* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download “Yes, Ms. Blossom,” said Alf and - Superkids
Modern Greek grammar wikipedia , lookup
Old Norse morphology wikipedia , lookup
Japanese grammar wikipedia , lookup
Lithuanian grammar wikipedia , lookup
Ojibwe grammar wikipedia , lookup
Arabic grammar wikipedia , lookup
Lexical semantics wikipedia , lookup
Macedonian grammar wikipedia , lookup
Kannada grammar wikipedia , lookup
Georgian grammar wikipedia , lookup
Portuguese grammar wikipedia , lookup
Navajo grammar wikipedia , lookup
Old Irish grammar wikipedia , lookup
Modern Hebrew grammar wikipedia , lookup
Swedish grammar wikipedia , lookup
Old English grammar wikipedia , lookup
Compound (linguistics) wikipedia , lookup
Romanian nouns wikipedia , lookup
Icelandic grammar wikipedia , lookup
Zulu grammar wikipedia , lookup
Chinese grammar wikipedia , lookup
French grammar wikipedia , lookup
Spanish grammar wikipedia , lookup
Esperanto grammar wikipedia , lookup
Italian grammar wikipedia , lookup
Ancient Greek grammar wikipedia , lookup
Vietnamese grammar wikipedia , lookup
Latin syntax wikipedia , lookup
Scottish Gaelic grammar wikipedia , lookup
Polish grammar wikipedia , lookup
Serbo-Croatian grammar wikipedia , lookup
English grammar wikipedia , lookup
Yiddish grammar wikipedia , lookup
Week 3 Summary of Core Instruction Step 1 Daily Routines “No,” said Doc. “They were acting up. Ms. Blossom had to punish them. She is strict, but I like her.” “Yes, Ms. Blossom,” said Alf and Ettabetta. They plodded to their desks and sat. Step 1 “I do, too,” said Cass. Ms. Blossom led the rest of the class up some steps that went to the roof. “This is a good spot to plant bulbs,” said Ms. Blossom. “They must have lots of sun. And dogs can’t get up to the roof and dig them up. Plant your bulbs in these long boxes.” 29 Too Strict?: Pages 28–29 CD 1, Track 13 LEVEL 5 Step 2 Word Work Grammar: Nouns and verbs Vocabulary: Words that can be nouns and verbs Reading: Check comprehension SEC ND G RAD 1 E Decodable Reader Stories: Unit 1 © 20 09 Ro wl an dR ead ing er ve Found ation All rights res 57 33 SG d. 09 07 3. Student Objectives Reading Dictate the words and sentences. Identify the Memory Words. Remind children that short vowels are followed by two consonants before -le. If you hear only one sound, the two consonants are the same. Grammar, Usage, and Mechanics Understand and identify nouns and verbs in sentences Understand that some words can be both a noun and a verb Writing Name: Week 3 Spelling Practice Family: Please have your child complete this page and take it back so your child’s teacher can check the work. Some words can be both a noun and a verb. Pattern Words Memory Words When bug means insect, it is a noun. grumble twinkle drizzle rung want come day new When bug means to act like a pest, it is a verb. tumble little puzzle hung look any or out candle bottle sang song play some very good handle puddle ring Put N above bug when it is a noun. Put V above bug when it is a verb. N Memory Word. V Write thehat missing Nouns name people, places, and things. kidsV1jungle vetletters to complete each 1. Alf began to bug Ettabetta. 3. An ant is a bug. 5. Don’t bug me. Verbs are action words. They tell what you do. sing o o krun think5. s o m e 1. l help 9. n e w N V N In a sentence, the noun tells who did something. The2.verb they did. w a n t d atellsy what 10. e r ysting. 4. Ants 6. bug me. 6. A bugv can 2. Don’t step on that bug. N V N V N V 3. a n y 7. o r 11. p l a y The Superkids giggle. Animals sleep. The truck stops. After you’ve read pages answers o mineyour Reader, t the correct12. g obelow. 4. c26–27 8. mark o u all o d Word Work Book, pages 18–19 Decodable Reader, pages 28–29 CD 1, Track 13, for fluency practice with “Too Strict?” Backpack Page 11 Use the Big Book of Decoding or write the words below on the board. Point out that the words in each column end the same way and therefore rhyme. Have children read the words several times. Dictation and Spelling Vocabulary Understand homonyms (words that can be both nouns and verbs) Understand homonyms too, two, and to Materials Informal Assessment _iggle _umble jigglebumble stumble giggle humble crumble wigglemumble grumble squiggle tumble Step 3 Reader Guide reading of “Too Strict?” Write two sentences to provide a solution to a problem DAILY ROUTINES Decoding 28 O Lesson 13 As Cass and Doc were planting, Cass said, “Do you think Ms. Blossom was too strict with Alf and Ettabetta?” Too Strict? “This is not how we act in second grade,” Ms. Blossom said to Alf and Ettabetta. “You must go back to your desks. Sit there until I come to get you.” tumblepuddleor drizzlegiggle new The paddle is not any good. On this day, the wind is strong. Put N above the nouns and V above the verbs in these sentences. 1. What did Alf do2toWrite pretend he was a bumblebee? the Pattern Words. -le -ngN N Ettabetta’s V N hand. V He began to pinch N V He batted Ettabetta. sang grumble 1. Dogs jump. Cass likeshand. cats. 7. Kids sing. 1. 1. He4.sat on her He went, “Buzz, buzz, buzz!” ring tumble 2. 2. N V N V N V didTicAlf pretend to sting Ettabetta? rung candle 2. Bugs buzz.2. How5. giggles. 8. Doc jumps. 3. 3. with a pinch punch with hand 4. with ahung 4. his handle N V N V N V song twinkle 5. 5. 3. Ettabetta yells. 6. Vets help. 9. Sal skips. 3. What did Ettabetta do to stop Alf? little 6. Shesentences said, “Cut it out.” She hit him.or a verb? She got help. Answer these questions about the above. Is your answer a noun bottle 7. 1. Who jumps? Writing and Editing with a pin She cried. puddle 8. Answer the questions about the story in your own words. drizzle noun verb 9. Doc 1. Pretend you are Ettabetta. How will you 10. get Alf topuzzle stop bugging you? 2. What do vets do? 3. What can Tic do? help noun verb Word Work BLM • Unit 1, Lesson 13 4. Who skips? Sal noun verb 5. Who yells? Ettabetta noun verb sing noun verb 6. What do kids do? 18 Reproducible Page © 2009 by Rowland Reading Foundation 2. Pretend you are Ms. Blossom. How will you punish Alf and Ettabetta? giggle noun verb Unit 1 • Lesson 13 Reader: Too Strict? Grammar and Comprehension 19 Alf pretended he was a bumblebee. If he stung me, I would _____ . Unit 1 • Lesson 13 Reader: Too Strict? Grammar UNIT 1: LESSON 13 57 WORD WORK Step 2 Teach pages 18–19 Grammar: Nouns and verbs Nouns name people, places, and things. kids jungle hat vet Verbs are action words. They tell what you do. sing help run think In a sentence, the noun tells who did something. The verb tells what they did. N V The Superkids giggle. N V N V Animals sleep. The truck stops. Put N above the nouns and V above the verbs in these sentences. N V 1. Doc jumps. N V N 4. Cass likes cats. N V 7. Kids sing. N V 2. Bugs buzz. N V 5. Tic giggles. N V 8. Dogs run. N V 3. Ettabetta yells. N V 6. Vets help. N V 9. Sal skips. Answer these questions about the sentences above. Is your answer a noun or a verb? 1. Who jumps? Doc noun verb 2. What do vets do? help noun verb 3. What can Tic do? giggle noun verb 4. Who skips? Sal noun verb 5. Who yells? Ettabetta noun verb sing noun verb 6. What do kids do? 18 Unit 1 • Lesson 13 Reader: Too Strict? Grammar Teachs nouns and verbs. Read aloud the definition of nouns in Ms. Blossom’s tip. Then have children read aloud each noun and tell whether it names a person or people, a place, or a thing. (vet—person, 58 UNIT 1: LESSON 13 kids—people, jungle—place, hat—thing) Read aloud the definition of verbs. Then have children read the verbs. Ask individual children to show the actions by acting out singing, helping someone, running, and thinking. Explain that all sentences have at least one noun and one verb. Read the first sample sentence in the box. Have children tell why there is an N above the word Superkids. (It is a noun. It names someone.) Then ask them to tell why there is a V above the word giggle. (It is a verb. It tells what someone does.) Read the other sample sentences and discuss them in the same way. Introduce Activity 1. Read aloud the direction. Have children read aloud the first sentence. Ask why there is an N above the word Doc (This word is a noun since it names a person.) and a V above the word jump. (This word is a verb since it tells what someone does.) Explain that this is a complete sentence because it has a naming part and an action part. The naming part, Doc, does something in the action part, jumps. Have children read aloud sentence 2. Ask what is named—who does something in the sentence? (Bugs) Have children write an N over the word Bugs. Ask what the bugs do in this sentence. (buzz) Have children write a V over the action word buzz. Help children complete as many sentences as necessary for comprehension. Introduce Activity 2. Read aloud the directions. Have children read aloud the first question. Then have them scan the sentences they’ve completed so far in Activity 1 for a sentence that tells about someone jumping. (1. Doc jumps.) Ask children what the answer to the question is (Doc) and have them write that name on the lines. Next, ask children whether this word is a noun or a verb (noun) and have them fill in the correct bubble. Explain that children will be able to answer the questions in this activity after they complete Activity 1. To answer each question, they will write a word on the lines and then fill in the correct bubble to tell if the word is a noun or verb. Have children complete both activities during Independent Work Time. Vocabulary: Words that can be nouns and verbs and Reading: Check comprehension Some words can be both a noun and a verb. When bug means insect, it is a noun. When bug means to act like a pest, it is a verb. Put N above bug when it is a noun. Put V above bug when it is a verb. V 1. Alf began to bug Ettabetta. N 3. An ant is a bug. V 5. Don’t bug me. N 2. Don’t step on that bug. V 4. Ants bug me. N 6. A bug can sting. After you’ve read pages 26–27 in your Reader, mark all the correct answers below. 1. What did Alf do to pretend he was a bumblebee? He batted Ettabetta’s hand. He sat on her hand. He began to pinch Ettabetta. He went, “Buzz, buzz, buzz!” 2. How did Alf pretend to sting Ettabetta? with a pinch with a punch with his hand with a pin 3. What did Ettabetta do to stop Alf? She said, “Cut it out.” She hit him. She got help. She cried. Answer the questions about the story in your own words. 1. Pretend you are Ettabetta. How will you get Alf to stop bugging you? 2. Pretend you are Ms. Blossom. How will you punish Alf and Ettabetta? Unit 1 • Lesson 13 Reader: Too Strict? Grammar and Comprehension 19 Teach words that can be both a noun and a verb. Read aloud Ms. Blossom’s tip at the top of page 19. Ask children to name a bug, such as an ant or a bee. Have children find the ladybug. Explain that a bug is a thing; it is a noun that names something. Ask children to look at the next picture and tell what is happening. (Alf is making a face and maybe bugging or teasing someone.) Ask if it is possible to “bug” someone. (yes) Have children give examples of a time they bugged someone or were bugged by someone who was acting like a pest. Explain that to bug someone is an action; it is a verb. List on the board other words that can be both a noun and a verb, and have children discuss ways of using these words. For example, hand as a noun is part of your body (My hand has five fingers.), while hand as a verb means to give someone something. (Hand me that pencil.) Stamp as a noun is something you put on an envelope (This letter needs a stamp.), while stamp as a verb is something you can do with your foot. (I can stamp my feet in time to the music.) Other words that can be both a noun and a verb include bump and duck. Discuss these words with the class and ask if anyone can think of any other words to add to the list. Introduce Activity 1. Read aloud the directions. Have children read the first sentence aloud. Ask whether the word bug in this sentence describes an insect or tells what someone is doing. (tells what someone is doing) Then ask whether an action word is a noun or a verb. (verb) Have children write a V above the word bug. Follow a similar procedure for the next sentence, explaining that in this case the word bug describes an insect and is a noun. Have children write an N above the word bug in the second sentence. If necessary, help students complete one or two more items. Introduce Activity 2. Read aloud the direction. Explain that children should read all of the answer choices, because more than one might be correct. Have children read aloud the first question and the four pink answer choices. Introduce Activity 3. Read aloud the direction. Have children read aloud each question and discuss possible answers. Have students complete all three activities during Independent Work Time. Be sure to check students’ work when they are finished with the page. Have students take home Backpack Page 11. Remind children to practice spelling this week’s Memory Words and Pattern Words at home. UNIT 1: LESSON 13 59 Step 3 READER Teach Too Strict? Pages 28–29 Guide reading Too Strict? “This is not how we act in second grade,” Ms. Blossom said to Alf and Ettabetta. “You must go back to your desks. Sit there until I come to get you.” “Yes, Ms. Blossom,” said Alf and Ettabetta. They plodded to their desks and sat. As Cass and Doc were planting, Cass said, “Do you think Ms. Blossom was too strict with Alf and Ettabetta?” “No,” said Doc. “They were acting up. Ms. Blossom had to punish them. She is strict, but I like her.” “I do, too,” said Cass. Teach decodable story words: too, roof. Preview story vocabulary: strict, plodded, spot, acting up, punish. Build background. Have children turn to page 28 and read the title. Discuss the meaning of strict. (firm about the rules) Have children look at the illustrations and tell where Alf and Ettabetta are and where the rest of the class is. (Alf and Ettabetta are sitting at their desks, and the rest of the class is outside.) Have students predict why Alf and Ettabetta are not with the rest of the class. (Children may say Ms. Blossom punished them for misbehaving.) Set a purpose for reading. Suggest children read “Too Strict?” to find out what Ms. Blossom does after Ettabetta hits Alf. Determine important ideas Ms. Blossom said, “This is not how we act in second grade.” What did she mean? It was not okay for Alf to bug Ettabetta or for Ettabetta to hit Alf. How did Ms. Blossom punish Alf and Ettabetta? She made them sit at their desks. 60 UNIT 1: LESSON 13 Ms. Blossom led the rest of the class up some steps that went to the roof. “This is a good spot to plant bulbs,” said Ms. Blossom. “They must have lots of sun. And dogs can’t get up to the roof and dig them up. Plant your bulbs in these long boxes.” 28 Understand word usage How did Alf and Ettabetta go back to their desks? What word tells you this? They plodded. Is plodded a noun or a verb? Why? Plodded is a verb because it describes an action. Ask a child to demonstrate how Alf and Ettabetta plodded to their desks. Determine important ideas Why is the class going to the roof? to plant bulbs Why is planting flowers on the roof a good idea? The bulbs will be in the sun, and they will get water when it rains. Why is this unusual? because most roofs do not have gardens on them 29 Understand dialogue What do Cass and Doc talk about while they plant their bulbs? whether Ms. Blossom was too strict with Alf and Ettabetta Develop vocabulary The word strict describes someone who makes sure others follow the rules. How was Ms. Blossom being strict? Alf and Ettabetta were fighting and Ms. Blossom punished them. Discuss the story. 1. What might have happened if Ms. Blossom had not punished Alf and Ettabetta? Some children might suggest that Alf would have hit Ettabetta back and gotten into a worse fight. Others might say Ettabetta and Alf would have made up because they are really friends. (Give and support opinions) 2. What are some of the rules in your classroom, and what happens if someone breaks a rule? Some rules might be “Ask before you take other people’s things,” or “Raise your hand to speak,” or “Work quietly.” Consequences will vary, including staying after school, not participating in an activity, or making apologies. (Connect text to life) Use too, two, and to to review “Too Strict?” Write too, two, and to on the board. Point out that the words too, two, and to are homonyms. They sound alike but have different meanings. They also have different spellings. Review the meanings of too (also or very), two (2), and to. (in the direction of) Read aloud the paragraph below, stopping each time you say to, too, or two. Ask children to spell the word each time. Two Superkids went back to their desks. Two other Superkids wondered if Ms. Blossom was too strict. Doc thought Ms. Blossom was strict, but she likes her. Cass does, too. The two of them did not think she was too strict. 11 12 1 2 10 9 3 8 4 7 6 5 TEN-MINUTE TUCK-INS Optional Activities for Differentiating Instruction Grammar: Nouns and Verbs Reinforce Use index cards. In advance, make word cards for decodable words that name people, places, things, and actions. Some examples: king, dog, vet, Frits, jungle, cabin, desk, gift, jump, dig, sing. Include a few words that can be both nouns and verbs, such as shop, bug, dress, cut, rattle, and plant. Remind children that nouns are words that name people, places, and things. Write these nouns on the board: man, Oswald, hospital, bench. Have children read each noun and tell if it names a person, place, or thing. Remind children that verbs are action words. They name what you do. Write these verbs on the board: hop, skip, jump, clap. Call on children to read each verb and pantomime the action. Last, remind children that some words can be a noun and a verb. Point out, for example, that when shop is a noun, it names a place where things are sold. When shop is a verb, it means to go to stores to buy things. Make a large Venn diagram on a tabletop, a bulletin board, or on the floor (with chalk or masking tape). Label the circles Nouns and Verbs and have children sort the word cards. Nouns king cabin gift Verbs shop bug cut jump dig sing Tell children to put the words that can be both a noun and a verb in the overlapping part of the circles. When all the cards have been sorted, call on a child to select a word in the overlapping circles. Have children make up a sentence using the word as a noun and another sentence using the word as a verb. Repeat with other words. To extend the activity, have children make word cards for other nouns and verbs and add them to the Venn diagram. UNIT 1: LESSON 13 61