an alternate story ending.

Listening Comprehension Objectives: to listen for details and identify cause-and-eff ect events in the story; to answer questions about the content

Tell your student that you would like him to listen to a story about a frog who challenges a rabbit to a race. Explain that as you read, you will model how to read clearly and with expression.

Remind your student that events in a story usually happen for a reason. It is important for readers to pay attention to causes and eff ects of story events in order to understand the story. Read the story aloud. Tell your student to pay attention to the causes and eff ects as he listens.

Lesson 151Lesson 151

Notes


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NotesFrog Tricks Loud Rabbit

Once upon a time, there were a frog and a rabbit. Rabbit was very loud and could run very fast. Wherever he went, Rabbit shouted, “I can run the fastest! I can run the fastest!” Rabbit’s bragging really bothered Frog.

“No one wants to hear your yelling, Rabbit,” Frog said grumpily.

“But I can run the fastest,” Rabbit said loudly.

“There’s no need to yell,” said Frog. “I will race you down to the pond, and we will see if you really are the fastest,” Frog added.

Frog and Rabbit decided the race would be in 2 days. They would race in the tall swamp grass from the top of the hill down to the pond.

Frog went to count how many hops it would take to get from the top of the hill to the pond. Then he went back to his house to plan a trick. All the while, Rabbit continued to shout, “I can run the fastest! I can run the fastest!”

When the day of the race came, Frog and Rabbit were ready. Frog prepared to play his trick on Rabbit. He had asked all of his frog friends to hide in the tall swamp grass from the top of the hill to the pond.

The race started. Rabbit ran very fast. He came around a corner and saw a frog jump from the grass in front of him. Then another. And another. Rabbit became confused. He thought that each of Frog’s friends was Frog. Rabbit ran faster and faster to catch up with Frog, but he was so confused that he did not realize he was running in circles. All that running in circles made him so dizzy that he fell right into a patch of ripe strawberries!

When Rabbit looked up, dripping with strawberry juice, he saw Frog already at the finish line.

Frog was hopping up and down and shouting loudly, “I am the fastest! I am the fastest!”

ComprehensionWhen you have fi nished reading the story, ask the following questions. Encourage your student to answer each in a complete sentence.

1. (Cause and Eff ect) Why is Frog really bothered by Rabbit? (He doesn’t like Rabbit’s yelling and bragging.)

2. (Cause and Eff ect) What makes Rabbit fall into the strawberry patch? (He gets so dizzy from chasing the frogs in circles that he falls down.)

3. (Making Generalizations) Do you think it was fair that Frog tricked Rabbit? Why? (Answers will vary.)


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Notes Phonemic Awareness Objective: to substitute medial phonemes

Say the word later slowly, /l/ /ā/ /t/ / r/. Have your student repeat it. Ask: What word will we have if we change the /ā/ sound in later to /ī/? (lighter)

Repeat with the following:

• Change the /ē/ in clean to /ou/. (clown)

• Change the /ă/ in sad to /ē/. (seed)

• Change the /ī/ in dry to /oo/. (drew)

• Change the /yoo/ in cute to /ō/. (coat)

Phonics Objective: to blend and read base words with endings -er, -est

Connect Sounds to LettersWrite tall, taller, and tallest as column headings. Point out the base words tall and the endings -er and -est. Underline er and est. Explain that the -er stands for the /ûr/ and that the -est stands for the /ĕst/. Read the words and have your student repeat them. Have him choose a word and use it in a sentence.

Add the words new/newer/newest and dark/darker/darkest to the appropriate columns. Have your student read the words. Identify the base word and underline the endings. Ask your student to use each word in a sentence.

Introduce variant spellings. Point out that in the words your student just read, the base words did not change when the ending -er or -est was added.

Write dry, drier, driest and read each word. Repeat with hungry, hungrier, hungriest. Explain that when a base word ends with a consonant and y, the y changes to i before adding the -er or -est.

Write sad, sadder, saddest and read each word. Explain that when a base word ends with a short vowel sound and one consonant, the fi nal consonant is usually doubled before -er or -est is added. Ask your student to identify the double consonant. (dd) Point out that the dd stands for just one sound, /d/.

Write cute, cuter, cutest, and read each word. Explain that when a base word ends with an e, the fi nal e is dropped before -er or -est is added.

Place the Letter Cards f, a, s, t, e, and r together and remind your student that -er stands for /ûr/.

Use the blending routine and blend faster from left to right, ff făăăsssst rrrr. Repeat the steps with the words cleanest, safest, luckier, brightest, wetter, soft er, wider, cloudiest, bravest, and shiniest. For words ending in -est, remind your student that -est stands for /ĕst/.

Have your student blend and read words. Write thinner, and ask your student to blend the sounds as you point to the letters. Have him reread thinner. Repeat for silliest, thicker, larger, hottest, warmer, nicer, lowest, happiest, funnier, and fastest.


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NotesConnect Sounds to Spelling and WritingWrite the following base words: big, fat, loud, noisy, happy, pretty, short, small, wise. Have your student take turns choosing a word, reading it, and helping you spell the comparative and superlative forms by adding -er and -est. Write the two new words to the right of each base word.

Distribute drawing paper. Ask your student to choose one group of three words and have him illustrate the words, labeling the picture with the appropriate adjectives. (sample: big, bigger, biggest with a drawing of three diff erent sized animals)

Application: Have your student complete Work Page 317 in RWP for more practice with comparing with -er and -est.

Directed ReadingObjectives: to apply the phonics/decoding strategy to decode words in context; to reread to build fl uency

Remove the Phonics story “Ice-Cold Drinks” from the book and give it to your student. Ask him what the children are doing on p. 53. (selling drinks at a stand)

Refer to the steps of the phonics/decoding strategy in RWC. Th en model how to use the strategy to read the fourth line on p. 53. Say: I see the letters S, w, e, e, t, e, s, t. I know that the letters ee stand for the sound /ē/ and that the ending -est stands for /ĕst/. I’ll put the sounds for all the letters together: /s/ /w/ /ē/ /t/ /ĕ/ /s/ /t/, Sweetest. Sweetest is a word I know, and it makes sense in the sentence.

Have your student read “Ice-Cold Drinks.” If necessary, coach him in applying the strategy to words such as cooler: What are the letters from left to right? (c, o, o, l, e, r) Blend the sounds for the base word. (/kool/) What sound does the ending -er stand for? (/ûr/) Blend the sounds. What is the word? (cooler) Is cooler a word that you know? Does it make sense?

ComprehensionDiscuss the following questions with your student. Encourage him to answer in complete sentences.

1. What do Rose and Bruce sell? (Th ey sell ice-cold drinks.)2. How do they try to improve the drinks? (Th ey make them sweeter

and cooler.)3. Do you think that Rose and Bruce have a good business? Why? (Answers

will vary.)

Build FluencyRead aloud pp. 56–57, modeling how to read dialogue with expression. Th en have your student read the pages aloud. Have him reread the same pages until he can read them aloud eff ortlessly. Repeat the process for the remaining pages.

VocabularyObjective: to review words and the spelling pattern -er, -est

Review the current high-frequency words. Point out the word hard on the Word Wall and read it. Write the word and demonstrate how to add the endings -er and -est. Ask your student to read the new words harder and hardest.


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Notes Application: Have your student fi nd the words full and near on the Word Wall, write them on paper, and add -er and -est to each one. Repeat with other words from the Word Wall.

WritingObjective: to contribute story sentences for an alternate story ending

Tell your student that today he will write a new ending to the story “Two Greedy Bears.” Ask him to imagine what might have happened if the fox never came along. Ask: What do you think the two bears would have done with the cheese?

Record the ideas on paper. Help your student choose his favorite ideas. Have him contribute sentences for the new ending. Record the sentences. Th en read the story ending with your student. Have him illustrate it.

Complete Reading Checkpoint

Writing Objective: to practice writing the seasons and months

Introduction: In today’s lesson, your student will write the months of fall.

Instruction: Begin today’s lesson by asking your student to name a month in fall. If he has trouble naming a fall month, name one for him, as this can be a challenging question for a young student. Tell him that the three months of fall are September, October, and November. Remind your student that fall is known as autumn, too. Write the following months on your pad.


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NotesIf a calendar is available, show your student the fi rst day of fall in the month of September. Share with him an example of something you might do in the fall.

Application: Have your student copy the months of fall onto his pad. Th en dictate the following sentence for him to write and fi ll in the blank.

My favorite fall month is ___________.

Complete Writing Checkpoint

Spelling Objectives: to spell base words with -er or -est added; to write the Unit 27 words

Introduction: Today your student will be introduced to base words with -er or -est added.

Instruction: Print the following words on the chalkboard or piece of paper.slow, slower, slowestshort, shorter, shortesttall, taller, tallest

Underline the -er and -est in each word, and have your student identify the letters that spell each ending. Explain that these endings are added to base words when comparing two or more things. Provide examples as needed. Th is swing is lower than that one. (compares two things) Th e red swing is lowest of all. (compares more than two things) Draw illustrations of these examples as needed.

Note: You may need to remind your student that a base word is a word to which an ending can be added.

Introduce the Basic Words one at a time. First say the word, and then print the word on the chalkboard or piece of paper. Spell it aloud as you write, and demonstrate how to form each letter. Finally, use the word in a sentence to ensure that your student understands the meaning and proper usage.

Basic Wordsnewer Your sneakers are newer than mine. newerwarmest This is the warmest day we warmest have had all week. highest We climbed the highest hill. highestfaster You run faster than I do. fasterdeepest He swam in the deepest part deepest of the pool. richer The king was richer than the prince. richer

Challenge Wordssmaller The puppy is smaller than the smaller mother dog.kindest The tall boy was the kindest. kindest

Have your student underline the -er and -est endings on the words.


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Notes Application: Have your student turn to p. 107 in the Calvert Speller. Have him look at the fi rst Basic Word and listen as you say the word. Th en have him write the word. Finally, have him check the spelling. Continue this procedure for all the words on the list.

Complete Spelling Checkpoint

Science Objective: to describe diff erent sources of heat

Introduction: Your student has been learning about the diff erent forms of energy. In this lesson, your student will learn more about one form of energy: heat.

Begin this lesson by asking your student the following questions to assess his knowledge of heat.

1. What is heat?2. What are some sources of heat?3. How can we use heat?

Vocabularyheat

Instruction: Read pp. 400–401 in the textbook together with your student. Discuss the main idea that heat energy from the sun, burning fuel, and friction all make things warm. Remind your student that friction is two things rubbing together. Explain that the heat generated by rubbing hands together comes from friction. Have your student try rubbing his hands together to feel the heat.

Have your student study the photos on p. 400, and tell him to describe what he sees. Have him complete the Read a Photo activity. (Possible answers: Th e wood glows bright red; it turns black and turns to ash; it changes shape; the burning wood makes heat.)

Ask your student to rub a piece of paper on his desk while pressing down as hard as he can. Encourage him to continue rubbing until he begins to feel it heat up. Ask: What is happening to the paper? (It is heating up.) Have him try to generate heat by rubbing other objects, such as pencils, and pieces of cloth, together.

Next complete the Th ink, Talk, and Write activity on p. 401 in the textbook.

Application: Complete Science Activity 121: Glow Sticks and Heat in the Activity Pages.

Discussion Questions: Discuss the following questions with your student.

1. What is heat? (energy that makes things warm)2. What happens when you rub two things together? (generate heat

through friction)3. Where does most of Earth’s heat energy come from? (the sun)


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NotesEnrichment: Sing the following song together with your student. Have your student draw and color pictures to illustrate the song. Help your student make up words to the song to describe “Heat for You and Me.”

“Energy for You and Me”(to the tune of “Twinkle, Twinkle, Little Star”)

Energy for you and meComes from water, sun, and tree

Energy can change its formKeep cold things cold and warm things warm

Energy for you and meComes from water, sun, and tree.

Looking Forward: For Lesson 153, you will need to supply your student with drinking glasses, a spoon, items that produce sounds (e.g., drum, whistle, broom, and recorder), and a xylophone or other pitched instrument (piano, guitar, fl ute, recorder, or drums). If you choose to complete the Enrichment activity, you will need safety goggles, one thin and one thicker rubber band, and a plastic bowl.

Complete Science Checkpoint

Games and Activities If time permits today, your student can revisit the timeline of his life that he completed in Social Studies Lesson 69 (Explore Activity 16). Review the events that were included in his timeline. Next have your student draw a picture of each event on his timeline and write a sentence describing it. Th ese can be placed under the timeline or pasted to a separate piece of paper.

BrainPOP Jr Activity• Heat

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