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WRIT

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LESSON 7

Word Work Book page 25

th sh ch

1. A duck will spla in the bath.

2. A moth is bad for clo .

3. A yak will ump and bump.

4. Whi odd pet will Oswald get from you?

I wi I had an odd pet.

th sh ch

th sh ch

th sh ch

th sh ch

NameUnit 2, Lesson 7

Phonics and Spelling

Family: Your child traced the blue letters and wrote in the missing letters to complete words in sentences about the Reader story “An Odd Pet for Oswald.” Then she drew an odd pet for Oswald. 25

Unit 2

Ben’s Shop .............................................47

sh Story Words

shop into do

parrot

What Can You Get with a Nickel? ....... 49

sh ch tch Story Words

shop much stitch parrot

wish check super

shush

An Odd Pet for Oswald ........................55

th_ _th Story Word

that bath into

them moth

think cloth

thump

What a Pet! ...........................................56

th Story Word

this real

that think

Memory Words where what why when which who

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“What a Pet!,” pages 46, 56–59

What a Pet!What is in the box?

My pet.

A pet? Can I pat it?

Yes, but you must not drop it. It will crack.

That is an odd pet. Will it jump up?

No, it just sits in the box.

Oswald, you gumdrop! This is a rock.

Yes, this is Flint. He is my pet.

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Daily Routines: Informal Assessment Decoding, spelling, and handwriting of Unit 2 words

1 Phonics and Spelling: Encode th, sh, ch words

2 Phonics and Fluency: Introduce the Reader story

3 Small-Group Reading: Discuss picture-text relationships in a literary text

4 Informative Writing: Teach how to ask a research question

66 U N I T 2 • L E S S O N 7 In-Class Use: Practice Page 41 • Homework: Backpack Page 19

No Resource Page or teacher example to prepare before teaching this lesson

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DAILY ROUTINES: Informal Assessment

Use the interactive whiteboard version of the routines, or follow these instructions.

DecodingHave children read aloud columns 3 and 4 on page 7 of the Big Book of Decoding . Discuss how the words in each family are alike . Define sloth (a very slow-moving animal) and broth (a watery soup) .

_ath _othbath moth slothmath cloth brothpath

SpellingDictate the words and sentence . Help children check their spelling and fix any mistakes .

path bath moth cloth When is her math test?

HandwritingWrite the sentences on the board . As you write, model the formation of uppercase and lowercase i . Have children copy the sentences and write a line of uppercase and lowercase i as an Independent Activity .

What was that thump in the kitchen? I think it is a yak!

Phonics and Spelling: Encode th, sh, ch words

Use Word Work Book page 25.

th sh ch

1. A duck will spla in the bath.

2. A moth is bad for clo .

3. A yak will ump and bump.

4. Whi odd pet will Oswald get from you?

I wi I had an odd pet.

th sh ch

th sh ch

th sh ch

th sh ch

NameUnit 2, Lesson 7

Phonics and Spelling

Family: Your child traced the blue letters and wrote in the missing letters to complete words in sentences about the Reader story “An Odd Pet for Oswald.” Then she drew an odd pet for Oswald. 25

Child traced and completed these words: (thought balloon) wish, 1 . splash, 2 . cloth, 3 . thump, 4 . Which.

Review the sounds for th, sh, and ch . Display Word Work Book page 25, and have children turn to the page . Point out the three pairs of letters above the first set of handwriting lines . Remind children sometimes two letters together stand for one

11sound . Have children identify each pair of letters and their sounds (th/th/, sh/sh/, ch/ch/) .

Have children complete words with th, sh, and ch . Have children look at the words in the thought balloon and tell who is thinking them . (Oswald) Explain that the sentences are about the odd pets Oswald is thinking about getting . Point out the words on the handwriting lines can be completed using one of the pairs of letters shown .

Read the sentence in the thought balloon, saying “blank” for the incomplete word . Ask what the missing word should be (wish) and which letters should be added to spell wish. (s, h) If children aren’t sure, model blending the sounds for wi, with the sound for th, sh, and ch, saying with, wish, and wich . Tell them to trace the blue letters and write sh to spell wish . Then have them complete the rest .

ELL Support If children have trouble figuring out what the incomplete word is, help them blend the sounds for the blue letters with the sounds for th, sh, and ch . Then read the sentence three times, using each of the blended words, defining each word . Ask which of these words makes sense in the sentence . Circle the letters children should add to complete the word .

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68 U N I T 2 • L E S S O N 7

Check and correct . For each sentence, ask a child to read and spell aloud the word completed on the handwriting lines . Then have everyone read the sentence . Give children time to fix any mistakes.

Reinforce: If children need additional practice decoding th words, use the first Ten-Minute Tuck-In on page 73 .

Reinforce: If children need additional practice encoding th words, use the second Ten-Minute Tuck-In on page 73 .

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Phonics and Fluency: Introduce the Reader story

Use Reader page 46.

Unit 2Ben’s Shop .............................................47 sh Story Words shop into do parrot

What Can You Get with a Nickel? ....... 49 sh ch tch Story Words shop much stitch parrot wish check super shush

An Odd Pet for Oswald ........................55 th_ _th Story Word that bath into them moth think cloth thump

What a Pet! ...........................................56 th Story Word this real that think

Memory Words where what why when which who

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Reader vocabulary: real, odd, dull

Preview decodable words . Display Reader page 46, or have children turn to the page . Read the title “What a Pet!” aloud with children . Then have them read aloud the th words listed below the title . Repeat until children can read the words smoothly .

2Read the Story Word and Memory Words . Point to the Story Word real . Have children repeat it after you . Explain that if something is real, it isn’t make-believe . Ask if a duck is a real or make-believe animal . (real) Then have children read aloud the Memory Words at the bottom of the page .

Discuss the story title . Review what a pet is . (an animal people live with, take care of, and love) Point out the exclamation mark, and demonstrate reading the title with strong feeling . Explain that someone might say, “What a pet!” when there is something great or special about the pet . Remind them Oswald has been wishing he had an odd, or strange, pet, but the pets he thinks about getting all make too much of a mess . Have children name other animals they think would be a good, odd pet for Oswald .

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U N I T 2 • L E S S O N 7 69

INDEPENDENT ACTIVITIESBefore you begin guided reading with small groups, introduce

activities you’d like children to do during independent work time .

Handwriting: Have children copy the sentences from the Daily Routine .

Practice Page 41: Have children complete the page for practice encoding th, sh, and ch words .

NamePractice Page 41

Reproducible Page © Zaner-Bloser, Inc.

Unit 2, Lesson 7

Directions: Have children write the correct letters, th, sh, or ch to complete the words. Then have them write each sentence number by the picture the sentence describes.

1. Tac picks up a ell .

2. Golly had a ba .

3. Frits will catch a big fi .

4. Lily spots a mo .

th sh ch

th sh ch

th sh ch

th sh ch

Fishing Game: Children can continue to play the fishing game introduced on page 61 .

Reader: On-level and below-level readers can reread or listen to “What a Pet!” after reading it in their small groups . Above-level readers can read it before their small-group time and reread it afterwards . Partner children together, and have one read Oswald’s speech balloons and the other read Hot Rod’s .

Extend: Have children draw and write about an odd pet they would like to have .

Library Books: Children can read, reread, or listen to the Library Books from Unit 2 or previous units .

Children can play a game or read a story alone or with the narrator .

Small-Group Reading: Discuss picture-text relationship in a literary text

Use Reader story “What a Pet!,” pages 56–59.

Guide children in small groups as they read aloud and discuss “What a Pet!” Listen to each child read aloud in every group . Help children sound out decodable words . Remind them how to say the Story Word and Memory Words . Use the comprehension questions to prompt a discussion of the story and its vocabulary . Encourage children to ask their own questions too .

If you are not able to finish reading the whole story with a group today, finish it in the next lesson . (The stop sign suggests a stopping point .) While you meet with a group, other children can do the Independent Activities .

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70 U N I T 2 • L E S S O N 7

Recognize text structure Think aloud: “I notice this story looks different from other stories in the Reader . It reminds me of a comic book . The pictures and words are in small boxes or frames that go across and then down the page . All the words are in speech balloons, so the characters must be talking to each other throughout the whole story . Do you think the story will be funny like some comics?”

Differentiate Below-level: Before you or children read the words in a speech balloon, identify who is speaking . Have everyone point to the speech balloon and follow along as the words are read . Explain when there are two speech balloons in a frame, they should read the one closest to the top of the frame first .

Cass put Coconut in the bed. Such a snug bed! But the cat did not like the bed.

Coconut got on Cass’s lap. Coconut slept and slept. The cat likes Cass’s lap the best!

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Frame 3 Understand picture-text relationships What can we tell about Oswald’s pet from the pictures so far? It can fit into a small box . What more do we find out about it from Oswald’s words? It will crack if you drop it . It can’t jump . It just sits .

Frame 4 Understand vocabulary Hot Rod said Oswald’s pet is odd . What does odd mean? strange or unusual What new thing do we find out about the pet in this last frame that makes it seem very odd? It’s a rock that Oswald says is his pet . [Point out that Hot Rod calls Oswald a gumdrop because he thinks Oswald is being silly.]

What a Pet!

What is in the box?

My pet.

A pet? Can I pat it?

Yes, but you must not drop it. It will crack.

That is an odd pet. Will it jump up?

No, it just sits in the box.

Oswald, you gumdrop! This is a rock.

Yes, this is Flint. He is my pet.

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Cass put Coconut in the bed. Such a snug bed! But the cat did not like the bed.

Coconut got on Cass’s lap. Coconut slept and slept. The cat likes Cass’s lap the best!

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Frame 2 Understand vocabulary What does Oswald mean when he says, “flip it on its back”? turn the rock over

Frame 4 Understand picture-text relationships Oswald says Flint is a big, fat frog . How does this picture of the rock [point to Frame 3] help us understand that? The rock has been painted green and has the face and body of a frog . STOP

Differentiate Above-level: Discuss why Oswald looks so pleased in the last frame, and have children take turns reading his words the way they think he would have said them .

A rock is not a pet.

Yes, it is. Just flip it on its back.

What did I tell you? Flint is a pet! Flint is a big, fat frog!

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57READING

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U N I T 2 • L E S S O N 7 71

Cass put Coconut in the bed. Such a snug bed! But the cat did not like the bed.

Coconut got on Cass’s lap. Coconut slept and slept. The cat likes Cass’s lap the best!

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Frame 1 Draw conclusions and cite text evidence Does Hot Rod think Flint is great? no How do you know? He says Flint is a dull pet, and a real frog is best . Dull means not fun . Why would Hot Rod think Flint is dull? It wouldn’t be fun to play with a rock .

Frame 4 Understand picture-text relationships How do the pictures help us understand how Flint can act like a real frog? Oswald moves the rock around to make it look like Flint can hop, splash, and swim .

I think Flint is a dull pet. A real frog is best. Why is that?

Can Flint hop like a frog?

Yes, when I toss him in my hands.

Can Flint splash like a frog? Yes, when I drop

him in the pond.

Can Flint swim like a frog? Yes, when

I help him.

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Cass put Coconut in the bed. Such a snug bed! But the cat did not like the bed.

Coconut got on Cass’s lap. Coconut slept and slept. The cat likes Cass’s lap the best!

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Frame 3 Understand picture-text relationships Who says, “Ribbit, ribbit”? a real frog by the pond Who does Hot Rod think said that? Flint

Frame 4 Understand idioms and characters What does Hot Rod mean when he says, “What a pet!”? that Flint is a great or unusual kind of pet Why does he think that? because he thinks Flint can say, “ribbit” like a real frog

Can Flint catch a bug like a frog?

Yes, if I put him where the bug is.

Ribbit, ribbit.

Who said ribbit, ribbit?Flint? Was that you?

What a pet! Where can I get a pet rock like that?

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59 After-Reading DiscussionDescribe characters and cite text evidence How does Oswald feel about his pet rock, Flint? He likes Flint and thinks he’s an interesting pet to have . What does he say or do in the story that makes you think that? He says that Flint is a pet, not just a rock . He shows Hot Rod the different ways he can make Flint act like a real frog .

Describe characters How did Hot Rod’s feelings about Flint change from the beginning of the story to the end? At first, he doesn’t think the rock is a good pet . By the end, he thinks the rock’s a great pet and he wants one .

Give and support opinions Do you think a rock could be as good of a pet as a real frog? Why or why not? Answers will vary, but should be supported with reasons and details from the story .

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72 U N I T 2 • L E S S O N 7

Informative Writing: Teach how to ask a research question

Use chart paper and handwriting paper.

Instruction and modelingExplain what research is . Point out to children that when they want to know more about something, they can ask a teacher, a parent, or another grown-up to answer their questions . Explain another way they can get answers is to do research . They can look in informational books and magazines or search online to find out what they want to know .

Model writing a research question . Tell children you enjoyed reading about the odd animals in “An Odd Pet for Oswald .” Now you want to know more about what real yaks are like . Name something specific you wonder about yaks, and then write a question about it on chart paper . Say the words as you write . Explain you don’t know the answer to this question, so you’ll have to do research to find the answer .

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Teacher example (Keep your chart paper for Lesson 8 .)

Question about Yaks1. Where do yaks live?

Practice and applicationHelp children generate research questions . Discuss what children would like to know about real yaks . Help them state ideas as questions . Prompt them to use the unit question words to begin their questions . Suggest things to ask about yaks such as their size, what they eat, sounds they make, things they do, and if people really keep them as pets .

Have children write research questions . Distribute handwriting paper . Tell children to write at least one question about yaks . Point out they can write one of the questions the class discussed or a new question . Remind them to begin with an uppercase letter and to end with a question mark .

Differentiate

Below-level: If children have trouble getting started, remind them of the questions the class discussed . Have them pick one of these questions to write . List question words on the board . Point out which word their question begins with .

Above-level: Encourage children to write at least two questions about yaks .

SharingHave children share a question they wrote or the questions and answers they wrote based on their interview with a classmate in Lesson 5 .

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U N I T 2 • L E S S O N 7 73

TEN-MINUTE TUCK-INSActivities for Differentiating Instruction

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Reinforce Phonics: Decode and sort words with th

Use the Ten-Minute Tuck-In cards on the teacher portal, or create cards for these words:

t/t/ th/th/ -t/t/ -th/th/ tin thin pat path tick thick mat math tank thank cot cloth

Place a card from each of the first two groups faceup on a table . Have children read each word aloud and identify its beginning sound . (/t/, /th/) Mix the other cards . Then have children take turns choosing a card, reading it aloud, and placing it near the card with the same beginning sound . When all have been sorted, have them read the words in a group and tell how they are alike . (All begin with t/t/ or th/th/.)

Repeat for words ending in t/t/ and th/th/ .

Reinforce Spelling: Encode th words

Use brown construction paper and scissors.

Develop encoding skills by playing a version of Hot Potato . Cut potato-shaped pieces from brown paper . If possible, laminate the pieces so you can reuse them . On one side of each potato write a th word children can encode, such as bath, cloth, thin, then, them, and think .

Have children form a circle . Guide them in passing around one of the potatoes, keeping the word facing the floor . Have them say the Hot Potato chant as they pass the potato .

One potato, two potatoes, three potatoes, four . Five potatoes, six potatoes, seven potatoes, more!

On the last word of the chant, the child holding the potato turns it over, reads aloud the th word without showing it to anyone, and points at another child to spell the word .

HOMEWORK: Backpack Page 19

Send home Backpack Page 19 .

Family: Your child will be tested on these spelling words. Have her read the words, write each word in a box, and cut the boxes apart. Use the word cards to help with spelling practice. Choose a card, say the word on it, and have your child write it.

Reproducible Page © Zaner-Bloser, Inc.

Unit 2, SpellingNameBackpack Page 19

Pattern Words th_ _ath _oth this thin bath moth that think path cloth thank math

Spelling: This week’s spelling list

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