Reading Street

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(No Transcript)
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Reading Street

• Unit 1
• Week 5

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How are people and animals important to one
another?
Animal Friends
How do people take care of pets?
How can people help animals?
How can animals help people?
What can we learn about animals by watching them?
Which wild animals can we find in our
neighborhood?
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Day 1
Morning Warm Up! The fox and her kit lived in a
zoo. A man gave them food to eat. Do other wild
animals eat this way too? Which wild animals can
we find in our own neighborhood?
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Amazing Words

• habitathatchsurvive
• gentlenudgeperch
• private
• moist

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Time to Hatch Crack! The eggs begin to hatch
now. New birds come alive. They look at their
habitat to See how they can survive. Little
birdies see a pond and Feeders filled with
seed. Thorny bushes they can hide in Everything
they need!
Listen for the amazing words habitat,
survive, and hatch.
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Blend and Segment Phonemes (Click to make the
sounds appear, then click again for words.)
We just sang about little birdies that have
everything they need. The little birdies are all
set. Listen to the sounds in set.
set
set
ten
ten
fed
fed
let
let
beg
beg
sell
sell
mess
mess
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Vowels Short i
Routine

bag sit
You studied words like these already. What do
you know about reading these words? Today we will
learn about words that have the short e vowel
sound.
This is elephant. The sound that you hear at the
beginning of elephant is short e. Say it with me
/e/.
The e in this word stands for the short e sound
/e/. This is how I blend this word. Lets blend
this word together /j/ /e/ /t/, jet. When e is
the only vowel letter in a word, it usually
stands for the short e sound, /e/.
jet
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Vowels Short i
Routine

Group Practice Say the sound of each letter and
blend the word together
m e n
w e b
h e n
y e t
m e ss
What do you know about reading these words?
When e is the only vowel at the beginning or in
the middle of a word, it usually stands for the
short e sound, /e/.
Individual Practice Say the sound of each
letter and blend the word together
e gg
t e n
y e s
w e ll
f e d
p e n
t e ll
n e t
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Write the word red with your letter tiles.
Change the r in red to b.What is the new word?
Change the d to gWhat is the new word?
Change the b to p.What is the new word?
Change the p to l.What is the new word?
Change the g to ss.What is the new word?
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Check Word Reading (Have individuals read the
following words)
pet hen egg bed pen
pick bell six get miss
deck rag fell win lock
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• Pretest Short i
• Model Writing for Sounds
• What sounds do you hear in pet?
• What is the letter for /p/?
• In pet, the e has the short e sound /p/ /e/
  /t/, pet.
• Repeat with web

bed men red step ten 6. net 7 leg 8. jet 9. sled 10. wet
High-Frequency Words
11. saw 12. your
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• DEVELOP ORAL LANGUAGE Read the title and have
  children view the illustration
• and photographs. Ask them to tell you what they
  see. Allow ample time for children to respond and
  remind them to speak in complete sentences and to
  add details that explain their ideas. If children
  are reluctant to talk, use open-ended prompts to
  model language use and to encourage conversation.
  For example
• Tell me about what you see here. Yes, that's
  right, these are animals you might find in your
  neighborhood. What do you think the butterfly
  just did? Yes, it just hatched from its
  chrysalis. Why is it a good thing that the
  butterfly didn't hatch on the spider web? Where
  do the worms live? These bunnies are in the
  grass. Would you ever see a bunny in a tree?
• BUILD ORAL VOCABULARY As you continue the
  discussion, have children use today's Amazing
  Words, habitat, hatch, and survive.
• How does the spider survive?
• What other wild animals might you discover in a
  neighborhood habitat?
• Which animals in the photographs hatch?

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Build Background

• CONCEPT CHART Remind children of the question of
  the week.
• Which wild animals can we find in our
  neighborhood?
• Ask children to name as many animals as they can.
  
• Where do worms live?
• What do rabbits eat?

CONNECT TO READING Point out the illustration on
the bottom corner of Student Edition p. 95. Ask
children what the girl is doing. Explain that
this week children will read a selection about
this girl and her friend. Tell children that they
will learn about wild animals that live in
neighborhoods.
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Listening ComprehensionTeach/Model Realism and
Fantasy

• DEFINE REALISM AND FANTASY
• A realistic story tells about something that
  could happen in real life.
• A fantasy is a story that could not happen in
  real life.
• Good readers think about whether a story could or
  could not happen in real life.
• READ ALOUD Read "The Pecking Hen" (p. 95b) and
  model how to distinguish between realism and
  fantasy.

MODEL When I want to figure out if a story is
realistic, I notice how the people act and what
happens. In this story, Kashia and Grandma Bess
act like real people act. A real girl could visit
her grandmother. She could observe a hen
close-up, and a hen could peck her on the nose.
This story is a realistic story because it is
about things that could really happen.
CLUES TO REALISM AND FANTASY Ask children what
other clues tell that this story could really
happen. DISTINGUISH REALISM AND FANTASY Recall
the story The Big Blue Ox. Can people have an ox?
Can a real ox dig or mop pigs and fix their wigs?
What other clues tell you that The Big Blue Ox
is a fantasy? CONNECT TO READING Tell children
that when they read any story, they should think
about whether the story could or could not really
happen.
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• Daily Fix-It
• ten men sat on a jett.
• your redd sled is wet.

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• Daily Fix-It
• ten men sat on a jett.
• Ten men sat on a jet.
• your redd sled is wet.
• Your red sled is wet.

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Wild Animals Nearby Unit 1 Get the Egg! Writing
Model 5 1. What is the animal? The animal is a
. What does the animal do? The animal . The
animal . 2. What is the animal? The animal is a
. What does the animal do? The animal . The
animal .
Shared Writing
GENERATE IDEAS Ask children what kinds of wild
animals live in backyards or parks. Ask children
to pretend to be one of these animals. Which one
did they choose and why? Talk with them about
what the wild animals do. WRITE ANSWERS Explain
that the class will choose two wild animals found
in backyards or parks and write sentences to
answer questions about them.
COMPREHENSION SKILL Have children think of two
real wild animals they haveread about for their
answers. For example,a lizard and a swan from
Babies on the Go.
Display Writing Transparency 5 and read the
title. Read the questions and invite children to
suggest answers. Discuss and record answers to
complete the sentence frames. HANDWRITING While
writing, model the letter forms as shown on pp.
TR1215. READ THE ANSWERS Have children read the
completed answers aloud as you track the print
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Grammar Teach/Model Telling Sentences

• IDENTIFY TELLING SENTENCES Display Grammar
  Transparency 5. Read the
• definition aloud.
• The bird has one egg is a telling sentence. It is
  a statement that begins with a capital letter and
  ends with a period.
• Statements that begin with a capital letter and
  usually end in a period are called telling
  sentences. The egg is in the nest is a telling
  sentence, so it begins with a capital letter and
  ends with a period.
• Continue modeling with items 14.

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Grammar Telling Sentences Practice
Fix-Up Telling Sentences Have children find and
correct errors in grammar and punctuation for
these sentences.

• 1. we saw a little egg
• a green frog hops up
• i see the kit lick her lips

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• SHORT e Write red and ask children what sound the
  e in red has. Have children name other short e
  words.
• SPELLING SHORT e Have children name the letters
  for each sound in men. Write the letters as
  children write them in the air. Continue with ten
  and wet.
• REALISM AND FANTASY To help children distinguish
  realism and fantasy, ask What clues help you
  know the story "The Pecking Hen" could really
  happen?
• LET'S TALK ABOUT IT Display the Animals in Our
  Neighborhood web. Ask children to read the names
  of as many animals as they can. Invite them to
  add more animals to the web. Can all of these
  animals survive in a back yard or a park? How do
  you know?

Tomorrow the class will read more about animals
and their babies.
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(No Transcript)
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Day 2
Morning Warm Up! Today we will read about
animals. We will see which ones travel on the
ground. What animals have you seen walking
around?
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Amazing Words

• habitathatchsurvive
• gentlenudgeperch
• private
• moist

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Share Literature

• AUTHOR/ILLUSTRATOR Display the front cover of
• the Big Book Babies on the Go. Ask children to
  identify who wrote the book. Explain that authors
  may write books that tell stories and at other
  times they may write books to share information.
  Help children recall that this book shares
  information. Then identify the illustrator and
  lead a discussion about the work of an
  illustrator.
• BUILD ORAL VOCABULARY Ask children what they
  remember about how baby animals move. Point out
  that some travel on the ground while others
  travel through air or water. Suggest that as you
  read, children listen to find out which animals
  travel on the ground.
• Can you name a baby animal that travels on the
  ground?
• How does a baby polar bear travel?

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Phonemic Awareness

• You know that some baby animals ride on top of
  their mothers back. Listen as I say the sounds
  in top.

t o p
s
top

• Listen as I add /s/ to top.

Continue with these examples (click for onset,
then click again for the ending)
lock
t
b
rack
pin
s
s
well
lap
f
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Vowels Short i
Routine

Blending Strategy
You studied words like these already. What is
the sound at the beginning of top? Today well
learn about words that have two consonant letters
and sounds at the beginning.
top
The letters s and t make a consonant blend. A
consonant blend has two consonant letters whose
sounds are blended together.
stop
Say /s/ /t/ /o/ /p/. The two sounds /s/ and
/t/ are blended together. This is how I blend
this word
Lets blend this word together /s/ /t/ /o/ /p/,
stop.
s a x
f i x
w a x
m i x
f a x
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Vowels Short i
Routine

Say the sound of each letter or letters and blend
the word together
cl a m
tr i m
sl i ck
sm e ll
st i ff
What do you know about reading these words? The
sounds of the two consonant letters at the
beginning of the word are blended together.
Call on individuals to blend these words
gl a d
br i ck
sk i p
cl a p
gr i n
sp e ll
fl a p
tr i p
sp i ll
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Spell the word rip with your letter tiles.
Add g to rip.What is the new word?
Change the g to d.What is the new word?
Change the d to t.What is the new word?
Change the tr to sl.What is the new word?
Change the s to f.What is the new word?
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Check Word Reading Initial Blends (96d)
flip glass clock block slip
grin frog trick crab dress
skip snap stack spot swim
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Spelling Practice Short e (Click to Check
Dictation)
I see ten men on the jet.
Your sled is the red one.
Do not step on the wet net.
Jan hit her leg on the bed.
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Routine

• Nondecodable Words
• Say and Spell Look at the words on p. 96. You
  cannot yet blend the sounds in these words. We
  will spell the words and use letter-sounds we
  know to learn them. Point to the first word. This
  word is saw, s-a-w, saw. What is this word? What
  are the letters in this word?
• Identify Familiar Letter-Sounds Point to the
  first letter in saw. What is this letter? What is
  the sound for this letter? (s/s/)
• Demonstrate Meaning Tell me a sentence using this
  word.
• Repeat the routine with the other Words to Read.
  Have children identify these familiar
  letter-sounds tree (t /t/), your (y/y/), small
  (s/s/, ll/l/).
• Have children read aloud the sentences and point
  to the Words to Read. Add words to the Word Wall.

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Interactive Writing
Write Journal Entry USE A WEB Display the Animals
in Our Neighborhood web. Encourage children
to read the names of the animals in the web.
Picture walk through the Big Book Babies on the
Go and help children identify animals that could
be found in backyards oraround the
neighborhood. SHARE THE PEN Have children
participate in writing sentences for a journal
entry about animals they have seen or would like
to see around the neighborhood. To begin,have a
child give a sentence. Write the sentence and
read it aloud, inviting the class tocheck the
word order. Ask questions such as What animal
did you see? Did the animal travel on the
ground? If not, how did it travel? What did you
hear? How did you feel when you saw the animal?
Continue to have individuals make contributions.
Frequently reread what has been written while
tracking the print. READ THE JOURNAL ENTRY Read
the completed journal entry aloud, having
children echo you. Example I saw a red bird in
my yard.The red bird flew through the air.I
heard a chirping sound.I felt excited when I saw
that bird.
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• Daily Fix-It
• i saw two men packing a sled
• 4. I saw Pop stepp on a weet rock.

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• Daily Fix-It
• i saw two men packing a sled
• I saw two men packing a sled.
• 4. I saw Pop stepp on a weet rock.
• I saw Pop step on a wet rock.

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Grammar Telling Sentences

• The green frog flips and flops.
• Explain why this is a telling sentence.
• the frog green flips and flop
• Explain why this is not a telling sentence.
• Statements that begin with a capital letter and
  usually end in a period are called telling
  sentences. How do telling sentences begin and
  end?

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Grammar Practice Telling Sentences
Have children suggest telling sentences for these
pictures of backyard animals.
MODEL This is a lizard. Write lizard. I think I
saw a green lizard walking on the ground would be
a good telling sentence for this animal. This is
a telling sentence so it begins with a capital
letter. Write I saw a green lizard walking on the
ground. This is a telling sentence so it ends
with a period. Add a period.
Have children suggest telling sentences for the
other pictures. Ask them to identify words that
should be capitalized and to supply the correct
end punctuation mark for their sentences. Write
the sentences children provide.
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Speaking and ListeningRetell a Story
DEMONSTRATE SPEAKING AND LISTENING Have children
think about the characters and events in the
story The Big Blue Ox. Remind children of
appropriatelistening and speaking behaviors.
Then ask them to think about these behaviorsas
you demonstrate how to retell the story. USE A
STORY CHART Ask children to name the characters
in the story, describe them, and tell what they
did. Work together to complete a chart like the
one below. Help children retell the story using
the completed chart. Have them use vocabulary
from the story as they retell. Use visual aids,
suchas pictures and objects.

Characters Events
Mom Ox helps dig and pick
Pop Ox helps the pigs.
Ox Ox helps Mom and Pop shop.
Pig Ox, Mom, and Pop nap.
Characters Events




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• HIGH-FREQUENCY WORDS Write the following
  sentence Ben saw a small blue bug in your tree.
  Ask children to read the sentence and identify
  the high-frequency words saw, small, your, tree.
• SHORT e Point to the word Ben and ask children
  what sound the e stands for. List other short e
  words together.
• LET'S TALK ABOUT IT Recall the Big Book Babies on
  the Go. Ask Could you see any of the animals in
  this story in a backyard? Encourage children to
  check to make sure the animals are shown on the
  Animals in Our Neighborhood web.

Tomorrow you will read about a boy and girl who
help a bird.
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Day 3
Morning Warm Up! Today we will read about Brad
and Kim. They help a bird whose egg is in
danger. What could cause danger for a real
birds eggs?
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Share Literature

• AUTHOR/ILLUSTRATORHelp children recall the
• author and illustrator. Explain that illustrators
  make choices in what and how they illustrate,
  just as authors make choices about what and how
  they write. Lead a discussion of the
  illustrations in the big book. Guide children to
  see that they are realistic. Discuss possible
  reasons the illustrator made this choice.
• BUILD ORAL VOCABULARY Review that yesterday the
  class read the book to find out which animals
  travel on the ground. Suggest that as you read,
  children listen to find out which animals travel
  by riding with a parent.
• MONITOR LISTENING COMPREHENSION
• How does a baby snow monkey travel?
• How does a baby kangaroo travel?
• How do you think the baby animals' parents feel
  about giving them rides?
• How do you know?

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Amazing Words

• habitathatchsurvive
• gentlenudgeperch
• private
• moist

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Phonemic Awareness (Click to make the sounds
appear, then click again for words.)
You know that some babies stand up right away and
take a step. Listen to the sounds in step.
step
s t e p
flex
f l e x
fret
f r e t
speck
s p e ck
stem
s t e m
dress
d r e ss
smell
s m e ll
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Short e and Initial Blends
Routine

Connect You can read this word because you know
the sounds that the consonant letters stand for.
You also know that when e is the only vowel at
the beginning or in the middle of a word, the e
stands for the short e sound. What sound does
the e in this word stand for?. Whats the word?

led
What sound do the letters s and l stand for in
this word? Whats the word?
sled
Model When you come to a new word, look at all
the letters in the word. Think about its vowel
sound and if the sounds of consonant letters can
be blended together. Say the sounds in the word
to yourself and then read the word. (click and
model)
led sled
When you come to a new word, what are you going
to do?
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Inflected Endings
Routine

Group Practice Lets read these words. Look at
all the letters, think about the vowel sounds,
and say the sounds to yourself. When I point to
the word, lets read it together. (Allow 3-4
seconds previewing time for each word.)

• leg
• grab
• web
• spell

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Spying on Animals I love to spy on animals That
cross through my backyard. If I sit on my back
step, It is not very hard. I see wrens On their
nests Full of eggs. I watch spiders spin their
webs and Butterflies Flying free. They spend
their time with me.
Can you find these words spend, wrens, spy,
cross, spiders, flying, free.
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Sort Words (Have children spell these words with
letter tiles and then spell other short e words
with and without blends and tell which column to
write each word in.)

• Short e Without Blend Short e With Blend
• yes press
  

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Nature Walk
DISCUSS BIRDS AND THEIR NESTS Take a nature walk
to observe birds and their nests, or share
pictures of various birds and nests that may be
found insome backyardsfor example, tree
swallows, bluebirds, wrens, or sparrows.Initiate
discussion by asking children to share what they
know about birds andtheir nests. Where might you
find a bird nest? Why do you think birds build
nests?
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Build Background
BACKGROUND BUILDING AUDIO Have children listen to
the CD and share the new information they
learned about why birds build nests. COMPLETE A
MAIN IDEA CHART Draw a main idea chart or display
Graphic Organizer 27. Write "Why Birds Build
Nests" in the large box at the top. Askchildren
to give reasons why birds build nests. Add their
responses to thesmaller boxes.
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CONNECT TO SELECTION Connect background
information to Get the Egg! We know that birds
build nests to make a safe place to lay their
eggs. Sometimes something can happen to the egg
before it hatches. Kim and Brad are characters
in the story we are about to read. Well find
out what they do to save a red birds egg.
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Vocabulary

• Read each sentence as you track the print.
• Frame each underlined word. Explain the words
  meaning.
• bird animal covered in feathers with wings and
  two legs
• nest a birds home
• Ask children to identify familiar letter sounds,
  bird (/b/ /i/ /r/ /d/).
• Have children read each sentence aloud with you.
  Then introduce the character names Kim and Brad.
• To encourage discussion using the selection
  words, invite children to create sentences based
  on their real-life experiences. Have individuals
  use bird and nest in their sentences.

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Monitor ProgressCheck High-Frequency
Words(Point to the following words and have
individuals read them.)
saw small tree your
are the too you
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Comprehension

• Skill Realism and Fantasy
• RECOGNIZE REALISM AND FANTASY Review that a
  realistic story could really happen and a fantasy
  could not. Recall previously read realistic
  stories and fantasies. Guide children in
  identifying things that could and could not
  really happen.
• CONNECT TO READING
• As you read, notice things in the story that real
  people would say and do.
• Ask yourself if everything in the story could
  really happen.

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Comprehension
Strategy Story Structure INTRODUCE THE
STRATEGY Explain that knowing the important parts
of a story the characters, the setting, and what
happenscan help children understand and remember
the story.
MODEL When I read a story, I ask myself who the
story is about, where and when it takes place,
and what happens.

• CONNECT TO READING Encourage children to ask
  themselves these
• questions as they read Get the Egg!
• Who are the characters in this story?
• Where and when does this story take place?
• What happens at the beginning of the story? in
  the middle?
• How does the story end?

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Fluency
READ WITH ATTENTION TO PUNCTUATION MODEL
ATTENDING TO PUNCTUATION Use Get the Egg! Point
to the periods in each sentence on p. 100. A
period shows that it is the end of a sentence. I
stop when I come to a period. Ask children to
follow along as you read the page. Stop at each
period. Have children read the page after you.
Encourage them to read, stopping for each period.
Continue in the same way with pp. 101102.
Routine
Choral Reading Select a Passage For Get the
Egg!, use pp. 100103. Divide into Groups Assign
each group a part to read. For this story, use
these parts the narrator, Brad, Kim. Model
Have children track the print as you read. Read
Together Have children read along with you.
Independent Readings Have the groups read aloud
without you. Monitor progress and provide
feedback. For optimal fluency, children should
reread three to four times.
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Vocabulary
EXPAND ORAL VOCABULARY Display the Animals in Our
Neighborhood web. Use the web to help children
group animals with habitats that are alike. Model
how to compete the first row of the chart.
Continue discussing animals that live in each of
the other habitats. If necessary, display p. 32
of the Big Book Babies on the Go to help children
find animals that live in each habitat. Have
partners copy the chart and work together to add
to the remaining rows of the chart. Invite
volunteers to share their completed charts.

• A habitat is a place where an animal lives, eats,
  sleeps, and builds or finds its home.

habitat animal





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VocabularyCLASSIFY WORDS
DISCUSS AMAZING WORDS Discuss with children the
meaning of the word habitat. Explain that a
habitat is a place where an animal lives, eats,
sleeps, and builds or finds its home. Help them
recall that in the story, Get the Egg! children
found a bird's nest in a tree. Then have children
think of sentences to describe what Brad and Kim
did and what they saw the red bird do. Encourage
them to use the words habitat, survive, and
hatch in their sentences. Click for sentence
examples
The red bird lives in a backyard habitat. Brad
and Kim helped a baby bird survive. They saw six
eggs hatch.
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• Daily Fix-It
• Yor legg got wet in the pond.
• We caw Tim get a nett to use.

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• Daily Fix-It
• Yor legg got wet in the pond.
• Your leg got wet in the pond.
• We caw Tim get a nett to use.
• We saw Tim get a net to use.

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Writing Trait of the WeekIntroduce
Organization/Paragraphs
TALK ABOUT ORGANIZATION/PARAGRAPHS Explain to
children that organization is arranging the ideas
in their writing in an order that makes sense.
Ask children to think about how the author
organizes her ideas in Get the Egg! Then model
your thinking.
MODEL When I look back at the selection, I see
that the author tells what happens first, next,
and last. I'll write some events that happen in
the story. Check to see if they are in the right
order.
(Click for practice on next two frames.)
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Writing Trait of the Week (109c)(Sequence the
sentences by writing the correct order in the
boxes to the left, then click to read in correct
order in a paragraph.)

• Brad puts the egg back in the nest.
• A big twig knocks an egg out of a nest.
• Brad uses his net to get the egg.

A big twig knocks an egg out of a nest. Brad
uses his net to get the egg. Brad puts the egg
back in the nest.
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Writing Trait of the Week (109c)(Sequence the
sentences by writing the correct order in the
boxes to the left, then click to read in correct
order in a paragraph.)

• The red bird lays eggs in the nest.
• Baby birds hatch from the eggs.
• The red bird makes a nest in a tree.

The red bird makes a nest in a tree. The red
bird lays eggs in the nest. Baby birds hatch from
the eggs.
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Grammar Apply to Writing Telling Sentences

• IMPROVE WRITING WITH TELLING SENTENCES Point out
  to children that writing telling sentences can
  give readers information about something that
  happened in the past. Remind children to use
  telling sentences in their own writing.
• Write Sam, Pig, Ox, Fox. Have children supply
  telling sentences for each storycharacter. Ask
  how each telling sentence should begin and end.
• PRACTICE
• WRITE TELLING SENTENCES Call on individuals to
  supply more sentences to be added for each
  character. Ask children to check that each
  sentence begins with a capital letter and ends
  with a period. Continue until three or more
  sentences have been written for each story
  character.

Character What Happened
Sam
Pig
Ox
Fox
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• REALISM AND FANTASY Have children recall what
  happened in the story Get the Egg! Could children
  save an egg in real life or only in a
  make-believe story? Why or why not?
• STORY STRUCTURE Help children retell the
  beginning, middle, and end of the story. (Kim and
  Brad saw a nest full of eggs. An egg fell out.
  The children got the egg and put it back in the
  nest. The children saw that the six eggs in the
  nest all hatched.)
• LET'S TALK ABOUT IT Display the Animals in Our
  Neighborhood web from Day 1. What animals might
  be found in your backyard habitat?

Tomorrow you will read about a way to help birds
eat.
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Day 4
Morning Warm Up! Did you ever see a bird perched
in a tree? Did you watch it resting in a nest?
Today we will read about a way we can help birds
eat. What other animals can we help that live in
a backyard?
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Share Literature

• ACTIVATE PRIOR KNOWLEDGE Have children recall
  what animal in the story Get the Egg! find.
  Explain that today you will read another story
  about a child who finds a different animal.
• BUILD ORAL VOCABULARY Help children recall that
  animals live in different habitats. Guide a
  discussion that leads children to understand that
  some animals like dry habitats while others like
  moist, or wet, habitats. Ask children to listen
  to find out what kind of habitat Maisies toad
  likes.
• REVIEW ORAL VOCABULARY After reading, review all
  the Amazing Words for the week. Have children
  take turns using them in sentences that tell
  about the concept for the week. Then talk about
  the Amazing Words they learned in other weeks and
  connect them to the concept as well. For
  example, ask
• What would you do if you observed a spider
  dangling from its web?
• Would a backyard turtle fetch her baby and carry
  it by the nape of its neck?

67
Amazing Words

• habitathatchsurvive
• gentlenudgeperch
• private
• moist

68
Phonemic Awareness
fill
ing

• Can you picture Maisie filling the tiny pond with
  water? Filling has two syllables. Listen to the
  syllables in filling
• (Model saying each word part,
• fill ing, as you divide the word into two
  syllables. Then, click and say the word parts as
  they appear. Continue dividing other words into
  syllables as you click.)

pass
ing
kick
ing
ing
pack
ing
lock
69
Review PhonicsReview Inflected Endings s and
-ing
Look at this word. You can read this word
because you know how to blend the base word and
the ending s together. Blend the sounds in the
base word. What is the base word? Remember that
ending s can stand for /s/ or /z/. Now blend
the two parts. What is the word?
taps
mixing
You can read this word because you know how to
blend the base word and the ing ending. Blend
the base word. What is the base word? Blend the
base word and the ing ending. What is the word?
70
Review Phonics
When I read a word, hold a hand up high if it has
an s ending and shake your head no if it has an
ing ending. (Click to sort after reading.)
-s
-ing

• yelling
• packs
• hits
• eating
• naps
• looking
• wags
• helping
• taps
• licking

packs
yelling
hits
eating
naps
looking
wags
helping
taps
licking
71
Word ReadingRead Decodable and High-Frequency
Words(Encourage children to preview each word
before reading it.)
Tom kicks man where did
eat too sits her packing
this naps look of pad
said locking van hops pot
72
Word Reading Read Words in Context(Call on
individuals to read a sentence. Then randomly
point to the review words and have them read.)

• Did you see where Tom sits and naps?
• I will eat a pot of this too, said Nick.
• Look at the man packing and locking the van.
• The frog hops and kicks to get to her pad.

73

• Partner Review
• Short e
• READ AND WRITE Supply pairs of children with
  index cards on which the spelling words have been
  written. Have one child read a word while the
  other writes it. Thenhave children switch roles.
  Have them use the cards to check their spelling.

bed men red step ten 6. net 7 leg 8. jet 9. sled 10. wet
High-Frequency Words
11. saw 12. your
74
Fluency
MODEL READING WHILE ATTENDING TO PUNCTUATION Use
Get the Egg! Point to the periods on p. 100.
Review that a period is at the end of many
sentences. When I come to a period, I know it is
the end of a sentence. I stop when I come to a
period to show that the sentence ends. Ask
children to follow along as you read the page,
stopping at each period. Have children read the
page after you. Encourage them to read, stopping
for each period. Continue in the same way with
pp. 101102.
Routine
Choral Reading Select a Passage For Get the
Egg!, use pp. 103105. Divide into Groups Assign
each group a part to read. For this story, have
each group read one page. Model Have children
track the print as you read. Read Together Have
children read along with you. Independent
Readings Have the groups read aloud without you.
Monitor progress and provide feedback. For
optimal fluency, children should reread three to
four times.
75
Writing Across the CurriculumWrite Poster
BRAINSTORM Have children look at pp. 110111 of
the story "Help the Birds" and describe how to
make the bird feeder. Ask them to tell how making
a bird feeder helps the birds. Encourage them to
use oral vocabulary, such as habitat, survive,
and perch. SHARE THE PEN Have children use their
opinions about helping birds to participate in
writing sentences for a poster. Explain that
writers can convince others to do things they
think are important by writing sentences that
tell about it. Then explain that the class will
work together to write sentences for a poster to
encourage other people to help birds. Call on
individuals to suggest sentences. Write the
sentences, inviting individuals to check the
grammar and end punctuation. Ask questions, such
as the following Does the sentence begin with a
capital letter? Does the sentence end in a
period? Does the order of the words in the
sentence make sense?How do you know? Continue
having individuals contribute sentences that
could be used on a poster. Frequently reread the
sentences.
76
Grammar Review Telling Sentences
Define Telling Sentences What is a statement that
tells about something called? How do telling
sentences begin and end?
REVIEW TELLING SENTENCES Write the following
sentence pairs on the board. Have children copy
the pairs and draw a line under the telling
sentences. Allow individuals to share their work
with the class.

• 1. The bird sits in its nest.
• the bird sits in its nest
• 2. a frog flops in the pond
• A frog flops in the pond.
• 3. the fox licks its lips
• The fox licks its lips.

77

• Daily Fix-It
• 7. the mix is a hitt.
• This mix winz too

78

• Daily Fix-It
• 7. the mix is a hitt.
• The mix is a hit.
• This mix winz too
• This mix wins too.

79
FLUENCY Write Six baby birds look at me. They
like to eat. The little birds eat up in a tree.
Read the sentences with no mistakes, stopping at
the end of each sentence. Did I make any
mistakes? Did I stop at the end of each sentence?
Call on individuals to read the sentences with no
mistakes, stopping at each period. LET'S TALK
ABOUT IT Display the Animals in Our Neighborhood
web. Help children check the animals on the web
to be sure that birds are shown. Discuss and add
other animals children suggest.
FLUENCY Write Six baby birds look at me. They
like to eat. The little birds eat up in a tree.
Read the sentences with no mistakes, stopping at
the end of each sentence. Did I make any
mistakes? Did I stop at the end of each sentence?
Call on individuals to read the sentences with no
mistakes, stopping at each period. LET'S TALK
ABOUT IT Display the Animals in Our Neighborhood
web. Help children check the animals on the web
to be sure that birds are shown. Discuss and add
other animals children suggest.
You heard a story about a girl who caught and
took care of a toad. Tomorrow you will hear
about her toad again.
80
Day 5
Morning Warm Up! This week we read about many
wild animals. A baby polar bear gets a gentle
nudge. Another baby animal has a private perch.
Why does a wild animal pick a certain habitat?
81
Share Literature
Listen and Respond USE PRIOR KNOWLEDGE Review
that yesterday the class listened to find out
what kind of habitat Maisie's toad likes. Suggest
that today the class listen to find out if you
might be able to find a toad in your
backyard. MONITOR LISTENING COMPREHENSION Where
did Maisie catch the toad? Where did Maisie
learn how to feed and take care of the toad? Was
the moist dirt a good place for Maisie to make a
home for the toad? Why or why not? Build Oral
Vocabulary GENERATE DISCUSSION Recall what Maisie
catches in the garden. Ask children why it is
important to leave backyard animals in their
habitat. Invite children to share their own
experiences similar to Maisie's. Have children
use some of this week's Amazing Words as they
describe the wild animals they've found in their
backyard or neighborhood and what they did with
them.
82
Amazing Words

• habitathatchsurvive
• gentlenudgeperch
• private
• moist

83
Short e and Initial BlendsReview
IDENTIFY SHORT e AND INITIAL CONSONANT BLEND
WORDS Have children read each sentence aloud as
you track the print. Call on individuals to name
and underline the words with short vowel e or
initial consonant blends.

• The clam and the crab will get wet.
• I have ten blocks and six bricks.
• Look at the red and black sled.
• I can skip and Ben can swim.

84
High-Frequency Words Review (Read the rhyme.
Ask children to complete each line with one of
the Words to Read in the word box.)
saw tree your small
Where is _______ nest, birdie? How _______ can it
be? I think I just __________ it. In that big oak
_________!
your
small
saw
tree
85
Spelling Test Short I(Use these sentences for
reading or dictation practice.)

• DICTATION SENTENCES Use these sentences to assess
  this week's spelling words.
• The frog got wet.
• The man fed the red hen.
• Get it with a net.
• I hit my leg on the rocks.
• The men will fix the deck.
• Ten kids are going.
• Will you get on the big jet?
• Dad is fixing my sled.
• Step on the dock.
• 10. I nap in my bed.
• HIGH-FREQUENCY WORDS
• 11. I saw a big cat.
• 12. Kick it with your leg.

86

• LOOK AT THE PROMPT Read p. 112 aloud. Have
  children select and discuss key words or phrases
  in the prompt.
• STRATEGIES TO DEVELOP ORDER Have children
• read aloud pages from familiar stories and talk
  about the order of the sentences on each page.
• look at sets of three scrambled sentences you
  write on the board or chartpaper and tell you
  how to write the sentences in an order that makes
  sense.
• suggest a sentence that tells what happens next
  after you offer a pair of sentences such as
  these Ava gets a glass. Ava takes the milk
  carton out of the refrigerator.

87

• Daily Fix-It
• You can use my nett
• stepp up here to see a bird.

88

• Daily Fix-It
• You can use my nett
• You can use my net.
• stepp up here to see a bird.
• Step up here to see a bird.

89
Reseach/Study SkillsTeach/Model List
MODEL USING A LIST Explain that people make lists
for different reasons, such as to keep track of
assignments or things to do. Tell children that
peoplewrite lists using words, phrases, or
sentences. Also, point out that lists maybe
numbered. Have children look at the list in Help
the Birds. Discuss the listand guide children to
recognize that it has numbered sentences and
pictures.Point out that the numbered list is
arranged in order from the least to
greatestnumeral. Read the list aloud with
children tracking the print as you read. Then
model how to use a list.
MODEL First, I see that this kind of list must be
read from top to bottom. So, I begin by reading
the first sentence and looking at the picture
that follows the number one. Then I read, in
order, the rest of the sentences that follow the
numbers 24. I see that this is a to-do list. I
know this because the sentences are in order and
tell what to do to make a bird feeder. (Click for
practice.)
90
Practice
DEMONSTRATE MAKING A LIST Have partners make
their own list. Tell children that some lists
group things that are alike, such as a grocery
list. Explain that this kind of list would have
groups like Dairy, Meat, Fruits and Vegetables,
Canned Goods, Breads and Cereals. Call on
individuals to suggest items that belong in each
group. Then have partners work together to make
their own grocery lists. (Click for example.)
GROCERIES DairycheesemilkMeathamburgerFruits
and VegetablesapplespeachespeasBread and
Cereals oatmealcrackers
91
Click here to listen to the story

• Wrap Up Your Week!
• QUESTION OF THE WEEK Recall this week's question.
• Which wild animals can we find in our
  neighborhood?
• Display the Things Animals in our Neighborhood
  web. Help children identify animals that are
  listed in the web and tell about them. For
  example, children can describe where these
  animals live and what they eat.
• CONNECT Use questions such as these to prompt a
  discussion.
• What kinds of wild animals can survive in a
  backyard habitat?
• Wild animals need certain things in order to
  live. Which wild animals do you think can
  survive in a forest habitat?
• The baby kangaroo in our Big Book had a private
  perch in which it rode. What kind of perch do
  you think big cats might use when they rest from
  a hunt?

Next week you will read about wild animals such
as giraffes, hippos, and zebras.