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Rugby and RosieRugby and Rosie

Rugby and Rosie

by Robin Sasby Robin Sas

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Objectives:Objectives:

You will:You will:– recognize base or root words with the recognize base or root words with the

suffix –ly, -ed, and –ing ,and how they suffix –ly, -ed, and –ing ,and how they affect meaning .affect meaning .

– Practice recognizing irregular past tense Practice recognizing irregular past tense verbs.verbs.

– Recognize contractions.Recognize contractions.– Recognize difficult words in the story.Recognize difficult words in the story.– Spelling sound short o.Spelling sound short o.– Develop fluency reading words and Develop fluency reading words and

sentences.sentences.

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Day 1 Word KnowledgeDay 1 Word Knowledge

eagerlyeagerly tightly friendly wiggly squigglytightly friendly wiggly squiggly What do these word have in common?What do these word have in common? Suffix –ly.Suffix –ly. What happens to the word What happens to the word

when it adds –ly?when it adds –ly? It becomes an adverb: a word that It becomes an adverb: a word that

modifies a verb, an adjective, or modifies a verb, an adjective, or another adverb. another adverb.

Did any of the spelling patterns change Did any of the spelling patterns change when adding –ly?when adding –ly?

Yes, you drop the e when adding –ly Yes, you drop the e when adding –ly on wiggle and squiggleon wiggle and squiggle

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Licked trottedLicked trotted wagged wagged turned mopedturned moped What do these words have in common?What do these words have in common? Suffix –edSuffix –ed Identify the base or root word and circle it.Identify the base or root word and circle it. Why does trotted and wagged have a double Why does trotted and wagged have a double

consonant?consonant? Short vowel soundShort vowel sound why doesn’t licked or turned? why doesn’t licked or turned? Double consonant after the vowel.Double consonant after the vowel.

Rule: The final consonant doubles when it is a Rule: The final consonant doubles when it is a consonant-vowel-consonant word and a suffix is consonant-vowel-consonant word and a suffix is being added.being added.

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chasingchasing racing pleasing leaving racing pleasing leaving havinghaving

What do these word have in common?What do these word have in common? Suffix –ingSuffix –ing What happens when you add –ing to a What happens when you add –ing to a

word that aends with an e? word that aends with an e? Drop the e and add the ending of –ing.Drop the e and add the ending of –ing.

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Know knew make made thinkKnow knew make made think thoughtthought What do these words have in common?What do these words have in common? Irregular past tense verbsIrregular past tense verbs Usually to make a verb past tense you Usually to make a verb past tense you

only have to add –ed. These are only have to add –ed. These are different.different.

Give the past tense of these verbs:Give the past tense of these verbs: run tell throw drink hang buy spendrun tell throw drink hang buy spend ran told threw drank hung bought spent ran told threw drank hung bought spent

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wasn’t he’d didn’t wouldn’t couldn’t she’swasn’t he’d didn’t wouldn’t couldn’t she’s What do these words have in common?What do these words have in common? Contractions: a word made from two words using Contractions: a word made from two words using

an apostrophe to take the place of omitted letters.an apostrophe to take the place of omitted letters.Chocolate restaurant tongues especially patientChocolate restaurant tongues especially patientWhat do these words have in common?What do these words have in common?Challenging words from the story. What do they Challenging words from the story. What do they

mean?mean?Pond job lots got stopPond job lots got stopWhat do these words have in common?What do these words have in common?Short o sound and spelling words.Short o sound and spelling words.

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Sentence 1:Sentence 1: She leaned forward eagerly and She leaned forward eagerly and licked Rugby right on the nose.licked Rugby right on the nose.

Sentence 2:Sentence 2: He made it very clear he wasn’t He made it very clear he wasn’t interested in being friends.interested in being friends.

Sentence 3:Sentence 3: Day after day, Rugby just moped Day after day, Rugby just moped around and wouldn’t play with us.around and wouldn’t play with us.

Identify the words with suffixesIdentify the words with suffixes Learned, eagerly, licked, interested, being, Learned, eagerly, licked, interested, being,

friends, mopedfriends, moped What are the contractions?What are the contractions? Wasn’t wouldn’tWasn’t wouldn’t What is the irregular past tense verb?What is the irregular past tense verb? mademade

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Sentence 4:Sentence 4: A pond is a habitat for lots A pond is a habitat for lots of animals.of animals.

Which words have a short o sound?Which words have a short o sound?

ponds lotsponds lots

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Objective:Today we will learn new

words so that we can better understand what we read.

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commands commands

Dad showed me Dad showed me how to teach her how to teach her simple simple commandscommands:: come, sit, stand, come, sit, stand, down, stay, and down, stay, and heel.heel.

The dog trainer The dog trainer gave the dog many gave the dog many commandscommands..

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Commands dictionary page 149 Thesaurus page110

•Short, firm instructions

• Synonyms: order, dictate, mandate

• Antonyms: insecurity,• uncertainly, vagueness• Part of speech: verb or • noun

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manners manners

My father sometimes My father sometimes has to remind me to has to remind me to watch my watch my mannersmanners at the dinner table.at the dinner table.

They used good They used good mannersmanners at the at the graduation ceremony.graduation ceremony.

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Manners dictionary page 449 Thesaurus page 379

• Habits of behavior• Part of speech: noun• Synonyms: habit, style, custom Antonyms: uncivilized unmannerly

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proud proud

I am very I am very proudproud of of the picture I the picture I painted.painted.

The teacher is The teacher is proud proud of her of her students.students.

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Proud Dictionary page 593 Thesaurus page 470

•Feeling very pleased with something

•Part of speech:•Adjective•Synonyms: superior•Antonyms: meek,•modest, humble

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trainers trainers

We had two We had two different different trainerstrainers who worked with who worked with our dog, Zeke.our dog, Zeke.

Their dog Their dog trainerstrainers taught the dogs taught the dogs many tricks.many tricks.

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Trainers Dictionary page 800

• Teacher, coach• Part of speech: Noun• Synonyms: teacher, • coach• Antonyms: student

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graduation graduation

I went to my little I went to my little sister’s kindergarten sister’s kindergarten graduation graduation last year.last year.

After the After the graduation graduation his family went out to his family went out to dinner.dinner.

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Graduation Dictionary page 319

• Ceremony to mark the completion of a full course of study

• Part of speech: noun

• Synonym: pass• Antonym: fail

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Spelling WordsSpelling Words(short o)(short o)

rroott shshoot t crcroopp ssoockck clcloockck flfloockck bboodydy spspoott

ststoockingcking lloobbybby ststoopp ggoott llootsts jjoobb ppoondnd

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Day 1:Prior Knowledge

Have any of you ever lived with a dog?

Have you ever played with a dog?

Do you know someone who has two dogs?

Do they play together?

How do people train dogs?

How would you feel if you knew that your pet was going to help someone who really needed it?

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Build Background

• This story is a realistic fiction story is about the bonds that develop between people and pets and pets living in the same home..

• The elements of realistic fiction are: • Characters behave as people do in real life.• The setting of the story is a real place or could be.• The events in the story could happen in real life.

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Preview and Prepare

• Let’s browse through the story looking for any clues, problems, and wonderings you might have about the story.

Selection VocabularySelection Vocabulary

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Student Observation

Clues Problems Wonderings

Rugby is a Labrador How do Rugby

Dog. Is and Rosie

Rosie a dog meet?

Too?

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First Read pages 64-70

• We are going to read our selection using these comprehension strategies:

• Making connections• Asking questions• Predicting

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My Prediction What Happened

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Language Arts Verb Phrase

• A verb phrase is one or more helping verbs followed by the main verb. Helping verbs help the main verb express an action or state of being.

• Example: She has won the race. • Helping verb + main verb • She could have won the race. • Two helping verbs + main verb

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Language Arts Verb Phrases workbook pages 37-38

• Example:• I am going to eat a sandwich for lunch. • Am going to eat is the verb phrase. Eat

is the main verb; am and going are the helping verbs.

• Practice: Marjorie told Thomas he could borrow her book.

• Could borrow is the verb phrase; borrow is the main verb; could is the helping verb.

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Objectives: Day 2

• You will:– Develop fluency reading words and

sentences.

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Day 2 Word knowledge

• eagerly tightly friendly wiggly squiggly• Licked trotted wagged turned moped• chasing racing pleasing leaving having• Know knew make made think thought• run tell throw drink hang buy spend• wasn’t he’d didn’t wouldn’t couldn’t she’s

• pond job lots got stop• Choose two words and make them into a

sentence, cross out words• Example: He wasn’t chasing the cat.

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First Read pages 71-79

• We are going to read our selection using these comprehension strategies:

• Making connections• Asking questions• Predicting

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My Prediction What Happened

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Language Arts Verb Practice

• 1. I could go to the zoo.• Could go is the verb phrase; go is the

main verb; could is the helping verb

• 2. You should buy that sweater.• Should buy is the verb phrase; buy is the

main verb; should is the helping verb

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Your turn write the sentences underline the verb phrase, circle

the main verb and put a box around the helping verb

• 1. We were planning on leaving tomorrow.• 2. We might have won the prize, but we won’t

know until Monday.• 1. were planning on leaving is the verb

phrase; leaving is the main verb; were and planning are the helping verbs.

• 2. might have won and won’t know are the verb phrases; won and know are main verbs; might have and won’t are helping verbs.

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Word sorting spelling short vowelswith, blob, stuck, jaw, lock, black, bottle, slot, hot,

caught, sock, dog,stack

a e i o u

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Objectives: Day 3

• You will:– Develop fluency reading words and

sentences.– Review the spelling pattern of the short o

sound– Use comprehension strategies such

cause and effect as they read the story the second time.

– Review long e vowel sounds

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Day 3 Phonics and Fluency

• even cedar secret lean eager• clear eve compete athlete Rugby• funny city family meet sleep• greet degree brief grief chief• What do these have n common?• Long e sound• What letters make this sound?• E, ea, e_e, _y, ee, _ie_

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• Jean wants a puppy for her birthday. • She will eat only one piece of cake.• Circle the spelling of long e in the

sentences. • Jean=ea, puppy=_y, she=e, eat=ea,

piece=ie .• Sometimes the three of us went swimming

in a nearby pond.• Circle the spelling of long e in the

sentences. • Three=ee, nearby=ea

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Second Read pages 64-70

• We are going to read our selection using these comprehension strategies:

• Cause and effect helps readers identify what causes events to happen or what caused characters to behave in certain ways, which helps readers put together logical explanations in the story.

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Cause: is why something happens.

Effect: is what happens as a result.

Example: The teacher called on Iris because Iris raised her hand.

What happened? Teacher called on Iris

Effect

Why did it happen? It is raised her hand

Cause

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Use these questions to help figure out cause and effect.

What happened? EffectWhy did it happen? Cause

• The tire went flat because Dad ran over a nail.

• Effect: What happened? Tire went flat• Cause: Why did it happen? Dad ran over a

nail.

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Practice Cause and effect

It was raining so I got wet.Effect: What happened?Ground I got wetCause: Why did it happen?It rainedI studied so I got an A on my report card..Effect:I got an A on my report cardCause: I studied

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Write the effect (what happened) and cause (why it happened).

1. I was tired, so I fell asleep while driving.

2. I fell asleep while driving so I have an accident.

3. I when to the hospital because I had an accident .

4. My family came to visit me because I went to the hospital.

5. My mother was mad at me because I had an accident.

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Objectives: Day 4

• You will:– Develop fluency reading words and

sentences.– Review the spelling pattern of the short o

sound– Use comprehension strategies such

cause and effect as they read the story the second time.

– Review long e vowel sounds

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Dictation

line 1: ________ ________ ________

line 2: ________ ________ ________

Challenge Word: ___________________

Sentence:___________________________________________________________________________________________

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Second Read pages 71-79

• We are going to read our selection using these comprehension strategies:

• Cause and effect helps readers identify what causes events to happen or what caused characters to behave in certain ways, which helps readers put together logical explanations in the story.

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Checking Comprehension

• 1. Rubgy and his boy are best friends. What happens to their friendship when Rosie comes to live with the family?

• Rugby doesn’t want to share his boy with Rosie, but once he gets to know the puppy, all three become best friends.

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• Rosie left the family after only a year to learn how to be a guide dog. Why did the boy in the story sometimes wish that Rosie wasn’t doing well with her trainers?

• The boy knew that Rosie was being trained for a job, but he still missed her and wanted her to live with him.

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• Why did the boy have mixed feelings about Rosie leaving?

• He wanted Rosie to help someone who needed her, but he know he would miss her.

• How can you tell the boy has learned to accept Rosie’s new life?

• He is excited about the new puppy they are keeping.

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• How do the characters in this selection show friendship?

• The boy and Rugby are friends because they play together; and the boy is careful with Rugby’s feelings. Rugby and Rosie are friends too because they play together and keep each other company. Rugby misses her when she leaves.

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Alphabetical Order Rules

• 1. When words start with different letters, use the first letter of each word to put the words in ABC order.

• Example: buddy friend pal• 2. When the words start with the same first

letter, use the next letter that is different in each word to put the words in ABC order.

• Example: soggy spoiled stoop

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• 3. If the first word of a title is a, an, or the, do not use that word. Instead, se the first letter of the second word.

• Example: “The Boy Who Didn’t Believe in Spring”

• “A Cloak for the Dreamer”• “The Tree House”

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• 4. When you look up or list names, use the first letter of the person’s last name.

• Ann Cameron• Peter Burg• Lois Lowry• Practice with these words: patient,

manners, graduation• Workbook pages 33-34

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Sentence VarietyPut sentences that are the same

ideas together.

• A am a teacher. I teach third grade. I love to teach. We learn new things. I enjoy my student.

• Can you think of different ways to make these sentences more interesting.

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Sentence Variety You change the sentences to more interesting

sentences.• 1. I love cake. I love soda. I love candy. • 2. I woke up early. I jumped out of bed. I

was excited. I was going to the circus. It would be great.

• 1. I love cake, soda, and candy.• 2. This morning I woke up early and

jumped out of bed. I was excited because today was the day I was going to the circus. It would be great.

• Workbook pages 39-40

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Day 5…General Review and test time