Wednesday

February 22, Day 2

Objective: To listen and respond appropriately to

oral communication.

Question of the Day:

Where would you like to have a picnic?Why would you choose this place?

When I give you the signal, turn and talk with your partner using the stem below.

I would have a picnic at ________ .I would have it here because

_________.

Objective: To develop the ability to listen for a purposeRead AloudRead Aloud

The Picnic

Big Book of Rhymes and Poems, page 41.

Objective - To read high

frequency words.Word Wall:around

found

gone

near

hears

might

open

tired

Objective: To add phonemes to make

new words

Phonemic

Awareness

Phoneme

Addition TE: page T325

Word Building

Objective: To build and blend words with /i/ and other known letter-sounds.

l ki eli en

nn i e

m i en

Read Words in Context

I made a line near my name.I like this line. It’s mine and yours.

This line is nine feet long.I can make it a mile long.

It may take a while.Mom came to see the line.

It is time to go.

Objective: To use letter-sound

knowledge to read decodable text.

To develop fluency.

You will read the red words. I will read the blue words.

Words With i_eThe letter “i” can stand for the long “i” sound in the middle of thewords vine, dime, and lime.

vine

dime

lime

Objective: To build and blend words with /i/ and other known letter-sounds.

Problem/Solution:

In many stories, characters have problems which need solutions.Listen to this selection from “Cloudy With a Chance of Meatballs.”

“Everyone feared for their lives. They couldn’t go outside most of the time.”

“So a decision was made to abandon the town of Chewandswallow.”

What was the problem that the townspeople had?How did they solve the problem?

Story Problem Solution

The Three Pigs The big bad wolf kept blowing down houses.

The bigs went in the strongest house, the brick one.

Flake, the MissingHamster

Flake was missing.

The children found Flake when they got their snack out.

Objective: To identify the problemand solution of a story.

Objective: To read high-frequency

words.

• because• light• right• those• walked

• berries• empty• nicer• pears• shady• windy

High Frequency Words Story Words

Objective: To develop robust vocabulary by discussing

ideas and situations.

Robust Vocabulary

• incident

• gradual

• downpour

An incident is something

unusual that happens and often is an accident.

incident

The truck had to be turned upright after the incident.

Objective: To reviewrobust vocabulary throughdiscussing ideas.

On my signal, answer these questions in one voice with “yes” or “no.”

Is sleeping in your bed an incident?

Is falling out of your bed in the middle of the night an incident?

On my signal, answer in one voice with “tell” or “forget.” If a funny incident happened at your house, would you tell someone about it or just forget it?

gradual

If something happens in a gradual way, it happens slowly.

The colors gradually change.

Objective: To reviewrobust vocabulary throughdiscussing ideas.

If I wanted to fill a bucket with water gradually, should I use a water hose or a little cup of water to put water in the bucket?

On my signal turn and talk to your partner to complete this stem:

If I wanted to fill a bucket with water gradually, I would use a _____________ to put water in the bucket.

A downpour is a large amount of rain that falls in a

short time.

downpour

The man was caught in the downpour.

Objective: To reviewrobust vocabulary throughdiscussing ideas.

Would you rather be caught in a downpour of flowers or a downpourof pinecones?

On my signal, answer in one voice with “flowers” or “pinecones.”

Objective: To identify and use describing words for feelings

I feel _______ when I hear a song that I like.I feel _______ when I’m all alone in a dark room.When I think about _______, I feel _______.When I go to _________ I feel __________.

Grammar: Describing Words: Feelings

Objective: To understand describing words that tell about feelings

Make A WebObjective: To understand describing words that tell about feelings

Draw a Picture

Step-by-Step Writing InstructionSay a sentence that tells about a memory.

Write a sentence that tells how you felt.

Read the sentence. What kind of end mark dowe need?

What else can we say about this wonderfulmemory?

Word choice is very important. It helps peopleto have a clear picture of the memory. Can weadd more words to the last sentence?

Let’s read this description of a memory together.