Oral Language and Vocabulary

Calendar Message Board Build Background

Calendar
Calendar Name the day and date Find today's date on the calendar. Say the day, month, date, and year together. "Daily" actions Name the days of the week in order. What is the first sound in Sunday? Let's think of an action we can do on Sunday that begins with the same sound. On Sunday, we (sing). On Monday On Tuesday On Wednesday On Thursday On Friday On Saturday

Message Board
Where will our adventures take us?
Unit 4 Week 3 Day 1

What adventures can an animal have?

Day 2 What kind of adventure do you think four or five animals can have? Day 3 Where would you try to stay in the woodland? Day 4 What are some exciting places animals live? Day 5 What adventures can an animal have?

Review grammar
Point out naming parts and action parts of children's responses.

Build Background
Build Background LET'S TALK Develop oral vocabulary Display Talk with Me Chart 21A. What do you see that we could say is comfortable? What is something comfortable you have? Where do you see shadows? Will we see shadows outside today? Prompt children to respond in complete sentences. LET'S SING-Sing "A New Woodland Nest Display Sing with Me Chart 21B. Sing "A New Woodland Nest." Encourage children to listen for the words comfortable and shadows.

Sing with Me/Background Building Audio CD Oral Vocabulary comfortable shadows

comfortable
Introduce When you are comfortable, it means that your body is relaxed and not too cold or hot, such as when you are curled up in a blanket. What is our new word for relaxed and cozy? Demonstrate Mouse kept looking for a home that would be comfortable. Why do we want our beds to be cozy and comfortable? Introduce Shadows are made when the light is blocked. When you put your hand in front of a light, you make shadows. What is our new word?

Shadows
Introduce Shadows are made when the light is blocked. When you put your hand in front of a light, you make shadows. What is our new word? Demonstrate When we go out into the sunshine, our bodies make shadows. Would we see shadows on a dark, gloomy day?

comfortable and shadows

We talked about two words today: comfortable and shadows. Which word means "relaxed and cozy, comfortable or shadows? Which word means "the dark shapes made when light is blocked, comfortable or shadows?

Shared Reading Comprehension

LET'S READ Farfallina and Marcel Review Farfallina and Marcel Display Farfallina and Marcel. Tell me about what you see. What do you remember about Farfallina & Marcel? Is this story real or make-believe? Reread Farfallina and Marcel Reread the story & ask children to pay attention to the changes in Farfallina and Marcel.

SKILL Sequence
SKILL Sequence Apply sequence After reading, ask: How did Farfallina change from the beginning of the story to the end of it? Did Marcel change? Practice Sequence Write How did Farfallina change? on the board. Identify the 3 main stages of Farfallina's transformation (caterpillar, cocoon, and butterfly). Have children act out the 3 stages of Farfallina's transformation.

Phonemic Awareness
PRACTICE /l/ Practice /l/ Display the ladybug Picture Card. What is the first sound in the word ladybug? Say it with me: /l/. Continue with lamp and lemon. Repeat the routine for final /l/ with the seal, doll, and pail Picture Cards.

Check Segmentation Practice phoneme segmentation using words from Decodable Reader 21 One to Five. After I say a word, tell me the sounds in the word. Sat mat flop ran Pan Spin hidlid slam land lap drop top plop stop

Phonics BLEND SOUNDS

Write lap.
Let's blend the sound of each letter together to say this word:

/l/ /a/ /p/, lap. The word is lap. Now let's try it with a new word. Write spin on the board. This word begins with sp-. Remember, we blend the sounds of the letters together to make /sp/. Say /sp/ -in with me: /sp/ /i/ /n/. The word is spin. Continue with sat, hid, on, in, jump, mat, lid, top, flop, slam, plop, ran, land, pan, and drop.

HIGH-FREQUENCY WORDS
Practice high-frequency words Write the word four on the board. This is the word four. What is this word? Continue with one, two, three, five, and a. Look for these words in the story that we read today. PREPARE TO READ Introduce Decodable Reader 21 Display Decodable Reader 21 One to Five. Point to the story. Today we will read One to Five. Point to the title. What is the title of this story? Point to the name of the author. One to Five is written by Heather Leavy. This story is illustrated by Kris Pool.

Small Group Reading

Model Fluent Reading
Have children finger point as you read a page.

Read Chorally Have children finger point as they chorally read the page. Continue reading page by page, repeating steps 1 and 2. Read Individually Have children read aloud a page in their group. Reread and Monitor Progress As you listen to individual children reread, monitor progress and provide support.

Interactive Writing GRAMMAR Complete Sentences Identify complete sentences When we write sentences, they need to be complete. A sentence tells us a complete idea. It must have a naming part and an action part. Listen to this sentence: The dog barked. What is the naming part? What is the action part? What do I have to do to the first letter of every sentence? What do I put at the end of a sentence? Have children give both a naming part and an action part to write a sentence as a class.