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Objective: To express personal preference What fruits grow on trees? Which are your favorite? On my signal, turn and talk to your partner to complete this stem. ______________grow on trees. My favorite fruit is a ____________. Apples come in different colors – red, green, and yellow. Which kind is your favorite? On my signal, turn and talk to your partner and fill in this stem. I like _______________apples the best because ___________. Objective: To respond to a poem through movement We are going to read a poem today called Two Little Apples. I want you to listen as I read it once. Then you will read it along with me and do what the poem says. On the third time we read it, I would like for you to turn to your partner and act out the poem together. Two Little Apples Two little apples hanging on a tree, Two little apples smiling at me. I shook that tree as hard as I could. Down came the apples. Mm! Mm! Good! Do these motions with the poem Line 1 – hold your arms out straight Line 2 – Form smiles with your hands Line 3 – Pretend to shake a tree Line 4 – Fall to the ground Objective – To read high-frequency words hurry mother nice should would our dear over door sky told Objective: To substitute phonemes to say new words Phonemic Awareness Phoneme Substitution Tune: The Farmer in the Dell Objective: To substitute phonemes to say new words The parrot squawked out box. Oh, what a noisy bird! He changed the /b/ into an /f/, And this is what he heard:________ Tune: The Farmer in the Dell The parrot squawked out mat. Oh, what a noisy bird! He changed the /m/ into an /ch/, And this is what he heard:________ Objective: To recognize and read contractions ‘ve and ‘re Remember that contractions are a shorter way to say two words. The apostrophe in a contraction stands for the missing letters. For example: We’ve We have We’re We are I’ve I have You’ve You have We’ve We have They’ve They have What are the contractions in the following sentences and what do they stand for? We’ve sung this song before. We’re going home. We’re on the green team. I’ve got a new soccer ball. You’ve got the ball! Kick it to me! You’re kicking the ball Objective: To use /e/ e, ee, ea and other known letter-sounds to spell and write words To spell and write known high frequency words me see feet seat mean team slow road our over Let’s read the sentences with our spelling words this week. Come with me. Can you see the clock? Put your shoes on your feet. Kim sat down in her seat. What does this word mean? Our team won the game. A turtle is slow. Cars travel on the road. Come to our house. The dog is over there. Word Blending s ea l bee p ee l he Objective: To build and blend words with /e/ and other known letter-sounds. Word Building me see f eet seat mean tea m Objective: To build and blend words with ee, ea, and other known letter-sounds. Objective: To build and blend words with /e/ and other known letter-sounds. Word Blending me m ow b ow bee Fluency Objective: To read fluently with appropriate phrasing. We can bowl. We are on a team. Would you like to come to see us? It’s just down the road. You can come with me. Can Dan meet with us? Our coach can teach us. Objective: To read high frequency words dear door hurry mother should sky told word but not all when can an each Objective: To recognize cause and effect while listening to a story Let’s reread a story we are familiar with. We will read Bear Wants More. As we read let’s see if we can find the cause and effect of this story. Remember that what happens in a story is the effect and why it happens is the cause. What happens again and again in this story? What is the setting of this story? What was the effect of the story (what happened in the story)? What cause the bear to get stuck? Cause and Effect TITLE Effect – what Cause – why happened it happened Chicken Little An acorn hit Chicken Little. He thought the sky was falling. Little Rabbit’s Tale An apple hit Little Rabbit. He thought the sky was falling. Bear Wants More Bear ate too much. Bear got stuck. Objective: To develop robust vocabulary by discussing ideas and situations. Robust Vocabulary • gullible • hastily • unreasonable gullible I can fly! Wow! Really? The girl was gullible and believed the boy could fly. If you believe everything you hear, even very silly things, you are gullible. If you think that you are very gullible to believe something I say, then point to me and say, “You’re so gullible!” The sun is in the sky. My uncle has a pet dinosaur. It might rain tomorrow. My grandma’s cat can talk. hastily If you do things hastily, you are doing them in a big hurry. The girl ran hastily to get the soccer ball first. I will describe some situations. If it is a situation in which you should move hastily then you should run in place and say, “Move hastily!” A dog is chasing me. I am picking some flowers. I’m outside and it’s starting to pour down rain. Some one yells, “Fire!” unreasonable The dog was being unreasonable with his bone. If you are unreasonable, you would do things that don’t make sense. I will say some things. If you think that they are unreasonable, then you should shake your head and say, “That’s so unreasonable!” I am going to build a house all by myself. I am going to do my homework when I get home. I’m going to take my dog for a walk. I am going to buy every toy in the story. Which request is courteous? May I please watch something else? Stop being unreasonable! Which person does something devious? Mike gives his little sister a hug. Amy hides in back of the couch to scare her dad. What moves rapidly or hastily? The soap bubbles float to the ground. The blue race car is in the lead! Which person is more gullible? Mary thinks the moon is made of cheese. John thinks that water helps plants grow. Objective: To identify and use describing words that tell about color, size and shape. Remember that describing words tell about a thing. They could tell about the shape, size, and color of a thing. Let’s see if we can pick out the describing words in the following sentences. Some of them may not have any describing words. The tiny brown bird sits in it’s little brown nest. Spot is a big black dog. I see a beetle. Bring me the red bowl. Show us the tallest block. The cat jumped on the bed. I see a tiny beetle. Objective: To select a focus when writing. To use descriptive words when writing. To use sensory details in writing. Objective: To write using describing words for color, size, and shape Red bricks Tall building A tall brick building Black door Square windows I saw a red brick building downtown. It has big black doors in the front. It has lots of little square windows. Many windows have flower boxes with lots of red flowers. I really like the huge flagpole out front.