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Pearson Reading Street Common Core – 1st Grade

Learning Coach Guide – Segment 2

Hernando eSchool – Pearson Reading Street Common Core – 1st GradeLearning Coach Guide – Segment 2

Table of ContentsUnit 2 Week 4 – The Big Circle - Day 1 ...................................................................................4 - 9Unit 2 Week 4 – The Big Circle - Day 2 ...............................................................................10 - 17Unit 2 Week 4 – The Big Circle - Day 3 ...............................................................................18 - 21Unit 2 Week 4 – The Big Circle - Day 4 .............................................................................. 22 - 23Unit 2 Week 4 – The Big Circle - Day 5 ...............................................................................24 - 25Unit 2 Week 5 – Life in the Forest - Day 1 .......................................................................... 26 - 30Unit 2 Week 5 – Life in the Forest - Day 2 ..........................................................................31 - 36 Unit 2 Week 5 – Life in the Forest - Day 3 ...........................................................................37 - 39Unit 2 Week 5 – Life in the Forest - Day 4 .......................................................................... 40 - 42Unit 2 Week 5 – Life in the Forest - Day 5 ...........................................................................43 - 44Unit 2 Week 6 – Honey Bees - Day 1 .................................................................................. 45 - 49Unit 2 Week 6 – Honey Bees - Day 2 ...................................................................................50 - 56Unit 2 Week 6 – Honey Bees - Day 3 .................................................................................. 57 - 59Unit 2 Week 6 – Honey Bees - Day 4 ...................................................................................60 - 61Unit 3 Week 1 – A Place to Play - Day 1 ..............................................................................62 - 63Unit 3 Week 1 – A Place to Play - Day 2 ..............................................................................64 - 67Unit 3 Week 1 – A Place to Play - Day 3 ..............................................................................68 - 70Unit 3 Week 1 – A Place to Play - Day 4 ..............................................................................71 - 72Unit 3 Week 1 – A Place to Play - Day 5 .....................................................................................73Unit 3 Week 2 – Ruby in Her Own Time - Day 1 .................................................................74 - 77Unit 3 Week 2 – Ruby in Her Own Time - Day 2 .................................................................78 - 83Unit 3 Week 2 – Ruby in Her Own Time - Day 3 .................................................................84 - 86Unit 3 Week 2 – Ruby in Her Own Time - Day 4 ................................................................87 – 88Unit 3 Week 2 – Ruby in Her Own Time - Day 5 ........................................................................89Unit 3 Week 3 – The Class Pet - Day 1 .................................................................................90 - 91Unit 3 Week 3 – The Class Pet - Day 2 .................................................................................92 - 95Unit 3 Week 3 – The Class Pet - Day 3 .................................................................................96 - 98Unit 3 Week 3 – The Class Pet - Day 4 ...............................................................................99 - 101Unit 3 Week 3 – The Class Pet - Day 5 ......................................................................................102Unit 3 Week 4 – Frog and Toad Together - Day 1 ............................................................103 - 105Unit 3 Week 4 – Frog and Toad Together - Day 2 ............................................................106 - 110Unit 3 Week 4 – Frog and Toad Together - Day 3 ............................................................111 - 113Unit 3 Week 4 – Frog and Toad Together - Day 4 ............................................................114 - 115Unit 3 Week 4 – Frog and Toad Together - Day 5 ............................................................116 - 117Unit 3 Week 5 – I’m A Caterpillar - Day 1 .......................................................................118 - 120Unit 3 Week 5 – I’m A Caterpillar - Day 2 .......................................................................121 - 124Unit 3 Week 5 – I’m A Caterpillar - Day 3 .......................................................................125 - 127Unit 3 Week 5 – I’m A Caterpillar - Day 4 ......................................................................128 – 129Unit 3 Week 5 – I’m A Caterpillar - Day 5 .......................................................................130 - 131Unit 3 Week 6 – Where Are My Animal Friends - Day 1 .................................................132 - 133Unit 3 Week 6 – Where Are My Animal Friends - Day 2 .................................................134 - 139Unit 3 Week 6 – Where Are My Animal Friends - Day 3 .................................................140 - 142Unit 3 Week 6 – Where Are My Animal Friends - Day 4 .................................................143 - 144Unit 3 Week 6 – Where Are My Animal Friends - Day 5 ..........................................................145Unit 4 Week 1 – Mama’s Birthday Present - Day 1 ..........................................................146 - 150

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Unit 4 Week 1 – Mama’s Birthday Present - Day 2 ......................................................... 151 - 155Unit 4 Week 1 – Mama’s Birthday Present - Day 3 ......................................................... 156 - 158Unit 4 Week 1 – Mama’s Birthday Present - Day 4 ..........................................................159 - 160Unit 4 Week 1 – Mama’s Birthday Present - Day 5 ..........................................................161 - 162Unit 4 Week 2 – Cinderella - Day 1 ..................................................................................163 - 165Unit 4 Week 2 – Cinderella - Day 2 ..................................................................................166 - 171Unit 4 Week 2 – Cinderella - Day 3 ................................................................................. 172 - 174Unit 4 Week 2 – Cinderella - Day 4 ................................................................................. 175 - 176Unit 4 Week 2 – Cinderella - Day 5 ..................................................................................177 - 178Unit 4 Week 3 – A Trip to Washington D.C. - Day 1 .......................................................179 - 181Unit 4 Week 3 – A Trip to Washington D.C. - Day 2 ...................................................... 182 - 188Unit 4 Week 3 – A Trip to Washington D.C. - Day 3 ..................................................... 189 – 192Unit 4 Week 3 – A Trip to Washington D.C. - Day 4 .......................................................193 - 195Unit 4 Week 3 – A Trip to Washington D.C. - Day 5 .......................................................196 - 198Unit 4 Week 4 – A Southern Ranch - Day 1 .....................................................................199 - 201Unit 4 Week 4 – A Southern Ranch - Day 2 .................................................................... 202 - 206Unit 4 Week 4 – A Southern Ranch - Day 3 ....................................................................207 - 209Unit 4 Week 4 – A Southern Ranch - Day 4 .....................................................................210 - 211Unit 4 Week 4 – A Southern Ranch - Day 5 .................................................................... 212 - 213Unit 4 Week 5 – Peter’s Chair - Day 1 ..............................................................................214 - 216Unit 4 Week 5 – Peter’s Chair - Day 2 ...................................................................................217 - Unit 4 Week 5 – Peter’s Chair - Day 3 .............................................................................................Unit 4 Week 5 – Peter’s Chair - Day 4 .............................................................................................Unit 4 Week 5 – Peter’s Chair - Day 5 ............................................................................................

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Unit 2 Week 4 – The Big Circle - Day 1Content KnowledgeAnimal CommunitiesConcept Talk To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about how animal communities work together to survive. Write the Question of the Week, How do animal communities work together to survive?, and track the print as you read it.

Build Oral LanguageTalk About Animal Communities Have students turn to pages 104 – 105 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussions.

1) What animal community do you see in the picture on page 104? (bees) These bees have a job to do in their community. What do you think that is? (making honey)

2) What are the fish doing? (swimming together) Would it be safer to swim alone or in a big group? (in a group)

3) How are the cheetahs working together? (They are hunting for food.) Cheetahs hunt together to survive.

Connect to Reading Explain that this week students will read about some dinosaurs called triceratops. Tell students that triceratops lived in a community and worked together to protect their young from enemies.

Building Oral VocabularyAmazing Words

Word Meaning Possible Synonym

Possible Antonym

Enemy A person who is actively opposed or hostile to someone or something.

Opponent, adversary, foe, rival, antagonist, combatant

Friend

Extinct A species, family, or other large group with no living members.

Died out Alive, in existence

Protect Keep safe from harm or injury. Safeguard, defend

Harm, injure

Crater A large, bowl-shaped cavity in the ground or on the surface of a planet or the moon, typically one caused by an explosion or the impact of a meteorite or other celestial body.

Cavity, hole

Holler Give a loud shout or cry. Shout, yell, bellow

Whisper

Swamp An area of low-lying, uncultivated ground where eater collects; a bog or marsh.

Marsh, bog Forest

Bluff An attempt to deceive someone into believing that one can or will do something.

Deception, fake, Truth

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Boisterous Noisy, energetic, and cheerful Rambunctious, lively

Quiet, soft spoken

Using the Frayer Model, have students complete the vocabulary concept map for each word. Students should paraphrase the definitions in their own words and use examples (synonyms) and nonexamples (antonyms) they come up with or from the examples provided.

Amazing Words at Work Have students look at the pictures on page 105 in their Student Edition.

- What are some enemies these fish might have? (Possible response: A shark might be an enemy of the fish.)

- Do you think another antelope will try to protect this one? (Possible response: Another antelope probably won’t protect this one because two antelopes cannot fight off three cheetahs.)

- Can you name a kind of animal that has become extinct? (Possible response: Dinosaurs are extinct.)

Apply Amazing Words Have students demonstrate their understanding of the Amazing Words by completing these sentences orally.

1) A ____ is an enemy of a _______.2) Mother _______ protect their ______.3) _______ are extinct.

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Phonemic AwarenessLong oIntroduce Read the bullet points on page 106. No and rod rhyme. The middle sound in rod is /o/. I can change the short o sound in rod to the long o sound to make the new word: road. Listen: rod, road. Have students name five items with the long o sound. (rope, hole, mole, coat, bone) Then have students find two items that rhyme with cone. (bone, stone) Say the sounds in each word.

Model Listen to the sounds in rod: /r/ /o/ /d/. There are three sounds. Let’s blend those sounds: /r/ /o/ /d/. Repeat for road. Guide students as they segment and blend these words: cot/coat, sock/soak.

Connect Write the words cake and fine. Ask students what they know about the vowel sounds in these words. (The vowel sounds are long: they say their names) You’ve been listening to words with the /ō/ sound. Today you’ll learn how to spell and read words with the /ō/ sound spelled o_e.

Guide Practice Have students blend with you. Remind them that the letter e gives the o its /ō/ sound.

pole cone stole those stone ropejoke home woke nope hope robe

On Their Own Use Reader’s and Writer’s Notebook page 265. Once completed, scan and email the worksheet to your teacher.

Spelling PretestWords with Long oDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify pronunciations, and give the meanings of words. Have students check their pretests and correct misspelled words.

1) home We fed the dog as soon as we got home.2) hope I hope you will visit me tomorrow.3) rose Dad has a rose bush in our garden.4) woke We all woke up early this morning.5) those Those games belong to Jim.6) bone The dog was chewing on a bone.7) hose Megan uses a hose to water her lawn.8) joke What’s the funniest joke you know?9) rode Mom and I rode the roller coaster.10) stone Carl spotted a shiny stone on the path.

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Text-Based ComprehensionSequenceRead Remind students of the weekly concept – Animal Communities. Have students listen as you read aloud “A Clever Trick”.

A Clever TrickOne day a mother quail was hunting for insects to eat. Suddenly, she heard a noise. It was

just a twig breaking, but it was enough to make her look up and see a fox twenty feet away. Immediately, the quail knew she had to protect chicks from this enemy.

First, she spread her wings, flew high into the air, and settled in the middle of the path between the fox and her baby chicks. SQUAWK! SQUAWK! SQUAWK!

Next, the quail pretended she was hurt. She began to hobble about. The fox though the quail might make a good meal. Since she was injured, he knew that he could easily catch her. The fix didn’t know that the quail was only tricking him into thinking she was hurt. He didn’t know that she wanted him to chase her so that he would not see the little chicks. It was a good trick to protect her chicks. The quail hobbled down the trail, faster and faster. The fox ran after her, but the bird was always just a little faster.

Last, when the quail was sure she had led the fox away from her chicks, she flew up into the trees and disappeared. The hungry fox looked at the sky, wondering where the quail had gone.

Model A Close Read Now model how to use sequence to build comprehension. Complete the graphic organizer below.

Think Aloud: Today we read a story about how a mother animal protects her young. When I read, I look for clue words that help me pay attention to the order of events. In this story, the mother quail protects her chicks by tricking the fox. The author uses the words first to tell the first thing the mother quail did was put herself in between the fox and her chicks. I will add this to the organizer. Continue modeling with next and last.

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Teach Sequence Events in a story happen in a certain order. A story has a beginning, a middle, and an end. The order of events is the sequence. Authors may use words such as first, next, then, and last to help readers figure out the sequence of events.

Have students turn to page EI5 in their Student Edition. These pictures show an example of sequence. Discuss these questions using the pictures:

- What happens first? (The plant sprouts.)- What happens next? (Leaves grow.)- What happens last? (A flower blooms.)

Apply Use Reader’s and Writer’s Notebook page 267. Scan and email the completed page to your teacher.

ConventionsProper Nouns: Days, Months, HolidaysMake Connections What are the names of the days of the week? What are some holidays you know? What month were you born? List student’s suggestions, these words are all proper nouns.

Teach Explain that names of particular people, places, animals, and things are call proper nouns. Tami and Matt are proper nouns. Holidays such as Labor Day and New Year’s Day are proper nouns. Months of the year such as June and December are proper nouns; so are days of the week, such as Monday and Friday. Proper nouns begin with capital letters. Explain that names of days of the week, months of the year, and holidays are proper nouns. Have students name the days of the week and the months of the year.

Apply Have students complete these sentence frames orally using proper nouns.

1) Today is _______.2) Tomorrow will be _______.3) Yesterday was _______.

WritingPoemIntroduce This week you will write a poem. A poem is often a short piece of writing. The words are in lines. Sometimes they thyme.

Prompt Think about how animals protect themselves. Now write a poem about an animal that protects itself from an enemy.

Examine Model Text Let’s listen to a poem. Track the print as you read aloud “Time for Spines” on Reader’s and Writer’s Notebook page 268. Have students follow along.

Key Features What happens in the poem? (The porcupine goes to eat and an owl attacks, so the porcupine bows down and puts out its spines.) Help students underline the lines that express

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main events. (lines 2, 5-8) Remind students that rhyming words sound alike. Have them circle words that rhyme. (night/bite, there/scared, spines/porcupine)

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Unit 2 Week 4 – The Big Circle - Day 2Build Oral LanguageTalk About Sentences and Words Read the sentence below.

And right in the middle of his holler, that frog grows a whole lot smaller …..

- Have students repeat the sentence with you. What does right in the middle of his holler mean? (in the middle of his scream)

- What other word could we use in place of holler? Have students share their suggestions.- After students have tried other words, ask: Why do you think the author chose the word

holler? (It rhymes with smaller.)

Phonemic AwarenessSegment and Blend PhonemesModel Have students look at the picture on pages 106 – 107. I see that some moles didn’t leave the plants alone. The word didn’t is a contraction. Did and not make up the contraction didn’t/ Listen to the sounds in didn’t: /d/ /i/ /d/ /n/ /t/. Let’s blend those sounds: /d/ /i/ /d/ /n/ /t/ , didn’t. Continue with I’m and can’t.

Guide Practice Guide students as they segment and blend the contractions from these sentences. The mother and daughter moles didn’t know what happened. They’ll look around. The dog isn’t fooled. He’ll find the moles.

On Their Own Have students segment and blend the following words.

hadn't /h/ /a/ /d/ /n/ /t/I’ll /I / /l/I’m /i/ /m/

PhonicsContractionsConnect Write not, am, and will. You studied these words already. Today we will learn how to write and say new words with not, am, and will by adding them to some other words you know.

The words can and the words not make the contraction can’t. A contraction is a short way of writing two words as one. Point to the apostrophe. This is an apostrophe. It takes the place of a letter or letters that are left out. Follow the same procedure to teach the contractions I’m and she’ll.

Model Write she’ll. She’ll is a contraction. It included the words she and will. Beneath she’ll, write she will. An apostrophe takes the place of the letters wi in she’ll. Write I am and beneath it write I’m. We can put the words I and am together to make the contraction I’m. An apostrophe takes the place of the letter a in I’m.

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Guide Practice Have students read can’t, I’m, and we’ll with you. Write the words below. Have the group read the words with you, Then identify the two words in each contraction. Point out that the apostrophe in can’t is used in place of letters no.

isn't I’m they’ll can’t hadn’tyou’ll aren’t he’ll I’ll couldn’t

On Their Own Use Reader’s and Writer’s Notebook page 269. Scan and email the completed page to your teacher.

PhonicsReview Long a: a_e, Long i: i_eLong o: o_eDecode Words in Isolation Display these words. Have students blend the words. Then point to the words in random order and ask students to read them quickly.

note woke drove brokepage pole smile salethose brave mice shame

Decode Words in Context Display these sentences. Have the class read the sentences.

1) Nate set the stone in that tote bag.2) Rose made a kite with this kit.3) Tape this note on top of that box.

SpellingWords with Long oGuide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.

1) /h/ /ō/ /m/ home2) /h/ /ō/ /p/ hope3) /r/ /ō/ /z/ rose4) /w/ /ō/ /k/ woke5) /TH/ /ō/ /z/ those6) /b/ /ō/ /n/ bone7) /h/ /ō/ /z/ hose8) /j/ /ō/ /k/ joke9) /r/ /ō/ /d/ rode10) /s/ /t/ /ō/ /n/ stone

On Their Own Use Reader’s and Writer’s Notebook page 270. Scan and email the completed worksheet to your teacher.

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Selection VocabularyIntroduce Selection Words Use The Herd to introduce this week’s selection vocabulary. Read each sentence as you track the print. Frame each underlined word and explain its meaning. Have students read each sentence with you.

Triceratops – a large plant-eating dinosaur that had three horns.

Meat – a kind of food that comes from animals.

Herd – a group of animals of the same kind that stay together.

Baby – a very young child or animal.

Circle – a round shape, like a ring.

Vocabulary Strategy: Sort WordsTeach Explain that to sort means to put things into groups. Draw a T-chart. Label one column Land Animals and the other column Water Animals.

Think Aloud: We are going to sort animals into two groups, or categories. One group is Land Animals, and the other group is Water Animals. I know that cats are animals that live on land, so I will write cats in the Land Animals column. I know that whales are animals that live in the water, so I will write whales in the Water Animals column.

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Guide Practice Have students name animals and identify the correct column for sorting. Write their responses on the chart.

Text-Based ComprehensionIntroduce Main SelectionGenre Fiction is a made-up story. Some made-up stories could really happen; whole others could never happen in real life. Explain that dinosaurs were real animals that loved long ago. As they read The Big Circle, students should look for things that dinosaurs really used to do and things that could not really happen.

Preview and Predict Have students identify the title of the selection, the author, and the illustrator. Have students predict what the selection will be about.

Purpose Guide students to understand that they will read the story to lean how groups of dinosaurs work together.

Inferring Explain that good readers think about more than what is on the page. They think about what they already know. They use that knowledge to come up with new ideas about what they read. Have students turn to page EI 10 in their Student Edition.

Think Aloud: Look at this picture. What do you already know that might help you figure out what happened? (I know that eggs usually break when someone drops them.)

As you and your student read The Big Circle check for understanding by asking the following questions. Answers to the questions are in blue.

Page 112 – 1131) Connect to Concept Look at pages 112 – 133. Look at the dinosaurs on page 112. Tell

me about them. Encourage students to answer in complete sentences. 2) Text Evidence Look at the pictures on pages 112 – 113. Do you think this story takes

place now or a long time ago? (a long time ago) What clues in the picture tell you that? (The picture shows dinosaurs, and dinosaurs became extinct a long time ago.)

Pages 114 – 1151) Sequence What is the first thing Big T. Rex does in the story? (He wakes up.) Tell me

what happens next. (He wants meat to eat.) What do you think Big T. Rex will do next? (He will look for food.)

2) Sort Words I know that sorting words is finding out how they are the same and putting them into groups. We can sort kinds of dinosaurs into groups of plant eaters and meat eaters. Is Big T. Rex a plant eater or a meat eater? (a meat eater) Reread the sentence that tells you that.

3) Synthesis What does Big T. Rex not want to eat? (bones and stones) Why do you think Big T. Rex doesn’t want to eat bones and stones? (Bones and stones are not really food. Animals eat plants and other animals.)

4) Inference Big T. Rex is a meat eater. What do you think he will want to eat? (He will want to eat other animals.)

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Pages 116 – 1171) Use Selection Words Have students locate the selection words triceratops on page 116.

What is a group of triceratops called? (a herd) Look at the picture. How can you tell that this is a herd? (There is more than one triceratops. A group is more than one.)

2) Review Cause and Effect – Reread Challenging Text What will make the triceratops fat? (munching on grass)

3) Text Evidence Reread page 116. Where is the herd of triceratops going? (They are going home.) How do you know? (The sentences says the herd is walking home.)

4) Review Cause and Effect Why are the triceratops going home? (They are going home because they are hungry.) What will be the effect of their going home? (They will be able to munch on grass.)

Pages 118 – 1191) Use Selection Vocabulary Have students locate the story word baby on page 119. How

can you tell the triceratops on page 119 is a baby? (It is smaller than the triceratops on pages 116 – 117.)

2) Inferring – Reread Challenging Text Why is the baby triceratops in danger? (Big T. Rex is hungry, and he is looking for meat to eat.)

3) Synthesis Do you think the baby triceratops knows she is in danger?(No, because the baby triceratops is not looking at Big T. Rex.)

Pages 120 – 1211) Sequence The herd makes a big circle. What happens next? (The small animals and the

baby go inside the circle.)2) Review High-Frequency Words Have students reread a sentence with the word inside.

What word is the opposite of inside? (outside) Is Big T. Rex inside or outside the circle? (outside)

3) Inference – Text Evidence Reread page 121. Which animals went inside the circle? (The small animals and the baby triceratops went inside the circle.) Which animals make the circle? (The bigger triceratops makes the circle.) Why do the triceratops make a circle? (The circle helps protect the babies and smaller animals.)

Pages 122 – 1231) Inferring How do you think Big T. Rex felt when the triceratops make a circle? (He

probably felt mad and unhappy.) Why did he feel that way? (He wanted to eat a triceratops. He did not get his wish.)

2) Analysis Why doesn’t Big T. Rex like the herd’s circle? (He doesn’t like the circle because he can’t get his lunch.)

3) Analysis What does Big T. Rex plan on doing to try and get his lunch? (He wants to make the herd run.) Why do you think Big T. Rex wants to make the herd run? (If they run, it will be easier for Big T. Rex to catch and eat the baby.)

Pages 124 – 1251) Sequence – Reread Challenging Text When Big T. Rex comes, what is the first thing

the triceratops do? (They make a circle.) What does the herd do when Big T. Rex tries to

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get them to run? (They give him a poke and a bump.) Does he get the herd to run? (no) What happens last? (They drive him away.)

2) Develop Language Have students find the word poke and reread the sentence. Look at the picture. How can a triceratops poke Big T. Rex? (A triceratops has two horns on its head. They probably use those to poke an enemy.)

3) Analysis – Text Evidence How do the triceratops work together to stay safe from Big T. Rex? (They keep still and close together. They poke and bump Big T. Rex.)

4) Connect to Science Many animals develop a special color or body part to help them survive. The triceratops had a large plate to protect its neck and sharp horns. Have students discuss what animals have special color or body parts that help them survive.

Pages 126 – 1271) Synthesis – Text Evidence Using what you learned in this selection, tell how a

community of animals works together to survive. Reread sentences or point to pictures that support your answers.

Text-Based ComprehensionCheck Understanding Have students discuss each question.

- Fiction What happened in the story that was made up? (Big T. Rex talks, and I know animals can’t talk.)

- Connect text to world What did you learn about how a community of animals work together to survive? (When animals are in danger, they are stronger as a group than they are alone.)

ConventionsProper Nouns: Days, Months, HolidaysTeach Write day and Thursday. Point to each word as you read it. Ask students to identify the word that names a specific day.(Thursday) Continue with month and November. Then use day and Thanksgiving. The names of days of the week, months if the year, and special days, such as holidays, are proper nouns. How do proper nouns begin? (with capital letters) Have students think about a special holiday they like to celebrate. Have them name the day. I like Independence Day because it is celebrated in summer and we can sometimes have a picnic. Write Independence Day. Independence Day is also called the Fourth of July. July is a month, so it starts with a capital latter. Write July. Sometimes the Fourth of July is celebrated on a Tuesday. Write Tuesday. Tuesday is the name of a day of the week, so it should begin with a capital letter.

Guide Practice Have students suggest holidays and the months in which they occur. Have students identify the letters in each name that should be capitalized. Write the names students provide.

Apply Have students complete these sentence frames orally.

1) My favorite holiday is ________.2) My favorite month is __________.

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WritingPoemIntroduce the Prompt Review with students the key features of a poem. Point out that The Big Circle, like the poems they write, tell about an event – the triceratops working as a community to protect themselves and their young. Explain that today students will write about an event, only they will tell about that event in the form of a poem. It will be written in lines and may have rhyme. Read aloud the writing prompt.

Writing PromptThink about how animals protect themselves. Now write a poem about an animal that protects itself from an enemy.

Generate Poem IdeasThink Aloud To plan your poem, think of animals. Then think about animals that are enemies of these animals. Let’s make a chart of these animals. Display the T-chart. I’ll start with mouse.

Guide students in identifying animals and their predators. Possible ideas are shown. Record the responses, and keep the chart so that students can refer to it as they plan and draft their poems.

Animals Enemiesmouserabbitdeer

Cat, owl, hawkCat, dog, wolfCoyote, bobcat, cougar

Have students choose an animal to write about. Have them think about which predator they will choose for their poems.

Use Reader’s and Writer’s Notebook page 272 to model planning a poem.

HandwritingLetter Tt/Consistent Letter Slant Display the uppercase and lowercase letter Tt. Use the stoke instructions pictured below to model proper letter formation.

Model Consistent Letter Slant Explain that when we write a word, all the letters in that word should be slanted consistently. Write the word isn’t three times, one with the letters slanted consistently to the right, one with the letters slanted consistently to the left, and one with vertical letters. When I write the letters in a word, I need to make sure they all go the same way. They can go to the right, to the left, or straight up and down. Write the word isn’t again, with some of

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the letters slanted to the right, others to the left, and some vertical. This is hard to read, isn’t it? By correctly slanting the letters in a word, I make it easier for others to understand what I write. Review with students the placement of the apostrophe in the contraction isn’t.

Guide Practice Write the following words, one slanted consistently to the left, one slanted consistently to the right, one with vertical letters, and one slanted inconsistently.

can't I’m she’s didn’t


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Unit 2 Week 4 – The Big Circle - Day 3Build Oral LanguageTalk About Sentences and Words Read the following sentence.

“See ya later,” says the gator as he romps through the swamp, cuz the itty-bitty frog isn’t big enough to chomp.

- Ask students to read it with you as you track the print.- Point to and read isn’t big enough to chomp. What does this mean? (not big enough to bite)

Why did the author use the word chomp? (It rhymes with swamp)- What does romps through the swamp mean? (moves playfully though the swamp)- Point to the word itty-bitty and discuss what the word means and other words the author

could have used in place of it.

Phonemic AwarenessCreate WordsModel Identifying Initial Phonemes Have students look at the picture on page 106 – 107. Today we are going to use this picture to help us name words that have the same beginning sound. I see a rope. Rope has the beginning sound /r/. I also see root vegetables and a road. Rope, root, and road all have the same beginning sound: /r/.

Guide Practice Help students find other objects in the picture that being with /r/. (roller, radish, rod)

On Their Own Have students name words that begin with /p/. (path, pin, pair, pillow, pole, pot)

PhonicsBuild WordsModel Word Building Now we are going to build words with the long o sound. Write vote and blend it. Watch me change the v in vote to n. Model blending the new word, note.

Guide Practice Have students spell note. Monitor students work as they build words.

- Change the t in note to s. Say the new word together, nose.- Change the n in nose to h. Say the new word together, hose.- Change the s in hose to p. Say the new word together, hope.- Change the h in hope to r. Say the new word together, rope.

Fluent Word ReadingModel Write home. I know the sounds for h, o, and m. I blend them and read the word home.

Guide Practice Write the words below. Say the sounds in your head for each spelling you see. When I point to the word, we’ll read it together. Allow one second per sound-previewing time for the first reading.

joke hope doze role bone slope

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SpellingWords with Long oSpell High-Frequency Words Write there and together. Have students say and spell the words with you and then without you.

Dictation Have students write these sentences. Say each sentence. Then repeat it slowly, one word at a time.

1) We rode home together.2) There is a rose in that pot.3) I hope those stones are in the sack.

Proofread and Correct Write each sentence, spelling words one at a time. Have students circle and rewrite any misspelled words.


High-Frequency and Selection WordsRead Words in Isolation Display and review this week’s high-frequency words and selection words. Have students read the words aloud.

High-Frequency Wordsdown inside there now together

Read Words in Context Display the following sentence frames. Have students complete the sentences using high-frequency and selection words. Have the students read each completed sentence with you.

1) A _______ of zebras stand there. (herd)2) The class comes inside and sits in a _____. (circle)3) T. Rex and _____ do not live now. (triceratops)4) The _____ tiger likes meat. (baby)5) We run down the hill ______. (together)

Think CriticallyComplete Think Critically on page 128. Once complete scan and email the answers to your teacher.

ConventionsProper Nouns: Days, Months, HolidaysReview Remind students that days of the week, months of the year, and holidays are proper nouns.

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Guide Practice Write this sentence and read it aloud.

I go to art class in june.

- What word is a proper noun? (june)- What does it need? (a capital letter at the beginning) Put a capital J in place of j.

Apply Have students complete these sentence frames orally with proper nouns.

1) This month is ______.2) Last month was ______.3) Next month will be ________.

On Their Own Use Reader’s and Writer’s Notebook page 278. Scan and email the completed page to your teacher.

Let’s Write It!Write a Poem Use pages 130 – 131 in the Student Edition. Read aloud the Key Features of a Poem and the definition of a poem. Read aloud the Writing Prompt and discuss the Writer’s Checklist.

Review The Student Model Read aloud the Student Model. Point out the main events and how they are organized. Draw student’s attention to the length of the lines and their sounds. Read aloud and briefly discuss the side noes to help students understand how an author writes a poem.

Connect to Conventions Read to students the Conventions notes about days, months, and holidays. Point out the proper noun in the model. (Friday)

Listening and SpeakingInformal ConversationsTeach When a group gets together to share ideas, they are having an informal conversation. In an informal conversation, people listen and speak politely. Review the list of behaviors with students.

Speakers ListenersWait their turnDon’t interrupt othersStay on topicMake appropriate contributions

Let everyone have a chance to speakListen politely while others speak

Think Aloud: If we wanted to discuss what we know about animals, we could use the listening and speaking rules. We can have an informal conversation about these questions:

- How do mother birds care for their babies?- What do you know about cats and dogs?

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Let’s talk about these questions, remembering to wait for our turn to speak, stay on topic, and listen politely.

Guide Practice Discuss the following topics: lions, alligators, and dinosaurs. Have students follow speaking and listening rules. Use prompts such as these:

- What does this animal look like?- What do you know about this animal? Is it extinct?- How could this animal protect its babies?

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Unit 2 Week 4 – The Big Circle - Day 4Phonemic AwarenessDistinguished Long oModel This week we were able to open a book and read about some long-ago triceratops that walked home, Listen as I say the sounds in open. Slowly model the sounds in open: /ō/ /p/ /ǝ/ /n/. In the word open, the sound /ō/ comes at the beginning of the word. Repeat for home and ago, pointing out the middle position of /ō/ in home and the final position of /ō/ in ago.

Guide Practice I will say a word. Listen for the /ō/ sound and tell me if it comes at the beginning, middle, or end of the word. Say each word below; then guide students to identify the position of the long o sound.

bone (middle) slow (end) oats (beginning)comb (middle) over (beginning) no (end)

On Their Own Have students say the following words and tell where the /ō/ sound comes in each word.

nose (middle) go (end) only (beginning)throw(end) ocean(beginning) globe (middle)

Fluent Word ReadingRead Words in Isolation Display these words. Tell students that they can blend some words on this lit.

Have students read the list three or four times until they can read at the rate of two or three seconds per word.

which chase same phone gamework people white who matchplace Jane live ship wantMike pitch chip could wipe

Read Words in Context Display these sentences. Have students read each sentence.

- Which men work in that place?- Mike and Sam will chase this ball together.- Jane can pitch that same white ball there.- Peter will phone us at home now.

SpellingWords with Long OUse Reader’s an Writer’s Notebook page 279. Scan and email the completed worksheet to your teacher.

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Science in ReadingLiterary NonfictionActivate Prior Knowledge Ask students what they learned from other texts this week about how animals stay safe. (Triceratops protected their young by forming a circle. Elephants stay safe by following the grandma’s lead.)

Preview and Predict Have students turn to page 132 in their Student Edition. Read the title, the author’s name, and the illustrator’s name. Have students look through the selection and predict what they might learn. (They might learn about the ways animals stay safe.) Ask them what clue helped them make that prediction. (They might say the title of the selection or the pictures.)

Read Literary Nonfiction Tell students that they will read a literary nonfiction work. Review the key features of literary nonfiction: it tells about real people, places or events, has a main idea and details, and often includes some story elements. Explain that this selection is literary nonfiction because it tells about real animals but presents them as characters.

After reading We are Safe Together ask students the following questions.

1) Inferring Why do you think the bird needs to go up fast? (to escape from its enemies)2) Classify What do you call a group of birds? (a flock) A group of triceratops? (a herd)

ConventionsProper Nouns: Days, Months, HolidaysTest Practice Use Reader’s and Writer’s Notebook page 280 to help students understand proper nouns in test items. Recall that proper nouns name specific people, places, or things and begin with a capital letter. Model identifying a proper noun in a sentence by writing this sentence, reading it aloud, and underlining the proper noun.

The party will be on Saturday.


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Unit 2 Week 4 – The Big Circle - Day 5Phonemic AwarenessReview Long o and /o/Long and Short o Have students segment the sounds in each word below and tell if the word has a short o or a long o sound in the middle. If students make a mistake, segment the word and model the correct response. Return to the word late in the practice.

stone /s/ /t/ /ō/ /n/ lock /l/ /o/ /k/ woke /w/ /ō/ /k/bone /b/ /ō/ /n/ spot /s/ /p/ /o/ /t/ hose /h/ /ō/ /z/pond /p/ /o/ /n/ /d/ rode /r/ /ō/ /d/ mop /m/ /o/ /p/

PhonicsReview Long o: o_e; ContractionsTarget Phonics Skills Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you track the print.

1) Rose isn’t home.2) “I’m picking up this globe,” said Debbie.3) We’ll all vote for Cole.4) Hope can’t close the box.

Spelling TestWords with Long oDictate Spelling Words Say each word, read the sentence, repeat the word, and allow time for students to write the word.

1) home I’m on my way home.2) hope I hope you can go with us.3) rose You can’t pick that red rose!4) woke She work up late.5) those Those dimes shine in the sun.6) bone Pat broke a bone in her hand.7) hose The hose looks like a snake.8) joke Dad can tell a joke.9) rode We rode on a yellow bus.10) stone The house is made of stone.

High-Frequency Words11) there There is ice on the pond.12) together We’ll dig a hole together.

ConventionsReview Proper Nouns: Days, Months, HolidaysReview Remind students that proper nouns are nouns that name a specific person, place, or thing. Days, months, and holidays are a few kinds of proper nouns. They begin with a capital letter. Ask students to give some examples of proper nouns.

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Guide Practice Write the following sentences Have students write a proper noun in each blank.

1) I play with my friends on _______.2) ______ is a hot month.3) I get a holiday card on _______.4) We go to school on _______.5) We stay at home on _______.

Online Assessments- Complete Success Tracker Weekly Test, Unit 2, Week 4.- Complete Success Tracker Fresh Read, Unit 2 Week 4.

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Unit 2 Week 5 – Life in the Forest - Day 1Content KnowledgePlant and Animal CommunitiesConcept Talk To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about plant communities. Write the Question of the Week, How are plant and animal communities important to each other?, and track the print as you read it.

Build Oral LanguageTalk About Plant and Animal Communities Have students turn to page 138 – 139 in their Student Edition. Read the title and look at the photos to guide discussion.

- What are some things that plants might need to live and grow? (Possible response: soil, water, plant food.)

- Point to the picture of the bird. A bird’s nest is one example of an animal community. What are some things that animals might need to live and grow? (Possible reponse: food, water, a place to live)



Possible Antonym

Environment The surroundings or conditions in which a person, animal, or plant lives in operates.

Habitat, territory,

Require Need for a particular purpose. Need, necessary

Want

Thrive Grow or develop well or vigorously. ProsperInhale Breathe in. Take in ExhaleSlimy Covered by or having the feel or

consistency of slime.Greasy

Sludge Thick, soft, wet mud or similar viscous mixture of liquid and solid components.

Muck, ooze

Capture Take into one’s possession or control by force.

Catch, apprehend, seize

Release

Creature An animal, as distinct from a human being. Animal, beast,


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1) A good environment has ________.2) All living things require ________.3) Animals need _______ in order to thrive.

Phonemic AwarenessLong uIntroduce Read the bulleted points on the Student Edition. What is pulling the cart? (a mule) I hear the long u sound in mule. Continue with duke, flute, tube, and tune. Find something whose name rhymes with rub. (tub) Look at the sidewalk made of concrete. The word concrete contains the long e sound, /ē/.

Model Listen to the sounds in the word tub: /t/ /u/ /b/. Let’s blend the sounds: /t/ /u/ /b/, tub. What happens when I change the /u/ sound in tub to /ū.? I get the new word: tube. Guide students as they segment and blend these words: duck/duke, mull/mule. Contrast the short and long u sound.

PhonicsLong u: u_e; Long e: e_eConnect Write the words hide and rode. Ask students what they know about the vowel sounds in these words. (The vowel sounds are long; they say their names.) Explain that today they will learn how to spell and read words with long u spelled u_e and long e spelled e_e.

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Model Write mule. In this word, the vowel letters u_e stand for the sound /ū/. Segment and blend mule; then have students blend with you: /m/ /ū/ /l/. Follow this procedure to model Pete.

Guide Practice Continue segmenting and blending. This time have students blend with you. Remind students that u_e spells the sound /ū/ and e_e spells the sound /ē/.

tube huge these Steve flute rulePete use fumes Zeke dune cute


Spelling PretestWords with Long uDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify the pronunciations, and give the meaning of words. Have students check their pretests and correct misspelled words.

1) huge An elephant is a huge animal.2) June I was born in the month of June.3) rule You just broke a rule of the game.4) tube Water must pass through this tube.5) use Dad will use this flour to make bread.6) cube Please pick up that cube from the floor.7) cute What a cute puppy you have.8) flute My sister is learning to play the flute.9) rude It is rude to leave the table without asking.10) mule Jen’s mule is a very stubborn animal.


Text-based ComprehensionAuthor’s PurposeRead Remind students of the weekly concept – Plant and Animal Communities. Have students listen as you read aloud “The Life of an Oka Tree”.

The Life of an Oak TreeWhat does an oak tree do besides grow tall? It does a lot! An oak tree’s story begins when an

acorn falls to the ground during the late summer. Leaves fall on top of the seed, and the seed lies close to the soil.

During the winter, the seed remains there on the ground, waiting for the warmth of spring. When spring finally comes, the little seed sprouts roots and a tree brings to grow.

Many years later, the oak tree becomes a home for lots of different animals. Insects eat the leaves and thrive there. Birds require safe places for nests, so they make them high in the limbs of the tree. A woodpecker might peek into the wood looking for insects inside. Sometimes

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squirrels live inside old holes woodpeckers have pecked. Other times they make nests of leaves in the branches of the oak tree. It’s a busy environment!

Then, every year in late summer, the oak tree drops hundreds of acorns onto the ground. Some of these seeds will be picked up and hidden away by hungry squirrels. Others will lie on the ground waiting for the spring day when they, too, can become a tiny oak tree.

Model a Close Read Now model how to identify the author’s purpose as a tool to build comprehension.

Think Aloud: As I read, I think about what the author wants me to know. In this selection, I learned a lot about the oak tree. In the second paragraph, the author explains that an oak tree begins as an acorn and then grows into a small tree. I think the author is trying to teach readers about how trees grow.

Teach Author’s Purpose An author is the person who writes. Sometimes authors write to entertain readers. Other times they wrote to give information. The reason the author writes is called the author’s purpose. Thinking about an author’s purpose can help you when you are having trouble understanding a text.

Have students turn to page EI 2 in their Student Edition. Discuss these questions using the pictures:

- Why might an author write Birds? (to teach people about birds; to give information)- Why might an author write Bird Comics? (to tell silly bird stories; to entertain)

Guide Practice Ask students to listen for details that tell the author’s purpose for writing the selection “The Life of an Oak Tree” as you reread the selection. Then ask: Why did the author write this selection? (to inform readers about oak trees) What details do you learn about oak trees? (Acorns fall in late summer. Seeds become trees in the spring. Insects and birds live in the trees. Squirrels eat acorns.)

Apply Use Reader’s and Writer’s Notebook page 283. Scan and email the completed worksheet to your teacher.

ConventionsSingular and Plural NounsMake Connections Today we listened to a story about animals that live in an oak tree. Let’s name some animals that we have seen. List student’s responses. All of the words we have listed are nouns.

Teach Tell students that a noun is a word in a sentence that names a person, place, animal, or thing. A noun that names one person, place animal, or thing is called a singular noun. A noun that names more than one person, place, animal, or thing is called a plural noun.

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Apply Have students complete these sentence frames orally with singular or plural nouns.

1) The forest has many _____.2) This oak tree drops hundreds of ______.3) I think a ____ has pecked holes in the bark.

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Unit 2 Week 5 – Life in the Forest - Day 2Build Oral LanguageTalk About Sentences and Words Read the sentence below.

He inhales FIVE snails from their heads to their tails.

- Have students repeat the sentence with you. What does He inhales FIVE snails mean? (He eats five snails.)

- What other words could we use in place of inhales? Have students share their suggestions.- After students have tired other words, ask: Why do you think the author chose the word

inhales? (It rhymes with snails and tails.)

Phonemic AwarenessSegment and Blend PhonemesModel Look at the picture. The duke played the flute. Played ends with the sound /d/. The guards watched the duke play. Watched ends with the sound /t/ A farmer planted crops. Planted ends with the sound /ed/.

Now listen to the four sounds in the word played: /p/ /l/ /ā/ /d/. Let’s blend the sounds: /p/ /l/ /ā/ /d/. Continue with watched and planted.

Guide Practice Guide students as they segment and blend these words from the picture: watched, floated, munched, picked.


added /a/ /d/ /ed/spelled /s/ /p/ /e/ /l/ /d/pitched /p/ /i/ /ch/ /t/

ApplyUse Reader’s and Writer’s Notebook page 285. Scan and email the completed worksheet to your teacher.

PhonicsReview Long a: a_e; Long i: i_e; Long o: o_eLong u:u_e; Long e:e_eDecode Words in Isolation Display these words. Have students blend the words. Then point to the words in random order and ask students to decode them quickly.

lake bike rope flutethese tape kite polemule Eve plate cute

Decode Words in Context Display these sentences. Have students read the sentences.

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- Duke hits his home run in the big game.- June and Dave like to swim in this lake.- Eve sees five small mules.

SpellingWords with Long uGuide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sound in each word as they write the word. Check the spelling of each word before saying the next word.

1) /h/ /ū/ /j/ huge2) /j/ /ū/ /n/ June3) /r/ /ū/ /l/ rule4) /t/ /ū/ /b/ tube5) /ū/ /z/ use6) /k/ /ū/ /b/ cube7) /k/ /ū/ /t/ cute8) /f/ /l/ /ū/ /t/ flute9) /r/ /ū/ /d/ rude10) /m/ ū/ /l/ mule


Text-Based ComprehensionIntroduce Main SelectionGenre Expository text explains things about real people, animals, places, or things. As they read Life in the Forest, students should look for facts about plants and animals.

Preview and Predict Have students identify the title of the story, the author, and the illustrator. Have students predict what the selection will be about.

Purpose By analyzing Life in the Forest, an expository text, students gain knowledge of plant and animal communities.

Background Knowledge Explain that readers sometimes use what they already know about a topic to help them understand what they read. This information is called background knowledge. Have students turn to page EI 8 in their Student Edition.

Think Aloud: Look at this picture. What is the girl remembering? (a time she went sledding) How is she using background knowledge? (She is using her personal experience of going sledding to understand what skiing might be like.) As I read Life in the Forest, I will use what I already know to understand what life might be like in a forest.

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As you and your student read Life in the Forest check for understanding by asking the following questions. Answers to the questions are in blue.

Pages 146 – 1471) Connect to Concept Look at the pictures on page 147. Look at the chipmunk. Describe

what it looks like. Encourage students to answer the questions in complete sentences. Ask students to describe the ant, raccoon, and bird.

Pages 148 – 1491) Author’s Purpose What is the author’s purpose for writing this selection? How do you

know? (The author’s purpose is to give information about animals and plants in a forest. These pages tell facts about bugs and leaves.

2) Synthesis What if the sun never shined on leave? How would this change the community? (If the sun never shined, the leaves would never grow. There would be no leaves for the bugs to munch on.)

Pages 150 – 1511) Background Knowledge What have you learned from this selection about woodpeckers

and the sound they make in the forest? (If you hear a pecking sound when you’re in a forest woodpeckers might live there.)

2) Use Context Clues A word can mean more than one thing. The meaning depends on the context, or how it is used in a sentence. On page 150, branch means “the thing the woodpecker sits on”. It can also be a verb that means “to spread out.” Try using Branch in a sentence with this meaning.

3) Cause and Effect / Text Evidence Why did the woodpecker make holes in the tree? (The woodpecker used its beak to poke holes in the tree to get bugs.)

Pages 152 – 1531) Develop Language Have students reread page 152. Tell me the difference between huge

and small. What words could I use in place of huge and small? Reread the sentence. Does this sentence make sense?

2) Reread Challenging Text Why is the log soft and damp? (The log is soft and damp because the water has made the log rot.)

3) Analysis / Informational Text Identify the topic of Life in the Forest and point out clues that lead you to this conclusion. (It is about all the living things in the forest and the food they eat – nuts, bugs, and grass.)

Pages 154 – 1551) Author’s Purpose What details about the animals does the author tell to support her

purpose? Why? (The author tells about what each animal eats. She wants to teach about how different animals find what they need to live in the forest.)

2) Synthesis How is what you eat different from what these animals eat? (I eat nuts, but I do not eat grubs or grass.)

3) Evaluation / Text Evidence Squirrels like to eat nuts. Where do the nuts come from? (They grow on trees.)

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Pages 156 – 1571) Look at the hummingbird’s bill. What does it remind you of? (a straw)

Pages 158 – 1591) Background Knowledge What animals and plants from the selection did you already

know about? How did that help you understand the selection? (I already knew that plants needed sun, so that helped me understand that sun would help leaves get larger.)


- Expository text Which real people, animals, places, and things did this selection explain about? (The selection explained things about animals and plants that live in a forest.)

- Confirm prediction What did you predict the selection would be about? Why? (Animals in a forest; all the pictures showed animals.) What else did you learn? (I learned about plants.)

- Summarize What did you learn about forest plants and animals? (Many plants and animals live in a forest. Plants use sunlight to make food in their leaves. Animals eat plants and other animals for food.)

- Draw conclusions Why do you think the forest might be a busy place? (The plants and animals that live there are busy growing and finding food.)

- Connect text to self How are plant and animal communities important to you? (Forest birds and animals eat a lot of bugs.) How might that help you? (Bugs stay out of my garden. Bugs don’t bite me.)

Literary TextAuthor’s CraftIdentify Features of the Author’s Craft Use the selection Life in the Forest to help students understand an author’s craft. Recall that the author has a purpose, or a reason, for writing. Authors choose descriptive words that help readers make pictures in their minds of what they read. In Life in the Forest, the author describes the busy life that animals and plants have in the forest.

- What words does the author use the describe how the leaves look?- What sounds do woodpeckers make?- If you were to touch the log, how would it feel?

Guide Practice Explain that students will now list details that the author uses to describe the busy forest. Use the three-column note graphic organizer below and have students name other details as to How Things Look, How Things Sound, and How Things Feel.

How Things Look How Things Sound How Things FeelThe leaves look wide and flat.

Holes show where woodpeckers pecked on a tree.

The wood peckers make a loud pecking sound.

The bird pecks at the log.

The huge log feels soft and damp.

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The log is huge and rotten

A black bear hunts for grass, nuts, and grubs.

Nuts fall all around.

ConventionSingular and Plural NounsTeach Write frog and frogs. Point to each word as you read it. Ask students to identify the plural noun.(frogs) A plural noun names more than one thing. When we talk about more than one thing, we usually add an s to the end of the word. What word would you use if you were talking about more than one alligator? (alligators)

Guide Practice Write the following sentence. Have students read the sentence and identify the noun in each. Then have students say whether the noun us singular or plural.

1) I see two dogs. (dogs, plural)2) I pet a cat. (cat, singular)3) My turtles like to swim. (turtles, plural)4) We fed the hamster. (hamster, singular)

Apply Have students complete these sentence frames orally using singular or plural nouns.

1) I have two _____ to see with. (eyes)2) I have two _____ to feel with. (hands)3) I have one _____ to smell with. (nose)4) I have two _____ to hear with. (ears)5) I have one _____ to taste with. (mouth)

On Their Own Use Reader’s and Writer’s Notebook page 287. Scan and email the completed worksheet to you teacher.

WritingDescriptionIntroduce the Prompt Review with students the key features of a description. Point out that Life in the Forest includes descriptions. Tell students that Life in the Forest describes several different animals. Explain that today students will plan their own descriptions, but they will tell about just one animal. They will choose their words to help readers imagine what they describe. Read aloud the writing prompt.

Writing PromptThink about how plants and animals are important to each other. Now write a description about how an animal uses plants to survive.

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Generate Description Ideas Think Aloud: Let’s think about different animals. Then we will think about the ways they use plants. Let’s make a chart of animals and the ways they use plants. Display a T-chart. I’ll start with birds.

Guide students in identifying animals and different ways they use plants. Possible ideas are shown. Record the responses, and keep the chart so that students can refer to it as they plan and draft their descriptors.

Animals Ways They Use PlantsBirds

Beavers

Monkeys

Make nests from grass and twigs; eat berries, seeds, and drink from flowers.

Make homes of trees; eat bark and grass.

Live in trees; eat fruit, leaves, seeds, and flowers.

Apply Use Reader’s and Writer’s Notebook page 288 to model planning a description. Save the Idea Web so students can refer to it as they draft their descriptors.

HandwritingLetter Dd/Letter SizeModel Letter Formation Display uppercase and lowercase letter Dd. Use the stoke instructions pictured below to model proper letter formation.

Model Consistent Letter Size Review that there are three different types of letters: tall letters, small letters, and letters that hang down. Writing lines help me make letters the correct size. Writing paper often has lines that have a solid top line, a solid bottom line, and a dashed middle line. Tall letters like k and I go from the top solid line to the bottom solid line. Small letters like a and e only fill the space below the middle dashed line. Letters like g and y hang below the bottom solid line.

Model Letter Formation Write the follow sentence to model letter size. Compare the size of the three types of letters.

My kitten has white feet.


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Unit 2 Week 5 – Life in the Forest - Day 3Build Oral LanguageTalk About Sentences and Words Write the following sentence.

He glugs FOUR slugs as they slink through the sludge.

- Point to and read He glugs FOUR slugs. What does this mean? (He eats four slugs.)- Why did the author use the word glugs instead of eats? (It’s a funny way of saying eats.

And it rhymes with slugs.)- What other words could the author have used?- Now point to and read …. As they slink through the sludge. What does slink mean?

(“crawl” or “creep”)- What does sludge mean? (“mud” or “muck”)- Why do you think the author chose these two words, slink and sludge? (They begin with the

same sound, and they make the sentence fun.)

Phonemic AwarenessCreate WordsModel Identifying Initial Phonemes Have students look at the picture on page 140 – 141. Today we are going to use this picture to help us name words that have the same beginning sound. I see a duke. I also see a duck. Both duke and duck begin with the sound /d/.

Guide Practice Help students find items whose names begin with /k/. (cups, concrete, coop) continue with words that begin with /r/. (river, rabbit, rock)

On Their Own Have students produce their own groups of words that begin with the same sound, using the following words from the picture.

deer tub mule bird

PhonicsBuild WordsModel Word Building Now we are going to build words with the long u sound. Write tube and blend it. Watch me change the t in tube to c. Model blending the new word, cube.

Guide Practice Have students spell cube. Monitor student’s work as they blend words.

- Change the b in cube to t. Say the new word together, cute.- Change the c in cute to fl. Say the new word together, flute.- Change the fl in flute to m. Say the new word together, mute.- Change the t in mute to l. Say the new word together, mule.

Fluent Word ReadingModel Write rule. I know the sounds for r, u, ;, and e. I blend them and read the word rule. Then write these. I know the sounds for th, e, s, and e. I blend them and read the word these.

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huge Eve tune Stevechecked Pete called

SpellingWords with Long uSpell High-Frequency Words Write water and under, have students say and spell the words with you and then without you.


1) Can we use this tube under water?2) We got a cute pup in June.3) This mule is not rude.




High-Frequency Wordsaround grow find food under water

Selection WordsBear forest hummingbird leaves squirrelsWoodpecker

Read Words in Context Display the following sentence frames. Have students complete the sentences using high-frequency and selection words. Have students read each completed sentence with you.

1) Those ____ will fall. (leaves)2) _____ are cute. (Squirrels)3) Mom can’t _____ that watch. (find)4) Fish swim in _____. (water)5) Can a fox hide in this ______? (forest)6) Pat will jog ____ this block. (around)

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Think CriticallyComplete Think Critically, page 160, on a separate piece of paper. Scan and email students work to your teacher.

ConventionsSingular and Plural NounsReview Remind students that singular nouns name one person, place, animal or thing. Plural nouns name two or more people, places, animals, or things.

Guide Practice Write this sentence and read it aloud.

There are three squirrels in the tree.

- What letter must we add to the end of squirrel to make the sentence correct? (-s) Add –s to squirrel and read the corrected sentence aloud)

Apply Have students complete these sentence frames orally with the correct singular or plural form of the noun in parentheses.

1) I see one _____. (woodpecker)2) There are four _____ (tree)3) Bobby chases two ____ (squirrel)


Let’s Write It!Write a Description Use pages 162 – 163 in the Student Edition. Read the Key Features of a Description and the definition of a description. Read aloud the Writing Prompt and discuss the Writer’s Checklist.

Review the Student Model Read aloud “Squirrels Need Trees.” Point out that the writer tells why the squirrels need trees. Read aloud and briefly discuss the side notes about genre, the writing trait, and plural nouns.

Connect to Conventions Read to students the Conventions note about singular and plural nouns. Point out plural nouns in the model (squirrels, trees, nuts).

Research and InquiryGuide Practice Guide students through looking up plants and animals in a variety of children’s books.

On Their Own Have students use Reader’s and Writer’s Notebook page 290. Scan an email the completed worksheet to your teacher.

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Unit 2 Week 5 – Life in the Forest - Day 4Phonemic AwarenessDistinguished Long uModel This week we read about small bugs that live in a huge log. Listen as I say the sounds in huge. Slowly model the sounds in huge, /h/ /ū/ /j/. Now I will blend the sounds together to say the word: /h/ /ū/ /j/, huge. The long u sound, /ū/, is in the middle of the word. But the long u sound can also be found at the beginning of a word, as in use. Slowly model the sounds in use, /ū/ /z/. The long u sound can also be at the end of a word, like menu. Model the sounds in menu, /m/ /e/ /n/ /ū/.

Guide Practice I will say some words. Repeat them after me. Then say whether the long u sound is at the beginning, middle, or end of the word. Say each word below. Have students say the word after you and then tell where the long u sound is in the word.

mute (middle)use (beginning)menu (end)uniform (beginning)cube (middle)flu (end)

On Their Own Have students tell whether the long u sound in the following words is at the beginning, middle or end of the word.

June (middle)flute (middle)unicorn (beginning)unit (beginning)glue (end)fuse (middle)

PhonicsReview Long o Spelled o_e; Contractions n’t, ‘m, ‘llReview Long o To review last week’s first phonics skills, write rope. You studied words like this last week. What do you know about the vowel sounds in this word? (The vowel sound is /ō/, long o, spelled o_e.)

Review Contractions To review last week’s second phonic skill, write didn’t. You also studied words like this. They are called contractions. What two words form didn’t? (did and not) What does the apostrophe replace? (o)

Guide Practice Draw a T-chart. When I say a word, hold your hand up high if the word has a long o sound. Hold your hand low if the word has a short o sound or some other sound: am, tone, smoke, will, I , hope, pole, not, vote, has. After the vowel sound has been named, write the word in the correct column.

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Have students reread the words in the second column. We can use the words in this column to write contractions. Have students say contractions that can be formed (I’m, I’ll, hasn’t)

Long o Not long otone

smokehopepolevote

amwill

Inothas

Fluent Word ReadingRead Words in Isolation Display these words. Tell students that they can blend some words on this list.

Have students read the list three or four times until they can read at the rate of two to three seconds per word.

shop place can’t Jane growold together slide I’m shadeMike I’ll stove home nowyour Rose there water line


1) Rose has an old stove at home.2) I’ll shop there with Jane.3) Mike can’t grow these plants in the shade.4) Now I’m in this big line.

SpellingWords with Long uUse Reader’s and Writer’s Notebook page 295. Scan and email the completed worksheet to your teacher.

Science in ReadingMagazine ArticleActivate Prior Knowledge Ask students what they learned from other texts this week about how plants and animals need each other to live. (Some animals eat plants or use them for homes. Some animals help keep plants safe from other animals that might eat them.)

Preview and Predict Have students turn to page 164 in their Student Edition. Read the title and the author’s name. Have students look through the selection and predict what they might learn. (We might learn what a mangrove forest is and what animals live there.) Ask them what clues helped them make their predictions. (The title and the pictures of animals helped.)

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Read a Magazine Article Tell students that they will read a magazine article. Review the key features of a magazine article. A magazine article tells facts about a topic. The article may have pictures that will help you understand the topic. There also might be a Table of Contents. A Table of Contents helps you find specific facts in the article.

GenreLet’s Think About … As you read “A Mangrove Forest” together, use Let’s Talk About in the Student Edition to help students focus on the features of a magazine article.

1) I use the Table of Contents to see on which page I will find certain information.2) I look at the Table of Contents for the title “Fish.” I see page 165 next to it. I know I’ll

find out about this topic on page 165.3) The pictures show me that birds, fish, and monkeys live in the forest. The wrods tell me

that animals and fish live there.

Compare Texts Display pages 164 – 165 of the Student Edition. Have students identify the factual information shown in the text. Then have them tell about the selection Life in the Forest. Remind students that this selection is an expository text that also tells facts. Have students list some of the fact they learned from the two selections. Have them tell how the information presented in each selection is alike and different.

ConventionsSingular and Plural NounsTest Practice Use Reader’s and Writer’s Notebook page 296 to help students understand singular and plural nouns in test items. Recall that a singular noun names one person, place, animal, or thing and plural nouns name two or more people, places, animals, or things. Model identifying singular and plural nouns by writing this sentence, reading it aloud, underlining the noun, and saying whether it is singular or plural.

We see two foxes.

Noun: Foxes (Plural)

Scan and email the completed worksheet to your teacher.

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Unit 2 Week 5 – Life in the Forest - Day 5Phonemic AwarenessReview Long u and /u/Long and Short u Have students segment the sounds in each word below and tell whether the word has a long or short u sound in the middle. If students make an error, segment the word and model the correct response. Return to the word later in the practice.

tube /t/ /ū/ /b/crust /k/ /r/ /u/ /s/ /t/prune /p/ /r/ /ū/ /n/sung /s/ /u/ /ng/tune /t/ /ū/ /n/dune /d/ /ū/ /n/mule /m/ /ū/ /l/munch /m/ /u/ /n/ /ch/huge /h/ /ū/ /j/

PhonicsReview Long u: u_e; Long e: e_e; Inflected Ending –edTarget Phonics Skills Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you track the print.

1) Pete checked the rule with Dad.2) Duke filled the tube with these stones.3) June handed that flute to Steve.4) Zeke jumped on a huge sand dune.

Spelling TestWords with Long uDictate Spelling Words Say each word, read the sentence, repeat the word, and allow time for students to write the word.

1) huge Can you get on that huge horse?2) June Is it hot there in June?3) rule Tom broke the rule!4) tube Look in this thin tube.5) use I will use a rag to dust.6) cube Put an ice cube in my glass.7) cute Look at the cute little kitten.8) flute That girl plays the flute in the band.9) rude It isn’t nice to be rude.10) mule That mule can kick!

High-Frequency Words11) water The hose is filled with water.12) under A snake slid under that log.

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Scan and email the completed spelling test to your teacher.

Text-Based ComprehensionReview Author’s PurposeRemember that good readers figure out the author’s purpose – his or her reason for writing the selection. What is an example of a common author’s purpose? (to teach us about something)

Check Understanding Read aloud the following story and have students answer the questions that follow.

Once upon a time, there was a kitten named Patch. Patch was lonely because she had no brothers or sisters. One day, Patch looked through the fence in the backyard and saw a little puppy with sad eyes. She walked up and asked the puppy, “Will you be my friend?” The puppy said “I am lonely because I have no brothers or sisters, I would love to be your friend! My name is Dots.” From that day on, Patch and Dots were the best of friends. They never felt lonely again.

1) What is the main topic of this story? (A kitten and a puppy who became friends)2) What do you think is the author’s purpose? (The author wants to entertain us and show

the importance of friendships.)

ConventionsReview Singular and Plural NounsReview Remind students that a singular noun names one person, place, animal, or thing, and plural nouns name two or more people, places, animals, or things. Have them give examples of both singular and plural nouns.

Guide Practice Write the following sentences. Have students with the singular or plural form of the noun in parentheses that makes sense in each blank.

1) I see a squirrel eating two ______. (nut)2) Do you see the _____ on the branch? (bird)3) Many _____ make homes in a log. (bug)


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Unit 2 Week 6 – Honey Bees - Day 1Content KnowledgeInsect CommunitiesConcept Talk To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about how insect communities are like communities of people. Write the Question of the Week, How is an insect community like a community of people?, and track the print as you read it.

Build Oral LanguageTalk About Insect Communities Have students turn to pages 170-171 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion.

- People in a community work together. How are the ants in the bottom right-hand picture working together? (They are all carrying leaves.)

- One ant probably found the leaves and told the other ants. What is this called? (sharing)


Word Part of Speech

Meaning Possible Synonym

Possible Antonym

individual noun A single person person groupindustrious adjective Diligent and hard-working. lazyspecial adjective Better, greater, or otherwise different

from what is usualexceptional, unusual

normal

creep verb Move slowly and carefully in order to avoid being heard or noticed.

sneak, slink

slither verb Move slowly over a surface with a twisting motion.

romp verb Play roughly and energetically play Resteagerly adjective Having or showing keen interest,

intense desire, or impatient expectancy.anxious

warder noun A guard in a prison guard

Using the Frayer Model, have students complete the vocabulary concept map for each word. Students should paraphrase the definitions in their own words and use examples (synonyms) and nonexamples (antonyms) they come up with or from the examples provided. In the Facts/characteristics section students should write the part of speech.

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Apply Amazing Words Have students demonstrate their understanding o the Amazing Words by completing these sentences orally.

1) We try to be industrious when we _________.2) The teacher gave each individual a ________.3) ______ is very special to me.

Phonemic AwarenessLong eIntroduce Read the first two bullet points on page 172. The bees are eating on a red and white mat. The middle sound in red is /e/. Now I will change the vowel sound /e/ in read to /ē/. The new word is read. Listen: red, read. Have students identify other items or actions whose names contain the /ē/ sound. (green, peel, feed, tree, bee)

Model Listen to the sounds in red: /r/ /e/ /d/. There are three sounds in red. Let’s blend those sounds to make a word: /r/ /e/ /d/, red. Repeat for read. Guide students as they segment and blend these words: pet/Pete, stem/steam, fed/feed. Help them contrast the short and long vowel sounds.

PhonicsBlend Words Have students turn to page 174 in their Student Edition. Look at the pictures on this page. I see a picture that shows we and a picture of a bee. When I say we, I hear the sound /ē/ at the end. In we, the /ē/ sound is spelled e. When I say bee, I also hear the sound /ē/ at the end. In bee, the /ē/ sound is spelled ee.

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Guide Practice For each word in “Words I can Blend,” ask students for the sound of each letter or group of letters. Make sure that students identify the correct sound for e and ee. Then have students blend the whole word.

Decode Words in Isolation After students can successfully segment and blend the words, point to words in random order and ask students to read them naturally.

Decode Words in Context Have students read each of the sentences. Have them identify words in the sentences that have long e spelled e or ee.

On Their Own Use Reader’s and Writer’s Notebook, page 297. Scan and email the completed worksheet to your teacher.

Spelling PretestWords with Long eDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the word for students, clarify pronunciations, and give meanings of the words. Have students check their pretests and correct misspelled words.

1) feet I got new shoes because my feet grew.2) he He likes to play games.3) see I see a big, fluffy cloud in the sky.4) we We have four people in our family.5) green Color the grass green.6) me Rosa likes to paint pictures.7) she She likes to paint pictures.8) tree We’re going to plant a tree.9) week Grandma will visit us next week.10) be I want to be a doctor when I grow up.

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Text-Based ComprehensionCompare and ContrastRead Remind students of the weekly concept – insect communities. Have students listen as you read aloud “Ants Working Together”.

Model a Close Read Now model how to use compare and contrast as a tool to build comprehension. Use the graphic orgaqnizer below to model how to compare and contrast information from the selection.

Alike (Compare) Different (Contrast)Ants and people both live in groups.Using words such as too and like

Ants do not look like people.Using words such as but

Teach Compare and Contrast Readers can compare two or more things in a selection, or tell how they are alike. Readers can also contrast things, or tell how things are different. Write the words both, like, as, but, and

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unlike. Words such as both, like and as can help readers compare information. Words such as bur and unlike can help readers contrast information. Have students add compare/contrast words to the graphic organizer throughout the week. Have students turn to page EI 4 in their Student Edition. This picture shows an example of compare and contrast. Discuss these questions using the picture.

- How are the bike and the scooter alike? (Both have wheels)- How are they different? (A bike has a seat, but a scooter doesn’t.)

Apply Use Reader’s and Writer’s Notebook, page 299. Scan and email the completed worksheet to your teacher.

ConventionsNouns in SentencesMake Connections This week you listed to the selection called “Ants Working Together.” Tell me something you learned from the selection. List students sentences and point to the nouns in the sentences.

Teach Remind students that a noun is a word that names a person, a place, an animal, or a thing. Girl, playground, dog and ball are nouns. Explain that nouns can be anywhere in a sentence – in the beginning, in the middle, and at the end. There can be many nouns in the same sentence.

Apply Have students complete these sentence frames orally using appropriate nouns. Then have them identify the noun or nouns in each sentence.

1) A _____ can fly.2) A _____ has four legs.3) A _____ is a big animal.

WritingExpository ParagraphIntroduce This week you will write an expository paragraph. An expository paragraph tells about real people, places, or things, It uses words that describe to help readers understand the topic.

Examine Model Text Let’s listen to an expository paragraph. Track the print as you read aloud the expository paragraph on Reader’s and Writer’s Notebook, page 300.

Key Features Read the prompt aloud. Remind students that in tests they have to write about what the prompt asks. Help students find and identify the connections to the prompt. What real things does the paragraph tell about? (It tells how the writer helps in the community.) Help students underline two phrases that describe how the writer helps. (pick up, plant flowers)

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Unit 2 Week 6 – Honey Bees - Day 2Build Oral LanguageTalk About Sentences and Words Read the sentence below.

He flicks ONE tick as it creeps up a stick.

- Have students repeat the sentence with you. What does He flicks ONE tick mean? (He hits one tick with a quick, snapping motion.)

- What does it creeps up a stick mean? (It sneaks up a stick.)

Phonemic AwarenessSegment and Blend WordsModel Read together the last two bullet points on page 172. The word tadpoles has two parts called syllables. The first syllable is tad. It has the vowel sound /a/. The second syllable is poles. It has the vowel sound /ō/. Listen to the syllables in tadpole: /tad/ - /pōl/. Continue with picnic and insect.

Guide Practice Guide students as they segment and blend the syllables in these words from the picture: basket, button, blanket, kitten, rabbit.


/in/ - /vent/ invent/pen/ - /sǝl/ pencil/glit/ - /ǝr/ glitter

PhonicsModel Have students turn to page 176 in their Student Edition. Look at the picture on this page. I see a picture of a basket. Basket is a word with two consonants in the middle of a vowel on either side. TO read a word like this, I divide the word between the two consonants in the middle. Then I blend and read the two syllables together: bas, ket, basket.

Guide Practice For each word in “Words I can Blend,” ask students where the word should be divided into its two syllables. Make sure students pronounce each syllable correctly.

Decode Words in Isolation After students can successfully segment and blend the words, ask them to read the words naturally.

Decode Words in Context Have students read each of the sentences. Have them identify words in the sentence with the syllable pattern VC/CV.


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PhonicsLong e: e_e; Long u: u_eLong e: e, eeReview Words in Isolation Display these words. Have students blends the words. Then point to the words in random order and ask students to decode them quickly.

week mute he these mejeep fume Steve cheek


1) We need five ice cubes.2) Pete feeds these sheep and mules.3) June will be the queen.

SpellingWords with Long eGuide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sound sin each word as they write the word. Check the spelling of each word before saying the next word.

1) /f/ /ē/ /t/ feet2) /h/ /ē/ he3) /s/ /ē/ see4) /w/ /ē/ we5) /g/ /r/ /ē/ /n/ green6) /m/ /ē/ me7) /sh/ /ē/ she8) /t/ /r/ /ē/ tree9) /w/ /ē/ /k/ week10) /b/ /ē/ be


Vocabulary: AntonymsTeach Explain that an antonym is a word that means the opposite of another word. Draw a two-column chart. List these words in the left column: outside, bad, hot large. Explain that each of these words has an antonym.

Guide Practice Have students give the antonyms for bad and write it in the right column. Repeat the procedure for hot, and large.

Text-Based ComprehensionIntroduce Main Selection

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Genre Expository Text tell facts about real people, places, or animals. As they read Honey Bees, students should look for facts that explains something real about honey bees.


Purpose By analyzing Honey Bees, an expository text, students gain information about honey bees.

Questioning Explain that good readers ask questions while they read. This helps them stay interested and finish reading because they want to find out the answers to their questions. Have students turn to page EI 13 in their Student Edition.

- Look at this picture. What do you see? (A girl and a boy are looking at a bell with a crack in it. He is asking why it is cracked.)

- What do you think the children might do next? (They will try to find the answer to the question.)

As you and your student read Honey Bees check for understanding by asking the following questions. Answers to the questions are in blue.

Pages 178 – 1791) Connect to Concept Look at the bee on page 178. Describe what it looks like.

Encourage students to answer the question in complete sentences. (The bee is yellow and black, it has wings and long black legs.)

2) How can you tell the group of bees on page 179 is a community? (The bees are working in a group.)

3) Inference Look at page 179. Where are the bees? (in a tree)4) Inference I see in the picture that the bees are living inside a tree. How can a tree be a

good home for bees? (A tree is a good home for bees because the bees are up high, so they are safe. Bees can also be inside a tree, so others can’t see them easily.)

Page 180 - 1811) Compare and Contrast Read page 180. How are bees similar to people? (Bees wake up

in the morning and go to work, just like people.)2) Compare and Contrast Read page 181 and look at the picture. How are bees different

from people? (People talk, but bees buzz. People walk, but bees fly.)3) Analysis/Text Evidence When do the honey bees wake up? (in the morning) Reread the

sentence that tells that. (The selection says “The sun shines.” That tells me it is morning.)

Page 182 – 1831) Questioning I have a question: What does it mean to rule a hive? What does the queen

bee really do? Now it’s your turn. What questions do you have?2) Reread Challenging Text Have students reread the sentence with the word some. How

many queen bees are there? (one) How do you know? (The sentence says “a queen bee.”)

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Are there more worker bees or drones? (worker bees) How do you know? (The words a lot mean more than the word some.)

3) Analysis/Text Evidence Look at the pictures and read the words on pages 182-183. How are bees like a family? (People in a family live together and help each other. Bees do too.)

Pages 184 – 1851) Compare and Contrast How is the bear different on pages 184 and 185? (The bear on

page 184 is hungry and excited to eat honey. The bear on page 185 is scared because the bees are attacking him.)

2) Author’s Purpose Why do you think the author wrote Honey Bees? (He wants to teach people about bees.)

3) Author’s Purpose What is one fact the author has shared? (Drones help the queen bee.)4) Analysis/Text Evidence How do the worker bees keep their hive safe? (They hide it in a

tree, and they chase and sting any animals that try to hurt the hive.)

Pages 186 – 1871) Compare and Contrast This part of the selection talks about the jobs of worker bees.

How are the jobs of people similar to the jobs of worker bees? (Like worker bees, carpenter and builders make parts of a home.) How are they different? (Unlike bees, people can’t make honey.)

2) Selection Words Have students locate the selection words worker, honey and nectar on pages 186 and 187. How are honey and nectar similar? (They are both liquids that bees use.)

3) Text Evidence What is the main idea of the text on page 187? (Bees eat honey.) What are some supporting details? (Worker bees feed honey to other bees. Bees make honey from nectar.)

4) Inference/Text Evidence What do you think would happen if the worker bees could not find any nectar? Read the sentences that support your answer. (The bees would not be able to make any honey. They would have to move away, or they would die. The selection says that bees feed on honey and honey comes from nectar.)

Pages 188 – 1891) Sequence What do the bees do with the sweet nectar after they get it from the flower?

(They take it back to the hive.)2) What do the bees do with the nectar back at the hive? (They use the nectar to make

honey.)3) Use Selection Words Have students locate the selection word nectar on page 188. Where

does nectar come from? (Nectar comes from inside flowers.)4) Evaluation Which type of nee do you think gets the nectar and pollen from flowers?

(worker bees) How do you know? (I learned that worker bees feed honey to other bees, so I think they also get the nectar to make the honey.)

Pages 190 – 1911) Text Evidence When do the bees get a new hive? (when the little bees get big)

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2) Analysis Have students summarize the information of pages 190 and 191. (The bees eat pollen. When the small bees grow up, it is time to make a new hive.)

Pages 192 – 1931) Identify Antonyms Have students find the word new on page 192. What is an antonym,

or opposite, of the word new? (old) What are antonyms of the words cold and inside on page 193? (hot, outside)

2) Analysis Reread page 193. When do honey bees sleep – at night or during the day? How do you know? (Honey bees sleep at night. I know because the author says bees wake up when the sun shines. It is sunny in the daytime.)


- Cause and Effect What might cause bees to attack? (People or animals might make bees get mad and attack by getting too close to the hive.)

- Draw Conclusions Why do you think only one kind of bee collects food? (Each kind of bee has its own job. Some bees might be too small to leave the hive.)

- Confirm Predictions How did you use pictures or other clues to predict what the article would be about? (I could tell the selection would be about the lives of bees because the picture showed different sizes of bees inside and outside their hive.)

Literary NonfictionOnomatopoeiaIdentify Onomatopoeia Onomatopoeia is the use of words that sound like their meaning. Use the selection Honey Bees to identify onomatopoeia.

- Look at page 181 of the selection Honey Bees. What do you think “Buzz, buzz, buzz” means? (The bees are making a sound. They are talking to each other.)

ConventionsNouns in SentencesTeach Listen to this sentence: The log began to move. To decide which word is a noun, I ask myself: What is this sentence about? Which words names a person, place, animal, or thing? Write log. Log is the thing that this sentence is about. Log is the noun. Ask students where nouns can be found in a sentence.

Guide Practice Have students name things that they might see at a park. List their nouns. Then have students say a sentence about each noun.

Noun Sentenceslide A slide is fun to play on.table The table is next to the pond.pool The pool is crowded.

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1) A _____ is a person.2) A _____ is a place.3) A _____ is a thing.


WritingExpository ParagraphIntroduce the Prompt Review with students they key features of an expository paragraph. Explain that today students will write their own expository paragraphs about real things. Read aloud the writing prompt.

Writing PromptThink about another kind of insect that lives in a community. Now write a paragraph about that insect community.

Introduce Explain that in test-taking situations students still need to take time to plan their writing. When we take tests, we have to read the writing prompt. We might even read it two or three times. That way we know for sure what we need to write. Then we can plan our writing. We can decide what we will write about and what details we will include.

Model After I read the prompt, I think about what kind of insect I want to write about. I know that termites live in communities. I will write about them. Before I begin writing, I will think of three interesting details about termites. I know that some termites can fly, that they like to eat wood, and that sometimes they live underground. These are interesting details! Then, when I write, I will use these three details. If I plan the interesting details, my paragraph will be focused. I won’t include useless information, and people will want to keep reading my paragraph.

Discuss Rubric Have students look at the writing rubric on Reader’s and Writer’s Notebook, page 304. Explain that when they write their expository paragraphs, they should try to do the things listed in the rubric. To narrow the evaluation, you might direct students attention to one or two elements with the rubric, such as Focus/Ideas, this week’s Writing Trait.

HandwritingLetter Bb/Letter SpacingModel Letter Formation Display uppercase and lowercase letter Bb. Use the stoke instructions pictured below to model proper letter formation.

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Model Letter Spacing Explain that when we write a word, all the letters in that word should be spaced evenly. Write the word baseball threw times, one with the letters spaced too far apart, one with the letters spaced too close together, and one with appropriate letter spacing. Point to the examples and ask students which one is easiest to read. (the third)

Guide Practice Write the following sentence, using letters that are too far apart: Bud likes baseball.


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Unit 2 Week 6 – Honey Bees - Day 3Phonemic AwarenessCreate WordsModel Identifying Initial Phonemes Have students look at the pictures on pages 172 – 173. Let’s use this picture to name words that have the same beginning sounds. I see a bee. Bee begins with /b/. I also see a basket and buttons. Bee, basket, and buttons all begin with the sounds /b/.

Guide Practice Have students find a group of three words that begin with the same sound. Then have them point to the matching pictures in their Student Edition. (picnic, peel, pond)

On Their Own Have students generate a group of six words that begin with the sounds /p/.

pin pencil pop paper pal pony

Fluent Word ReadingModel Write sheep. I know the sounds fr s, l, ee, and p. I blend them and read the word sleep. Repeat with contest.


fabric me indent see problem feel

On Their Own Have students read the list above three or four times, until they can read one word per second.

SpellingWords with Long eDictation Have students write these sentences, Say each sentence. Then repeat it slowly, one word at a time.

1) She has thin feet.2) Some of those dimes are mine.3) This week we will have a family picnic.


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High-Frequency Wordsalso other family new other soma their

Selection WordsCold flowers honey nectar worker


1) Dad gave Mom some ______ for her birthday. (flowers)2) Worker bees feed ______ to bees in ______ hive. (honey, their)3) Bees got sweet _______ from flowers. (nectar)4) My _____ likes to make dinner for other people in town. (family)5) He likes to swim, but he ______ likes to try new sports. (also)6) I went inside because the wind made me ________. (cold)

Think CriticallyComplete Think Critically on page 194.Scan and email student’s answers to your teacher.

ConventionsNouns in SentencesReview Remind students that nouns name a person, place, thing, or animal. Most sentences have at least one noun: The dog and the cat got in a fight.

Guide practice Write this sentence and read it aloud.

The children need to take paper, markers, and a snack to school.

What are the nouns in sentences? (children, paper, markers, snack, school)


Let’s Write It!

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Write and Expository Paragraph Use pages 196 – 197 in the Student Edition. Read aloud the Key Features of an Expository Paragraph and the definition of an expository paragraph. Help students better understand the Writing Prompt by reading it aloud and discussing the Writer’s Checklist.

Review the Student Model Read aloud “Ants.” Point out that each sentence tells an interesting detail about ants. Read aloud and briefly discuss the side notes about genre, the writing trait, and a noun to help students understand how an author writes an expository paragraph.

Connect to Conventions Read to students the Conventions notes about nouns in sentences. Point out some of the nouns in sentences in the model paragraph. (ants, jobs, food, queen)

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Unit 2 Week 6 – Honey Bees - Day 4Phonemic AwarenessReview Long e and /e/Long and short e Have students segment the sounds in each word below and tell if the word has short e or a long e. If students make an error model the correct response. Return to the word late in the practice.

/p/ /e/ /n/ pen/v/ /e/ /s/ /t/ vest/ē/ /l/ eel/s/ /ē/ see/w/ /e/ /l/ well/ch/ /ē/ /k/ cheek/m/ /ē/ /t/ meet/f/ ē/ fee/s/ /l/ /ē/ /v/ sleeve

PhonicsReview Long e:e, ee; Syllables VC/CVTarget Phonics Skills Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you track the print.

1) Keep the pet rabbit in the deep basket.2) Will she need three sheets from this tablet?3) See the kitten in the green pine tree.4) Meet me on West Street at three,

Spelling TestDictate Spelling Words Say each word, read the sentence, repeat the word, and allow time for students to write the word.

1) feet Jan put socks on her feet.2) he He is in my class.3) see I see the sun going down.4) we We saw bees in that hive.5) green Dad cut the green grass.6) me Steve came home with me.7) she She has a ribbon on her dress.8) tree Look at the top of that pine tree.9) week Lee went to the lake last week.10) be Where can my kitten be?

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High-Frequency Words11) some Will Rose eat some fish?12) family I like my family.

ConventionsReview Nouns in SentencesReview Remind students that nouns are words that name a person, place, animal, or thing. Have them give examples of nouns in each category.

Guide Practice Write the following sentences. Have students write two nouns that make sense in each blank.

1) Seth wants a ____ and a ____ for his birthday.2) Can you get me the _____ and the _____ from my desk?3) Rabbits eat _____ and ______.


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Unit 3 Week 1 – A Place to Play - Day 1Building Oral Vocabulary

Amazing WordsWord Meaning

growth The process of increasing in physical size.population All of the inhabitants of a particular town, area, or country.public Of or concerning the people as a whole.shuffle Walk by dragging one’s feet along or without lifting them fully from the ground.teeter Move or balance unsteadily; sway back and forth.crooked Bent or twisted out of shape or out of place.makeshift Serving as a temporary substitute.spindly Long or tall and thin.

To check for understanding have students use each word in a sentence.

Phonemic AwarenessSegment and Blend PhonemesIntroduce Read the first two bullet points on page 14. What is the weather like in this picture? (sunny) The last sound in sunny is /ē/. Have students identify other items or actions that contain the long e sound. (bunny, twenty, sleepy) In the picture I see birds in the sky. The last sound in sky is /ī/. Have students identify words or actions that contain the long I sound. (eye, try)

Model Listen to the sounds in sky: /s/ /k/ /ī/, sky. There are three sounds in sky. Let’s blend those sounds: /s/ /k/ /ī/, sky. Continue with baby. Guide students as they segment and blend words from the picture: bunny, sleepy, fly.

On Their Own Use Reader’s and Writer’s Notebook, page 313. Scan and email the completed page to your teacher.

Spelling PretestVowel Sounds of yDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify pronunciations, and give meanings of words. Have students check their pretests and correct misspelled words.

1) my My dad and I like to read together.2) by I walk by the park on my way to school.3) try It is fun ti try new foods.4) sunny It is a sunny day.5) handy Do you have a pencil handy?6) fly Would you like to fly a place?

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7) cry A sad movie can make people cry.8) lucky Ann felt lucky when she got a new bike.9) silly The silly clown made us laugh.10) puppy Jack is teaching his puppy a trick.

ConventionsAction VerbsTeach Explain that an action verb is a word in a sentence that shows actions. Walk and sing are action verbs. These words tell what someone or something does.

Guide Practice Have students complete these sentence frames orally using action verbs.

1) Bill ______ home from school every day.2) My mom _____ the best macaroni and cheese.3) We ______ a new movie every weekend.

Realistic StoryIntroduce This week you will write a realistic story. A realistic story is made up, but is like real life. You can imagine this kind of story happening.

Examine Model Text Let’s listen to a realistic story. Track the print as you read aloud “The Slide” on Reader’s and Writer’s Notebook, page 316.

Key Features Who are the two characters in this story? (Beth and Dave) Help students find and circle the names. Ask if Beth and Dave act like real children. (yes) Help students underline short phrases in the story that tell about the characters acting like real children such as They ran and They slid. Then ask what the setting is – where the story takes place. (the park) Point out the word park. Ask if any parks or play grounds in real life have slides. (yes)

This story has characters who are like real people. The writer told events that are like things that can really happen. The place is like a real park.

The story has a beginning as Beth and Dave run to the park. In the middle, they see that the old slide is done and there is a new slide. At the end, they slide down the new slide. Do they like it? (yes)

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Unit 3 Week 1 – A Place to Play - Day 2Build Oral LanguageTalk About Sentences and Words Read the sentence below.

I take his hand and he takes mine and we shuffle down the walk to the big school bus.

- Have students repeat the sentence with you. What does shuffle down the walk mean? (We walk down the sidewalk.)

- What other word could we use in place of shuffle? Have students share their suggestions. - After students have tried other words, ask: Why do you think the author chose the word

shuffle? (It is an interesting word, and Mr. Baker does interesting things.)

Phonemic AwarenessSegment and Blend PhonemesModel I see two people greeting each other. We greet others by saying hi. The last sound is hi is /ī/. I see a boy yawning. He is tired. The last sound in he is /ē/. Continue with go. Listen to the sounds in the word go: /g/ /ō/, go. Continue with he.


PhonicsReview Long e: ee, Long i: i_eVowel Sounds of yDecode Words in Isolation Display these words. Have the class blend the words. Then point to the words in random order and ask students to read them quickly.

shy hide feet muddy tree drive teethcarry dry

Decode Words in Context Display these sentences. Have the class read the sentences.1) Why will Mike look at the sky?2) My puppy is sweet and funny.3) Sandy likes to ride in a jeep.

SpellingVowel Sounds of yGuide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.

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1) /m/ /ī/ my2) /b/ /ī/ by3) /t/ /r/ /ī/ try4) /s/ /u/ /n/ /ē/ sunny5) /h/ /a/ /n/ /d/ /ē/ handy6) /f/ /l/ /ī/ fly7) /k/ /r/ /ī/ cry8) /l/ /u/ /k/ /ē/ lucky9) /s/ /i/ /l/ /ē/ silly10) /p/ /u/ /p/ /ē/ puppy


Text-Based ComprehensionIntroduce Main SelectionGenre Realistic Fiction is a made-up story that could happen in real life. As they read A Place to Play, ask students to look for events that indicate this could happen in real life.


Purpose Good readers read for a purpose. Setting a purpose helps us to think and understand more as we read. Guide students to set a purpose for reading the story.

As you and your student read A Place to Play check for understanding by asking the following questions. Answers to the questions are in blue.

Pages 20 – 211) Connect to Concept Look at the community center on pages 20 and 21. What are these

people doing? Encourage students to answer the question in complete sentences. (They are planting trees and fixing the yard.)

2) Are people still working on this place? (yes) How can you tell? (There is a person using a bulldozer and some trees are still not planted.)

3) Analysis/Text Evidence Look at the picture of pages 20 and 21. I see that there are trees and plants right next to the community center. Why is it a good idea to have trees and plants next to the community center? (It makes the building look nice. It might make people want to come and spend time at the community center.)

Pages 22 – 231) Analysis On pages 22 – 23, what does the author want you to know about the community

center? (They author wants us to know that Benny and Molly’s parents are planting things at the community center because the center is not finished yet.)

2) Synthesis Why did Benny and Molly’s dad choose that spot to plant the plants? (It is a sunny spot, and plants need sun to grow.)

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Pages 24 – 251) Sequence What do Benny and Molly do after they find their mom and dad? (They go

inside the community center.)2) Use Selection Words Have students locate the selection words grew on page 25. What

does Ms. Torres mean when she says she grew up in the neighborhood? (She has lived there since she was a child.)

3) Evaluation Why does Ms. Torres want to help out at the community center? (She grew up in the neighborhood.)

4) Explain why growing up in the neighborhood would make Ms. Torres want to help? (She might have wanted a place like this when she was younger, so she wants people to have a place like this now.)

Pages 26 – 271) Use Antonyms I know that the words playing and working on page 27 are opposites.

Words that are opposites are called antonyms. What word on page 27 is the antonym, or opposite, of ground? (sky)

2) Use Antonyms On page 26, what is the antonym for far away? (next to)3) Analysis/Text Evidence What buildings did the artist paint in his picture on page 27? (an

ice cream shop, a flower shop, and a library)4) Why do you think he choose to show these buildings in the paintings? (They might be

buildings from his neighborhood.)

Pages 28 – 291) Sequence What is the first thing that happens on pages 28 – 29? (First, Benny talks to

Mr. Gray.) What happens next? (Then the family goes to the place where people will watch plays.)

2) Use High-Frequency Words Have students find and reread the sentence with the word always. What would someone have to do so Mr. Gray’s art wouldn’t always be there? (Someone would have to paint over his art.)

3) Evaluation/Text Evidence Read the sentences and look at the picture on page 29. What is Mr. Jackson building? (a stage) What clues in the picture and the text tell you that? (The sentence says “a place to watch plays.” The picture shows a lot of seats and a stage.)

Pages 30 – 311) Synthesis Why does Benny ask the boy if he likes to play ball? (Benny thought the boy

seemed shy.)2) Use the picture to find clues about how the boy reacts to Benny’s question. (The boy is

smiling as he plays with Benny. He is happy Benny plays with him.)

Pages 32 – 331) Sequence What is the last thing that the family sees before they go home? (They see the

sunset.)

Text-Based ComprehensionCheck Understanding Have students discuss each question with you.

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- Realistic Fiction Do you think this story could happen in real life? (Yes, I think that people could work together to help build a community center in their neighborhood.)

- Cause and Effect What will all the neighbors be able to do because of the changes at the community center? (Neighbors will be able to watch plays on the new stage.)

- Draw Conclusions How do you think Benny feels at the end of the story? Why? (I think he is happy because he says that he lives the community center.)

- Confirm Predictions How did you use the pictures of story clues to predict what would happen next in the story? (I used the picture of the people working outside to predict they would make the place nicer.)

- Summarize What did Benny learn about the community center? (He learned that the community center is a place for everyone in the neighborhood.)

ConventionsAction VerbsTeach Write The dog eats. Point to each word as you read it. Ask students to identify what the action is. (eats) Ask students to identify who is doing the action. (the dog) A verb tells what someone or something does. Many verbs show action. What do we call those verbs? (action verbs)

Guide Practice Write the following sentences. Have students read the sentences and identify the action verb in each sentence.

1) I spy Dad and Mom! (spy)2) Mom and Molly go into the tower. (go)3) He lives by us too. (lives)4) I like this place. (like)

Explain that the action verb in these sentences are in the present tense. They are happening now. Verbs can also be in the past or future tense. Review each tense and replace the verbs in the sentences with verbs in the past tense and future tense.

Apply Have students complete these sentence frames orally using action verbs. Challenge students to complete the sentences again but this time using the past tense or future tense.

1) Every day I _____ a song.2) The bells _____ loudly in the morning.3) The king _____ his horse.


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Unit 3 Week 1 – A Place to Play - Day 3Phonemic AwarenessRhyming WordsModel Producing Rhyming Words Read the last two bullet points on page 14. Remember that rhyming words are words that end with the same sound. The directions tell us to find three words that rhyme with by. When I look at the picture, I see the sky, and I see two workers high on the roof. Sky and high rhyme with by.

Guide Practice Guide students to use the picture to produce words that rhyme with funny. (sunny, bunny)

On Their Own Have students produce words that rhyme with the following words.

sunny we cry pro so see

PhonicsBuild WordsModel Word Building Now we are going to build words with long I spelled y. Write try and blend it. Watch me change t in try to c. Model blending the new word, cry.

Guide Practice Have students spell cry. Monitor student’s work as they build words.

- Change the c in cry to f. Say the new word together, fry.- Change the r in fry to l. Say the new word together, fly.- Change the f in fly to s. Say the new word together, sly.- Change the l in sly to k. Say the new word together, sky.

Fluent Word ReadingModel Write smoky. I know the sounds for s, m, o, k, and ,y. I blend them and read the word smoky.

Guide Practice Write the words below. Say the sounds in your head for each spelling you use. When I point to the word, we’ll read it together. Allow one second per sound-previewing time for the first reading.

try me fly go hi sunny

On Their Own Have students read the list about three or four times, until they can read one word per second.

SpellingVowel Sounds of ySpell High-Frequency Words Write things and always. Have students say and spell the words with you and then without you.

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1) That silly puppy takes my things.2) I always cry when I’m sad.3) Jo will try to fly this kite.

Proofread and Correct Write each sentence, spelling word one at a time. Have students circle and rewrite any misspelled words.



High-Frequency Wordsalways nothing become day stays thingseverything

Selection Wordsart boy grew now sunset tower


1) She can see everything when she is up in that ________. (tower)2) This past fall, nothing ______ on my tall peach tree. (grew)3) Now we make things with small sticks at my ____ camp. (art)4) We can always take a bus home on that _______. (day)5) When we _____ is at camp, his pet stays home. (boy)6) A blue, sunny sky may become deep red at _____. (sunset)

Think CriticallyComplete Think Critically on page 34 of the Student Edition. Scan and email students completed work to your teacher.

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ConventionsAction VerbsReview Remind students that action verbs tell what someone or something does Rain falls. Billy hides. Falls and hides are present tense verbs. Remind students that verbs are something in the past or future tense.

Apply Have students complete these sentence frames orally using action verbs.

1) The boat ____ on the pond.2) Max ____ across the grass.3) Jess _____ up the tree.


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Unit 3 Week 1 – A Place to Play - Day 4Phonemic AwarenessAdd Initial PhonemesModel This week we read about a boy and a girl who finds all kinds of new places. Listen as I say the sounds in all. Slowly model the sounds in all, /ȯ/ /l/. Now I will add /f/ to the word all, /f/ /ȯ/ /l/. We’re going to make new words by adding a sound to the beginning of a word.

Guide Practice I will say the word, and you will add /f/ to the beginning of the word to make a new word. Say each word below; then guide students in adding /f/ to the beginning of each word to make a new word.

it (fit)lip (flip)old (fold)ill (fill)lake (flake)in (fin)

On Their Own Have students add /m/ to the beginning of the following words.

ice(mice)ash (mash)ill (mill)end (end)all (mall)an (man)

Fluent Word ReadingRead Words in Isolation Display these words. Tell students that they can blend some words on the list. Have students read the list three or four times until they can read at the rate of two or three seconds per word.

peeping met good Pete thesekitten there Reed paper someNed meet family be downother new me also picnic

Read Words in Context Display these sentence. Ask students to read each sentence.

1) There are these other chicks peeping also.2) My family met some new people at the picnic.3) Pete will meet me down by the paper bin.4) Ned and Reed will be good and help the kitten.

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SpellingVowel Sounds of yUse Reader’s and Writer’s Notebook, page 327. Scan and email the completed worksheet to your teacher.

ConventionsAction VerbsTest Practice Use Reader’s and Writer’s Notebook, page 328 to help students understand how to identify verbs in test items. Recall that verbs tell what someone or something does: run, say, takes. These action verbs are in the present tense. They are happening now. Remind students that action verbs can also be in the past tense or the future tense.

Scan and email the completed worksheet to your teacher.

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Unit 3 Week 1 – A Place to Play - Day 5Phonemic AwarenessReview Add Initial PhonemesInitial Consonants and Digraphs Have students add a beginning sound to each word below to make a new word. If students make an error, model the correct response. Return to the word late in the practice.

/l/ and land/g/ ate gate/b/ old bold/b/ end bend/ch/ ill chill/p/ age page/r/ ice rice/k/ lock clock/s/ tack stack

PhonicsReview Vowel Sounds of y; SyllablePattern CVTarget Phonics Skills Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you track the print.

1) Danny gave me fifty cents.2) Why did Tommy try to go?3) This jelly is so messy!4) No, my fussy kitty will not eat cat food.

Spelling TestVowel Sounds of yDictate Spelling Words Say each word, read the sentence, repeat the word, and allow time for students to write the word.

1) my My dad and I like to read together.2) by I walk by the park on my way to school.3) try It is fun ti try new foods.4) sunny It is a sunny day.5) handy Do you have a pencil handy?6) fly Would you like to fly a place?7) cry A sad movie can make people cry.8) lucky Ann felt lucky when she got a new bike.9) silly The silly clown made us laugh.10) puppy Jack is teaching his puppy a trick.

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High-Frequency Words

11) things Put these things on the top shelf.12) always Beth always reads before going to bed.

ConventionsReview Action VerbsReview Remind students that verbs are action words. Have them give several examples of verbs. Remind students that verbs can be in the present, past, or future tense.

Guide Practice Write the following sentences. Have students write a verb that makes senses in each blank. Explain that verbs in these sentences are in the present tense. The action is happening now.

1) I ______ with the ball.2) My dog ______ with me.3) My mom _______ me home.


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Unit 3 Week 2 – Ruby in Her Own Time - Day 1Content KnowledgeGrowing and ChangingConcept Talk To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about how people learn as they grow and change. Write the Question of the Week, What do we learn as we grow and change?, and track the print as you read it.

Build Oral LanguageTalk About Growing and Changing Have students turn to pages 44 – 45 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion.

- One way we learn is by attempting new skills. Attempt means “try.” What new skill is the young child in blue shorts attempting to do with his mother? (He is attempting to walk.)

- Children learn different skills as they grow older. What order would you put the pictures in to show which skill children learn first, next, and so on? (crawl, walk, draw, tie shoes, read)


Word Part of Speech

Meaning

attempt Verb Make an effort to achieve or complete somethingevent Noun A thing that happens, especially one of importancetime line Noun A representation of key events within a particular historical period

arranged chronologically.famous Adjective Well or widely known.flatter Verb To compliment excessivelyconnect Verb To join or fasten together.common Adjective Occurring frequentlylovely Adjective Highly pleasing or enjoyable


1) The team wanted to attempt to __________.2) _____ is an important event at the Olympics.3) I have a time line for learning how to __________.

Phonemic AwarenessSegment and Blend PhonemesIntroduce Read the third bullet point on page 46. What is the alligator in the center of the picture wearing on her hand? (a ring) The last sound in ring is /ng/. Have students identify other items or actions that end with /ng/. (swing, sling, wing, sing) I also see a piggy bank. The last sound in bank is /ngk/. Have students identify words or actions that end with /ngk/. (sink, chipmunk, tank)

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Model Listen to the sounds in ring: /r/ /i/ /ng/. There are three sounds in ring. Let’s blend those sounds: /r/ /i/ /ng/, ring. Continue with bank. Guide students as they segment and blend these words: sing, young, bring, wing, drink, pink, wink, tank, honk.


Spelling PretestWords with ng, nkDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment to words for students, clarify the pronunciations, and give meanings of words. Have students check their pretests and correct misspelled words.

1) bring I will bring a fruit salad to the picnic.2) trunk You can find bark on a tree trunk.3) pink Mix red and white paint to get pink paint.4) bank Save your money in a piggy bank.5) sang We sang a song about learning.6) wing The mother bird lifted her wing.7) rink Dad and I skate at the ice rink.8) blank Write on a clean, blank sheet of paper.9) rang The bell rang at the end of the school day.10) sunk The ship had sunk to the bottom of the ocean.

High-Frequency WordsHave students read aloud the words and sentences on page 49.


ConventionsVerbs that Add –sTeach Explain that a verb is the word in a sentence that shows the action. Hops, climbs, and kicks are verbs. A verb in the present tense means the action is happening now. Adding –s to the verbs tell what one person, animal, or thing is doing now.

Apply Have students complete these sentence frames orally using the present tense forms of the verbs walk and jump.

1) He _______.2) She ______.3) The dog _______.

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WritingComments About a StoryIntroduce This week you will write comments about a story. Comments about a story talk about a certain part of a story and tell how your feel about the story.

Examine Model Text Let’s listen to the comments about a story. Track the print as your read “What I Like About Ruby” on Reader’s and Writer’s Notebook, page 322.

Key Features What are two things the writer says about Ruby? (She doesn’t eat at first. She flies really high and far.) Help students find and circle the ideas. Ask fi the writer gives reasons for liking these things. (yes) Help students underline the reasons. (I know how she feels. That sounds like fun!)

These comments respond directly to the story. The writer picks two things Ruby does in the story to talk about.

The writer tells how she feels about Ruby. She uses words that share her feelings, such as like, favorite, and fun.

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Unit 3 Week 2 – Ruby in Her Own Time - Day 2Phonemic AwarenessSegment and Blend PhonemesModel Look at the picture. I see sunflowers. Sunflower is a compound word that is made from the two shorter words, sun and flower. I hear three sounds in sun: /s/ /u/ /n/.

Listen to the sounds in the word flower: /f/ /l/ /ou/ /er/. Let’s blend those sounds to make a word: /f/ /l/ /ou/ /er/. Continue with dragon, fly and dragonfly.

Guide Practice Guide students as they segment and blend these words from the picture: strawberries, watermelon, shoelace, blue, bluebird, blueberry.


/b/ /e/ /d/ /t/ /i/ /m/ bedtime/s/ /a/ /n/ /d/ /b/ /o/ /ks/ sandbox

PhonicsReview Consonant Digraphs sh, th, chConsonant Patterns ng, nkDecode Words in Isolation Display these words. Have students blend the words. Then point to the words in random order and ask students to decode them quickly.

wing sink stung chunkbath fish such mathcrash thank fresh which


- Sing a song with me.- The new king is rich.- Take this junk to the trash can.

SpellingConsonant Patterns ng, nkGuide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.

1) /r/ /a/ /ng/ rang2) /b/ /a/ /ngk/ bank3) /t/ /r/ /u/ /ngk/ trunk4) /b/ /r/ /i/ /ng/ bring5) /s/ /u/ /ngk/ sunk6) /b/ /l/ /a/ /ngk/ blank

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7) /s/ /a/ /ng/ sang8) /r/ /i/ /ngk/ rink9) /p/ /i/ /ngk/ pink10) /w/ /i/ /ng/ wing

On Their Own Use Reader’s and Writer’s Notebook, page 334. Scan and email the completed workbook page to your teacher.

Text-Based ComprehensionIntroduce the Main SelectionGenre An animal fantasy is a made-up story with animals that do things real animals can’t do. As they read Ruby in Her Own Time, students should look for things the ducks do that real ducks cannot.

Preview and Predict Have students read the title of the story. Read the names of the author and illustrator, and have students describe the role of each. Have students predict what the selection will be about.


Inferring Explain that good readers think about more than what is on the page. They think about what they already know. They use that knowledge to come up with new ideas about what they read. Have students turn to page EI 14 in their Student Edition.

- Look at the picture. What do you see? (The bag is torn, and the eggs are broken.)- What do you think happened? (The bottom of the bag ripped and the eggs fell out.)

As you and your student read Ruby in Her Own Time check for understanding by asking the following questions. Answers to the questions are in blue.

Pages 52 – 531) Connect to Concept Look at the picture on pages 52 and 53. Tell me about the duck.

Encourage children to answer in complete sentence. Where is the duck? (outside)2) How can you tell? (I see different kinds of plants and bug. Those are thing I see outside.)3) Synthesis What is the title of the selection? (Ruby in Her Own Time)4) Who do you think Ruby is? (the duck on the page)5) Why do you think that? (I see a duck on page, and most of the time, the most important

character is shown on the first page.)

Pages 54 – 551) Analysis Mother Duck sits on the eggs in her nest even when it is windy and rainy. What does that tell you about her? (She is a good mother. She keeps her eggs safe even when the weather is bad.)2) Text Evidence Where is nest located? (on the lake) Reread the sentence that tells you that.

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3) Do the pictures help you understand the setting of the story? (The picture only show a nest, so I will need to read to find out where the next is located.)

Pages 56 – 571) Compare and Contrast How are Mother Duck and Father Duck alike? (Mother and

Father Duck are both parents.)2) Compare and Contrast How are they different? ((Mother Duck is yellow with an orange

beak, but Father Duck is brown and green with a yellow beak. Mother Duck sits on the eggs, but Father Duck does not.)

3) Sequence/Evaluation What happens first, next, and last as the eggs hatch? (First, the ducklings poke out their beaks. Then the ducklings come out of the eggs and share their feathers. Last, Father Duck names the ducklings.)

Pages 58 – 591) Inferring Why does Mother Duck think Ruby is a good name for the fifth duckling? (The

duckling is small and precious. Precious mean “very valuable,” and a ruby is jewel that is very valuable.)

2) Synthesis What does Mother Duck name the last duckling? (Ruby)

Pages 60 -611) Compare and Contrast How is Ruby different from her brothers and sisters? (Ruby’s

brothers and sisters will eat anything and everything, but Ruby eats nothing.)2) Reread Challenging Text When does Mother Duck say Ruby will eat? (In her own time)3)What does she mean? (Ruby will eat when she is ready to. Not everyone does things at the

same time.)4) Inference/Evaluation Why might parents worry about a child like Ruby more than they

would worry about other children? (She is very small, and she doesn’t eat.)5) What else has Ruby done also made Father Duck worry? (She didn’t hatch at the same

time as the other ducklings.)

Page 62 – 631) Review Character Which duckling is not swimming? (Ruby)2) What is she doing? (She is eating)3) Evaluation/Text Evidence Read the sentence on page 62. What did Ruby do? (She finally

started eating.)4) What clues in the picture tell you that? (She has food in her mouth like the other ducklings

did when they were eating.)5) Synthesis Where do these ducklings swim? (anywhere and everywhere)6) What might happen to a duck if it did not learn to swim? (The ducks are in a pond, so they

would not be bale to get around. They also might have trouble finding food.)

Page 64 - 651) Develop Language Have student reread the last sentence on page 65. Ruby’s wing grew

broad. Broad means “wide.” What words could I use in place of broad? Have students share their suggestions.

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2) Compare and Contrast/Reread Challenging Text Have students reread page 65. How are Ruby and her brothers and sisters alike? (They all grow bigger.)

3)Describe how Ruby is changing. (Her feathers grew out and wings grew broad and beautiful.)

4) Evaluation/Text Evidence What things does Ruby learn to do after the other ducklings? (She hatches last and learns to swim last.)

5)What does Ruby do at the same time as the other duckling? (She grows bigger at the same time as the other ducklings.)

Page 66 - 671) Compare and Contrast What do Ruby and her brothers and sisters have in common?

(They all learn how to fly at the same time.)2)How is this different from the beginning of the story? (Ruby did everything last.)3) Synthesis Is what kind of environment do you think the ducks live? (They probably live in

a woodland environment.)

Page 68 - 691) Use Synonyms I know that the words flew and soared on pages 68 and 69 have nearly the

same meaning. Words that have nearly the same meanings are called synonyms. What word on page 69 is a synonym for lovely? (beautiful)

2) Compare and Contrast From what you read on these pages, how is Ruby different from her brothers and sisters? (Ruby flies much farther and higher than her brothers and sisters do.)

3) Evaluation/Text Evidence Once Ruby learns how to fly, she flies farther and higher than the other ducklings. Does this fit with what you know about Ruby so far? (Yes. Ruby has always done things a little differently than the other ducklings.)

Page 70 - 711) Inferring Why do you think Father Duck is so sure that Ruby will come back? (Ruby has

always done everything in her own time.)2) How is this different from the rest of the story? (In the beginning, Father Duck was always

worried about Ruby, and Mother Duck always said Ruby will do things in her own time.)3) Analysis On pages 70 – 71, Ruby flies far away. What are some places she might be

going? Where do you think her brothers and sisters fly? (Ruby is probably going to visit other parts of the world. Her brothers and sisters will probably stay close to home.)

Page 72 - 731) Review Plot Did Ruby come back? (yes)2) How do you know? (The picture shows the lake where she was born. The sentence on

page 73 says she did.)3) Who came with Ruby? (her own ducklings)

Check UnderstandingHave students discuss each question.

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1) Animal Fantasy How is this story different from a story about real ducks? (In this story, the ducks talk. Real ducks can’t talk.)

2) Draw Conclusions How do Mother and Father Duck feel when Ruby flies off into the distance? (They’re proud because she is grown up and can fly like the other ducks, but they are sad to see her leave.)

3) Plot What was the main problem in the story? How was it solved? (Ruby did not learn how to do some things as quickly as the other ducklings. By the end, she learned how to do everything in her own time, and she was an even better flyer than her brothers and sisters.)

4) Compare and Contrast How is Ruby different from the other four ducklings? How is she the same? (Ruby hatches, eats, and swims later than the other ducklings, but she grows bigger and learns to fly at the same time as the other ducklings.)

5) Confirm Predictions How did you use pictures or story clues to predict what would happen next in the story? How did you confirm or change your predictions? (I could tell that Ruby would be different from her brothers and sisters because the pictures show all of them doing one thing and her doing another. When I read the story, I found out my predictions were correct.)

ConventionsVerbs That Add –sTeach Write Mr. George Baker sits. Point to each word as you read it. Ask students to identify the verb in the sentence. (sits) What does Mr. George Baker do? (sits) When does he do it? (now) How many people are sitting? (one) We add s to the verb to show what one person does now. For this sentence to be correct, there must be the ending –s on the verb.

Apply Have students use verbs with –s to complete these sentence frames orally.

1) Harry ______ on the step.2) Mrs. Baker ______ a lunch for Mr. Baker.


WritingComments About a StoryIntroduce The Prompt Review with students the key features of comments about a story. Point out that Ruby in Her Own Time is a story with characters and events. Explain that when students write comments about a story, they might respond to any aspect of the story. Explain that today students will plan this own comments about a story. They will use words that show how they feel. Read aloud the writing prompt.

Writing PromptLook at the pictures in Ruby in Her Own Time. Think about what Ruby does. Write sentences to tell two things Ruby does that you like.

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Generate Ideas The prompt tells us we will write about what Ruby does. First, we need to look at the picture and see what Ruby does, Let’s make a list of the things Ruby does. Then you can choose the two things you like most to write about.Guide students in identifying Ruby’s actions. List the main actions for students and have them review the actions to choose two to write about.

What Ruby Does:

- She hatches late.- She doesn’t eat at first.- She swims later than her brothers and sisters.- She grows big.- She flies farther than anyone.- She comes home with a new family of her own.

Have students choose two things Ruby does to write about.

Use Reader’s and Writer’s Notebook page 336 to model planning comments.

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Unit 3 Week 2 – Ruby in Her Own Time - Day 3Phonemic AwarenessAdd PhonemesModel Adding Phonemes read the fourth bullet point on page 46. Today we are going to use this picture to help us add new sounds to the beginning of words. When I add /s/ to wing, I make a new word: swing. Now I will look for a picture of that new word, swing.

Guide Practice Help students add an initial sound to each word to make a new word. Then have them point to the matching picture.

/b/ ring bring/d/ rink drink/p/ ink pink

On Their Own Have students add initial /s/ to make new words.

and sandlap slaptack stackash sash

PhonicsBuild WordsModel Word Building Now we are going to build words that end with the sound /ngk/. Write pink and blend it. Watch me change p to w. Model blending the new word, wink.

Guide Practice Have students spell wink. Monitor student’s work.

- Change the w in wink to s. Say the new word together, sink.- Change the s in sink to l. Say the new word together, link.- Change the l in link to r. Say the new word together, rink.- Change the r in rink to th. Say the new word together, think.

Fluent Word ReadingModel Write king. I know the sounds for k, i, and ng. I blend them and read the word king.

Guide Practice Write the words below. Say the sounds in your head for each spelling you see. When I point to the word, we’ll read it together. Allow one second per sound previewing time for the first reading.

bank skunk sandbox anthillsung tank pancake

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SpellingWords with ng, nkSpell High-Frequency Words Write every and sure. Have students say and spell the words with you and then without you.

Dictation Say each sentence. Then repeat each slowly, one word at a time. Have students write the sentences.

1) Hank rang every bell.2) Put the pink dress in the trunk.3) We sang at the ice rink.

Proofread and Correct Write each sentence, spelling word one at a time. Have students circle and rewrite any misspelled words.


High-Frequency and Selection WordsRead Words in Isolation Display and review this week’s high-frequency and selection words. Have students read the words aloud.

High-Frequency Wordsany own enough sure ever every were

Selection Wordsbeautiful feather father flew howling mothernight precious


1) I own a hat with a red ______. (feather)2) Did you ever hear a dog ______? (howling)3) The _____ birds find enough food for her baby. (mother)4) My car sleeps on my bed every ______. (night)5) The mother and ____ were with their son. (father)6) I am sure the robin ______ into that tree. (flew)

Think Critically- Complete Think Critically on page 74 of the Student Edition. Scan and email student’s

responses to your teacher.

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ConventionsVerbs That Add –sGuide Practice Write this sentence and have students read it aloud.

- Ruby swim every day.

What letter must we add to the end of swim to make the sentence correct? Add –s to swim and read the correct sentence.

Apply Have students complete these sentence frames orally with a verb that tells what one baby animal does now.

1) One puppy _____.2) A kitten ______.3) The chick _____.

On Their Own Use Reader’s and Writer’s Notebook, page 342. Scan and email the worksheet to your teacher.

Let’s Write ItWrite Comments About a Story Use pages 76 – 77 in the Student Edition. Read aloud the Key Features of Comments About a Story and the paragraph explaining comments about a story. Read aloud the Writing Prompt and discuss the Writer’s Checklist.

Review The Student Model Read aloud “I Like Ruby.” Point out that the writer comments on two things Ruby does. Read aloud and briefly discuss the side notes about genre, the writing trait, and verbs that add –s.

Connect to Conventions Read to students the Conventions note about verbs that add –s. Point out these verbs in the model. (swims, runs)

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Unit 3 Week 2 – Ruby in Her Own Time - Day 4Phonemic AwarenessSegment and Blend SyllablesModel This week we read about a duck named Ruby. Listen as I say the two syllables in Ruby. Slowly mode the syllables: /rü/ - /bē/, Ruby.

Guide Practice I will say two syllables. Repeat them after me. Then blend the syllables to make a word from the story. Say each syllable pair below. Have students say and then blend the syllables to form a word.

/duk/ - /ling/ duckling/in/ - /tü/ into/ə/ - /mung/ among/ə/ - /pon/ upon/fl/ - /ing/ flying/muth/ - /ər/ mother



always day food everything mestays my by grow nothingaround Jimmy become horse gohappy try we stall sky

Read Words in Context Display these sentences. Have students read each sentence. Then randomly point to review words and have students read them. To help you monitor word reading, high-frequency words are underlined and decodable words are italicized.

1) My happy horse always has food around his stall.2) Everything will grow day by day and become big.3) Jimmy stays with me, and we try to make things.4) Nothing can go in the sky now.

SpellingWords with ng, nkComplete Reader’s and Writer’s Notebook, page 343. Scan and email the completed workbook page to your teacher.

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ConventionsVerbs That Add –sTest practice Use Reader’s and Writer’s Notebook, page 344 to help students understand present tense verbs in test items. Recall that present tense verbs tell what someone or something does now: slings, dances, makes. Model identifying a present tense verb in a sentence by writing this sentence, reading it aloud and underling the present tense verb.

Willy skates on the sidewalk.


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Unit 3 Week 2 – Ruby in Her Own Time - Day 5Spelling TestWords with ng, nkDictate Spelling Words Say each word, read the sentence, repeat the word, and allow time for students to write the word.

1) blank Fill the blank sheet of paper.2) sunk The stone had sunk in the lake.3) wing Look out at the wing of the plane.4) pink I have a pink backpack.5) bring Bring the cat inside.6) rink We’ll go to the ice rink on the weekend.7) trunk Shut the lid of the trunk.8) rang The bells rang.9) bank Go to the bank with your check.10) sang We sang at the baseball game.

High-Frequency Words11) every Every man at the desk had a laptop.12) sure Are you sure you can sing?

ConventionsReview Verbs That AddWrite the following sentences. Have students write a verb in the present tense that makes sense in each blank.

1) Dad _____ at Willy.2) Willy ____ Dad3) Ruby ____ away.

Online Assessments- Complete Success Tracker Weekly Test, Unit 3, Week 2.- Complete Success Tracker Fresh Read, Unit 3, Week 2.

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Unit 3 Week 3 – The Class Pet - Day 1Content KnowledgeAnimals Grow and ChangeConcept Talk To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about what we can learn about animals as they grow and change. Write the Question of the Week, What can we learn about animals as they grow and change?, and track the print as you read it.

Build Oral LanguageTalk About How Animals Grow and Change Have students turn to pages 84 – 85 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion.

- How is the cow in the picture different from the calf? (The cow is bigger and has horns.)- The frog looked very different when it was young. How has it changed? (It was a tadpole.

The tadpole grew legs and became a frog.)


Word Part of Speech

Meaning

features noun A distinctive attribute or aspect of something.mature adjective Fully developed physically; full-grownnatural adjective Existing in or caused by nature; not made or caused by humankind.swoop verb To move rapidly downward through the air.tumble verb Fall suddenly, clumsily, or headlongcrumple verb Crush so that it becomes creased and wrinkled.nibble verb Take small bites out of.nudges noun A light touch or push.wriggle verb Twist and turn with quick writhing movements.

To demonstrate understand have students use each word in a complete sentence.

Phonemic AwarenessSegment and Blend PhonemesIntroduce Have students look at the pictures on pages 86 – 87 of their Student Edition. What kind of flower do you see in the picture? (roses) The word roses is made from a base word and ending. The base word is rose. The ending is /əz/. What kind of seats do you see in the picture? (Benches) Benches is also made from a base word and ending. The base word is bench. What ending do you hear? (/əz/)

Model Listen to how I blend the two parts in roses: /rōz/, /əz/, roses. Continue with benches. Guide children as they segment and blend these words: fences, bushes, horses, crunches.

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Spelling PretestWords with –esDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify pronunciations, and give meanings of words. Have students check their pretests and correct misspelled words.

1) fix Could you fix my broken bike?2) fixes Mr. Smith fixes cars.3) class My class walked down the hall.4) classes All the classes lined up to go home.5) wish I wish I could get a new puppy.6) wishes Tom wishes his tooth would fall out.7) kiss I will kiss the baby.8) kisses Mom kisses Megan good night.9) bus The bus is late today.10) buses Buses take people around the city.

ConventionsVerbs That Do not Add –sTeach Explain that a verb is the action word in a sentence. It tells what someone or something does. Verbs that do not add –s tells what more than one person, animal, or thing is going now in the present tense. Go, sit, and swim are verbs that do not add –s. A verb in the present tense means the action is happening now. Verbs can also be in the past tense or future tense.

Guide Practice Have students complete these sentence frames orally using verbs.

1) He ____ the dog. They ___ the dog.2) Sam ___ the milk. Tom and Ray ___ the milk.

WritingSummaryIntroduce This week you will write a summary. A summary tells about something you have read. It tells only the most important information. A summary is short.

Examine Model Text Let’s listen to a summary. Track the print as you read aloud the summary on Reader’s and Writer’s Notebook, page 348. Have students follow along.

Key Features Read the prompt aloud. Remind students that in tests they have to write about what the prompt asks. Point out that the summary identifies the story. Help students find and identify the story being summarized. What main things happen in the story? Help students underline the main events summarized.

This summary tells about another story. The writer tells the main points from the story.

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The summary is short. It only tells the important information.

Unit 3 Week 3 – The Class Pet - Day 2Phonemic AwarenessSegment and Blend PhonemesModel Isolating Sounds Look at the man sweeping in the picture. He is doing one of his chores. The middle sound in chores is /ôr/. The last sound is chores is /z/. Repeat with the word thorn.

Guide Practice Guide students as they segment and blend these words from the picture: horse, horn, doors, floor, cores, born.

Phonics Review Endings –s, -es; Plural –s, -esDecode Words in Isolation Display these words. Have the class blend the words. Then point to the words in random order and ask students to decode them quickly. Ask students to identify the base word of each word.

passes swings misses thanksropes hushes punches dishestalks buzzes games foxes

Decode Words in Context Display these sentences, Have students read the sentences.

1) Sam stacks five boxes.2) He dashes back home to feed his cats.3) Jill catches all three balls.

Spelling Words with –esGuide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.

1) /f/ /i/ /ks/ fix2) /f/ /i/ /ks/ /ə/ /z/ fixes3) /k/ /k/ /a/ /s/ class4) /k/ /l/ /a/ /s/ /ə/ /z/ classes5) /w/ /i/ /sh/ wish6) /w/ /i/ /sh/ /ə/ /z/ wishes7) /k/ /i/ /s/ kiss8) /k/ /l/ /s/ /ə/ /z/ kisses9) /b/ /u/ /s/ bus10) /b/ /u/ /s/ /ə/ /z/ buses

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Text-Based ComprehensionIntroduce Main SelectionGenre Expository Text is writing that gives facts and information. As they read The Class Pet, ask students to look for facts about mice.

Preview and Predict Have students read the title of the selection. Read the name of the author, and have students describe what an author does. Have students predict what the selection will be about.

Purpose Good readers read for a purpose. Setting a purpose helps us to think and understand more as we read. Guide students to set a purpose for reading the selection.

As you and your student read The Class Pet check for understanding by asking the following questions. Answers to the questions are in blue.

Pages 92 – 931) Evaluation This selection tells us about how mice grow and change. Is it a good idea to

use photos in The Class Pet, or would it have been better to use drawings as in Ruby in Her Own Time? Why? (Photos are better because The Class Pet is about real mice.)

Pages 94 – 951) Fact and Opinion Read the first sentence on page 95. Which word tells an opinion?

(cute) Why is this an opinion? (It tells how the author feels about Dory.) Which word tells a fact? (tan) Why is it a fact? (It can be proved true by observing.)

2) Evaluation / Text Evidence Why does Miss Ford bring Dory to the class? (She will use Dory to teach lessons about pets.)

Pages 96 – 971) Analysis How are the sentences and pictures arranged on page 96? (Each picture is near

the sentence that tells about it.)2) How is this helpful? (If you don’t understand the words in the sentences, the pictures can

help you guess what they mean.)3) Synthesis / Text Evidence Reread the last sentence on page 97. What clues in this

sentence tell you why outdoor mice sometimes move into people’s homes? (Corn and nuts are foods that people eat too. People have these and other foods that mice like in their homes.)

Pages 98 – 991) Inference Is it important for pets to exercise? Why do you think so? (Yes, Animals need

exercise to stay strong. Also, most animals love to run and play.)2) Analysis When do mice sleep? (during the day)3) What clues in the text tell you that? (The text says that mice run and jump at night and

sleep when the sun rises. The rises in the morning.)

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Pages 100 – 1011) Fact and Opinion Is the statement that newborn mice have no fur fact or opinion? Why?

(fact; it can be proved true by observing)2) Fact and Opinion Is Mice look awful without fur a fact or opinion? Why? (opinion; It

tells what someone feels; but others, such as their moms, may think they look fine.)3) Analysis / text Evidence We’ve learned that very young mice cannot leave their nest.

What information on page 100 explains why? (They have no fur to keep them warm, and they cannot see.)

Pages 102 – 1031) Reread Challenging Text What words could you use to describe the way the baby

mouse on page 102 might be felling? (tired, sleepy)2) Compare and Contrast / Text Evidence How is the younger mouse on page 102

different from the older ones on page 103. (The younger mouse can’t see; the older ones can. The younger one can’t leave the nest; the older ones can. The younger one just drinks milk; the older ones eat seeds and nuts. The younger one is just starting to get fur; the older ones have all their fur.)

Pages 104 – 1051) Inferring What do mice like? (friends)2) Why do you think a mouse would want a friend? (It would be someone for it to play

with.)3) Inference / Analysis What new things might the students learn from having two mice

instead of one? (They will see how mice play together and get along with each other. They will see if different mice do things in different ways.)

Text-Based ComprehensionCheck UnderstandingHave students discuss each question.

- Expository Text How is The Class Pet different from a story about make-believe mice? (The Class Pet gives facts and information about real mice. In a make-believe story, the mice would talk and do other things that real mice don’t do.)

- Confirm Predictions Which photos helped you predict what you would learn from The Class Pet? Explain. (The photo of a mouse with food helped me predict that I would what mice eat; the photo of the mouse carrying grass helped me predict that I would learn how mice make nests.)

- Main Idea and Details Reread page 96. What is the main idea of this page? What is one detail that tells about the main idea? (The main idea is that mice can be different colors. One detail is that mice can have stripes.)

- Sequence Describe how a mouse’s body change from the time it is born to the time it is full grown. Use words such as first, next, and then. (First, the mouse is very small and pink. It has no fur, and its eyes are closed. Next, it starts to grow fur, and its eyes open. Then it looks like a grown mouse, only smaller. It keeps getting bigger until it is fully grown.)

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ConventionsVerbs That Do not Add –sTeach Write Erik rides his bike. Erik and his mother ride to school. Point to each word as you read it. Ask students to identify which sentence is talking about more than one person. (the second) What is the verb in each sentence? (rides, ride) These verbs are in the present tense. What does that mean? (They are happening now.) We do not add s to a verb if it shows what more than one person does now. That’s why the verb in the second sentence is ride.

Apply Have students complete these sentence frames orally using present tense verbs.

1) We ____ our stories.2) The girls ____ at the park.3) Maria ___ her food.


WritingSummaryIntroduce The Prompt Review with students the key features of a summary. Explain that today students will write their own summaries. Read aloud the writing prompt.

Writing PromptWrite a summary of The Class Pet. Tell the most important events and ideas.

Introduce Explain that in test-taking situations, students need to take time to plan their writing. When a prompt tells you to write a summary, you should take a minute to think about the story you will write about. Try to remember the most important information. Think about the ideas that you want to tell in your summary. Also, think about the order you want to tell them.

Model After I read the prompt, I think about The Class Pet. I try to tell myself the story. In The Class Pet, the teacher gets the class a pet mouse. The story tells things about mice and their babies. In the end, the teacher gets another mouse for the class. These are all important things I will include in my summary.

Display The Rubric Have students look at the writing rubric on Reader’s and Writer’s Notebook, page 352. Have students listen as you read through the rubric. Explain that when they write their summaries, students should try to do the things listed in the rubric. To narrow the evaluation, you might direct student’s attention to one or two elements within the rubric, such as Conventions, this week’s Writing Trait.

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Unit 3 Week 3 – The Class Pet - Day 3Phonemic AwarenessAdd PhonemesModel Adding Phonemes Read the last bullet point on page 86. Today we are going to use this picture to help us add a sound to one word to make a new word. When I add /t/ to the end of shore, I make a new word: short. Now I will look for something that is short in the picture.

Guide Practice Help students add one sound to each word below to make a new word. Then heave them point to the matching picture in their Student Edition.

/k/ ow cowshe /p/ sheep/g/ oat goatrow /z/ rose

PhonicsBuild WordsModel Word Building Now we are going to build words with /ôr/ spelled or or ore. Write horn and blend it. Watch me change h to w. Model blending the new word, worn.

Guide Practice- Change the w in worn to w. Say the new word together, torn.- Change the n to in torn to e. Say the new word together, tore.- Change the t in tore to m. Say the new word together, more.- Change the m in more to sh. Say the new word together, shore.

Fluent Word ReadingModel Write stork. I know the sounds for s, t, or, and k. I blend them and read the word stork. Write foxes. I see es at the end, so I know this might be as base word with the –es ending. Do I see a base word? Yes, I see fox. I blend fox with –es and read foxes.

Guide Practice Write the words below. Say the sounds or word parts in your head for each spelling you see. When I point to the word, we’ll read it together. Allow one second per sound-previewing time for the first reading.

dashes morning fort busesfizzes store bunches


Spelling

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1) The bus ride was very nice.2) Dan wishes he had his kite.3) We sang with my friends.




High-Frequency Wordsaway our car friends school house very

Selection Wordsbrown fur mouse teaches


1) My mom teaches tenth grade at that ________. (school)2) We like talking with our _______ on the phone. (friends)3) His class has a brown ______ in a cage. (mouse)4) Did she see a cat with very think black. (fur)5) Deb and Mike drove away in a red ________. (car)6) My friends will meet me at my _____ next week. (house)

Think CriticallyComplete Think Critically in the Student Edition page 106. Scan and email student’s responses to your teacher.

ConventionsVerbs That Do Not Add –sReview Remind students that we do not add –s to the end of a verb that shows what more than one person, animal, or thing does in the present tense: Sally and Tom jump. We make pancakes.

Guide Practice Write these sentences and have students supply a verb for each sentence. Ask if any of these verbs will end with –s. (no)

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1) The girls ___ basketball.2) They ____ in the choir.3) The babies _____.

On Their Own Us Reader’s and Writer’s Notebook, page 358. Scan and email the completed workbook page to your teacher.

Let’s Write It!Write a Summary Use pages 108 – 109 in the Student Edition. Read aloud the Key Features of a Summary and the definitions of a summary. Read aloud the Writing Prompt and discuss the Writer’s Checklist.

Review the Student Model Read aloud “The Class Pet.” Point out the focus and organization of the writing – the writer tells the important events from the story in the correct order. Read aloud and briefly discuss the side notes about genre, the writing trait, and verbs that do not add –s to help students understand how an author writes a summary.

Connect to Conventions Read to students the Conventions note about verbs with no added –s. Point out verbs in the model paragraph. (learn, eat, run, make, need)

WritingSummaryIntroduce Use the rubric on Reader’s and Writer’s Notebook, page 352 to guide evaluation.

Remind students that a complete sentence has a subject and a verb. They can also combine sentences with and, but or because.

Explain that students should evaluate their writing in all six categories. Students should be reminded that their summary might receive good evaluations for each of the traits or evaluations that the student should try to improve. Explain that a low score just tells students where they need improvement and practice.

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Unit 3 Week 3 – The Class Pet - Day 4Phonemic AwarenessSegment and Bland SyllablesModel This week we read about a mouse named Dory. Listen as I say the two syllables in Dory. Slowly model the syllables: /dôr/ · /ē/, Dory.

Guide Practice I will say two syllables. Repeat them after me. Then we will blend the syllables to make a word. Say each syllable pair below. Have students repeat them. Together, blend the syllables to form a word.

/tē/ · /chәr/ (teacher) /bā/ · /bēz/ (babies) /les/ · /n/ (lesson)/pel/ · /its/ (pellets) /kot/ · /n/ (cotton) /branch/ · /әz/ (branches)

On Their Own Say the two syllables in each word. Have students repeat the syllables and blend the word independently.

/skėr/ · /ē/ (scurry) /nib/ · /әl/ (nibble) /pâr/ · /әnt/ (parent)/nā/ · /chәr/ (nature) /sī/ · /әns/ (science) /wis/ · /kәr/ (whisker)

PhonicsReview: Consonant Patterns ng, nk; Compound WordsReview Consonant Patterns ng, nk To review last week’s first phonics skill, write hang and chunk. You studied words like these last week. What do you know about the sound you hear when a word ends with ng? (The letters spell the sound /ng/.) What do you know about the sound you hear when a word ends with nk? (The letters spell the sound /ngk/.)

Review Compound Words To review last week’s second phonics skill, write cupcake. You can read this word because it is a compound word. A compound word is made up of two or more smaller words. What are the two short words in this word? (cup and cake)

Guide Practice Draw a 3-column chart. I’m going to write some compound words. In your head, divide them into two smaller words. Then we will say each smaller word aloud, and I will write them in the chart. Write each word in the appropriate column. Have children identify words with /ng/ (hang, king) and /ngk/ (link, sink).

Compound Word First Word Second Wordhangout hang outcufflink cuff linkkingfish king fishsinkhole sink hole

Fluent Word Reading

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Read Words in Isolation Display these words. Tell students that they can blend some words on this list, and others are Word Wall words.

Have students read the list three or four times until they can read at the rate of two to three seconds per word.

mule own stop shady whenrang chomp live any patchessure phone just weeds blinkto trees your sky look

Read Words in Context Display these sentences. Have students read each sentence. Then randomly point to review words and have students read them. To help you monitor word reading, high-frequency words are underlined and decodable words are italicized.

- Can trees that live in shady patches get tall?- Your phone just rang when Tom called.- When I look up at the sky, sunshine makes me blink.- Did that mule stop to chomp weeds?

SpellingWords with –esOn Their Own Use Reader’s and Writer’s Notebook, page 359. Scan and email the completed worksheet to your teacher.

Science in ReadingFableActivate Prior Knowledge Ask students to recall what they have learned from other texts this week about mice. (Mice like to run and jump late at night and sleep in the daytime. They like to eat seeds and nuts. They sleep in nests. They like to have friends.)

Preview and Predict Have students turn to page 110 in their Student Edition. Read the title and the first sentence of the selection. Have students look through the selection and predict what they might learn. (They might learn that the problem is the cat.) Ask them what clue helped them make that prediction. (the pictures)

Read a Fable Tell the students that they will read a fable. Review the key features of a fable: It is a short story that teaches a lesson, or moral, and it often has animal characters that speak and act like people. Explain that this selection is a fable because it is a short story that teaches a lesson, or moral, and it has an animal character that talks and acts like a person.

Read Belling the Cat on pages 110-115.

Access TextConfirm Predictions Based on the text on page 114, what lesson do you think the mice will learn? (I think they will learn that it is hard to get the bell on the cat.)

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Plot What problem are the mice trying to solve? (There is a new cat in the house and the mice don’t feel safe).

Character What makes the mice in this fable make believe? (The mice talk. Real mice don’t talk).

Sensory Details What phrases does the author use to tell why the mice are afraid of the cat? (raced down the hall, hid behind doors, eyes in the dark, howl at the night)

Moral What is the moral of “Belling the Cat”? (Some things are easier said than done.) What does this mean? (Sometimes an idea is good, but it is too difficult to accomplish).

ConventionsVerbs That Do Not Add –sTest Practice Use Reader’s and Writer’s Notebook page 360 to help children understand present tense verbs in test items. Recall that present tense verbs tell what two or more people, animals, or things, do now; run, open, ask. Model identifying a present tense verb in a sentence by writing this sentence, reading it aloud, and underlining the present tense verb.

On Their Own Read the Reader’s and Writer’s Notebook page 380. Scan and email the completed worksheets to your teacher.

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Unit 3 Week 3 – The Class Pet - Day 5Spelling TestWords with –esSay each word and sentence

1) fix Could you fix my broken bike?2) fixes Mr. Smith fixes cars.3) class My class walked down the hall.4) classes All the classes lined up to go home.5) wish I wish I could get a new puppy.6) wishes Tom wishes his tooth would fall out.7) kiss I will kiss the baby.8) kisses Mom kisses Megan good night.9) bus The bus is late today.10) buses Buses take people around the city.

Online Assessments- Complete Success Tracker Weekly Test, Unit 3, Week3.- Complete Success Tracker Fresh Read, Unit 3, Week 3.

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Unit 3 Week 4 - Frog and Toad Together - Day 1Content KnowledgeBuild Oral LanguageTalk About Changes in a Garden Have students turn to pages 118 – 119 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion.

- What are all the people in this picture doing? (They are helping plants to grow.)- Point to the woman on page 119. How is the woman helping the plants to grow? (She is

watering them.)- Where are the plants she is watering? (In a greenhouse)

Content KnowledgeBuild Oral Vocabulary


gardener A person that tends to a garden.nature The world of living things and the outdoors.sprout To begin to grow; give off shoots or buds.dim Lacking in brightnessshade An area or a space of partial darknesssprinkling A small amount falling in dropsdestroy To ruin completelyhumongous Extremely large; enormous


Phonemic AwarenessIsolate Final PhonemesIntroduce Look at the pictures. What is the woman doing with the postcard? (putting it in the mailbox) Listen to the sounds at the end of putting: /l/ /ng/. Have students identify other actions that end with /l/ /ng/. (strumming, sitting, spinning) The boy dropped the tomatoes. The last sound I hear in dropped is /t/. Have students find actions that end with the /t/, /d/, or /əd/ sounds. (stopped, begged, painted.)

Model Listen to the sound of putting /p/ /ü/ /t/ /i/ /ng/. Let’s blend these sounds: /p/ /ü/ /t/ /i/ /ng/, putting. Continue with dropped. Guide students as they segment and blend these words: sitting, spinning, stopped, begged.


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Spelling PretestWords with –edDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify pronunciations, and give meanings of words. Have students check their pretests and correct misspelled words.

1. plan I plan to go to the library.2. planned We planned to have picnic, but it rained.3. help Jill will help by setting the table.4. helped Grandpa helped me with my homework.5. drop Be careful not to drop that glass.6. dropped The plate dropped and broke.7. call Sometimes my friends call me on the phone.8. called I raised my hand and the teacher called on me.9. ask I will ask Mom if my friends can come over.10. asked Paul asked his dad to take him to the park.

ConventionVerbs for Past and FutureTeach Remind students that a verb is the word in a sentence that shows the action. A verb can tell what happened in the past or what will happen in the future.

Apply Have students complete these sentence frames orally using the correct past or future form of the verb play.

1) Last week I _____ at the playground.2) Yesterday I _____ in my yard.3) Tomorrow I ____ with my friend.4) In a few days I ____ in the pond.

WritingListsIntroduce This week you will write lists. Lists have words or sentences written one below the other. Sometimes lists have headings to tell what ideas will be written.

Examine Model Text Let’s listen to two lists. Track the print as you read the list about Read on Reader’s and Writer’s Notebook, page 364.

Key Features What is the heading of the first list? (Things That Helped) Help students find and circle the heading. Ask students what kinds of ideas they expect to find in that list. Reread the listed items to confirm their answers. Ask students to identify the heading of the second list. (Things That Did Not Help) Help students find and circle the heading. Point out that the

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headings come at the beginning of the list. Explain that headings give readers clues about what will be in the list.

These lists have headings. The headings come at the beginning. They tell what will be in the lists.

The lists are made up of sentences. Each sentence tells something Toad did that helped or did not help his seeds grow.

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Unit 3 Week 4 - Frog and Toad Together - Day 2Phonemic AwarenessSegment and Blend PhonemesModel Isolating Sounds I see a farm in the picture. Farm has the /är/ sound. I hear three sounds in the word farm: /f/ /är/ /m/. Listen to the sounds in barn: /b/ /är/ /n/. There are three sounds in barn. Let’s blend those sounds: /b/ /är/ /n/, barn. Continue with yard, guitar, and postcard.

Guide Practice Have students segment and blend the following words.

hard /h/ /är/ /d/yarn /y /är/ /n/start /s/ /t/ /är/ /t/


PhonicsReview Adding Endings -ed, -ingReview Sound-Spellings Review that some words have a base word and the ending –ed or –ing. Remind students that when a word ends in consonant-vowel-consonant, the final consonant is usually doubled before adding –ed or –ing.

Decode Words in Isolation Display these words. Have students blend the words. Then point to the words in random order and ask students to decode them quickly. Have students identify the base word in each word.

dipped sinking kicked lettingwishing planning napped thankingtagged listed banged digging


1) Nat slipped on the ice.2) He kissed and hugged his mom.3) Kim likes batting and pitching.

SpellingWords with –edGuide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.

1) /a/ /s/ /k/ ask

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2) /a/ /s/ /k/ /t/ asked3) /h/ /e/ /l/ /p/ help4) /h/ /e/ /l/ /p/ /t/ helped5) /d/ /r/ /o/ /p/ drop6) /d/ /r/ /o/ /p/ /t/ dropped7) /k/ /ô/ l/ call8) /k/ ô/ l/ /d/ called9) /p/ /l/ a/ /n/ plan10) /p/ /l/ /a/ /n/ /d/ planned


Text-Based ComprehensionIntroduce Main SelectionGenre An animal fantasy is a made-up story with animal characters that do things real animals can’t do. As they read Frog and Toda Together, ask students to look for things Frog and Toad do that real frogs and toads cannot.


Purpose Good readers read for a purpose. Setting a purpose helps us to think and understand more as well read. Guide students to set a purpose for reading the story.

Visualize Explain that good readers make pictures in their minds as they read. They picture the characters, the places, and the things that are happening in the story. Have the students turn to page EL 21 in their Student Edition.

Think Aloud: Look at the picture. What is the boy doing as his mother readers to him? (He is making pictures in his mind about the story.) As I read Frog and Toad Together, I will try to picture the characters and what they are doing, as well as the setting. This will help me understand the story.

As you and your student read Frog and Toad Together check for understanding by asking the following questions. Answers to the questions are in blue.’

Page 128 - 1291) Author’s Purpose Do you think the author wrote this story to inform or to entertain?

Why? (I think he wrote it to entertain because the pictures are funny and Frog and Toad talk like people.)

2) Use Selection Words Have students locate the selection word ground on page 129. What does Frog say should be planted in the ground? (flower seeds) What is the ground? (The ground is the earth.)

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3) Analysis/Text Evidence What clues in the story and the pictures tell you that Frog is a very good gardener? (The picture shows lots of flowers in Frog’s garden. Frog tells Toad that he has worked hard on his garden.)

4) Analysis Why is Frog a good people to teach how to have a garden? (The as a very nice garden. He knows how much word you need to do to have a good garden.)

Pages 130 – 1311) Synthesis Toad is worried because his seeds don’t start growing right away. Do you

think there is something wrong with his seeds? Why or why not? (No. Seeds just need time to sprout.)

2) Analysis/Text Evidence What clues in the text tell you that Toad is telling at the seeds? (The text says “said loudly” and the words are big.)

Pages 132 – 1331) Analysis/Text Evidence What is funny about the things Toda and Frog do and say on

pages 132 – 133? (Frog tells Toad that the seed are afraid of Toad’s yelling. Toad and Frog think seeds are like people or animals that can hear shouting and feel afraid.)

Pages 134 – 1351) Evaluation/Text Evidence On page 134, which things that Frog says are smart, and

which are not very smart? (It’s smart when Frog says that the seeds need sun, rain, and time to grow. It’s not smart when he says the seeds are afraid to grow.)

Pages 136 – 1371) Review Plot/Evaluation We know that the plot of a story includes a problem that the

main character tries to solve. What is Toads problem? (His seeds won’t grow)2) Do you think he found a smart way to solve this problem? (No. Seeds don’t get scared

like people and animals. Stories, songs, and poems will not help them grow.)

Pages 138 – 1391) Author’s Purpose Earlier you guessed whether the author’s purpose was to inform or

entertain. Were you right? Why? (I was right that it was to entertain, because Toad did silly things such as shouting at his seeds and reading to them.)

2) Visualize What do you think Toad saw when he looked at his garden? Close your eyes and make a picture in your mind? Describe what you see. (I see little green plants growing.)

3) Inference/Synthesis Why did Toad feel so tired? (He spent the day and night reading, singing, and playing music for his seeds.)

Pages 140 – 1411) Cause and Effect Why do Toad’s seed finally start to grow? (The seeds had sunshine,

rain, and enough time to grow).2) Inference/Analysis Why does Toad think his garden has finally started growing? (The

seeds are not afraid anymore

Conventions

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Verbs for Past and for FutureTeach Write He turned and He will turn. Point to each word as you read it. Recall that turn is a verb because it shows action. Which sentence tells about what already happened – the past? (He turned.) Which tells about what is going to happen – the future? (He will turn.) Some verbs use the ending –ed to tell about the past. Other verbs use the helping verbs will to tell about the future.

Guide Practice Write the following sentences. Have students read each sentence and say whether it tells about the past or the future. Ask them to explain how they know.

1. Tim petted his cat.2. She will kick the ball.3. Dad honked his horn.4. We will call Beth.

Apply Have students complete these sentence frames orally using the correct form of the verb plant.

1) Yesterday he ____flowers.2) Tomorrow I ____ carrots.3) Last year we ______ a tree.4) Next spring we ______ some grass.


Writing ListsIntroduce the Prompt Review with students the key features of a list. Point out that Frog and Toad together tells several things that Toad does to make his garden grow. Explain that today students will plan their lists of things that Toad does. They will list things that worked and things that did not work. Read aloud the writing prompt.

Writing PromptThink of actions Toad tried to help his garden grow. Write a list telling what Toad did that really helped the garden grow. In another list, tell his action that did not help.

Generate Ideas Think Aloud Today we will plan our lists of sentences. First, we have to think about what we will tell in our sentences. We can start by writing all the things Toad did.

Guide students in identifying all of the things that Toad does in the story. Record the responses, and keep the chart so that students can refer to it as they plan and draft their lists.

Use reader’s and Writer’s Notebook, page 368 to model planning a list of sentences.

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HandwritingLetter Cc/Letter SpacingModel Letter formation Display uppercase and lowercase Cc. Use the stroke instructions pictured below to model proper letter formation.

Model Correct Letter Spacing Explain that when we write a word, all the letters in that word should be evenly spaced. Write the word card using correct spacing. When I write the letters in a word, I need to pay attention to the spaces between the letters. Write the word card again with the letters too close to each other. The letters should not be so close together that they touch each other. Write card a third time with the letters to far apart from each other. They should not be so far apart that it’s hard to tell they spell out a word. By correctly spacing letters in words, I make it easier for others to understand what I write. Ask students which of the tree writing examples is easiest to read and have them explain why.

Guide Practice Write the following sentences, spacing the letters in some words too tightly and in other words too loosely.

- Can a cat chase a mice?


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Unit 3 Week 4 - Frog and Toad Together - Day 3Phonemic AwarenessAdd PhonemesModel Adding Phonemes Have students turn to page 120 – 121. Today we are going to add sounds to words to make new words. Look at the picture and find a car. Listen as I say the sound in car: /k/ /är/. If I add the sound /t/ to the end of car, I make a new word: car /t/, cart.

Guide Practice Help students add the sounds to make a new word. Then have them point to the matching picture in their Student Edition.

far /m/ farmbar /n/ barnare /m/ arm

PhonicsBuild WordsModel Word Building Now we are going to build words with /är/ spelled ar. Write art and blend it. Watch me add c to the beginning of art. Model blending the word, cart.

Guide Practice Have students spell cart. - Change the c in cart to p. Say the new word together, part.- Change the t in part to k. Say the new word together, park.- Add the s to the beginning of park. Say the new word together, spark.- Change the sp to sh. Say the new word together, shark.

Fluent Word ReadingModel Write dark. I know the sounds for d, ar, and k. I blend them and read the word dark. Write clapping. I know how to read words with base words and endings. The base word is clap and the ending is –ing. I blend them and read the word clapping. Point out that the p in clap was doubled before the ending was added.

Guide Practice Write the words below. Say the sounds in your head for each spelling you see. Look for word parts you know. When I point to the word, we’ll read it together. Allow one second per sound-previewing time for the first reading.

fibbing mark fanned farm start pluggedsnapping


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SpellingWords with –edSpell High-Frequency Words Write again and soon. Have students say and spell the words with you and then without you.


1) Jenny dropped the ball again.2) Mom asked Clark to be home soon.3) Sam called us to plan a trip to the farm.




High-Frequency Wordsafraid how again read few soon

Selection Wordsground head rain shouted shouting

Read Words in Context Display the following sentence frames. Have students complete the sentences using high-frequency and selection words. Have students read each completed sentences with you.

1) Soon the ________ will start falling. (rain)2) How can I sleep with so much ______ going on? (shouting)3) “He got the ball again!” we _______. (shouted)4) I ______ that story a few times. (read)5) Don’t be afraid to pet my cat on his ____________. (head)6) The mice dug holes in the ________. (ground)

Think CriticallyComplete Think Critically on page 142. Scan and email students answers to your teacher.

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ConventionsVerbs for Past and FutureReview Remind students that some verbs use the ending –ed to tell what happened in the past. Verbs use helping verbs will to tell what will happen in the future.

Guide Practice Write these sentence and have students read them aloud.

1) Jen will open the box.2) We slipped on the ice.

Apply Have students use the sentence starters below to make up sentences using the correct form of these verbs: jump, paint, talk, fix.

1) Yesterday ___________.2) Tomorrow ___________.3) Next year ____________.4) Two days ago _________.

On Their Own Use reader’s and Writer’s Notebook, page 374. Email the completed workbook page to your teacher.

Let’s Write It!Write Lists Use pages 144 – 145 in the Student Edition. Read aloud the Key Features of a List and the definitions of lists. Read aloud the Writing Prompt and discuss the Writer’s Checklist.

Review The Student Model Read aloud the lists on page 145. Read the content and discuss how the ideas fit each heading. Read aloud and briefly discuss the side notes about genre, the writing trait, and verbs for past and for future,

Connect to Conventions Read aloud the Conventions note about verbs for past and for future. Point out verbs in the model lists.

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Unit 3 Week 4 - Frog and Toad Together - Day 4Phonemic AwarenessSegment and Blend SyllablesModel This week we read about how Toad planted a garden. Listen as I say the two syllables in garden. Slowly model the syllables: /gärd/ /n/. Now I will blend the two syllables together to say each word: /gärd/ /n/, garden. We’re going to practice saying and blending two syllables to make a word.

Guide Practice I will say two syllables. Repeat them after me. Then blend the syllables to make a word from the story. Say each syllable pair below. Have students say and then blend the syllables to form a word.

/wok/ - /ing/ walking/flour/ - /ər/ flower/loud/ - /lē/ loudly/grō/ - /ing/ growing/ə/ - /frād/ afraid/myü/ - /zik/ music



school their some fixes houseold Mort away our storesorts very shore Ford drumsporches other horns people friends

Read Words in Context Display these sentences. Have students read the sentences aloud. Then randomly point to review words and have students read them

1) Ford fixes and sorts the horns and drums.2) Their very old house has two porches.3) Our friends shopped at the school store.4) Mort went away to the shore with some other people.

SpellingWords with –edOn Their Own Use Reader’s and Writer’s Notebook, page 375. Scan and email the completed workbook page to your teacher.

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ConventionsVerbs for Past and for FutureTest Practice Use Reader’s and Writer’s Notebook, page 376 to help students understand past and future tense verbs in test items. Recall that a verb with the ending –ed tells about the past and that a verb with the helping verb will tells about the future: looked, will look Model identifying the appropriate verb firm by writing these sentences and choosing the correct one, and explaining why the others are not correct.

1) Last week we fish in the late.2) Last week we will fish in the late.3) Last week we fished in the lake.

WritingListYesterday we wrote list of the things Toad did that helped his garden grow and the things he did that did not help his garden grow. Today we will revise our lists. We can make the ideas clearer or more interesting. We can take away a word that does not make sense or does not help.

Revising Tips- Make sure your sentences tell what the character does.- Delete words that don’t make sense or don’t help.

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Unit 3 Week 4 - Frog and Toad Together - Day 5Phonemic AwarenessReview Rhyming WordsRhyming Words Have students orally generate words starting with consonant blends that rhyme with the following words. If students make an error, model a correct response. Return to the word later in the practice. Sample answers are given.

part (start, smart)ant (plant, slant)call (stall, small)feet (sweet, sleet, treat)dim (swim, trim, brim, slim)rose (glows, snows, close, froze)

PhonicsReview Adding Endings; r-Controlled arTarget Phonics Skills Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you track the print.

1) Clark tripped on a sharp rock in the yard.2) Running around a large park is fun.3) We stopped to look at the stars in the dark sky.4) A shark is swimming in deep water.

Spelling TestWords with –edDictate Spelling Words Dictate the spelling words, read the sentences, repeat the word, and allow time for students to write the word.

1. plan I plan to go to the library.2. planned We planned to have picnic, but it rained.3. help Jill will help by setting the table.4. helped Grandpa helped me with my homework.5. drop Be careful not to drop that glass.6. dropped The plate dropped and broke.7. call Sometimes my friends call me on the phone.8. called I raised my hand and the teacher called on me.9. ask I will ask Mom if my friends can come over.10. asked Paul asked his dad to take him to the park.

High-Frequency Words11. again May we march around the room again?12. soon We’ll eat very soon.

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ConventionsReview Verbs for Past and for FutureReview Remind students that a verb with the ending –ed tells about the past, and that a verb with the helping verb will tells about the future. Have them form the past and future tense of these verbs: bark, stop, push.

Guide Practice Write the following sentence frames and verbs. Have students write the correct past or future form of the verb.

1) Next week Ken _____ my bike. (fix)2) Last summer Mom ____ corn. (plant)3) Tomorrow Jane ____ this job. (finish)4) Three days ago we _____ at the store. (shop)

WritingListsReview Revising Remind students that yesterday they revised their lists. They may have deleted a word that didn’t make sense or didn’t help. Today they will proofread their lists.

Proofreading Tips- Are my verbs spelled correctly? Check a dictionary- Did I use the right verbs for the past and for the future?- Do my sentences begin with a capital letter?- Did I use periods correctly?


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Unit 3 Week 5 – I’m A Caterpillar - Day 1Content KnowledgeChanges in Nature To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about changes that can be seen in nature. Write the Question of the Week, What changes can be seen in nature?, and track the print as you read it.

Build Oral LanguageTalk About Changes in Nature Have students turn to pages 150 – 151 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion.

- We know that people develop from babies into adults. Develop means “to grow.” Where does a baby bird start? (in an egg) The eggs hatch. Then the babies grow up and lay more eggs. The changes that happen as a living thing is born, grows, and then dies are its life cycle.

- The insect on the branch has an interesting life cycle. It once lived under the eater. Later it came to live on land and develop into a creature with wings. Can you tell what is it? (a dragonfly)

Content KnowledgeBuild Oral Vocabulary


cycle A series of events that are repeated in the same order.develop To grow or cause to grow and become more mature, advanced, or elaborate.insect A small arthropod animal that has six legs and generally one or two pairs of wings.rearrange To move something into a more acceptable position.flurries A small swirling mass or something, snow or leave, moved by a sudden gust of wind.emerge To break out of or away from something and come into view.fragile Easily broken or damaged.vessel A hollow container.

Apply Amazing Words Have students demonstrate their understanding of the Amazing Words by complete these sentences orally.

1) The kinds of insects I often see are ______________.2) As a ___________ grows, it develops into a ____________.3) One thing that happens in the life cycle of a bird is _____________.

Phonemic AwarenessIsolate Medial and Final PhonemesIntroduce Read together the first bullet point in the Student Edition. I see a tree with a next. What is in the nest? (a bird) The middle sound I hear in bird is /ėr/. Have students find four other items in the picture with the middle sound /ėr/. (dirt, skirt, girl, squirrel, curl, herd) The last

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sound I heard in curl is /l/. What else in the picture has the middle sound /ėr/ and the last sound /l.? (girl)

Model Listen to the sounds in the word herd: /h /ėr/ /d/, herd. The middle sound is /ėr/. The last sound is /d/. Guide students as they segment and blend these words and identify the middle and last sounds: bird, dirt, skirt, girl, curl.

PhonicsBlend Words Have students turn to page 154 in their Student Edition. Look at the pictures on this page. I see a picture of a fern, a girl, and curtains. When I say each of these words, I hear the /ėr/ sound :fern, girl, curtains. Look at the words above each picture. In fern, /ėr/ is spelled er. In girl, /ėr/ is spelled ir. In curtains, /ėr/ is spelled ur.

Guide Practice For each word in “Words I can Blend,” ask for the sound of each letter or group of letters. Make sure that students identify the correct sound for er, ir, and ur. Then have students blend the whole word.


Spelling PretestWords with er, ir, urDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify the pronunciations, and give meanings of words. Have students check their pretests and correct misspelled words.

1) her The cat and her kittens are asleep.2) first May I be first in line?3) bird The bird made a nest in our tree.4) girl There is a new girl in our class.5) burn We burn wood in our fireplaces.6) were The bears were asleep all winter.7) shirt We got Dad a shirt for his birthday.8) fur My dog has soft fur.9) hurt I hurt my knee when I feel off my bike.10) sir The soldier said “Yes, sir” to the general.


ConventionsVerbs Am Is, Are, Was, and Were Teach Explain that some verbs help tell how things are or were. Am, is, are, was and were are verbs. Tell students that the verbs am, is, and are tell about now. The verb was and were tell about the past.

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Guide Practice Have students complete these sentence frames orally.

1) They __________ late for school.2) _______________ we in first grade?3) I ____ six years old.

WritingCaptions and PicturesIntroduce This week you will write captions to go with pictures you draw. Captions are usually below pictures. They tell about the pictures they are with. Many captions are sentences.

Prompt Think of changes in nature. Plants and animals grow. Seasons change. Draw two pictures to show one way a plant or animal changes. Write captions about your picture.

Examine Model Text Let’s listen to some captions. Track the print as you reads aloud the captions and students view the pictures on Reader’s and Writer’s Notebook, page 380. Have students follow along.

Key Features What is in the first picture? (a yellow bird) When is the bird yellow? (in summer) Help students find and circle the information in the caption. Ask how the bird changes in winter. (It turns brown) Help students underline the information in the second caption. Explain that the second picture and captions show and tell this information.

These pictures have captions below them. The captions tell about the birds in the pictures.

The captions are complete sentences. They have subjects and verbs. They tell a complete thought.

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Unit 3 Week 5 – I’m A Caterpillar - Day 2Phonemic AwarenessIsolate Medial and Final PhonemesModel I see a girl. She’s walking by the pond. When I say she’s, the middle sound is /ē/. The last sound is /z/. I see tadpoles. They’ve started turning into frogs. When I say they’ve, the middle sound is /ā/. The last sound is /v/. Listen to the sounds in he’s: /h/ /ē/ /z/. There are three sounds. Let’s blend those sounds: /h/ē/ /z/, he’s. Continue with they’ve, you’ve, and who’s.

Guide Practice Have students segment and blend the following words.

/i/ /t/ /s/ it’s/y/ /u/ /r/ you’re/w/ /ē/ /v/ we’ve


PhonicsReview r-controlled arr-controlled er, ir, urDecode Words in Isolation Display these words. Have students blend the words. Then point to each word in random order and ask students to decode them quickly.

hurt smart curlsyarn first termparty third curb

Decode Words in Context Display these sentences. Have students read each sentences.

1) A girl went into the barn.2) Burt planted some green ferns.3) We fed birds in the park.

SpellingWords with er, ir, urGuide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word. Point out the silent e in were.

1) /h/ /ė/ /r/ her2) /f/ /ėr/ /s/ /t/ first3) /b/ /ėr/ /d/ bird4) /g/ /ėr/ /l/ girl

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5) /b/ /ėr/ /n/ burn6) /w/ /ėr/ were7) /sh/ /ėr/ /t/ shirt8) /f/ /ėr/ fur9) /h/ /ėr/ /t/ hurt10) /s/ /ėr/ sir


Text-Based ComprehensionIntroduce Main SelectionGenre Literary nonfiction tells about real people or animals, real places, and true events. As they read I’m a Caterpillar, tell students to look for things that really happen in nature.


Purpose Setting a purpose helps us to think and understand more as we read. Guide students to set a purpose for reading the selection.

As you and your student read I’m a Caterpillar check for understanding by asking the following questions. Answers to the questions are in blue.

Pages 158 – 1591) Connect to Concept Look at the pictures on pages 158 – 159. What type insects do you

see? What can you tell about the butterfly and caterpillar? (a caterpillar and a butterfly) What is the boy doing? (observing the butterfly and caterpillar)

2) Evaluation What can the boy learn about the caterpillar and butterfly by looking at them? (He can see that the butterfly is orange and black. It has wings. The caterpillar is yellow and black. It is long. It crawls on a leaf.)

Pages 160 – 1611) Fact and Opinion Is the sentence “I’m getting bigger!” a fact or opinion? Why? (Fact; it

can be proved true by observing.)2) Fact and Opinion Is eaves taste good” a fact or opinion? (opinion)3) Analysis / Text Evidence Sometimes authors choose words for their sounds. Which

words on these pages help you hear the sound of caterpillars eating? (munch, crunch)4) Inference Why does the caterpillar stop eating? (It is full. It is as big as it needs to be.)

Pages 162 – 1631) Sequence What does the caterpillar do after it hangs from a stem? (It waits and then it

shivers, twists, and splits its skin.)

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2) Analysis After the caterpillar hangs from a stem, it has to wait before it can split its skin. What clues tell you if it waits for a short time or a long time? (The word wait is repeated three times, so the caterpillar has to wait a long time.)

3) Evaluation / Text Evidence How does the picture on page 163 help you understand what is happening to the caterpillar? (You can see how the skin split in half, and you can see the pupa that was inside.)

Pages 164 – 1651) Fact and Opinion Is the sentence “I am now a chrysalis” a fact or an opinion? (It is a

fact.) How do you know? (It can be proved true by observing.)2) Analysis Why does the chrysalis grow a shell around itself? (The pupa is soft, so it could

be easily hurt. It needs to be protected.)

Pages 166 – 1671) Fact and Opinion Would it be more fun to be a chrysalis or a butterfly? Is your answer

a fact or an opinion? Why? (An opinion; it’s just the way I feel – I can’t prove it.)2) Compare and Contrast / Synthesis In Ruby in Her Own Time, Ruby couldn’t fly until

her feathers grew out and her wings grew broad. How is a new butterfly like a baby duck? (Its wings aren’t ready to fly right away. They are wet and need to dry.)

Pages 168 – 1691) Analysis / Text Evidence Look at page 169. What does the caterpillar mean when it

says “My mouth is like a straw”? (Its mouth is long, thin, and hollow. The butterfly sucks liquid through it.)

Pages 170 – 1711) Text Structure After a butterfly comes out of the chrysalis, what steps does it go

through to complete its life cycle? Use the pictures to help you remember. (It dries its wings, flies to flowers, sips nectar, gets a mate, and lays eggs.)

2) Cause and Effect / Reread Challenging Text Why don’t birds eat butterflies? (Birds know that butterflies taste bad.)

ConventionsVerbs Am, Is, Are, Was and WereTeach Write am and was. Point to each word as you read it. Use each in a sentence about your school. Ask students to identify words that tells about now (am) and words that tells about the past (was). Point out that are and were can be used with you and with plural subjects. Continue with are and were. Am, is, and are tell about now. Was and were tell about the past. Which of these words can tell about one? (am, is, was) Which words tell about more than one? (are, were)

Remind students that when you ask a question using am, is, are, was and were, those words often come first.

Guide Practice Have students identify the correct words for these sentences. Write the words in the blank spaces.

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1) ____________ he five years old last year? (Was)2) Today she ________ six. (is)3) Now I ________ six years old. (am)4) Last year the kittens ____________________ little. (were)5) _________ the kittens big now? (Are)


WritingCaptions and PicturesIntroduce the Prompt Review with students the key features of captions and pictures. Point out that I’m a Caterpillar tells about the way an insect changes. Tell them that the pictures they draw will show how something in nature changes. Explain that today students will plan their captions and pictures. Read aloud the writing prompt.

Writing PromptThink of changes in nature. Plants and animals grow. Seasons change. Draw two pictures to show one way a plant or animal changes. Write captions about your pictures.

Generate Caption and Picture Ideas Let’s think about things in nature that change. We can list a few things and tell how they change. Display a T-chart. I’ll start with apple trees.

Guide students in identifying several plants and animals and how they change. Possible ideas are shown. Record the responses, and keep the chart so that students can refer to it as they plan and draft their captions and pictures.

Things in Nature How They Changeapple treesbaby birdsflowers

flowers turn into applesgrow feathers and flyhave big blooms and then turn brown in the winter.

Have students choose a topic for the pictures.

Use Reader’s and Writer’s Notebook, page 384 to model planning captions and pictures.

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Unit 3 Week 5 – I’m A Caterpillar - Day 3Phonemic AwarenessAdd PhonemesModel Adding Phonemes Read the second bullet point on page 152. Find something that rhymes with twirl and add /z/ to it. I see a squirrel. Squirrel rhymes with twirl. When I add /z/ to squirrel, I make a different word: squirrel /z/, squirrels.

Guide Practice What else rhymes with twirl? (girl, curl) Have students add /z/ to each word. Then have them say each word below and add the sound indicated to make a new word.

tree /t/ treatball /d/ baldfur /n/ fern

Phonics Sort WordsModel Word Sorting Draw a three-column chart. Now we’re going to sort contractions with is, have and are. Write you’ve and read it aloud. You’ve is made from the words you and have, so it goes in the have column

Guide Practice Write in a random order, contractions with the word is, have and are. Have students read each contraction, identify the two words it is made from, and add it to the appropriate column of the chart.

is have arehe'sshe’sit’swho’s

you'rethey’rewe’veI’ve

you'rethey’rewe’re

SpellingWords with er, ir, urSpell High-Frequency Words Write visit and done. Have students say and spell words with you and then without you.

Words with er, ir, ur1) her 2) first3) bird4) girl5) burn6) were7) shirt

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8) fur9) hurt10) sir

High-Frequency Words11) visit12) done


1) Kim will visit her friend soon.2) Tell me when you are done with the mop.3) My shirt is red.




High-Frequency Wordsdone visit know wait push

Selection WordsCaterpillar chrysalis crawls pupa shiver


1) This _____________ has a hard shell to keep its pupa safe. (chrysalis)2) We ____________ as we wait for the bus in the chilly wind. (shiver)3) A _________ can crawl up a thin stem. (caterpillar)4) If he gets his chores done, he can ________ Rob and Dale. (visit)5) I know that Kate likes me to _______________ her on the swing. (push)

Think CriticallyComplete Think Critically on page 174. Scan and email students’ responses to your teacher.

ConventionsVerbs Am, Is, Are, Was and Were

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Review Remind students that when talking about one thing or person, am, is, or was is used. When talking about more than one thing or person are or were is used. Am, is, and are tell about now, while was and were tell about the past. Read the following sentences aloud: The girl was running. (one person; past event) The leaves are falling. (more than one thing; event is happening now) When asking a question, the words am, is, are, was, and were often come at the beginning.

Guide Practice Write these sentences and have students discuss if each question is asking about now or the past. Then have them discuss if their answer would be about one or more than one person or thing.

- How old are you today?- How old were you last year?- What are your parents’ names?- Where were the starts last night?


1) Apples _____________ good to eat.2) ___________ they up late last night?3) He ______ sleepy when he woke up.

On Their Own Use Reader’s and Writer’s Notebook, page 390. Scan and email the completed the workbook to your teacher.

Let’s Write It!Write a Caption Use pages 176 – 177 in the Student Edition. Read aloud the Key Features of Captions and Pictures and the definition of captions and pictures. Read aloud the Writing Prompt and discuss the Writer’s Checklist.

Review the Student Model Read the student model on page 177. Point out the changes in the pictures. Read aloud and briefly discuss the side notes about genre, the writing trait, and verbs to help students understand how an author writes a caption.

Connect to Conventions Read to students the Convention note about the verbs am, is, are, was and were. Point out verbs in model (were, are, is)

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Unit 3 Week 5 – I’m A Caterpillar - Day 4Phonemic AwarenessSegment and Blend SyllablesModel this week we read about the changes that happen in the life cycle of insects. Listen as I sat the two syllables in insect. Slowly model the syllables: /in/ /sekt/. Now I will blend the two syllables together to say the word: /in/ /sekt/, insect.

Guide Practice I will say two syllables. Repeat them after me. Then we will blend the syllables to make a word from the story. Say each syllable pair below. Have students repeat them. Together, blend the syllables to form a word.

/big/ /ər/ bigger/shiv/ /ər/ shiver/flou/ /ər/ flower/viz/ /it/ visit/nek/ /tər/ nectar/ô/ /fəl/ awful



jar shark want large huggedpark there who how readfew hopping Clark soon againdark afraid water kissed swimming

Read Words in Context Display these sentences. Call on individuals to read a sentence. Then randomly point to review words and have students read them.

1) Who has a few large bugs hopping in his or her jar?2) How can that shark be swimming there in such dark water?3) Clark felt afraid to go, so he kissed and hugged Mom again.4) She will want us to read this park map and get back soon.

Spelling Words with er, ir, urUse Reader’s and Writer’s Notebook, page 391. Scan and email the completed workbook page to your teacher.

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ConventionsVerb Am, Is, Are, Was and WereTest Practice Use Reader’s and Writer’s Notebook, page 392 to help students understand the verbs am, is, are ,was and were in test items. Remind students that am, is, or was is used when talking about one thing or person. Are or were is used when talking about more than one thing or person. Are and were also is used with the subject you. Am, is, and are tell about now, while was and were tell about the past. When using one of these verbs to ask a question, the verb often appears at the beginning of the sentences.

Scan and email the completed workbook page to your teacher.

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Unit 3 Week 5 – I’m A Caterpillar - Day 5Phonemic AwarenessRhyming Words Have students change the initial sound of each word below to make a rhyming word. If students make an error, model a correct response. Return to the word later in the practice. Sample answers are given.

green (clean)slip (trip)pack (back)true (glue)whale (tail)snow (low)pack (back)look (look)feel (meal)

PhonicsReview r-Controlled er, ir, ur;Contractions with ‘s, ‘ve, ‘reTarget Phonics Skills Write the following. Have students read each one, first quietly to themselves and then aloud as you track the print.

1) You’ve got dirt on that shirt.2) That’s a big bird on a small perch.3) We’re going to surf in those waves.4) She’s a clerk in this garden store.

Spelling TestWords with er, ir, urDictate Spelling Words Say each word, read the sentences, repeat the words, and allow time for students to write the words.

1) her She put on her red jacket.2) first You’re in first grade.3) bird The bird will sip the water.4) girl That girl can run fast.5) burn Burn the trash in a safe place.6) were We were sitting with our friends.7) shirt Her shirt got wet in the sink.8) fur The kitten has gray fur.9) hurt Be careful not to hurt the cat.10) sir Sir, can I go now?

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High-Frequency Words11) visit Burt came for a visit.12) done Have you done your homework?

ConventionsReview Verbs Am, Is, Are, Was and WereReview Remind students that when they talk about one thing or person, am, is, or was in used. When talking about more than one thing or person, are, or were is used. Am, is, and are tell about now, while was and were tell about the past. In a question that uses am, is, are, was, or were, these words often come first.

Guide Practice Write the following sentences. Have students write which of the verbs am, is, was, and were make sense.

1) I ____ tall.2) You ______ funny.3) _______ the dog old?


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Unit 3 Week 6 - Where Are My Animal Friends?- Day 1Content KnowledgeAnimals in SeasonsConcept Talk To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about what animals do when the seasons change. Write the Question of the Week, What do animals do when the seasons change?, and track the print as you read it.

Build Oral LanguageTalk About Animals in Seasons Have students turn to pages 182 – 183 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion.

- The pictures show how different animals stay way in winter. How do the birds stay warm? (by flying south in fall)

- How does the little dormouse stay warm? (by sleeping all winter)- Why do you think the snakes are curled up together? (Possible response: to stay warmer)

Phonemic AwarenessSegment and Blend Two-Syllables WordsIntroduce Have students look at the picture on pages 184 – 185. I see three elephant. One is bigger than the others. The ending in bigger is –er. I see some goats that are older than others. One goat is the oldest. The ending in oldest is –est.

Model Listen to the syllables in bigger /big/ /ər/. There are two syllables is bigger. Let’s blend those syllables: /big/ /ər/, bigger. Continue with oldest. Guide students as they segment and blend theses words: smaller, smallest, biggest, older, faster, taller, tallest.

PhonicsBlend Words Have students turn to page 186 in their Student Edition. Look at the pictures on this page. The word in the first picture taller. When I say taller, I hear the base word tall and the ending –er. The word in the second picture is smallest. When I say smallest, I hear the base word small and the ending –est.

Guide Practice For each word in “Words I Can Blend,” have students find the base word and ending. Make sure they pronounce each word part correctly. Then have students blend the two word parts.

Decode Words in Context Have students read each of the sentences. Have them identify words in the sentences that have the ending –er or –est.


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Spelling PretestComparative Endings –er, -estDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify the pronunciations, and give meanings of words. Have students check their pretests and correct misspelled words.

1) faster Ann can run faster than her younger brother.2) fastest The fastest way to travel is by plane.3) taller An elephant is taller than a horse.4) tallest The giraffe is the tallest animal in the world.5) shorter Jack is shorter than his older sister.6) shortest The shortest poem in the book is four lines.7) sadder Are you sadder on rainy days than on sunny days?8) saddest I felt saddest when my best friend moved.9) bigger My dog is bigger than my cat.10) biggest My dog is the biggest dog on our block.

ConventionsContractions with NotTeach Explain that a contraction is a way of writing two words as one. Didn’t, isn’t, and hasn’t are contractions. They are made up of two words, and one of the words is not. Write the contraction and explain that an apostrophe is used place of the letter o that has been left out of the word not.

Guide Practice Have students revise these sentences orally by substituting a contraction for the underlined words.

1) This is not my hat.2) I do not see that girl.3) We are not going on the bus.

WritingPlay SceneIntroduce This week you will write a play scene. A play scene is written for actors to say aloud for an audience. Each character has lines to say.

Examine Model Text Let’s listen to a play scene. Track the print as you read aloud the play scene on Reader’s and Writer’s Notebook, page 396. Have students following along.

Key Features Who are the characters in this play scene? (Raccoon, Squirrel, and Goose) Help students find and circle the names. Ask students to describe what happens. Help students understand that Raccoon, Squirrel, and Goose are talking on the phone.

This play scene has three characters. Each character has lines to speak.

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The play scene is written for actors to say lines aloud to an audience. Actors would pretend to be talking on the phone in the scene.

Unit 3 Week 6 - Where Are My Animal Friends?- Day 2Phonemic AwarenessSegment and Blend PhonemesModel Look at the picture. I see a bridge. I hear four sounds in bridge /b/ /r/ /i/ /j/. Listen to the four sounds in smudge /s/ /m/ /u/ d/ /j/. Let’s blend those sounds s/ /m/ /u/ /j/, smudge. Continue with hedge.

Guide Practice Guide students as they segment and blend these words from the picture: judge, badge, edge, lodge, badger, hedgehog.

PhonicsBlend Words Have students turn to page 188 in their Student Edition. Look at the picture of the bridge on this page. The word in the picture is bridge. When I say the word bridge, I hear the /j/ sound. In bridge, the /j/ sound is spelled –dge.

Guide Practice For each word in “Words I can Blend,” ask for the sound of each letter or group of letters. Make sure that students identify the correct sound for –dge-. Then have students blend the whole word.

Decode Words in Isolation Display these words. Have students blend the words. Then point to the words in random order and ask students to read them quickly.

shortest darker swimminghotter tripped tallerbiggest newer jumping

Decode Words In Context Display these sentences. Have students read the sentences.

1) That is the tallest tree in the yard.2) Jill is running faster than Jack.3) Tim went fishing on the hottest day in June.


SpellingComparative Endings –er, -estGuide Practice Tell students you will chunk the spelling words. They should say the part of each word aloud as they write them. Check the spelling of each word before saying the next word.

1) /faster/ /ər/ faster2) /fast/ /əst/ fastest3) /tol/ /əst/ taller

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4) /tol/ /əst/ tallest5) /shôrt/ /ər/ shorter6) /short/ /əst/ shortest7) /sad/ /ər/ saddest8) /sad/ /əst/ saddest9) /big/ /ər/ bigger10) /big/ /əst/ biggest

On Their Own Use Reader’s and Writer’s Notebook, page 398. Scan and email the completed workbook page to you teacher.

Selection VocabularyVocabulary Strategy: Context CluesModel Explain that when a word has more than one meaning, other word in the sentence can tell you which meaning is right. These words are called context clues. Write the words and meanings shown below.

Think Aloud: I know that the word bear can mean “a large animal with thick fur” and “to carry or support.” In the sentence “A bear lives in the woods.” The words lives and woods tell me that the first meaning is right. Repeat this process for the second meaning of bear.

Guide Practice Explain two meanings of the word fall. Write a sentence for each meaning. Have students tell which meaning is right and what context clues they used. Repeat this process for spring and play.

Text-Based ComprehensionIntroduce Main SelectionGenre A Play is a story to be acted out. The words are said by different characters. As students read Where Are My Animal Friends?, point out the small circles with pictures of the animals in them that show which character is speaking.

Preview and Predict Have student identify the title, the author, and the illustrator. Have students predict what the selection will be about.

Purpose Setting a purpose helps us to think and understand more as we read. Guide students to set a purpose for reading the play.

Background Knowledge Explain that good readers connect what they read to things they have read before and things they know from their own experience to help them understand their reading. Have students turn to page EL 12 in their Student Edition.

As you and your student read Where Are My Animal Friends? check for understanding by asking the following questions. Answers to the questions are in blue.

Pages 190 – 191

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1) Connect to Concept Look at the pictures on pages 190 and 191. What season do you think it is? (fall) Tell me how you know. Encourage students to describe the picture in complete sentences.

Pages 192 – 1931) Draw Conclusions Look at page 192. Why do you think a play lists the characters at the

beginning? (The characters are listed at the beginning to show how many actors are needed and what different parts they will play.)

2) Analysis / Text Evidence What does Goose mean when she says “The days are shorter now”? (Goose means that the sun does not shine for as long. Darkness comes earlier.)

Pages 194 – 1951) Use Context Clues Have students reread the second sentence on page 194. The word

leaves can mean “parts of a plant” or “goes away”. What does leaves mean in this sentence? (It means “parts of a plant”) What context clues did you use? (The word tree is a context clue)

2) Analysis Which parts of this play are true to life? (The forest looks like a real forest, and the animals’ bodies look like real animals’ bodies) Which parts are a fantasy? (Real animals don’t talk and wear clothes.)

3) Inference / Evaluation Why are Hummingbird and Goose dressed for the beach? (Summer just ended in the forest.) What clues in the text and picture tell you that? (It is chilly, the days are shorter, and the leaves are off the trees. Fall has begun and summer comes right before fall.)

Pages 196 – 1971) Synthesis What is the “thing” that Raccoon sees? How do you know? (It’s a chrysalis. I

know from the story I’m a Caterpillar and from the picture of a chrysalis. I also know because Hummingbird says that Caterpillar is inside and Goose says that he will be a butterfly.)

2) Evaluation / Text Evidence Who seems older and wiser, Raccoon, Goose, or Hummingbird? (Goose and Hummingbird) What clues in the text tell you that? (Raccoon asks many questions that Goose and Hummingbird can answer.)

Pages 198 – 1991) Use Context Clues Have students reread Goose’s part on page 198. The word fly can

mean “an insect” or “to move through the air.” What does fly mean here? (It means “to move through the air.”) What context clues did you use? (Goose says he must fly away, so it’s an action, not an insect.)

2) Background Knowledge Look at Raccoon’s first words on page 199. How should the actor’s voice should when he says. “Oh, my!” Why? (He should sound sad. The actor’s voice should sound the way the character is feeling.)

3) Analysis Why is Raccoon not going with Goose and Hummingbird to a warmer place? (Raccoon can’t fly. He is wearing a sweater so he will stay warm in the colder weather.)

Pages 200 - 201

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1) Draw Conclusion / Reread Challenging Text Why does Bear ask Raccoon if it is spring yet? (He has been hibernating. He is mixed up because he did not expect to wake up until spring.)

2) Synthesis / Text Evidence Reread the text on page 200. Why was Bear able to eat and get fat during the summer? (In summer, there are lots of plants and animals to eat.) What problem would Bear have if he stayed awake in winter? Why? (He would not find enough food. In winter, plants lose their leaves and berries, and animals that bears eat migrate or hibernate.)

Pages 202 – 2031) Use Selection Words Have students locate the selection word Raccoon on page 203.

How would you describe a raccoon to someone who has never seen one? (A raccoon is an animal with brown fur; a long, bushy tail with black rings around it; and a mask around its eyes.)

2) Analysis / Text Evidence What are some clues in the picture on page 203 that tell you Squirrel will be around in the winter? (Squirrel is wearing a hat, vest, and scarf, which are all winter clothes.)

Pages 204 – 2051) Draw Conclusions How does Raccoon feel at the end of the play? How do you know?

(He is happy. He is smiling. He has found a friend who will stay with him all winter.)2) Synthesis How is Squirrel prepared for the winter? (He has a warm place to sleep and

lots of food.)

Text-Based ComprehensionCheck Understanding

- Play What special things does this play have that a regular story does not? (It has a list of characters. It has pictures to show who is speaking.)

- Confirm Predictions What things that you already knew about seasons and animals helped you predict what would happen in this play? (I predicted where Caterpillar was because I knew that caterpillars form a chrysalis and become butterflies. I knew that bear hibernate so I predict that Bear would be sleeping.)

- Summarize What did Raccoon learn about the different things animals do when winter is coming? (He learned that birds fly to warmer places, caterpillars form chrysalises, bears hibernate, and squirrels stay where they are because they have stored up food for the winter.)

- Author’s Purpose Do you think the author of this play wants his readers to learn something, to have fun or both? How can you tell? (Both. The play tells many facts about what real animals do, but it is also fun because the animals talk like people and wear clothes.)

GenreDramaIdentify Features of Drama Use the play Where Are My Animal Friends? to have student identify the features of drama.

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- Why do we call Where Are My Animal Friends? a play rather than a story? (It was written to be acted out.)

- In a story some of the words tell what the characters say, while other words tell what the characters look like or what they do. How is a play different? (In a play, the words don’t tell what the characters look like or what they do. The words only tell what the characters say.)

- Why do you think a play begins with a list of characters? (The list of characters makes it easy to see how many actors are needed and what parts they will play.)

Guide Practice Draw a three-column chart. Have students compare and contrast the features of a play with those of a story.

Play BOTH StoryIs meant to be acted out

Tells only what characters say

Begins with a list of characters

Characters

Setting

Plot

Is meant to be read

Tells what characters say, do, and look like

No list of characters

ConventionsContractions with NotTeach Write aren’t and hasn’t. Point to each contraction as you read it. A contraction is a short way to put two words together to make one word. Below each contraction, write the two words that form it and say them aloud. What letter was left out of each contraction? (o) What was used in place of the letter o? (an apostrophe)

Guide Practice Write the following sentences. Have students read each sentence, identify the two words that can form a contraction, and say the contraction.

1) Bob has not seen my bike. (hasn’t)2) We were not at home. (weren’t)3) I was not sitting with Deb. (wasn’t)4) Lilly did not get a card. (didn’t)

Apply Have students revise these sentences orally by substituting a contraction for the underlined words.

1) The girls are not playing catch.2) I do not want more juice.3) Mike is not at the park.


Writing

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Play SceneIntroduce the Prompt Review with students the key features of a play scene. Point out that Where Are My Animal Friends? is a play. Tell students they too can make up a conversation between animal characters. Explain that today students will plan their own play scene with characters from Where Are My Animal Friends? This will express their ideas about the play. Read aloud the writing prompt.

Writing PromptThink about Raccoon and Squirrel in Where Are My Animal Friends? What would they say if they could call Goose on a phone? Write a play scene showing what they would say.

Generate Play Scene IdeasThink Aloud To plan the play scene, we need to think about what people talk about on the phone. Goose has gone away from the winter and Raccoon and Squirrel miss their friend. They haven’t seen Goose for a while. I know when I get to talk to my friends who live far away, I tell them what I am doing. What else might you say to a faraway friend?

Guide students in identifying topics of conversation, such as missing one another, planning to see one another soon, and catching up after being apart for a while.

Have each child choose a main topic of conversation for the play scene.

Use Reader’s and Writer’s Notebook, page 400 to model play scene planning.

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Unit 3 Week 6 - Where Are My Animal Friends?- Day 3Phonemic AwarenessAdd PhonemesModel Look at the picture. I see the edge of the river. Listen to the sounds in edge : /e/ /j/. If I add /l/ to the beginning, I make a new word: ledge.

Guide Practice Help students add an initial sound to each word below to make a new word. Have them point to the matching picture in their book.

/h/ edge (hedge)/b/ ridge (bridge)/s/ tick (stick)

On Their Own Have students add initial /t/ to the following words.

rail (trail)or (tore)rap (trap)air (tear)rain (train)

PhonicsBuild WordsModel Word Building Now we are going to build words that end with the sound /j/. Write nudge and blend it. Watch me change n to f. Model blending the new word, fudge.

Guide Practice Have students spell fudge.

- Change the f to b. Say the new word together, budge.- Change the u to a. Say the new word together, badge.- Change the a to ri. Say the new word together, bridge.- Take away the b. Say the new word together, ridge.

Fluent Word ReadingModel Write dodge. I know the sounds for d, o, and dge. I blend them and read the word dodge.


judge saddest darker biggest grudge hedge tallest

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SpellingComparative Endings –er, -estSpell High-Frequency Words Write good-bye and before. Have students say and spell the words with you and then without you.

Dictation Say each sentence. Then repeat each one slowly, one word at a time, as students write them.

1) Is a bug taller or shorter than a bird?2) We waved good-bye and sat on the biggest bus.3) He ran faster than Jane before she got bigger.




High-Frequency Wordsbefore oh does right good-bye won’t

Selection Wordsbutterfly goose raccoon spring warm


1) That goose will fly to a _____________ place. (warm)2) I wave ___________ before I get in the car. (good-bye)3) Oh, a _______ with big wings is sitting on this rose! (butterfly)4) I am sad that he _________ be home till spring. (won’t)5) She does all the math and get it _____________. (right)6) A _______ has a black mask on its face. (raccoon)

Think CriticallyComplete Think Critically on page 208 of the Student Edition. Scan and email students responses to your teacher.

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Let’s Write It!Write a Play Scene Use pages 210 – 211 in the Student Edition. Read aloud the key features of a Play Scene and the definition of a play scene. Read aloud the Writing Prompt and discuss the Writer’s Checklist.

Review the Student Model Read aloud the student model on page 211. Point out the characters and their lines, or the words they say. Read aloud and briefly discuss the side notes about genre, the writing trait, and contractions with not.

Connect to Conventions Read to students the Conventions note about contractions with not. Point out the contraction can’t in the play scene.

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Unit 3 Week 6 - Where Are My Animal Friends?- Day 4Phonemic AwarenessChange Initial PhonemesModel This week we read that one animal that flies to warmer weather in the winter is the goose. Listen to the sound I say in goose. Slowly model the sounds: /g/ /ü/ /s/. Now I will change the sound /g/ to the sound /m/: /m/ /ü/ /s/, moose. We’re going to make new words by changing the beginning sounds of a word.

Guide Practice I will say a word. Then you will say a new word by changing the beginning sound to /s/. Say each word below. Guide students in identifying the initial sound and changing it to /s/ to make a new word.

more (sore)bite (sight)ring (sing)pack (sack)deal (seal)fame (same)

On Their Own Have students change the initial sound in each word to /p/.

real (peel)sink (pink)get (pet)door (pour)main (pain)toast (post)



wait her know visit turnperch doesn’t I’ll swirling clerkpush first we’re bird Fernwe’ll let’s we’ve done I’m


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1) If the clerk doesn’t know what button to push, let’s help her.2) We’ve got time to wait, so I’ll take a turn.3) When we’re done with chores, we’ll visit fern first.4) I’m swirling like a bird that has left its perch.

SpellingComparative Endings –er, -estUse Reader’s and Writer’s Notebook, page 407. Scan and email the completed workbook page to your teacher.

ConventionsContractions with NotTest Practice Use Reader’s and Writer’s Notebook, page 408 to help students understand contractions with not in test items. Scan and email the completed workbook page to your teacher.

WritingPlay SceneYesterday, students wrote a play scene of friends talking on the phone. Today we will revise. We can help people who read the play scenes. We can move sentences to make ideas clearer.

Revising Tip- Make sure your lines sound like people talking.- Move sentences to make ideas clear.

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Unit 3 Week 6 - Where Are My Animal Friends?- Day 5Phonemic AwarenessReview Rhyming WordsRhyming Words Have students orally generate word starting with consonant blends that rhyme with the following words. If students make an error, model a correct response. Return to the word later in the practice. Sample responses are given.

for (store, floor, score)map (snap, clap, flap, trap)pass (glass, class, grass)if (sniff, cliff, stiff)right (fright, flight, bright)lone (blown, stone, grown, flown)

PhonicsReview Comparative Endings –er, -estConsonant Pattern –dgeTarget Phonic Skills Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you track the print.

1) Midge will try to dodge the smallest ball.2) The cat won’t budge from the edge of the shorter ledge.3) The biggest dish of hot cereal is the hottest too.4) The greenest wedge of grass is by the park lodge.

Spelling TestComparative Endings –er, -estDictate Spelling Words Say each word, read the sentence, repeat the word, and allow time for students to write the word.

1) faster My dog runs faster than my cat.2) fastest Madge is the fastest person in the class.3) taller My mom is taller than I am.4) tallest The tallest tree in the park is an oak tree.5) shorter This line is shorter than that line.6) shortest Let the shortest children stand in front.7) sadder Jim looked sadder than Jan when we lost.8) saddest She was saddest at the end of the say.9) bigger A bus is bigger than a car.10) biggest That is the biggest bird I’ve ever seen.

High-Frequency Words

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11) good-bye We said good-bye as we left.12) before Before you go, stop in to see me.

ConventionsReview Contractions with NotReview Remind students that a contraction is a short way of putting two words together to make one word, and that an apostrophe takes the place of a missing letter. Have them give examples of contractions with not.

Guide Practice Write the following sentences. Have students write the contraction that can take the place of the underlined words.

1) Steve did not take a cup.2) Kelly has not had her turn.3) Mom does not need the car.


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Unit 4 Week 1 – Mama’s Birthday Present - Day 1Content KnowledgeSurprisesConcept Talk To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about surprises that people treasure, or value. Write the Question of the Week, How can a surprise be a treasure?, and track the print as you read it.

Build Oral LanguageTalk About Surprises Have students turn to pages 12 – 13 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion.

- How is the boy in the picture going to surprise his grandparents? (He has some flowers for them.)

- The girl in the picture gets a special gift too. What is her gift? (a puppy)- How do you think she feels? (She is surprised and happy)- Why might a locket be a treasure? (It reminds us of special people.)

Build Oral VocabularyAmazing Words


Possible Antonym

celebrate Publicly acknowledge with a social gathering or enjoyable activity.

commemorate disregard

rarest Not occurring very often. commoncherish To hold something dear. appreciate,

treasuredetest, despise

genuine Truly what something is said to be; authentic sincere, real, authentic

Insincere, bogus

grateful Feeling or showing appreciation of kindness. thankful, appreciative

ungrateful, unappreciative

loot To steal goods from a place, typically during war or riot.

plunder, pillage, ransack

delicate Easily broken or damaged. fragile, frail strong, sturdy


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Phonemic AwarenessLong aIntroduce Read together the first bullet point on page 14 of the Student Edition. What are the horses in the picture eating? (hay) The last sound I hear in hay is /ā/. Have students look at the picture to identify other items or actions that contain the long a sound. (train, paint, rain, raisin, chain, braid, tray, play, gray, clay)

Model Listen to the sounds in the word hay: /h/ /ā/. There are two sounds in hay. Let’s blend those sounds to make a word: /h/ /ā/, hay. Continue modeling with train.

PhonicsBlend Words Have students turn to page 16 in their Student Edition. Look at the pictures on this page. I see a picture of a snail and a picture of hay. The words snail and hay both have the long a vowel sound, /ā/. When I say snail, I hear the sound /ā/ in the middle. In snail, the long a is spelled ai. When I say hay, I hear the sound /ā/ at the end. In hay, long a is spelled ay.

Guide Practice For each word in “Words I Can Blend,” ask for the sound of each letter or group of letters. Make sure that students identify the correct sound for ai or ay. Then have students blend the whole word.


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Spelling PretestWords with ai, ayDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify pronunciations, and give meanings of words. Have students check their pretests and correct misspelled words.

1) train The train is chugging down the track.2) way Which way is your house?3) tail The dog wags its long tail.4) play Will you play checkers with me?5) day What day is it today?6) may May I have more potatoes, please?7) rain I got soaked in the rain.8) gray Gray clouds tell me a storm is coming.9) mail I got a letter in the mail.10) afraid My sister is afraid of bees.

High-Frequency WordsWords I can Read

1) Say and spell the words in page 17 of the Student Edition.2) Read each “Sentence I Can Read”

Use Reader’s and Writer’s Notebook, page 410 and 411. Scan and email the completed workbook pages to your teacher.

ConventionsAdjectivesTeach Explain that adjectives are words that tell about nouns. Adjectives tell what people, places, animals, and things are like. They can tell color, size, shape, and many other things. Green, big and round are adjectives.


1) The gift came in a __________________box.2) The box had a ________________ bow on it.3) This gift was a _____________ kitten.

WritingFriendly LetterIntroduce This week you will write a friendly letter. You will write a friendly letter to a person you know well. This letter tells about something you want to do.

Examine Model Text Let’s listen to a friendly letter. Track the print as you read aloud the friendly letter on Reader’s and Writer’s Notebook, page 412. Have students follow along.

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Key Features A friendly letter begins with a greeting. Have students point to the greeting. Ask to whom the letter is written. (Ken) How does the greeting end? (with a comma)

Tell students that the main part of a letter is called the body. What is the letter about? (Ken’s birthday)

Have students circle the closing and the signature. How does the closing end? (with a comma) What does the closing tell you? (Jill wrote the letter.)

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Unit 4 Week 1 – Mama’s Birthday Present - Day 2Phonemic AwarenessSegment and Blend PhonemesModel Look at the picture. I see the boys’ bikes. I hear three sounds in boys’. I hear /b/ /oi/ /z/. Now listen to the four sounds in girl’s: /g/ /er/ /l/ /z. Let’s blend those sounds: /g/ /er/ /l/ /z/. Continue with dogs’.

Guide Practice Guide students as they segment and blend thsse words from the picture: painter’s, children’s, horses’, family’s.

PhonicsBlend Words Have students turn to page 18 in their Student Edition. The words in the first picture are dog’s bone. Dog’s is a possessive. The apostrophe and s tell me that the bone belongs to one dog. The words in the next picture are boys’ bedroom. Boys’ is also a possessive. The apostrophe comes after the s, so I know that the bedroom belongs to more than one boy.

Guide Practice For each word in “Words I Can Blend,” ask for the sound of each letter or group of letters. Make sure that students identify the correct sounds for ‘s and s’. Then have students blend the words.

Decode Words in Isolation Display these words. Have students blend the words. Then point to the words in random order and ask students to decode them quickly.

stain gray Spaingrayer strain aimingwaited hotter staying

Decode Words in Context Display these sentences. Have students read the senteneces.

- Did you claim your prize?- I must pay for my lunch.- We went sailing.


SpellingWords with ai, ayGuide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.

1) /t/ /r/ /ā/ /n/ train2) /w/ /ā/ way3) /t/ /ā/ /l/ tail4) /p/ /l/ /ā/ play

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5) /d/ /ā/ day6) /m/ /ā/ may7) /r/ /ā/ /n/ rain8) /g/ /r/ /ā/ gray9) /m/ /ā/ /l/ mail10) /ǝ/ /f/ /r/ /ā/ /d/ afraid

On Their Own Use reader’s and Writer’s Notebook, page 414. Scan and email the completed workbook page to your teacher.

Text-Based ComprehensionIntroduce Main SelectionGenre Realistic Fiction is a made-up story that could happen in real life. As they read Mama’s Birthday Present, ask students to look for parts of the story that could happen in real life.



As you and your student read Mama’s Birthday Present check for understanding by asking the following questions. Answers to the questions are in blue.

Pages 20 – 211) Synthesis / Text Evidence Look at the pictures on pages 20 and 21. The title of this

story is Mama’s Birthday Present. Using the picture and the title, what could this story be about? (This boy could be thinking about a special gift to give to Mama for her birthday.)

Pages 22 – 231) Draw Conclusions What kind of person do you think Francisco is? What clues in the

story tell you that? (Francisco seems like a nice person because he wants to throw a surprise party for his mom.)

2) Inference / Evaluation Why might Francisco be asking Grandma for permission to have a surprise party for Mama? (Grandma lives in the same house as Francisco and his family, and he needs and adult’s help to plan and have the party.)

3) Analysis / Text Evidence Why does Francisco want to surprise Mama with a party for her birthday? (She always surprises Francisco with a party when it is his birthday.)

Pages 24 – 251) Use Selection Words Have students locate the selection word wonderful on page 24.

What does Grandma mean when she says that Francisco has a wonderful idea? (She means that Francisco’s idea is excellent and very special.)

2) Analysis / Text Evidence What is Francisco holding in the picture on page 24? (a calendar) Why might he want to look at a calendar? (He wants to know how many days he has to plan his mother’s party.)

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Pages 26 – 271) Use Selection Words Look at the pictures on pages 26. What materials are Grandma and

Francisco using to make the piñata? (paper, scissors, and glue)2) Evaluation What us Francisco’s problem? (He doesn’t know what present to give his

mom.) Is asking Grandma and Papa a good way to solve hi problem? (Yes. They know his mom and the things she would like.)

3) Inference / Analysis Why is Francisco having a hard time thinking of a gift for Mama? (He wants to five Mama a good gift because she always gives him a gift.)

Pages 28 – 291) Monitor and Clarify I was confused about why Francisco went to the tortilla shop. At

first, I thought he went there to get his mom a present. What can I learn by rereading the sentences on page 29? (Francisco went to the shop to invite Senora Molina to the surprise party.)

2) Sequence What has Francisco planned for Mam’s birthday so far? (He made a piñata with Grandma, and Papa will play guitar.)

3) Analysis What kind of work does Senora Molina do? (She sells tortillas.) Why do Francisco and his brother invite her to Mam’s party? (She is probably a good friend of their mother’s.)

Pages 30 – 311) Draw Conclusions What kind of person is Senora Molina? (She is a kind person.) What

clues in the text tell you that? (She offers to make tortillas and bring them to the party. People who are kind do nice things for other people.)

2) Use Time and Order Words I know that time words in a story help tell when things happen. What time words on page 31 tell when Francisco went to talk to his friend Gina? (On Thursday)

3) Synthesis / Text Evidence Why hasn’t Francisco gotten his present for Mama yet? (Everyone that he asks says they don’t know what he should get for her, but they will help with the party.)

Pages 32 – 331) Monitor and Clarify Gina talks about crackling confetti eggs on the people’s heads.

Why would Mama enjoy that? (I can see in the picture that Francisco and Gina are filling the eggs with confetti. If someone cracked an egg on my head and confetti sprinkled all over me, I’d think it was funny. I think Mama would think ti was funny too.)

2) Analysis Each day someone tells Francisco that he shouldn’t worry about not having an idea for his mom’s birthday present. Do you think he is still worrying? Why or why not? Have students find clues in the story to support their reason.

Pages 34 - 351) Draw Conclusions How does Grandpa Perez know that Francisco’s mom will enjoy

bunuelos? (The story explains that bunuelos are sweet, and people often like sweets. Grandpa may have made bunuelos for Mama before, and she liked them.)

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2) Analysis / Text Evidence What does Francisco do on Saturday? (He wonders about his present for Mama and has lots to do for the party.) What is one thing he does? (He makes a banner that says “Happy Birthday.”)

Pages 36 – 371) Use Selection Words Have students locate the selection word piñata on page 36. Why

are the children looking for a place to hang the piñata? (A pinara usually hangs above student’s heads so that when it breaks open, the treats inside fall to the ground.)

2) Evaluation / Text Evidence Why does Francisco hide the confetti eggs? (He doesn’t want them to break before the party.) Why does Francisco hide the bunuelos? (He doesn’t want people to eat them before the party.)

Pages 38 – 391) Use Time and Order Words What time words n page 38 tell when the guests came to

the surprise party? (On Sunday) What order words on page 39 help tell what happened after the children cracked confetti eggs? (Then)

2) Cause and Effect / Text Evidence On page 28, we read and see in the picture that Mama is very surprised. What caused her to be so surprised? (She did not expect a surprise party for her birthday.)

Pages 40 – 411) Draw Conclusions How do you think Mama feels about her son Francisco? (She loves

him and is grateful that he is so thoughtful and kind.)2) Analysis Mama tells Francisco that the party is the second best present he could have

given her. What do you think is the best present? (She might say that having a thoughtful son like Francisco is the best present.)

Text-Based ComprehensionCheck UnderstandingHave students answer each question orally.

- Realistic Fiction How did the author make the story seem real? (Francisco does things a real boy would do, such as asking for help planning the party and making things for the party.)

- Confirm Predictions How did you use picture clues to predict what might happen in this story? (I could tell that the boy in the story was getting ready for a birthday party because he paints a sign that says “Happy Birthday.”)

- Summarize What happens in this story? (Francisco wants to get a birthday present for Mama, but when he asks friends and family, they tell him not to worry. Instead they help him plan a party, which Mama loves.)

- Literary TextSensory DetailsIdentify Sensory Details Use the story Mama’s Birthday Present to have students identify sensory details.

- Details in a story can tell how things, look, feel, sound, taste, and smell. What detail on page 30 tells how the tortillas feel? (hot)

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- What detail on page 32 tells how the confetti eggs look? (bright)- What detail on page 34 tells how the bunuelos will taste? (sweet)

ConventionsAdjectivesTeach Write silly joke. Point to each word as you read it. Ask students to identify the adjective (silly). Continue with happy girl and yummy banana. Adjectives tell what people, places, animals, and things are like. What adjectives could we use to describe an apple? (juicy, red, green, crisp, ripe)

Guide Practice Write the following sentences. Have students read each sentence and identify the adjective.

1) Nate fed the hungry pig. (hungry)2) Did she put wet sand in the pail? (wet)3) My dad has a red vest. (red)4) Meg’s grandma is tall. (tall)

Apply Have students use adjectives to complete these sentences.

1) Let’s pat the _______ puppy.2) The boy lost his ______ jacket.3) The queen wore a ________ dress.


WritingFriendly LetterIntroduce the Prompt Review with students the key features of a friendly letter. Remind students that in Mama’s Birthday Present, Mama’s family and friends surprise her with a birthday present. Explain that today they will plan a letter to a friend or family member. The letter will tell about an idea for a surprise gift. It will have a polite greeting and closing. Read aloud the writing prompt.

Writing PromptThink about a surprise you like to give as a gift. Now write a letter telling a friend or family member about your idea.

Generate Letter Ideas Think Aloud: Before I write a letter, I need to plan what I want to say. I need to decide to whom I want to give a surprise gift. I’d like to give it to our principal! Let’s think of surprise gifts that would be fun to give. What are some gifts that would be fun to give as a surprise? How about a surprise party like Francisco gave Mama?

Use Reader’s and Writer’s Notebook page 416 to model how to plan a friendly letter.

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Unit 4 Week 1 – Mama’s Birthday Present - Day 3Phonemic AwarenessRhyming WordsModel Producing Rhyming Words Read together the second bullet point on page 14 of the Student Edition. Today we are going to use this picture to help us think of rhyming words. Remember that rhyming words are words that end with the same sounds. Let’s find three things that rhyme with main. When I look at the picture, I see a train. I also see a bike with a chain and some animals in the rain. The words train, chain and rain rhyme with main.

Guide Practice Help students use the picture to produce words that rhyme with day. (clay, gray, hay, play)

PhonicsBuild WordsModel Word Building Now we are going to build words with the long a spelled ai or ay. Write chain and blend it. Watch me change the /ch/ to /r/. Model blending the new word rain.

Guide Practice Have students spell say. Monitor student’s work as they blend words.

- Change the s in say to d. Say the new word together, day.- Change the d in day to p. Say the new word together, pay.- Change the spelling of /ā/ in pay to ai and add n. Say the new word together, pain.- Change the n in pain to d. Say the new word together, paid.

SpellingWords with ai, aySpell High-Frequency Words Write about and would. Have students say and spell the words with you then without you.


1) Do not be afraid to play tag in the rain.2) We smile about the way that pup wags his tail.3) Dan would bring us the mail every day.,




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High-Frequency Wordsabout surprise enjoy worry give would

Selection Wordsbreak bunuelos confetti guitar piñata presenttortilla wonderful

Read Words in Context Display the following sentence frames. Have students complete the sentence using high-frequency and selection words. Have students read each completed sentence with you.

1) Will the ______ break when I hit it? (piñata)2) Do not ______ about finding a present for me. (worry)3) We all enjoy it when Max plays the ______. (guitar)4) Papa said he would make tortillas and ______. (bunuelos)5) We can ______ Jen with a wonderful gift. (surprise)6) Did you give him some _____ to toss at the bride? (confetti)

Think Critically- Complete Think Critically on page 44 of the Online Student Edition.

ConventionsAdjectives Review Remind students that adjectives are words that describe people, places, animals, and things: bright confetti, round tortilla.

Guide Practice Draw a T-chart. Write the headings Sister and Hair. I could use the adjective big to describe sister. I could use the adjective dark to describe hair. Write big and dark in the correct columns. Help students suggest other adjectives to add.

Sister Hairbiglittleoldertallest

darkredcurlyshort

Apply Ask students to complete these sentence frames orally using adjectives.

1) We had a ______ party.2) Kim made a _____ cake.3) My dad played ____ music.


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Let’s Write It!Write a Friendly Letter Use pages 46 – 47 in the Student Edition. Read aloud the Key Features of a Friendly Letter and the definition of a friendly letter. Read aloud the Writing Prompt and discuss the Writer’s Checklist.

Review the Student Model Read aloud the letter on page 47. Ask students to identify who wrote the letter, to whom the letter is written, the greeting, and the closing. Read aloud and briefly discuss the side notes about the genre, the writing trait, and adjectives.

Connect to Conventions Read aloud the Conventions note about adjectives. Point out the adjectives in the model letter. (yummy, big, favorite)

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Unit 4 Week 1 – Mama’s Birthday Present - Day 4Phonemic AwarenessChanging Initial PhonemesModel This week we read about a special day Francisco planned for Mama. Listen as I say the sounds in day. Slowly model the sounds in day: /d/ /ā/. Now I will change the sounds /d/ at the beginning of day to /s/: /s/ /ā/, say. The new word is say. We’re going to make new words by changing the beginning sound in words.

Guide Practice I will say a word and its beginning sound. You will change the beginning sound and say the new word. Help students substitute the initial phoneme in the following words and say each new word.

/w/ in wait to /b/ (bait)/r/ in raid to /m/ (maid)/h/ in hay to /g/ /r/ (gray)/b/ in bay to /p/ (pay)/p/ in paint to /f/ (faint)/n/ in nail to /t/ /r/ (trail)

PhonicsReview endings –er, -est; Consonant Pattern –dgeReview Endings –er, -est To review last week’s phonics skill, write taller and tallest. You can read these words because you know that each word is made from a base word and an ending. What is the base word? (tall) What are the two endings? (-er, -est) Read the two parts of each word together. What are the words? (taller, tallest)

Review Consonant Patterns –dge To review last week’s second phonics skill, write badge. You can read this word because you know all the sound-spellings. How is the sound /j/ spelled in this word? (dge) That’s right. In this word, /j/ is spelled dge. Blend the sounds in this word quickly in your head. What is the word? (badge)

Guide Practice Write the list of starters and –dge words. Let’s read the beginning of the first sentence together: The longest _______. Now let’s read the list of words together: ridge, wedge, fudge, badge, bridge. Listen to the sentence I made up with this sentence starter and the word bridge: The longest bridge in town crosses the river. Help students make up different sentences using each sentence starter and various –dge words from the list.

The longest _________. ridgeThe biggest_________. wedgeThe taller _________. fudgeThe larger _________. badgeThe smallest _________. bridge


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Have students read the list three or four times until they can read at a rate of two or three seconds per word.

bigger contest now tennis everythingbasket hottest collect Madge anywon’t before done right good-byebegging oh judge does smaller

Read Words in Context Display these sentences. Ask students to read each sentence. Then randomly point to review words and have students read them. To help you monitor reading, high-frequency words are underlined and decodable words are italicized.

1) Oh, I’m afraid that Madge won’t say good-bye right now.2) Before the contest, collect everything in a basket for the judge.3) Does a tennis ball seem bigger or smaller than a basketball?4) He is begging to know if any of the hottest buns are done yet.

SpellingWords with ai, ayUse Reader’s and Writer’s Notebook, page 423. Scan and email the completed workbook page to your teacher.

ConventionsAdjectivesTest Practice Use Reader’s and Writer’s Notebook, page 424 to help students understand how to identify adjectives in test items. Recall that adjectives describe people, places, animals, and things: large house, soft pillow. Model identifying adjectives in a sentence by writing this sentence, reading it aloud, and underlining the adjective.

Carla planned this wonderful party.

WritingFriendly LetterRevisingYesterday we wrote a friendly letter telling our ideas for giving a surprise gift. Today we will revise. We can help people who read the letters. We can make our sentences less wordy so they are easier to understand.

Revising Tips- Make sure your letter is written to someone you know.- Make sure your sentences do not have extra words.

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Unit 4 Week 1 – Mama’s Birthday Present - Day 5Phonemic AwarenessReview Change Initial PhonemesInitial Phonemes Have students substitute the initial phoneme in each word to make a new word. If students make an error, model the correct response. Return to the word later in the practice.

/h/ in hay to /b/ (bay)/j/ in jail to /f/ (fail)/d/ in day to /p/ /l/ (play)/p/ in paid to /r/ (raid)/b/ in bait to /w/ (wait)/m/ in main to /s/ /p/ /r/ (sprain)

PhonicsReview Vowel Digraphs ai, ay; Singular and Plural PossessivesTarget Phonics Skills Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you print track print.

1) Chuck’s tail wags when he sees the kittens’ ball.2) The snails’ tail led to Sunny’s Bay.3) Gail’s pup likes to play in the rain.4) The gray train’s wheels go click-clack on the rails.

Spelling TestWords with ai, ayDictate Spelling Words Say each word, read the sentences, repeat the word, and allow time for students to write the word.

1) train The train went up and down the hills.2) way Which way do I go?3) tail That pig has a cute tail.4) play I can play outside today.5) day It’s the first day of June.6) may May I stay up late?7) rain My hat got wet in the rain.8) gray The sky is gray today.9) mail I got mail from Madge.10) afraid He is afraid to go down the big slide.

High-Frequency Words11) about We will read a tale about a king.12) would How would you fix it?


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WritingFriendly LetterReview Revising Remind students that yesterday they revised their friendly letters. They may have deleted phrases to make the sentences clearer. Today they will proofread their friendly letters.

Proofreading Tips- Are my adjectives spelled correctly? Check a dictionary- Did I include commas after the greeting and closing?- Do my sentences end with the correct punctuation mark?- Is my handwriting neat?


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Unit 4 Week 2 – Cinderella - Day 1Content KnowledgeStory TreasuresConcept Talk To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about how a story can be a treasure. Write the Question of the Week, How can a story be a treasure? And track the print as you read it.

Build Oral LanguageTalk About Story Treasures Have students turn to pages 52 – 53 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion.

- The students in the picture are listening to their teacher read a story. How do you think they feel? (They are happy) How can you tell? (The students are smiling.)

- What else are the students in the photo doing? (They’re looking at the pictures in the book.)


Word Meaningdelightful Charming or pleasant.imagination The ability of the mind to be creative or resourceful.tangle Twist together into a confused mass.peer Look keenly or with difficulty at someone or something.original Created directly and personally by a particular artist; not a copy or imitation.royal Having the status of a king or queen or a member of their family.carve Cut (a hard material) in order to produce an aesthetically pleasing object or design.sighed Emit a long, deep, audible breath expressing sadness, relief, tiredness, or a similar

feeling.


Phonemic AwarenessLong eIntroduce Read the third bullet point on page 54. What kind of food in the picture rhymes with head? (bread) The vowel sound in bread is short e. Have students identify other items or actions that have the short e sound. (thread, forehead) I see a peach. The vowel sound in peach is long e, /ē/. Have students identify other items or actions that have a long e sound. (peanut, leaves, easel, beans, sweep, read, bead)

Model Listen to the sounds in bread: /b/ /r/ /e/ /d/. Let’s blend those sounds: /b/ /r/ /e/ /d/, bread. Continue with peach. Guide students as they segment and blend these words: beak, clean, thread, beach, read, head, team, bead. Have them tell if the vowel sound is short e or long e.

PhonicsBlend Words Have students turn to page 56 in their Student Edition. Look at the pictures on this page. I see a picture of bread and a picture of an easel. When I say bread, I hear the sound /e/ in

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the middle. In bread, the short e sound, /e/, is spelled ea. When I say easel, I hear the sound /ē/ at the beginning. In easel, the long e sound, /ē/, is spelled ea.

Guide Practice For each word in “Words I Can Blend” ask for the sound of each letter or group of letters. Make sure that students identify the correct sound for ea. Then have students blend the whole word.

Decode Words in Isolation After students can successfully segment and blend the words, point to words in random order and ask students to read them naturally.

Decode Words in Context Have students read each of the sentences. Have them identify words in the sentences that have the short e or long e spelled ea.


Spelling PretestWords with eaDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify the pronunciations, and give meanings of words. Have students check their pretests and correct misspelled words.

1) eat We eat lunch at noon.2) sea Nan went swimming in the sea.3) each I will give a book to each child in the group.4) team Kendra’s team won the game.5) please Pass the water pitcher, please.6) dream Last night I had a dream about pirates.7) treat My dog gets a treat when he rolls over.8) beach We made sand castles at the beach.9) clean Kevin helped his mom clean the garage.10) lean Please don’t lean over her desk.

ConventionsAdjectives for Colors and ShapesTeach Explain that an adjective is a word that describes a person, animal, place, or thing. Big, shiny, and happy are adjectives. Adjectives can modify nouns in different ways. Some adjectives tell an object’s color or shape. The adjectives red and round describe ball in the sentence: The red round ball.

Apply Have students complete these sentence frames orally using adjectives for colors and shapes.

1) A painting has a ___ shape.2) The drawing has ________ and ________________ flowers.3) The artist mixed ______ and ____________ paint.

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WritingInvitationIntroduce This week you will write an invitation. An invitation invites, or asks, someone to go somewhere to do something.

Examine Model Text Let’s listen to an invitation. Track the print as you read aloud the invitation on Reader’s and Writer’s Notebook, page 428. Have students follow along.

Key Features This invitation is a letter. Point to the greeting. It tells who is invited to do something. Who is invited? (Emma) Reread the body of the letter. What event is Emma invited to? (a free soccer lesson)

Explain that an invitation should give the important information about the event, such as when and where the event will take place. This invitation gives important information about the soccer lesson. Where will the soccer lesson take place? (at Kat’s house) Who is giving the lesson (Kat’s older brother) Circle the date when the lesson will be given. (April 20) Find the time when the lesson starts. (3:00 P.M.)

Tell students that an invitation uses polite words. What polite words does Kat use in the invitation? (Please; I hope you will come.)

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Unit 4 Week 2 – Cinderella - Day 2Phonemic AwarenessSegment and Blend PhonemesModel Look at the pictures. I can see three red cherries. The word cherries end with the two sounds /ē/ and /z/. I also see a tiger, and the tiger looks worried! The word worried ends with the two sounds /ē/ and /d/.

Listen to the sounds in cherries: /ch/ /e/ /r/ /ē/ /z/. There are five sounds. Let’s blend those sounds: /ch/ /e/ /r/ /ē/ /z/. Continue with worried.

Guide Practice Guide students as they segment and blend these words from the picture: bunnies, carried, hurried, berries, buddies.


/k/ /r/ /ī/ /z/ cries/f/ /u/ /n/ /ē/ /ǝr/ funnier/ē/ /z/ /ē/ /ǝr/ easier

PhonicsBlend Words Have students turn to page 58 in their Student Edition. Look at the picture on this page. I see a picture of babies. The word babies is made from the base word baby and the ending –es. The y in baby is change to I when the ending was added. To read this word, I read one part at a time, and then I read the two parts together: ba, vies – babies. Repeat for the pictures and word cries.

Guide Practice For each word in “Words I Can Blend,” ask students to identify the base word and the ending. Make sure students pronounce each word part correctly.

Decode Words in Isolation After students can successfully segment and blend the words, ask them to read the words naturally.

Decode Words in Context Have students read each of the sentences. Have them identify words in the sentences that have a base word, an ending, and the spelling change to y to i.


SpellingWords with eaGuide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.

1) /ē/ /t/ eat2) /s/ /ē/ sea

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3) /ē/ /ch/ each4) /t/ /ē/ /m/ team5) /p/ /l/ /ē/ /z/ please6) /d/ /r/ /ē/ /m/ dream7) /t/ /r /ē/ /t/ treat8) /b/ /ē/ /ch/ beach9) /k/ /l/ /ē/ /n/ clean10) /l/ /ē/ /n/ lean


Text-Based ComprehensionIntroduce Main SelectionGenre A fairy tale is made-up story that often has princes or princesses as characters. As they read Cinderella, have students look for royal characters and things that can’t happen in real life.



As you and your student read Cinderella check for understanding by asking the following questions. Answers to the questions are in blue.

Page 60 – 611) Connect to Concept Look at the picture on pages 60 and 61. What kind of clothes is the

girl in the front wearing? (a beautiful party dress) Have students discuss why someone would wear such a fancy dress. What do you think this girl is going to do in the dress? Encourage students to respond in complete sentences.

2) Evaluation How are the two girls’ dresses alike? How are they different? (Both dresses are pink, both the girl in front has a more fancy dress.)

Pages 62 – 631) Visualize Remind students that good readers sometimes close in their mind. They think

about the author’s words and what they already know. Close your eyes and picture Cindy, Roz, and Gert. What do they look like? How do they sound? How do they act? Encourage students to answer in complete sentences and tell how the pictures an text support their answers.

2) Analysis / Text Evidence Reread page 63. How does Cinderella spend her day? (She sweeps, mops, scrubs, and dusts.) What clues does this information tell you about Cindy and her life? (She works hard and doesn’t have much fun.)

3) Analysis Who is telling the story? (the author) Have students tell how they know the author is telling the story.

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Pages 64 – 651) Use Selection Words Have students locate the selection words prince and castle on page

65. Why is the castle a good place for the prince to have his ball? (Castles are large and often have a big room where a lot of people can dance. The prince probably lives at his castle.)

2) Evaluation / Text Evidence On page 65, Roz yells at her sister Gert. What does she yell? (“No, he will not! It will be me!”) What do Roz’s words tell you about the kind of person she is? (She thinks mostly about herself.)

Pages 66 – 671) Theme How do Cinderella’s sister treat her? (They are mean to her.) How does

Cinderella treat her sisters? (She is sweet and nice.) What good things does she do to help her family? (She does many things to clean the house.)

2) Visualize Close your eyes and picture the dresses Roz and Gert try on. What clues helped you picture the dresses? (The story says the dresses are red, green, white, and pink and made with the finest fabric and thread.)

3) Synthesis Why do Cinderella’s sister tell her to beat the rug? (They didn’t want Cinderella to go to the ball, so they made up an excuse so she would stay home.)

Page 68 – 691) Character What do we know about the woman who visits Cindy from looking at the

picture? (She is wearing a white dress and has grey hair. There are butterflies around her.) What do we know about her from the text? (She is wise and old.)

2) Evaluation / Text Evidence One page 68, Cinderella is feeling sad because she wants to go to the ball but can’t/ Why else might she be felling sad? (Her sisters have treated her badly, and she feels left out.)

Pages 70 – 711) Theme How is Cinderella surprised on page 70? (The wise woman gives her a nice dress

and glass slippers.) How was Cinderella feeling before the wise woman came? (She was sad and disappointed.) How do you think she feels now? (She is hopeful and happy.)

2) Use Selection Words Have students locate the selection words pumpkin and coach. Why do you think the wise woman turns a pumpkin unto the coach? (It has the right shape.) Why does Cinderella need a coach? (She needs a way to get to the ball.)

3) Draw Conclusions / Evaluation How do you think Cinderella is feeling now that she has a nice dress, glass slippers, a coach, and horses? (She is probably happy and hopeful because she has everything she needs to go to the ball.)

Pages 72 – 731) Use Compound Words A compound word is a word formed by combining two smaller

words. What word on page 72 is a compound word? (everything) What two smaller words were put together to make the word? (every; thing)

2) Analysis / Text Evidence What words on page 73 tell us that Cindy is worried about the time? (gasped, ran fast) Why is Cindy concerned about what will happen at twelve o’clock? (She would be embarrassed if the prince saw her in her own clothes.)

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3) Analysis What must Cindy remember to do? (She needs to be back home by twelve o’clock because everything will turn back to how it was.)

Pages 74 – 751) Cause and Effect Why did Cindy run away? (The chimes started ringing. That is her

sign that she needs to be home before everything turns back to how it was before the ball.) Why didn’t Cindy go back for her glass slipper? (She was running out of time.)

2) Evaluation How does the prince feel after Cindy ran away? (He is sad because he was having a good time with Cindy.) What clues in the text tell that? (He looked happy when he was dancing with her, and he calls for her to wait and stop when she is running away.)

Pages 76 – 771) Theme What good thing happens to Cinderella at the end of the story? (The prince finds

her, and they get married.) What does this story teach you about how to treat people? (Be nice to do good things to help people.)


- Fairy Tale A fairy tale is a made-up story. What are some things that happen in this fairy tale that couldn’t happen in real life? (A woman snaps her fingers and things suddenly appear.)

- Confirm Predictions How did you use pictures or story clues to predict whether or not Cindy would go to the ball? (When the wise woman gave Cindy a fancy dress, glass slippers, and a coach, I figured out that she could go to the ball.)

- Sequence After the ball, what happens next when Cindy goes back home? (Her sister makes her scrub, sweep, and mop again.)

- Compare and Contrast Compare what Cindy’s life is like at the beginning of the story with what it is like at the end. (At the beginning of the story Cindy is sad, she doesn’t have nice things, and she words all day. At the end, she is happy. She is a princess and will have beautiful things and people to help her do everything.)

ConventionsAdjectives for Colors and ShapesTeach Write blue paint. Point to each word as you read it. Ask students to identify the adjectives that tells about color and shape. (blue) When I look up in the sky, I see a yellow sun. Yellow is an adjective that tells the color of the sun. I can also say that I see a round sun. What does the adjective round tell us about the sun? (It tells us the shape of the sun.)

Apply Have students use adjectives for colors and shapes, as well as appropriate nouns, to complete these sentence frames orally.

1) I’m going to eat a _______ ____________ for breakfast.2) The piece of fruit is ____________ and _________.

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Conjunctions Point to to the word and in the last sentence frame. Remind students that the word and can be used to connect two adjectives that tell about the noun.


WritingInvitationIntroduce the Prompt Review with students the key features of an invitation. Tell students that in Cinderella, the prince sent an invitation to the sisters. He invited them to the ball at his castle. Explain that today students will plan their own invitation to an event. It will have all of the information the guests will need. Read aloud the writing prompt.

Writing PromptThink of how people plan events such as a party or family dinner. Write an invitation to an event.

Generate Invitation IdeasThink Aloud: Before I write an invitation, I need to know what I am inviting someone to do. Let’s make a chart of the events we could invite someone to. I’ll start with a birthday party.

Guide students in identifying different events and what happens in each event. Possible ideas are shown. Record the responses, and keep the chart so that students can refer to it as they plan and draft their invitations.

Event What Happensbirthday party Celebrate someone’s birthday, eat cake, open

presents.Piano recital Watch and listen to students play piano.Wedding Watch two people get married, eat cake, dance.Dinner party Eat, talk wit family and friends.

Use Reader’s and Writer’s Notebook, page 432 to model planning an invitation. Keep the chart so students can refer to it as they plan and draft their invitations.

HandwritingLetter Ll / Letter SpacingModel Letter Formation Display uppercase and lowercase Ll. Use the stroke instructions pictured below to model proper letter formation.

Model Consistent Letter Spacing Explain that when we write a word, all the letters in that word should be spaced consistently. Write the word lean three times, one with the letters spaced too close together, one with the letters spaced too far apart, and the third with the letters spaced appropriately. When I write the letters in a word, I need to make sure they are spaced correctly – not too close together and not too far apart. Write the word lean again, with letters spaced

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inconsistently. By correctly spacing the letters in a word, I make it possible for others to understand what I write.


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Unit 4 Week 2 – Cinderella - Day 3Phonemic AwarenessCreate WordsModel Changing Initial Phonemes Read the first bullet point on page 54. Today we are going to use this picture to help us make new words by changing the beginning sounds of words. I see a bunny. The first sound in bunny is /b/. When I change the /b/ sound in bunny to /s/, I make a new word, sunny. Now I will look for a picture of that new word, sunny.

Guide Practice Help students change the initial sound in each word to make a new word and then find the matching picture. (teach/beach. Peak/beak)

On Their Own Have students change the initial phonemes to make new words.

/l/ in lend to /s/ (send)/k/ in cream to /d/ (dream)

PhonicsBuild New WordsModel Word Building Now we are going to build words with long e spelled ea. Write neat and blend it. Watch me change the n in neat to b. Model blending the new word, beat.

Guide Practice Have students spell beat. - Change the t in beat to d. Say the new word together, bead.- Change the b in bead to l. Say the new word together, lead.- Change the d in lead to p. Say the new word together, leap.- Change the l in leap to h. Say the new word together, heap.

Fluent Word Reading Model Write peach. I know the sounds for p, ea, and ch. I try the long e sound for ea first. I blend them and read the word peach.

Guide Practice Say the sounds in your head for each spelling you see. When I point to the word, we’ll read it together. Allow one second per sound-previewing time for the first reading.

clean studies heavy squeak sleepier carried meant


Spelling Words with eaSpell High-Frequency Words Write colors and sign. Have students say and spell the words with you and then without you.


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1) The team will eat at the beach.2) Please clean each mop.3) She will sign her name in colors.



High-Frequency and Selection Words Display and review this week’s high-frequency and selection words. Have students read the words aloud.

High-Frequency Wordscolors over draw drew show sign great

Selection Wordscastle coach happily married prince pumpkinwoman twelve o’clock


1) Kris drew a huge _______ with stone walls. (castle)2) She happily _________ the brave prince. (married)3) Will Sam’s play be _______ by twelve o’clock? (over)4) The big pumpkin made a ______ coach for Cindy. (great)5) Please show us which sign that _______ painted. (woman)6) I will use _______ pink and green when I draw her dress. (colors)

Think CriticallyComplete Think Critically on page 78 of the Student Edition. Scan and email student’s responses to your teacher.

ConventionsAdjectives for Colors and ShapesReview Remind students that adjectives are words that describe people, places, animals, and things. Some adjectives describe colors and shapes” The balloon is round and purple.

Guide Practice Draw a two-column chart and label the columns Colors and Shapes. Have students fill in the chart with adjectives.

Colors Shapespinkblack

roundsquare

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orangegreengray

ovalthintwisty

Apply Have students complete these sentence frames orally using adjectives and colors and shapes.

1) I drew a ____ shape with a ______ crayon.2) I used _______ paint to make a ______ line.3) I cut out a ______ shape from ______ paper.


Let’s Write It!Write an Invitation Use pages 80 – 81 in the Student Edition. Read aloud the Key Features of an Invitation and the definition of an invitation. Read aloud the Writing Prompt and discuss the Writer’s Checklist.

Review the Student Model Read aloud the Student Model. Have students locate the event’s date, time, and place. Read aloud and discuss the side notes about genre, the writing trait, and adjectives.

Connect to Conventions Read to students the Conventions note about adjectives for colors and shapes. Point out the adjectives for color in the model invitation (green). Ask students what other adjectives name colors.

Guide Writing Now it is time to write your invitation. Ask someone to come to an event. Give clear information. Have students use their webs. Help them finish the ideas. Then guide them as they draft the invitations.

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Unit 4 Week 2 – Cinderella - Day 4Phonemic AwarenessChange Final PhonemesModel This week e read about a girl who had to mean sisters. Listen as I say the sounds in mean. Slowly model the sounds in mean: /m/ /ē/ /n/. Now I will change the sound /n/ at the end of mean to /t/: /m/ /ē/ /t/, meat. The new word is meat. We’re going to make new words by changing the final sound in words.

Guide Practice I will say a word and a different final sound that I want you to use to make a new word. Then we’ll say the new word together. Say each word below and then guide students in changing the final phoneme to make a new word.

reach, /d/ (read)wig, /sh/ (wish)print, /s/ (prince)pen, /t/ (pet)yell, /s/ (yes)seal, /m/ (seam)

Fluent Word ReadingRead Words in Isolation Display these words. Tell students that can belend some words on this list.


about artist would visit capeMay tale friends worry surprisedking's gives Jane’s rain soongirls’ surprise garden very enjoy

Read Words in Context Display these sentences. Have students read each sentence. Then randomly point to review words and have students read them.

1) Beth is very surprised to see Jane’s garden.2) When friends visit, Dad reads a tale about a king’s cape.3) The girls’ worry is that the rain will fall soon.4) Would May enjoy the surprise gift the artist gives her?

SpellingWords with eaUse Reader’s and Writer’s Notebook, page 439. Scan and email the completed workbook page to your teacher.

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ConventionsAdjectives for Colors and ShapesTest Practice Use Reader’s and Writer’s Notebook, page 440 to help students understand adjectives in test items. Recall that adjectives describe people, places, animals, or things: blue, silly, thick.

WritingInvitationYesterday we wrote an invitation. Today we will revise our invitations. We will make sure the information is in a logical order. If it is not, we will move it.

Revising Tips- Rearrange information to put it in the right order.- Use polite words.

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Unit 4 Week 2 – Cinderella - Day 5Phonemic AwarenessReview Change Final PhonemesFinal Phonemes Have students change the final sound in each word below to make a new word. If students make an error, model the correct response. Return to the word late in the practice.

leap, /f/ (leaf)story, /m/ (storm)beach, /t/ (beat)mop, /b/ (mob)glass, /d/ (glad)bread, /th/ (breath

PhonicsReview Vowel Digraphs ea; Adding EndingsTarget Phonics Skills Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you track the print.

1) That is the easiest peach to reach.2) Jean tries speaking for the team.3) That seal on the beach has sand on its forehead.4) Dean hurried and got bread and beans at the store.

Spelling TestWords with eaDictate Spelling Words Say each word, read the sentence, repeat the word, and allow time for students to write the word.

1) eat She will eat a big lunch.2) sea Fish swim in the deep sea.3) each Does each girl have a part to read?4) team Our team tried to win the game.5) please Would you please ask me later?6) dream I had a funny dream last night.7) treat Who will bring a treat today?8) beach We went to the beach on a sunny day.9) clean I will clean the pans with this pad.10) lean She must lean over to pick up the paper.

High-Frequency Words11) colors I mixed two colors of paint together.12) sign Please sign your name here.


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WritingInvitationReview Revising Remind students that yesterday they revised their invitations. They may have changed the order of the information. Today they will proofread their invitations.

Proofread Display the Proofreading Tips. Have students proofread their invitations to correct any misspellings, missing capital letters, or errors with punctuation.

Proofreading Tips- Do I tell the event’s date, time, and place in a logical order?- Do I use polite words?- Do I use commas in the right places?- Do I spell words correctly?

Present Have students use a computer or write a final draft of their invitations with this revisions and proofreading corrections. When students have finished their invitations, give them a copy of About My Writing on page RR45 of the Reader’s and Writer’s Notebook. Then have students evaluate their writing by answering the questions on the page.

Scan and email the completed writing and page RR45 of the Reader’s and Writer’s Notebook to your teacher.

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Unit 4 Week 3 – A Trip to Washington D.C. - Day 1Content KnowledgeTreasures in Our CountryConcept Talk To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about the treasures we can find in our county. Write the Question of the Week, What treasures can we find in our country?, and track the print as you read it.

Build Oral LanguageTalk About Treasures in Our Country Have students turn to pages 88 – 89 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion.

- One of the surprising treasures in our country is the Grand Canyon. Why do you think it is a treasure? (It’s a natural wonder. It’s one of a kind.)

- What treasure do you see in the smaller photograph on page 89? (A monument) That monument is the Washington Monument. We build monuments to honor people and events that are important to our nation’s history.

Build Oral LanguageAmazing Words

Word Meaningnation A large area of land that is controlled by its own government.symbol An action, object, or event that expresses or represents a particular idea or quality.tourist A person who travels to a place for pleasure.abandon To leave or never return to.splinter A thin, sharp piece of something (such as wood or glass) that has broken off a larger

piece.sunken Completely covered with water; lying at the bottom of a sea, lake, etcharbor A part of the ocean or lake that is next to land and that is protected and deep enough

to provide safety for ships.statue A figure usually of a person or animal that is made from stone, metal, etc

Students should look up the definition of each word above and write it in student friendly language. After they have looked up the definition of each word they should write each word in a sentence. Upon completion of their sentences have students draw an illustration of their interpretation of each word.

Scan and email the completed drawings to your teacher.

Phonemic AwarenessLong oIntroduce Read the first bullet point on page 60. Find the crow. The last sound in crow is /ō/. Have students identify other items or actions that have the long o sound. (arrow, window, blow) Where is the toad? (at the side of the road) I hear the /ō/ sound in toad and road. Have students identify more words or actions that contain the /ō/ sound. (boat, foam)

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Model Listen to the sounds ion crow: /k/ /r/ /ō/. Let’s blend those sounds: /k/ /r/ /ō/, crow. Continue with boat. Guide students as they segment and blend these words: show, bowl, load, rowboat, bow, window, yellow, blow, glow.

PhonicsBlend Words Have students turn to page 92 in their Student Edition. Look at the pictures on this page. I see a picture of soap and a picture of snow. The words soap and snow both have the vowel sound /ō/. When I say soap, I hear the sound /ō/ in the middle of the word. In soap, the /ō/ sound is spelled oa. When I say snow, I hear the sound /ō/ at the end. In snow, the /ō/ sound is spelled ow.

Guide Practice For each word in “Words I can Blend,” ask for the sound of each letter or group of letters,. Make sure that students identify the correct sound for oa or ow. Then have students blend the whole word.


Spelling PretestWords with oa, owDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify the pronunciations, and give meanings of words. Have students check their pretests and correct misspelled words.

1) boat Ken and his mom went fishing out in a boat.2) road She lives down that road.3) snow Five inches of snow fell last night.4) row I planted a row of beans in the garden.5) yellow Rita likes the color yellow better than blue.6) loaf Dad just baked a loaf of bread.7) coat Please hang your coat on that hook.8) soap He used plenty of soap to wash his hands.9) blow She was able to blow out all the candles.10) pillow Do you like a soft or hard pillow?

High-Frequency WordsRead Have students read each word and sentence on page 93 of the Student Edition.


ConventionsAdjectives for SizeTeach Remind students that an adjective is a word that describes a person, place, animal, or thing. Tall, little, and huge are all adjectives that describe the sizes of things. Explain to students that some adjectives such as big and huge are similar but can make a sentence have a slightly

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different meaning. Have students determine the shades of meaning among the adjective pairs big/huge and small/little.

Apply Have students complete these sentence frames orally using adjectives for size. Then have students use similar adjectives to complete the first sentence and discuss how the sentences have similar but slightly different meanings.

1) In the park I saw a _____________ statue.2) They live in that ____________ building.3) This is the __________ harbor in the state.

WritingDescriptive PoemIntroduce This week you will write a descriptive poem. A descriptive poem uses words that help readers create a picture in their minds.

Examine Model Text Let’s listen to a descriptive poem. Track the print as you read aloud “The Farm” on Reader’s and Writer’s Notebook, page 444. Have students follow along.

Key Features What does this poem describe? (things students see on a field trip to a farm) Read the first two lines of the poem aloud again. Do you hear words that rhyme? (yes) What are they? (bus, us) Continue reading the poem aloud. Have students circle rhyming pairs. (all/haul, hay/stay)

What does the author see at the farm? (animals; a farmer moving hay to the barn) What words help you picture what the farmer is doing? (haul huge bales of hay to the barn) Which words help you picture how the children travel to the farm? (big yellow school bus)

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Unit 4 Week 3 – A Trip to Washington D.C. - Day 2Phonemic AwarenessIsolate Initial PhonemesModel Look at the picture. I see a street. Street is a word that begins with three consonant sounds that are blended. I hear the sounds /s/, /t/, and /r/. Listen to the sounds in splat: /s/ /p/ /l/ /a/ /t/. There are five sounds. Continue with spray and string.

Guide Practice Guide students as they segment and blend these words from the picture: striped, splash, stroller.

On Their Own Have students then segment and blend the following words.

/s/ /p/ /r/ /ā/ spray/s/ /t/ /r/ /ē/ /t/ street/s/ /p/ /l/ /a/ /sh/ splash

PhonicsBlend Words Have student turn to page 94 in their Student Edition. Look at the picture on this page. I see a picture of a boy making a big splash. Splash begins with the sounds /s/ , /p/ and /l/. When these three letters appear together, they form a three-letter consonant blend. I say the sounds together: splash.

Guide Practice For each word in “Words I Can Blend,” ask for the sound of each letter or group of letters. Make sure that students pronounce each sound correctly. Then have students blend the whole word.

Decode Words in Isolation Display these words. Have students blend the words. Then point to the words in random order and ask students to read them quickly.

growth coach moan towmow goat coal growblown low toast coal


1) Bo soaks his elbow in hot water.2) Joan pitched a slow ball.3) I coax the foal to go into the barn.


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SpellingWords with oa, owGuide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.

1) /b/ / ō/ /t/ boat2) /r/ /ō/ /d/ road3) /s/ /n/ /ō/ snow4) /r/ /ō/ row5) /y/ /e/ /l/ /ō/ yellow6) /l/ /ō/ /f/ loaf7) /k/ /ō/ /t/ coat8) /s/ /ō/ /p/ soap9) /b/ /l/ /ō/ blow10) /p/ i/ /l/ /ō/ pillow

On Their Own use Reader’s and Writer’s Notebook, page 446. Scan and email the completed workbook page to your teacher.

Text-Based ComprehensionIntroduce the Main SelectionGenre Expository Text is writing that explains real things, real people, and real events. As they read A Trip to Washington D.C., students should look for facts and details about the treasures that can be found in Washington D.C.


Purpose By analyzing A Trip to Washington D.C., students gain knowledge about treasures located in Washington D.C.

Important Ideas Explain that good readers think about more than what is on the page. They look for the most important ideas in a selection. They use that information to better understand what they read. Have students turn to page El-11 in their Student Edition.

Think Aloud: Look at what is happening in this picture. What do you think this picture is mainly about? (children visiting a zoo) As I read A Trip to Washington, D.C. I will pay attention to the most important ideas.

As you and your student read A Trip to Washington, D.C. check for understanding by asking the following questions. Answers to the questions are in blue.

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Pages 96 – 971) Connect to Concept Look at the pictures on page 96 and 97. This is a map of

Washington, D.C. Which part of the map shows roads? (the white, yellow, and orange parts)

2) Which part of the map shows water? (the blue parts) 3) Describe things you see on this map. Encourage students to respond in complete

sentences.4) Why do you think there are numbers in red circles? What kind of places are these? (These

are important places in Washington, D.C.)5) Analysis / Text Evidence On pages 96 – 97, the author includes a map of Washington,

D.C. Why might a map be helpful when you are reading about a place? (It can help me locate the buildings I am reading about.)

6) Analysis / Text Evidence What can you learn about these buildings in Washington, D.C., just from this map? (I can see which buildings are near each other. I can also tell what each building looks like.)

Pages 98 – 991) Use Selection Words Have students locate the selection word capital on page 98. Why

would a capital be an exciting place to visit? (There are many important treasures in a capital.)

2) Important Ideas/Reread Challenging Text What important ideas do we learn on these pages about Washington, D.C.? (It is a very important city; it is the capital of our country.)

3) Synthesis This selection tells about the important treasures located in one city, Washington, D.C. What city treasure is shown on this page? (Union Station) Have students explain how they found that information. (It is written across the top of the bus.)

4) Analysis / Text Evidence What clues in the text and the picture tell you that the bus is Metro Mike? (He says that sometimes he has a busload of people. The picture of the bus also has a face as though it is speaking.)

Pages 100 – 1011) Facts and Details Have students tell what facts they learned about Washington, D.C., on

these pages. (Laws are rules. The leaders of our country make the laws in Washington, D.C. People vote for the leaders who make the laws.) How do you know these are facts? (They can be proved true.)

2) Evaluation Why is it important that everyone votes in elections? (It means that everyone has a chance to elect the leader they want to make laws.)

3) Analysis/Text Evidence What building is this? (the Capitol) What happens in the Capitol? (The leaders that we vote for make and vote on laws in this building.) Reread the part that tells you this.

Pages 102 – 1031) Use Selection Words Have students locate the selection words documents and

government on page 103. What two documents are important treasures of our government? (the Declaration of Independence and the U.S. Constitution)

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2) Facts and Details Have students tell what facts they learned about our country’s documents on these pages. (The Declaration of Independence says that Americans have the right to be free. The U.S. Constitution is a plan for our country’s government.)

Pages 104 – 1051) Important Ideas Being President is a very important job. What does the President do?

(The President is the leader of our country.)2) Facts and Details Who is called the “Father of Our Country”? (George Washington)

Why is he called that? (He is our first President.) What other details did you learn about George Washington? (Washington, D.C., was named after him.)

3) Evaluation/Text Evidence Why is the White House an important stop for the bus? (The White House is a symbol of the nation. It is where the President, our country’s leader, lives and works.)

Pages 106 – 1071) Draw Conclusions / Reread Challenging Text The bird on page 107 is the bald eagle.

Why is the bald eagle a symbol of the United States? (It is strong and free, so it stands for the United States being strong and free.)

2) Analysis / Text Evidence How does the author feel about the bird on page 106 and 107? (The author is proud of the bird that stands for America.) What clues in the text tell you that? (He calls the bird beautiful, strong, and free.)

Pages 108 – 1091) Sort Nouns and Verbs Look at the words on page 108. Which words can we identify as

nouns? (street; flag(s); Washington, D.C.; stars; stripes; places; America) Which words can we identify as verbs? (we see, flying, stands)

2) Inference Look at the building on page 108. This is the Washington Monument. Why would there be a building named after George Washington in Washington,, D.C.? (He was the first President of our country, so it makes sense that he would have a building in our country’s capital.)


- Expository Text How is this selection different from a story about a pretend city? (This selection is about a real city, Washington, D.C. A pretend city is not a real city where people live and work.)

- Confirm Predictions How did you use pictures or story clues to predict what you would read about next? (I could tell by the numbers on the map the important places the selection would tell about in what order.)

- Compare and Contrast The bald eagle and the U.S. flag are both symbols of our country. How are they alike? How are they different? (They both stand for freedom. The bald eagle is a wild animal that is free and strong like our country. The flag has stars and stripes that represent important things in our country.)

- Draw Conclusions Why do you think so many people visit Washington D.C? (They want to learn more about our government and our capital city.)

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- Text Features How do the map numbers help you understand the selection? (The map numbers show where the bus stops along the tour. I can find them on the map on pages 96 – 97. They tell the order of the places Metro Mike points out.)

Literary NonfictionSpeaker’s ViewpointIdentify Speaker’s Viewpoint Use the selection A Trip to Washington, D.C. to have students identify the speaker or narrator.

- Who is telling what happens in A Trip to Washington, D.C.? (Metro Mike)- Metro Mike is the speaker in the selection. He tells what happens. Sometimes we use the

term narrator to mean “speaker.”- How does Metro Mike feel about Washington, D.C.? How do you know? (He likes

Washington, D.C. He says that it is a great city.)- The speaker’s viewpoint is the way the speaker looks at the subject. Metro Mike says that

Washington, D.C., is his home, It sounds as if he is proud to call the city home.

ConventionsAdjectives for SizeTeach Write big city. Point to each word as you read it. Ask students to identify the adjectives that tell about the size of the city. (big) Words that describe cities are adjectives. What does the word big tell about the noun city? (It tells the size of the city.)

Guide Practice Write the following examples. Read the words aloud and have students identify the adjectives for size in each example.

1) tall skyscraper (tall)2) small playground (small)3) big skyline (big)4) wide streets (wide)

Shades of Meaning Have students identify other adjectives for size that are similar in meaning to big. Write the words and have students tell a noun that the adjective could describe. For example, use boat and write huge boat, giant boat, and large boat. Discuss how each adjective slightly changes the meaning of each phrase. Repeat the routine with the adjective small.

Apply Have students complete these sentence frames orally using adjectives for size.

1) Eat a ________ meal before your trip.2) It’s a thrill to take a trip to the ________ city.3) Look for the ______ statue in the park.


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Writing Descriptive PoemIntroduce the Prompt Review with students the key features of a descriptive poem. Point out that in A Trip to Washington, D.C., readers learn about sights to see in the nation’s capital. Explain that today students will plan a descriptive poem that tells about sights at another place. Read aloud the writing prompt.

Writing PromptThink about a field trip you would like to take. Write a poem describing what you would like to see.

Generate Poem Ideas Think Aloud: To plan a descriptive poem about a place, think of places you’d like to go on a field trip. Let’s make a chart of places we could go on a field trip and what we would see at each place. Display a T-chart. I’ll start with the word park.

Guide students in identifying places to go on a field trip and what you would see in each place. Possible ideas are shown. Record the responses, and keep the chart so that students can refer to it as they plan and draft their poems.

Places to Go Sights to Seeparkmuseumaquariumplay (theater)

statue, pond, gardenart, old bonesfish, shellspuppets, actors

Have students choose a location for their descriptive poem.

Use Reader’s and Writer’s Notebook, page 448 to model planning a descriptive poem.

HandwritingLetter Ff/Left-to-Right ProgressionModel Letter Formation Display uppercase and lowercase letter Ff. Use the stroke instructions pictured below to model proper letter formation.

Model Left-to-Right Progression Explain that when we write a word, all the letters in that word are written from left to right. Individual letters are also written from top to bottom. Write the word float using correct spacing and left-to-right, top-to-bottom progression. When I write the letters in a word, I start on the left and continue adding letters to the right. Write the word float again, clearly demonstrating that each letter is written from top to bottom. When I write letters in this way, I can write a word faster and easier.

Guide Practice Write the following sentences, demonstrating correct left-to-right and top-to-bottom progression.

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The boat floats on the water.


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Unit 4 Week 3 – A Trip to Washington D.C. - Day 3Phonemic AwarenessCreate WordsModel Changing Phonemes Have students look at the pictures on pages 90 – 91. Today we are going to use this picture to help us change a sound in a word to make new words. The directions tell us to find the flag blowing in the wind. I see that blow begins with /b/ /l/ and ends with the vowel sound /ō/. I want to change the word blow to glow. To do this I will change /b/ /l/ to /g/ /l/ and keep the vowel sound /ō/.

Guide Practice Have students use the picture to find words that rhyme with mow, such as crow and show. Have them explain what sound was dropped and what sound was added to make each new word.

crow show glow bow tow

On Their Own Have students change the initial /b/ /l/ in blow to make new words from the picture.

PhonicsBuild WordsModel Word Building Now we are going to build words with three letter consonant blends. Write sting and blend it. Watch me add r after st in sting to change it into a word with a three-letter consonant blend. Model blending the new word, string.

Guide Practice Have students spell split with letter tiles. Monitor students work as they build words.

- Add n before the t in split. Say the new word together, splint.- Change the l in splint to r. Say the new word together, sprint.- Change the nt in sprint to ng. Say the new word together, spring.

Fluent Word ReadingModel Write foam. I know the sounds for the letters f, oa, and m. I blend them and read the word foam.

Guide Practice Write the words below. Say the sounds in your head for each spelling. When I point to the word, we’ll read it together. Allow one second per sound-previewing time.

splash thrill crow whoa spring elbow

On Their Own Have students read the list above three or four times until they can read one word per second.

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SpellingWords with oa, owSpell High-Frequency Words Write once and wild. Have students say and spell the words with you and then without you.

Dictation Say each sentence. Then repeat it slowly, one word at a time. Have students write these sentences.

1) A wild cat plays in the snow.2) Clean your coat and soap.3) We once drove on that road.




High-Frequency Wordsfound took wild mouth once

Selection Wordscapital country documents government


1) We ________ the bus to the park. (took)2) I _________ a shell on the beach. (found)3) Washington, D.C., is the __________ of America. (capital)4) There are many ________ in Washington, D.C. (documents)5) Do you drink water if your ________ is dry? (mouth)6) America is a big __________. (country)

Think CriticallyComplete Think Critically on page 110. Scan and email student’s responses to your teacher.

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ConventionsAdjectives for SizeReview Remind students that adjectives describe people, places, and things. Some adjectives tell about size: small coin, large flag.Guide Practice Write this sentence and have students read it aloud.

The capital is a large city.

- What other adjectives could we use in place of large to describe the size of the city?

Apply Have students complete these sentence frames orally using adjectives for size.

1) The bird makes a _________ splash.2) The baby bird has a ________ beak.3) The ______ road goes to Washington, D.C.


Let’s Write It!Write a Descriptive Poem Use pages 112- 113 in the Student Edition. Read aloud the Key Features of a Descriptive Poem and the definition of a descriptive poem Real aloud the Writing Prompt and discuss the Writer’s Checklist.

Review the Student Model Read aloud “The Best Field Trip.” Discuss the side note about the writing trait and genre. Have students identify the poem’s focus. (the zoo) Have students name the words that rhyme at the ends of the lines. Point out that not all the lines rhyme.

Connect to Conventions Read to students the Conventions note about adjectives for size. Point out adjectives that tell about size in the model.

Listening and SpeakingPoetry PresentationTell students that reading poetry is in some ways like singing a song.

- When you sing a song, the music has a regular beat, or rhythm. Poets often arrange their words to give their poems rhythm.

- Another way to make a poem sound like a song is to have words that rhyme. Rhythm and rhyme make poems fun to read and enjoyable to listen to.

Model Point out that when presenting a piece of poetry, it is important to understand the meaning of all the words and to look for commas and other punctuation marks so that the reader can know where to stop and where to pause. Taking these steps will help the reader read the poem with expression and intonation. Use the poem below to model presenting a piece of poetry.

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Mary had a little cat.Its fur was white as snow.Everywhere Mary sat,The cat was sure to follow.

Guide Practice Briefly discuss what students have learned to do before reading a poem. Make a list. Read the poem aloud with students modeling correct expression and intonation. Then ask students the following questions:

1) What is the first thing you do before presenting a poem?2) What should you do if you don’t understand all the words?3) How do good speakers present a poem?4) Did you hear any special rhythm as I read the poem? Let’s clap our hands to the rhythm

as I read the poem again.

Research and InquiryReading a Bar GraphExplain that sometimes information is presented on graphs to make them easier to read and to compare the data.

Use Reader’s and Writer’s Notebook, page 450. Scan and email the completed workbook page to your teacher.

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Unit 4 Week 3 – A Trip to Washington D.C. - Day 4Phonemic AwarenessChange PhonemesModel This week we read about the Statue of Liberty. This statue is of a woman wearing a crown. Listen as I say the sounds in crown. Slowly model the sounds in crown, /k/ /r/ /ou/ /n/. Now I will change the first sound in crown to /f/ to make a new word, frown. We’re going to make new words by changing a sound at the beginning of a word.

Guide Practice I will say a word, and you will change the sound at the beginning of the word to /b/ to make a new word. Say each word below; then guide students in changing the beginning of each word to /b/ to make a new word.

lend (bend)slow (blow)roast (boast)trim (brim)coat (boat)pride (bride)

PhonicsReview Vowel Digraphs ea; Adding EndingsReview Vowel Digraphs ea To review last week’s first phonics skill, write seal. You studied words with ea last week. What do you know about the vowel sounds in this word? (The vowel sound is usually long e, but sometimes it is short e.) What letters spell the sound /ē/ in seal? (The ea stands for the short /ē/.)

Review Adding Endings To review last week’s second phonics skill, write dry, dried and driest. You can read these words because you know how to read the case word and the ending when there is a spelling change. What is the base word? (dry) What spelling change was made in the base word? (The y was changed to i.) What is the ending? (-ed) What is the word? (dried) Repeat with the word driest.

Guide Practice Draw a T-chart. Label the columns Spelling Change and No Spelling Change. When I say a word, hold up one hand if the base word has a spelling change when the ending is added or hold up both hands if the base word does not have a spelling change: cleaning, ceramists, easiest, leaves, screamed, sneakier, spied, streaming. Write each word in the appropriate column. Have students identify the base word and what, if any, spelling change was made.

Spelling Change No Spelling Changecreamiesteasiestsneakierspied

cleaningleavesscreamedstreaming

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draw Buddy these right good-byeknow tired colors great sealover show easy leaves drewJean sign Teddy beach prettier

Read Words in Context Display these sentences. Ask students to read each sentence. Then randomly point to review words and have students read them.

1) Did buddy know it wasn’t easy for Jean to say good-bye?2) Come right over to see a great show on the beach.3) The colors of these leaves are prettier than those.4) Teddy tried to draw a seal on the sign.

SpellingWords with oa, owReview Supply students with index cards on which the spelling words have been written. Have students read each card. If they say the word correct they keep the card. If they say the word in correctly they give the card to you. Return to the card later in the review.


ConventionsAdjectives for SizeTest Practice Use Reader’s and Writer’s Notebook, page 456 to help students understand how to identify adjectives for size in test items. Recall that adjectives describe: big dog, little kitten, small car. Model identifying an adjective for size in a sentence by writing the sentence, reading it aloud, and underlining the adjective.

We waved small flags.


WritingDescriptive PoemRevising Yesterday we wrote descriptive poems about a place we would like to go to on a field trip. Today we will revise. We can help people who read the poems. We could make the poems clearer o more interesting by adding phrases that give more details.

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Explain that time is a time for making the poem clear for anyone who will read it. Tomorrow students will proofread to correct any errors such as misspellings, miss capital letters, or misplaced punctuation.

Revising Tips- Make sure your poem has a clear focus.- Add phrases to make a description clear.

Save the revisions for use later in the week.

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Unit 4 Week 3 – A Trip to Washington D.C. - Day 5Phonemic AwarenessReview Changing PhonemesHave students substitute the beginning sound in each word below to make a new word. If students make an error, model the correct response. Return to the word later in the practice.

sow, /t/ towtoast, /b/ boastbatch, /m/ matchhope, /s/ soapwoke, /p/ pokecheese, /th/ theseclip, /ch/ chipnext, /t/ textroad, /t/ toad

PhonicsReview Vowel Digraphs oa, ow; Three-Letter Consonant BlendsTarget Phonics Skills Write the following sentences. Have students read each one, first quietly to themselves and then aloud as you track the print.

1) The coach will show us where to hit the ball.2) Our street has a row of spruce trees.3) In the spring, we can float you yellow boat.4) Use string and scraps of paper to make art.

Spelling TestWords with oa, owDictate Spelling Words Say each word, read the sentence, repeat the word, and allow time for students to write the word.

1) boat My paper boat soon sank!2) road Let’s walk down that dirt road.3) snow The snow is two feet deep.4) row We’ll row our boat to shore.5) yellow He can’t find his yellow hat.6) loaf We have a loaf of bread.7) coat Where is your new coat?8) soap Use soap to clean your hands.9) blow Please blow on the hot drink.10) pillow The pillow is soft.

High-Frequency Words11) once We once saw a deer in those woods.12) wild There are wild ponies on the island.

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VocabularySort Nouns and VerbsTeach Read and discuss the Vocabulary lesson pn page 119 of the Student Edition. Use the model to explain that words can be sorted into groups.

Model Point to the first illustration. What is that a picture of? (a boat) A boat is a thing, so it is a noun. Point to the other illustration. What is happening in this picture. (A child is running.) This is an action, so it is a verb. We can sort the words into groups. Boat is a noun and run is a verb.

Guide Practice Read the illustrations for the Vocabulary Practice It! activity. Create a T-chart with the headings Noun and Verb. Read the first word and then have students repeat after you.

I know a tree is a thing. People, places, things, or animals are nouns. So I will write tree under Noun.

On Their Own Have students continue sorting the other words in the list into nouns and verbs.

Text-Based ComprehensionReview Facts and DetailsRemember that good readers look for facts and details to better understand nonfiction. What are facts? (ideas you can prove to be true) What are details? (small pieces of information)

Check Understanding Read aloud the following story and have students answer the questions that follow.

Today is Tom’s birthday. He will be seven years old. Every year for his birthday, Tom has dinner with his whole family. Last year they are Mexican food. This year they will eat American food. Last year, 25 people came to the dinner. Tom is looking forward to seeing all his aunts, uncles, and cousins. He has 12 cousins!

1) How old will Tom be? (seven)2) What will they eat at his birthday dinner this year? (American food)

ConventionsReview Adjectives for SizeRemind students that some adjectives describe the size of people, animals, places, or things. Have them give several examples of adjectives for size.

Guide Practice Write the following sentences. Have students write an adjective that makes sense in each blank.

1) I see a _______ lake.2) We saw a _______statue.3) We go to a ________ school.

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WritingDescriptive PoemReview Revising Remind students that yesterday they revised their poems. They may have added phrases to make the poems clearer or to add descriptions. Today they will proofread their poems.

Teach When we proofread, we check to make sure the words are correct. We can check to make sure the adjectives are correct. I can use our word lists or a dictionary to check my spelling.

Proofread Display the Proofreading Tips. Have students proofread their poems to correct any misspellings, errors with contractions, or errors with punctuation.

Proofreading Tips- Are my adjectives spelled correctly? Check a dictionary- Do I spell other correctly? Check a dictionary.- Do my contractions have apostrophes?- Did I use end marks correctly?

Present Have students write or use a computer to make a final draft of their poems, with their revisions and proofreading corrections. Help as appropriate.

When students have finished writing their poems, scan and email the completed poem to your teacher.


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Unit 4 Week 4 – A Southern Ranch - Day 1Content KnowledgeTreasuring Special PlacesConcept Talk To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about why people treasure special places. Write the Question of the Week, Why do we treasure special places?, and track the print as you read it.

Build Oral LanguageTalk About Treasuring Special Places Have students turn to pages 120 – 121 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion.

- One reason why we treasure special places is because they are fun. What are some fun things you could do in the places pictured here? (I could build a sand castle. I could go on rides.)

- Look at the students in the pictures. What do you notice about them? (They are friends; they like being together.)

Build Oral LanguageAmazing Words

Word Meaningfavorite A person or a thing that is liked more than others.familiar One who is well acquainted with something.impression The effect or influence that something or someone has on a person’s thoughts or

feelings.memory The power or process of remembering what has been learned.errand A short journey that you take to do or get somethingstampede An occurrence in which a large group of frightened or excited animals or people run

together in a wild and uncontrolled way to escape for something, get out of a place, etc.

Students should look up the definition of each word above and write it in student friendly language. After they have looked up the definition of each word they should write each word in a sentence.

Phonemic AwarenessLong e and Long iIntroduce Read the last three bullet point on pages 122. The vowel sound in field is /ē/. The vowel sound in piece is /ē/ The vowel sound in pie is /ī/. Have students identify items or actions that contain /ī/. (fries, pie, light, knight)

Model Listen to the sounds in field: /f/ /ē/ /l/ /d/. Let’s blend those sounds: /f/ /ē/ /l/ /d/, field. Continue with pie and night. Guide students as they segment and blend these words: lie, fries, tie, light, bright shield, piece.

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PhonicsBlend Words Have students turn to page 124 in their Student Edition. I see a pie and a field. I also see a light bulb. When I say pie, I hear the sound /ī/. In pie, /ī/ is spelled ie. When I say field, I heard the sound /ē/. In field, /ē/ is also spelled ie. When I say light bulb, I heard the sound /ī/ in the first syllable. The sound /ī/ sound in light bulb is spelled igh.

Guide Practice For each word in “Words I Can Blend” ask for the sound of each letter. Make sure that students identify the correct sound for ie or igh. Then have students blend the whole word.


Spelling PretestWords with ie, ighDictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify the pronunciations, and give meanings of words. Have students check thir pretests and correct misspelled words.

1) lie She will lie down for a nap.2) tie Be sure to tie your shoelaces.3) high Our yard has a high fence.4) might We might go to Grandma’s today.5) right The bus turned right at the corner.6) night The moon was full last night.’7) bright We saw a bright star.8) light Please turn the light off.9) pie Apple pie is my favorite.10) tight This lid is on too tight.

High-Frequency WordsRead Have students turn to page 125 in their Student Edition. Read each word and sentence aloud.


ConventionsAdjectives for What KindTeach Explain that an adjective is a word that describes a person, animal, place, or thing. Furry is an adjective. If I say the furry dog, the word furry tells what kind of dog: a furry dog.

Apply Have students complete these sentence frames orally using an adjective for what kind in each sentence.

1) Today is a __________ day.

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2) My pencil is a _____________ pencil.3) I saw a _____________ kitten.

WritingRealistic StoryIntroduce This week you will write a realistic story. A realistic story is made up, but ut us like real life. It has characters and a setting that seem real. You can imagine this kind of story really happening.

Examine Model Text Let’s listen to a realistic story. Track the print as you read aloud “Riley’s Ride” on Reader’s and Writer’s Notebook, page 460. Have students follow along.

Key Features Who are the main characters in this story? (Riley and her mom) Help students find and circle the names. Have students point to the word that names the setting. (fair)

What happens at the beginning of the story? (Riley goes to the fair with her family.) In the middle of the story, Riley sees horses. What happens at the end? (Riley rides a horse.)

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Unit 4 Week 4 – A Southern Ranch - Day 2Phonemic AwarenessSegment and Blend PhonemesModel Look at the picture. I see toy knights. The first sound in knight is /n/. I see a woman holding up a wreath. The first sound in wreath is /r/. Listen to the sounds in knights: /n/ /ī/ /t/ /s/. There are four sounds in knights. Let’s blend those sounds: /n/ /ī/ /t/ /s/, knights. Continue with wreath.

Guide Practice Guide students as they segment and blend these words from the picture: knock, knob, write, knit, wrench.

PhonicsBlend Words Have students turn to page 126 in their Student Edition. Look at the pictures on this page. The word in the first picture is knight. When I say knight, I hear the sound /n/ at the beginning. In knight, the /n/ sound is spelled kn. The word in the next picture is wrench. When I say wrench, I hear the sound /r/ at the beginning. In wrench, the /r/ sound is spelled wr.

Guide Practice For each word in “Words I can Blend” ask for the sound of each letter or group of letters. Make sure that students identify the correct sounds for kn and wr. Then have students blend the whole word.

Decode Words in Isolation Display these words. Have students blend the words. Then point to the words in random order and ask students to decode them quickly.

lie chief slight beastgrain toad shield flightwaist wheat flies road


1) A seal tried to shield the fish from the boat.2) Faith might fix fried eggs for us.3) Her nieces at a light meal on the long train trip.

On Their Own Use Reader’s and Writer’s Notebook, page . Scan and email the completed workbook page to your teacher.

SpellingWords with ie, ighGuide Practice Tell students that you will segment the sounds in each spelling word. They should repeat the sounds in each word as they write the word. Check the spelling of each word before saying the next word.

1) /l/ /ī/ lie2) /t/ /ī/ tie3) /h/ /ī/ high

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4) /m/ /ī/ /t/ might5) /r/ /ī/ /t/ right6) /n/ /ī/ /t/ night7) /b/ /r/ /ī/ /t/ bright8) /l/ /ī/ /t/ light9) /t/ /ī/ /t/ tight10) /p/ /ī/ pie

On Their Own Use Reader’s and Write’s Notebook, page . Scan and email the completed workbook page to your teacher.

Text-Based ComprehensionIntroduce Main SelectionGenre Expository text tells about real people, places, and events. As they read A Southern Ranch, ask children to look for facts and details that tell about life on a ranch.


Purpose Good readers read for a purpose. Setting a purpose helps us to think and understand more as we read. Guide students to set a purpose for reading the selection.

As you and your student read A Southern Ranch check for understanding by asking the following questions. Answers to the questions are in blue.

As you and your student read The Big Circle check for understanding by asking the following questions. Answers to the questions are in blue.

Pages 128 – 1291) Connect to Concept Look at the picture on page 129. Who do you think this man is?

Tell about him. Encourage students to answer in complete sentences. (He is riding a horse and wearing special pants. He also has a cowboy hat on. I think he might be a cowboy.)

Pages 130 – 1311) Facts and Details What are livestock? (horses, cows, sheep, goats) What do ranch hands

do with livestock? (They help look after the livestock.)2) Analysis/Text Evidence What do you learn about the lives of the people who work on

this ranch from pages 130? (They start their day early, before the sun comes up.)3) Analysis/Text Evidence When you read the text and look at the picture on page 131,

what conclusions can you draw about the people in the picture? (The people must be ranch hands. They are probably storing hay for cattle, since this is a cattle ranch.)

Pages 132 – 1331) Facts and Details What are two ways that ranch hands get around? (They drive pickup

trucks and ride horses.)

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2) Facts and Details What are two things ranch hands do for animals? (They care for sick animals and watch herds of cattle.)

3) Compare and Contrast/ Evaluation How does the job of a ranch hand today compare with that of ranch hands long ago? (Long ago, ranch hands rode horses to take cattle up long trails. Ranch hands today use trucks and horses; long ago there were only horses.) What clue words are used to show how a ranch hand’s job today is similar to the job long ago? (still)

Pages 134 – 1351) Facts and Details What do cattle eat? (grass, hay, and grain) What do they eat in the

summer? (grass)2) Cause and Effect / Text Evidence Why do ranch hands move cattle to new places in the

summer? (If the cattle eat all the grass in one area, the ranch hands move them to a new area with grass.)

3) Analysis How do the seasons of the year affect the job of a ranch hand? (Spring and fall are probably hard because of the roundups; in summer they watch the herd and lead it to grassier places; in winter, they must feed the herds.)

Pages 136 – 1371) Use Context Clues If you heard the first sentence on page 136, but did not see it, how

would you know the meaning of eight? (Ten is a number, so I know that eight is a number too. The verb ate does not make sense in this sentence.)

2) Evaluation Why are horses and dogs more helpful than a truck to round up cattle? (Horses can be trained to move by just a touch. Ranch hands can use horses or dogs to get closer to the cattle without hurting them.)

Pages 138 – 1391) Evaluation / Text Evidence How does a heard of cattle grow to have 600 cows? (The

ranch hands bring small bunches to one place and then move those bigger bunches to a new place. More and more cows are gradually added to the herd.)

Pages 140 – 1411) Use Selection Words Have students locate the selection words point and front. How are

the meanings of those two words related? (The point position is at the front of the herd. Both words mean “at the head of the herd.”)

2) Facts and Details When ranch hands are riding with a herd of cattle, what are their three different positions called? (point, swing, and drag) Where is each position located? (Point is in front, swing is on the side, and drag is at the back.)

3) Analysis Why is riding ”drag” the dustiest job? (The cattle probably kick up a lot of dust when they move, so whoever is riding in the back has to ride through the dust.)

4) Analysis Look at the ranch hand on page 141. Why do you think she is wearing the red bandanna on her face? (She might be riding drag, so she is protecting her face from the dust that the cattle will kick up.)

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- Expository Text How is this selection different from a story about made-up characters on a ranch? (This selection gives information about what real ranch hands do; it does not have a plot.)

- Confirm Predictions How did you use the pictures to predict what you would learn about in this story? (I could tell that I would learn about the work that ranch hands do on a cattle ranch.)

GenreExpository TextIdentify Features of Expository Text Explain that students will compare A Southern Ranch with the main selection from Week 3, A Trip to Washington, D.C.

- What did the selection A Trip to Washington, D.C. tell about? (It told about places to see in Washington, D.C. our nation’s capital.)

- Did the author write that selection to tell a story or to give information? (The author wrote it to give information.)

ConventionsAdjectives for What KindTeach Write There was once a smart boy. Point to each word as you read it. An adjective is a word that describes. Which word in this sentence is an adjective? (smart) What noun does smart describe? (boy) What other adjectives could tell what kind of boy? (happy, sad, friendly)

Guide Practice Write the following sentences. Have students read the sentences with you and identify the adjectives for what kind in each sentence.

1) Mr. Blake told a funny story. (funny)2) I like that old hat. (old)3) They lived in a new house. (new)4) The hen laid a fresh egg. (fresh)

Apply Have students complete these sentences frames orally using adjectives for what kind.

1) She sat in a _______ chair.2) My friend has ______ hair.


WritingRealistic StoryIntroduce the Prompt Review with students they key features of a realistic story from yesterday. Explain that today students will plan their own story with characters, a setting, and events that really could happen. It will be a story with a beginning, middle, and end. Read aloud the writing prompt.

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Writing PromptThink about life on a ranch. Write a story about children who visit or live on a ranch.

Discuss the Rubric Discuss with students the rubric on Reader’s and Writer’s Notebook, page 464. Explain that a teacher can use these ideas to find out how well students write a good realistic story. Tell students that they will use these ideas to check their writing this week. Have students track the print as you read aloud the rubric. You can read the complete rubric to students or focus on a few traits, such as the week’s trait: Sentences.

HandwritingLetter Zz / Letter Slant

Model Letter Formation Display uppercase and lowercase letter Zz. Use the stroke instructions pictured below to model proper letter formation.

Model Consisten Letter Slant Explain that when we write a word, all the letters in that weord should be slanted consistently. Write the word buzz two times, one with the letter slanted inconsistnetly, and one with the letters slanted correctly. When I write the letters in a word, I need to make sure they all go the same way. Write the word buzz again, with some letters slanted to the right, others to the left, and some vertical. That’s pretty hard to read! By correctly slanting the letters in a word, I make it easier for others to understand what I write.

Guide Practice Write the following words, two slanted correctly and two slanted incorrectly.

zebra prize fizz fuzzy


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Unit 4 Week 4 – A Southern Ranch - Day 3Phonemic AwarenessChange PhonemesModel Changing Phonemes Read the first bullet point on page 122. Today we are going to change a sound in the word to make a new word. Change the /t/ sound in tie to /p/. The new word is pie. Now I will look for a picture of that new word, pie.

Guide Practice Help students change one sound in each word to make a new word. Then have them point to the matching picture.

field change /f/ to /sh/ shieldrice change /s/ to /t/ write

PhonicsBlend WordsModel Word Building Now we are going to build words with long I spelled igh. Write sigh and blend it. Watch me add t to sigh. Model blending the new word, sight.

Guide Practice Have students spell sight. Monitor students work as they build words.

- Change the s in sight to l. Say the new word together, light.- Change the l in light to n. Say the new word together, night.- Change the n in night to r. Say the new word together, right.- Add b to the beginning of right. Say the new word together, bright.

SpellingWords with ie, ighSpell High-Frequency Words Write above and laugh. Have students say and spell the words with you and then without you.

Dictation Say each sentence. Then repeat each slowly, one word at a time. Have students write the sentences.

1) The bright light came from above.2) I might make a pie.3) I laugh at Dad’s silly tie.



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High-Frequency and Selection WordsRead Words in Isolation Display an review this week’s high-frequency words and selection words. Have students read the words aloud.

High-Frequency Wordsabove moon eight touch laugh

Selection Wordscattle cow front point roundup sold


1) Moon and stars shine _______ us. (above)2) I see eight _______ in that pen. (cows)3) That ranch hand sold me these ________. (cattle)4) She steers her horse by touch at _______. (roundup)5) Ranch hands riding “point” ride in ________. (front)6) Wen roundup is over, ranch hands can _______ and play. (laugh)

Think CriticallyComplete Think Critically on page 144 of the Student Edition. Scan and email students answers to your teacher.

ConventionsAdjectives for What KindReview Remind students that an adjective can tell what kind of person, animal, place, or thing: a delicious meal, warm socks, big dog, crowded store.

Guide Practice Write this sentence and have students read it aloud.

That is a dusty job!

- Which word is an adjective? (dusty)- What is another adjective you could use to describe a job? (hard, easy, etc)

Apply Have students complete these sentence frames orally with an adjective that tells what kind.

1) Ranch hands may drive _______ trucks.2) They take care of _______ animals.3) They ride _____ horses.


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Let’s Write It!Write a Realistic Story Use pages 146 – 147. Read aloud the Key Features of a Realistic Story and the definition of a realistic story. Read aloud the Writing Prompt and discuss the Writer’s Checklist.

Review the Student Model Read aloud “The Ranch” Point out the realistic characters, setting, and events. Use the words first, then and last as you retell the story to help students recognize the beginning, middle and end. Discuss the notes about the writing trait, the genre, and adjectives.

Connect to Conventions Read to students the Conventions note about adjectives for what kind. Point out adjectives in the model story.

Writing Realistic FictionHave students revisit the Top Score Response rubric on Reader’s and Writer’s Notebook, page 464. Remind them that they wrote realistic stories yesterday. Explain that today they will evaluate their stories using the rubric.

Read aloud the Sentences portion of the rubric. A good realistic story has different kinds of sentences that are clear and complete. When someone reads your story, he or she should understand exactly what you are describing. The sentences are easy to understand. They have a subject and a verb. A good realistic story includes statements, questions, and exclamations.

Tell students to evaluate the sentences in their story. Point out that students writing may receive a good evaluation for each trait. However, some traits may need to be improved. Lower scores can help students see where they need to focus more attention or effort

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Unit 4 Week 4 – A Southern Ranch - Day 4Phonemic AwarenessSegment and Blend SyllablesModel This week we read about a cattle ranch. Listen as I say the two syllables in cattle. Slowly model the syllables in cattle: /cat/ /l/. Now I will blend the two syllables together to say the word: /cat/ /l/, cattle.

Guide Practice I will say two syllables. Repeat them after me. Then blend the syllables to make a word from the story. Say each syllable pair below. Have students say and blend the syllables to form a word.

/liv/ /stok/ (livestock)/las/ /ōz/ (lassos)/pik/ /up/ (pickup)/sum/ /ǝr/ (summer)/win/ /tǝr/ (winter)/round/ /ups/ (roundups)

Fluent Word ReadingRead Words in Isolation Display these words. Tell students that they can beldn some words on the list.

Have students read the list three or four times until they can read at a rate of two to three seconds per word.

once dish road mouth becomehopped draw truck over screamsstray friend yellow toads splashcats milk wet know spring

Read Words in Context Display these sentences. Have students read each sentence. Then randomly point to review words and ave students read them.

1) Once I gave stray cats milk in a big yellow dish.2) My friend drives his red truck on this road each day.3) Screams left my mouth when toads hopped in my tent.4) I know I’ll become very wet if I splash in that spring.

SpellingWords with ie, ighSupply students with index cards on which the spelling words have been written. Read each word to students and have them write it down. If they spell the word correctly give the card to them. If they spell the word incorrectly keep the card and put it back in the deck.


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ConventionsAdjectives for What KindTest Practice Use Reader’s and Writer’s Notebook, page 471 to help students understand descriptive adjectives in test items. Recall that an adjective describes a person, place, animal, or thing. Model identifying adjectives for what kind in a sentence by writing this sentence, reading it aloud, and underlining the adjectives.

Did you see that tall man in the dark hat?


WritingRealistic StoryRemind students that yesterday they used a rubric to evaluate their realistic stories. Explain that today they will write another realistic story.

Write Tell students it is time to take another writing test. Ask them to paper and pencil ready. Display and read the writing prompt and allow students time to write the prompt. Remind students to think about the key features of a realistic story. Point out that students should leave themselves a few minutes after writing to reread what they have written and make changes or additions.

Writing PromptThink of a place you would want to visit. Write a story about a family that lives there.

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Unit 4 Week 4 – A Southern Ranch - Day 5Phonemic AwarenessSegment and Blend SyllablesSyllables Have students segment and blend the syllables in each word below. If students make an error, model the correct response. Return to the word later in the practice. Have students count the syllable in each word. Remind them that a syllable must have a vowel sound.

/hī/ /ǝr/ higher/nek/ /tī/ necktie/frit/ /n/ frighten/bi/ /lēv/ believe/rīt/ /ing/ writing/nok/ /ing/ nocking

PhonicsVowel Digraphs ie, igh; ConsonantPatterns kn, wrTarget Phonics Skills Write the following sentences. Have students read each one. First quietly to themselves and then aloud as you track the print.

1) It is not right to tell lies.2) The thief hurt his knees when he fell in the field.3) This knife is the wrong size for cutting pies.4) A wren sat high in a tree and sang in bright sunlight.

Spelling TestWords with ie, ightDictate Selling Words Say each word, read the sentence, repeat the word, and alloq time for students to write the word.

1) lie She will lie down for a nap.2) tie Be sure to tie your shoelaces.3) high Our yard has a high fence.4) might We might go to Grandma’s today.5) right The bus turned right at the corner.6) night The moon was full last night.’7) bright We saw a bright star.8) light Please turn the light off.9) pie Apple pie is my favorite.10) tight This lid is on too tight.

High-Frequency Words11) above Look on the shelf above the sink.12) laugh Mike’s joke made me laugh.

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Text-Based ComprehensionReview Facts and DetailsRemember that good readers pay attention to facts and details as they read. What is a fact? (a piece of information that can be proved to be true) What are details? (small pieces of information)

Check Understanding Read aloud the following paragraph and have students answer the questions that follow.

Most ranch hands wear cowboy boots. Cowboy boots have pointed toes that help a horseback rider’s feet go easily into stirrups. They also have tall heels that keep the feet from going all the way through the stirrups. The boots are strong and comfortable. They are high enough to protect the rider’s feet and legs from snakes, thorns, barbed wire, and other dangers.

1) What parts of a cowboy boot are especially useful for riding a horse? (the pointed toes and the tall heels) How do tall heels help? (They keep the feet from sliding through the stirrups.)

2) What are some dangers that a ranch hand’s feet and legs must be protected from? (snakes, thorns, and barbed wire)

ConventionsAdjectives for What KindReview Remind students that adjectives can tell what kind of person, animal place or thing. Have them give examples of adjectives that tell what kind.

Guide Practice Write the following sentences. Have students write an adjective that makes sense in each blank.

1) That _______ dog runs fast.2) It was a _______ day.3) We ate a _______ lunch.

WritingRealistic StoryReview Revising Remind students that yesterday they learned more about realistic stories and they wrote to a second prompt. Today they will evaluate the stories they wrote.

Evaluate Have student evaluate their stories to make sure they have varied sentence types. Then have them use the rubric from Reader’s and Writer’s Notebook, page 464 to evaluate their stories based on the traits that you select.


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Unit 4 Week 5 – Peter’s Chair - Day 1Content KnowledgeTreasures at HomeConcept Talk To help students gain knowledge and understanding, tell them that this week they will talk, read, and write about how people can share treasures at home. Write the Question of the Week, What treasures can we share at home?, and track the print as you read it.

Build Oral LanguageTalk About Treasures at Home Have students turn to pages 154 – 155 in their Student Edition. Read the title and look at the photos. Use these questions to guide discussion.

- What treasures do you see pictured on pages 154 – 155? (a family photograph, children sharing a watermelon, a newborn baby)

- Why might people think a family photograph is a treasure to share at home? (It is a treasure because it shows many relatives.)


Word Meaningjealous Feeling of resentment against someone because of that person’s rivalry, success, or

advantages.relatives A person who is connected with another or others by blood or marriage.siblings A brother or sister.secret Done, made, or conducted without the knowledge of others.porridge A food made of oatmeal, or some other meal or cereal, boiled at a thick consistency in

water or milk.collector A person or thing that collects.flourish To be in a vigorous state; thrive.


Amazing Words at Work Have students look at the picture on page 155 in their Student Edition.

- Do you think the boy and baby in the hospital are brothers? Use the word sibling in your answer. (Yes, I think they are siblings.)

- Point to the family on page 154 – 155. What relatives might be missing from this photograph? Use the word relatives in your answer. (Older relatives of the grandparents might be missing.)

- Use the word jealous to tell me about the children in the photographs. (Sometimes children are jealous of each other. The boy might be jealous of the attention his baby brother is getting.)

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Phonemic AwarenessSegment and Blend WordsIntroduce Read together the third bullet point on page 156. What is the turtle eating? (popcorn) The word popcorn is a compound word. It is a word made up of two smaller words, pop and corn. Have students look at the picture to identify other items that are compound words. (bookshelf, newspaper, grapefruit, daydream, basketball)

Model First, listen to the sounds in the word pop: /p/ /o/ /p/. Now, listen to the sounds in the word corn: /k/ /ôr/ /n/. Now put the two words together: /p/ /o/ /p/ /k/ /ôr/ /n/, popcorn. Guide students as they segment and blend the words from the picture: bedroom, homework, headphones.

PhonicsBlend Words Have students turn to page 158 in their Student Edition. Look at the picture on this page. I see a picture of a football. When I say football, I hear the word foot first. I hear the word ball next. The word football is a compound word. A compound word is a word made up of two shorter words such as foot and ball. Together they make the word football.

Guide Practice For each word in “Words I Can Blend,” ask for the sound of each letter or group of letters. Ask students to name the two shorter words within each compound word. Then have students blend the whole word.


Spelling PretestCompound WordsDictate Spelling Words Dictate the spelling word and read the sentences. Have students write the words. If needed, segment the words for students, clarify the pronunciations, and give meanings of words. Have students check their pretests and correct misspelled words.

1) backpack My backpack is very heavy.2) outside I left my ball outside.3) baseball I hit the baseball with the bat.4) herself She washed herself with soap.5) flashlight Bill used a flashlight to see the path.6) bluebird We saw a bluebird at the feeder.7) lunchbox I ate all the food in my lunchbox.8) suitcase I packed my suitcase because of rain.9) inside We stayed inside because of rain.10) brainstorm Let’s brainstorm some ideas together.

High-Frequency WordsRead Have students read page 159 in their Student Edition aloud.

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ConventionsAdjectives for How Many and ArticlesTeach Explain that adjectives can describe people, places, and things in different ways. Some adjectives tel how many people, places, or things there are. One, two, and three are adjectives. Sometimes we can use an article that tells how many. The article a and an mean the same as one. The article the can mean the same as one or some.

Guide Practice Have students complete these sentence frames orally using adjectives that tell how many or an article.

1) He has __________ mouth.2) You have _________ hands.3) I have ______ fingers.

Writing Thank-You NoteIntroduce This week you will write a thank-you. A thank-you note is a friendly letter that thanks someone for doing something.

Examine Model Text Let’s listen to a thank-you note. Track the print as you read aloud the letter on Reader’s and Writer’s Notebook, page 476. Have students follow along.

Key Features Find the greeting in the thank-you note. Who is the note written to? (Hunter) Direct students to the closing. Who wrote the thank-you note? (Cody) What is Cody thanking Hunter for doing? (letting Cody play with Hunter’s basketball)

A thank-you note tells how the writer feels. How does Cody feel? (Cody feels happy that Hunter shared his basketball. Cody had fun playing games with Hunter.)

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