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Home My WebLink AboutTeacher Manual Gr. 1-Lesson 12Day 1 Day 2 5tCurious About Words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i5IBOLZPVGPSTIBSJOHw $0.13&)&/4*0/8IJDIXPSETIFMQZPVVOEFSTUBOEUIFUIJOHTQFPQMF EPUPUVSOXPPMJOUPDMPUI 8IZEPQFPQMFTPBLXPPMJOEZF Wonderful Wool 5PTUBZBMJWF BOJNBMTOFFEUPFBU#VUUIFZBMTPOFFEUPLFFQGSPNCFJOH FBUFO.BOZBOJNBMTVTFDBNPVnBHFUPEPUIFTFUIJOHT$BNPVnBHFNFBOT VTJOHUIFXBZZPVMPPLUPLFFQGSPNCFJOHTFFO"OJNBMTUIBUVTFDBNPVnBHF IBWFTQFDJBMGFBUVSFTUIBUIFMQLFFQUIFNGSPNCFJOHTFFO 4PNFBOJNBMTDBNPVnBHFTUBZTUIFTBNF'PSFYBNQMF DFSUBJOLJOET PGGSPHTBOEMJ[BSETIBWFBQBUUFSOPGDPMPSTPOUIFJSTLJOUIBUJTBMNPTUBO FYBDUNBUDIPGUIFQMBOUTBOEMFBWFTXIFSFUIFZTUBZ5IJTIFMQTUIFNJOUXP XBZT'JSTU UIFJOTFDUTUIBUMBOEOFBSUIFGSPHTBOEMJ[BSETXJMMOPUTFFUIFN FBTJMZ5IJTHJWFTUIFGSPHTBOEMJ[BSETUJNFUPDBUDIUIFJOTFDUTBOEIBWFB UBTUZTOBDL0S JGCJHHFSBOJNBMTBSFIVOUJOHUPFBUGSPHTBOEMJ[BSETGPS MVODI DBNPVnBHFIFMQTUIFGSPHTBOEMJ[BSETIJEFCZNBLJOHUIFNMPPLMJLFB DPQZPGUIFQMBOUUIFZBSFTJUUJOHPO5IJTNFBOTUIFIVOHSZBOJNBMTXJMMIBWF UPMPPLJOBOPUIFSMPDBUJPOGPSUIFJSGPPE 8PVMEZPVCFMJFWFUIBUTPNFBOJNBMTDBOBDUVBMMZDIBOHFDPMPS 5IFBSDUJDGPY JTBOFYBNQMFPGUIJT*UIBTBEBSLDPBUPGGVSJOUIFXBSNFSNPOUIT5IFEBSL DPMPSPGJUTGVSIBTBTJNJMBSJUZUPUIFEBSLHSPVOEXIFSFJUMJWFT#VUJOUIFXJOUFS XIFOTOPXGBMMT UIFEBSLGVSPOUIFBSDUJDGPYXPVMETUBOEPVU BOEJUXPVMECF WFSZFBTZUPTFF5IFBSDUJDGPYTPMWFTUIJTQSPCMFNCZDIBOHJOHUIFDPMPSPGJUT GVSUPXIJUF5IFOUIFGPYNBUDIFTUIFTOPX BOEJUDBOIJEFXIJMFJUIVOUT "OPUIFSFYBNQMFPGDPMPSDIBOHJOHDBNPVnBHFJTUIFDVUUMFmTI$VUUMFmTI BSFTFBBOJNBMTUIBUDBODIBOHFDPMPSJOTFDPOET5IFZEPUIJTTPUIBUUIFZ CFDPNFUIFTBNFDPMPSBTXIBUFWFSJTOFBSCZ5IJTNBLFTJUWFSZIBSEGPS CJHHFSmTIUPmOEUIFN 0UIFSBOJNBMTIBWFTIBQFTUIBUIFMQUIFNIJEF5IFXBMLJOHTUJDLJTBO JOTFDUUIBUMPPLTMJLFBMPOHUXJH*UJTBMNPTUJNQPTTJCMFUPTFFPOFJOBUSFF FWFOJGJUJTSJHIUJOGSPOUPGZPVSFZFT4PNFPUIFSJOTFDUTUBLFUIFTIBQFPG UIFMFBWFTUIFZMJWFPO 5IFSFBSFNBOZPUIFSLJOETPGDBNPVnBHF4PNFBOJNBMTNPWFMJLFUIF UIJOHTBSPVOEUIFN BOETPNFBOJNBMTNBLFOPJTFTUIBUTPVOEMJLFPUIFS UIJOHT$BNPVnBHFJTOBUVSFTXBZPGIFMQJOHBOJNBMTQMBZi)JEFBOE(P4FFLw $0.13&)&/4*0/8IJDIXPSETIFMQZPVVOEFSTUBOEIPXDBNPVnBHF IFMQTBOJNBMT 8IZJTJUJNQPSUBOUGPSBOBSDUJDGPYUPDIBOHFDPMPSJO UIFXJOUFS Days 1 and 2 “Wonderful Wool,” Vol. 1, pp. 46–47 Days 3 and 4 “Hiding in Plain Sight,” Vol. 1, pp. 48–49 Assessment Pretest/Posttest Administration p. 73 Pretest/Posttest Blackline Masters pp. 114–115 Introduce Meanings Assess To assess what word meanings children already know, copy and distribute the Pretest/ Posttest on pages 114–115. Use page 73 to administer the test. Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Weaving dye n. liquid that makes cloth or wool a certain color I dipped my white shirt in dye to make it red. spinning n. twisting wool to make yarn Wool is turned into yarn by twisting, or spinning, it. weave v. to make cloth Once Billie learned to weave, she made a cloth blanket. wool n. the hair of a sheep A sheep is covered with soft, fuzzy wool. yarn n. thread or string made out of wool The cat played with a long piece of yarn. Discuss Guide children to see the relationship between each word and the category. Prompt them to use the words by pointing to a piece of clothing. Ask questions such as these: Did someone use dye on that? Did someone weave that? Read Aloud Explain that you will read aloud a story about weaving cloth from wool. Then read aloud “Wonderful Wool.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Wonderful Wool.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the steps in weaving cloth from wool. wool dye spinning yarn weave cloth 1. Spinning is an important step in turning wool into __________. (yarn) 2. To make wool a certain color, people soak it in __________. (dye) 3. How do people weave yarn into cloth? (They pass many long pieces of yarn over and under each other.) Day 3 Day 4 Day 5 Unit 3, Lesson 12 t T25 15-20 Minute Lessons Introduce Meanings Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Camoufl age copy n. something that is made to look exactly like something else A walking stick insect looks like a copy of a small branch or twig. exact adj. the same in every way Some insects have the exact same color of the plants they live on. features n. interesting or important parts of something One of a snake’s most interesting features is its forked tongue. pattern n. design A giraffe has a pattern of brown spots on its coat. similarity n. sameness The giraffe’s coat has a similarity to the colors of the trees and grasses around it. Discuss Guide children to see the relationship between each word and the category. Prompt students to describe objects in the classroom. Ask questions such as these: What do you see in the classroom that has a pattern? What do you see that is a copy of another thing? Read Aloud Explain that you will read aloud a story about animals that look like their surroundings. Then read aloud “Hiding in Plain Sight.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Hiding in Plain Sight.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. features Words About How an Animal Looks copy similarity pattern exact 1. What is one feature of a cat? (Sample answers: pointy ears; fur; tail) 2. If two birds looked like exact copies of each other, could you tell them apart? Why? (No; they would look just the same.) 3. What pattern can you see on a zebra’s body? (black and white stripes) Deepen Understanding Review Repeat explanations for all oral vocabulary words. Use the defi nitions and examples from Day 1 and Day 3. Guide Partner Activities Have partners work together to complete each of the activities below. Circulate and listen to partners as they work. Provide corrective feedback. Role-Play With a partner, act out the steps in turning wool into cloth. Explain what you are doing, using these words: dye, spinning, yarn, weave. Categorize With a partner, make a list of animals that have stripes and another list of animals that have spots. Talk about the similarities and differences in their patterns. Describe Pick an animal. Describe some features of the animal that could help it safely hide from its enemies. Discuss Discuss how confusing it would be if all the children in your class were exact copies of one another. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 114–115. Use page 73 to administer the test. Compare scores with Day 1 assessment.