Download “Yes, Ms. Blossom,” said Alf and - Superkids

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