Friday 2009 April 17 Lesson 28 Day

Friday , 2009 April 17 Lesson 28 Day 4 and 5

Objective: To listen attentively and respond appropriately to oral communication; to express personal preferences; to follow simple directions

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 __________

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 _____.

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 Day’s 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.

Molly Day’s Colors When Molly Day wears yellow clothes, finches flutter by her toes, when she’s 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.

Objective: To read high frequency words Word Wall Words answered baby great kinds poured pushed thought toes took able almost blue traveled

Review Words became become dear remember because tired tried right loudly talk listen

/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.

/ar/ /or/ Review market barn part hard cart pork born store Objective: To build and blend words with /ar/, /or/, and other known letter sounds.

Word Blending par t y par t hur r y hur rie s s c urry s c urrie s Objective: To use /ou/ ow, ou and other known letter-sounds to decode words.

Objective: To substitute phonemes in the initial position to make new words; to add phonemes to make new words Phoneme Substitution and Phoneme Addition

Let’s 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

Sung to the tune “The Wheels on the Bus” Add the sound of /e/ to the 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

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.

Root word + -er + -est + -ed easy easier easiest scurry scurries scurried

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.

Root Word Add -er Add -est easy easier easiest Root Word Add -es Add -ed scurry scurries scurried

Objective: To spell and write known high frequency words funny happy stories hurry hurried how out baby done

Objective: To read high frequency words able almost answered blue done great pools poured pushed together took traveled

Objective: To identify details in a story Details are little bits of information about a character, place, or event in a story.

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?

New Cat At the Crayon Factory Here in Space Who? Mr. Kim, New Cat The red crayon, Kelly What? New Cat saves the factory with spilled tofu Crayons are made at a Facts about Earth and factory space When? nighttime daytime present Where? In the Bronx At a crayon factory, at Kelly’s house On Earth and in space boy

Objective: To develop robust vocabulary by discussing ideas and situations. Robust Vocabulary • anticipate • numerous • vibrant

anticipate When you anticipate a party, you look forward to it. The players anticipate the ball going in the goal.

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 doctor’s office friend’s house zoo

numerous They had numerous toys collected to give away to a needy family. If you have numerous toys, you have many toys.

I will name some things. If there are numerous of these in our classroom raise your hand. If not do nothing. pencils teachers principals chalkboards computers books

vibrant If your shirt is vibrant, it has bright or bold colors. The flowers are vibrant colors.

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

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?

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)

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.

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.

How to wash a dog Here’s 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.