Friday

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Friday April 17, 2009 Lesson 28 Day 4 and 5
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Objective To listen attentively and respond
appropriately to oral communication to express
personal preferences to follow simple directions
Questions of the day
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What is your favorite color to wear? Why? On my
signal, turn and talk to your partner to complete
the following stem My favorite color to wear is
____________________
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What is your favorite type of bird? Why? On my
signal, turn and talk with your partner to
complete the following stem _________ are my
favorite birds. I like them because _________.
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Objective To respond to a poem through movement
to do a choral response to a poem
Today we are going to read a poem called Molly
Days Colors. I want you to listen as I read it
first. On the second time I would like for you
to read it with me. I will divide you up into
two groups and we will read it in different
parts. Remember to read the poem with rhythm.
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Molly Days Colors When Molly Day wears yellow
clothes, finches flutter by her toes, when shes
in her bright blue gown, peacocks trail her
through the town. When Molly Day is dressed in
red, hummingbirds surround her head, but when
she wears her suit of gray, no one follows Molly
Day.
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Objective To read high frequency words
Word Wall Words
answered baby great kinds poured pushed thought to
es took able almost blue traveled
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Review Words
became become dear remember because tired tried ri
ght loudly talk listen
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/ir/ /ur/ /er/ Review
thirst shirt hurt bird fern turn churn purple burn

Objective To build and blend words with /ir/,
/ur/, /er/ and other known letter sounds.
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/ar/ /or/ Review
market barn part hard cart port pork born store
Objective To build and blend words with /ar/,
/or/, and other known letter sounds.
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Word Blending
Objective To use /ou/ ow, ou and other known
letter-sounds to decode words.
p
ar
t
y
p
ar
t
h
ur
t
h
ur
r
y
h
ur
r
ie
s
s
c
ur
r
y
s
c
ur
r
ie
s
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Objective To substitute phonemes in the initial
position to make new words to add phonemes to
make new words
Phoneme Substitution and Phoneme Addition
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Lets change some sounds to make new
words Change the /b/ in bit to /s/ and the new
word is sit Change the /b/ in barn to a /y/ and
the new word is yarn Change the /c/ in cool to a
/p/ and the new word is pool Change the /d/ in
dust to a /m/ and the new word is must Change the
/b/ in burn to a /t/ and the new word is
turn Change the /f/ in fight to a /t/ and the new
word is tight Change the /d/ in did to a /b/ and
the new word is bid Change the /b/ in brush to a
/c/ and the new word is crush Change the /t/ in
turn to a /b/ and the new word is burn Change the
/l/ in lock to a /d/ and the new word is
dock Change the /b/ in bunny to a /f/ and the new
word is funny Change the /h/ in hint to a /m/ and
the new word is mint
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Sung to the tune The Wheels on the Bus Add the
sound of /e/ to the end of cook, end of cook, end
of cook. Add the sound of /e/ to the end of cook,
and find the new word cookie /e/ to the end of
dirt dirty /e/ to the end of sit city /t/ to
the end of go goat /s/ to the end of art
arts /p/ to the end of she sheep /r/ to the end
of teach teacher /e/ to the end of red
ready /e/ to the end of fun funny /f/ to the
end of scar - scarf
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Objective To read inflectional forms of ed,
-es, -er, and est with spelling changes To
recognize root words
We are going to do some more phoneme addition
with ending sounds. We will be adding ed, -er,
-es, and est to words to make new words.
hurry es hurries hurry ed hurried funny
er funnier funny est funniest When a word
ends in y, the y is changed to an i before adding
ed, -er, -est, or ed.
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Root word -er -es -est -ed
easy easier easiest
scurry scurries scurried
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Read the words in red.
Kate hurried home. Spring Street was the long
way. It was easier for Kate to walk on Main
Street. It was a quicker way to get home. Kate
knew that York Street was the fastest way, but it
was closed. Kate made it home! It was easier than
she had thought it would be. Then she ate berries
for a snack.
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Root Word Add -er Add -est
easy easier easiest
Root Word Add -es Add -ed
scurry scurries scurried
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Objective To spell and write known high
frequency words
Spelling Words
funny happy story stories hurry hurried how out ba
by done
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Objective To read high frequency words
able almost answered blue done great pools poured
pushed together took traveled
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Objective To identify details in a story
Details
Details are little bits of information about a
character, place, or event in a story.
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We are going to reread the story Here in Space.
There are many details in this story. As I read,
be listening for these details. Where does
the boy live? How does the author feel about
space?
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New Cat At the Crayon Factory Here in Space
Who? Mr. Kim, New Cat The red crayon, Kelly boy
What? New Cat saves the factory with spilled tofu Crayons are made at a factory Facts about Earth and space
When? nighttime daytime present
Where? In the Bronx At a crayon factory, at Kellys house On Earth and in space
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Objective To develop robust vocabulary by
discussing ideas and situations.

• Robust Vocabulary
• anticipate
• numerous
• vibrant

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When you anticipate a party, you look forward to
it.
anticipate
The players anticipate the ball going in the
goal.
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Objective To review robust vocabulary
I will name some places. If you would anticipate
going there I want you to raise your hand. If
not I want you to shake your head no. birthday
party park grocery store doctors office friends
house zoo
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numerous
If you have numerous toys, you have many toys.
They had numerous toys collected to give away to
a needy family.
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I will name some things. If there are numerous
of these in our classroom raise your hand. If
not do nothing. pencils teachers principals chalk
boards computers books
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vibrant
If your shirt is vibrant, it has bright or bold
colors.
The flowers are vibrant colors.
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I will describe three different things. If I
describe something that is vibrant then you
should say, Now, that is vibrant! If it is not
something vibrant then you should say nothing. a
bright orange boat a dull gray rock a very
colorful shirt
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Answer in one voice by saying vibrant or
dull. If you are properly coloring a picture of
the sun, are you using vibrant colors or dull
colors? If you arrived at school and found out
that you had numerous test to take, would you be
excited? Why or why not? If a familiar movie
star were planning a visit to your house, would
you anticipate his or her arrival? Why?
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Objective Identify and use verbs that tell about
the past.
I look at the book (present) I looked at the
book (past) I help my dad (present) I helped my
dad (past)
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Which one of these sentences show a verb that is
in the past? Ming crawled up to the
slide. Jack jumps up and down. Keesha plays the
violin. My dog barked. I looked at the
rainbow. We walked to the swings.
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Objective To write a how-to paragraph

• How-to Paragraph
• Gives directions in order.
• Sentences should be written clearly.
• Includes words such as first, next, after, and
  last.

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How to wash a dog Heres how to wash a dog.
First, fill a tub with water. Next, put the dog
in and wash him. Then, rinse the dog off with
clean water. Last, use a towel to dry the dog.