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Home My WebLink AboutTeacher Manual Gr. 1-Lesson 15Day 1 Day 2 5tCurious About Words "TVOnPXFSJTBWFSZVOJRVFLJOEPGQMBOU*UTIFBEMPPLTMJLFZPVHVFTTFE JUUIFTVO"TVOnPXFSIBTPOFCSJHIUZFMMPXnPXFSXJUIMPUTPGTFFETJOTJEF *UBMTPIBTNBOZTQFDJBMQBSUT5IFTFQBSUTIFMQUIFQMBOUMJWFBOEHSPX "TVOnPXFSJTNBNNPUIJOTJ[F*UDBOHSPXUBMMFSUIBOBQFSTPO5IJTJT CFDBVTFBTVOnPXFSIBTBTUSPOHTUFN5IJTUPVHITUFNIFMQTIPMEVQUIF IFBWZnPXFSBOEJUTNBOZTFFET 5IFTUFNIFMQTUIFTVOnPXFSJOPUIFSXBZT UPP"TVOnPXFSOFFETMPUTPG TVOMJHIUUPTUBZIFBMUIZ5IFTUFNDBOUVSOJUTFMGTPUIFGBDFPGUIFQMBOUJT BMXBZTMPPLJOHUPXBSEUIFTVO*NBHJOFBMBSHFmFMEGVMMPGTVOnPXFST"MMUIF TVOnPXFSTDBOUVSOUPHFUIFS5IFZDBOGPMMPXUIFTVOBDSPTTUIFTLZ 8IFOJUmSTUTUBSUTUPHSPX BTVOnPXFSTCVEJTDPWFSFE3PVHI XSJOLMFE MFBWFTIJEFUIFnPXFS5IFTFMFBWFTLFFQJOTFDUTGSPNFBUJOHUIFZPVOHnPXFS CFGPSFJUDBOPQFO'JOBMMZ UIFnPXFSPQFOTBOETUBSUTUPCMPPN'PSUIFSFTU PGUIFTVNNFS ZPVDBOTFFUIFnPXFSTXBWJOHBOEnVUUFSJOHJOUIFXJOE 0ODFUIFnPXFSCMPPNT UIFQMBOUOFFETJOTFDUT*OTFDUTIFMQUIFQMBOU NBLFTFFET#FFTBOEPUIFSJOTFDUTMJLFUIFCSJHIUZFMMPXnPXFS5IFZBMTP MJLFOFDUBS UIFTXFFUKVJDFUIFnPXFSNBLFT#FDBVTFJOTFDUTMJLFUIFnPXFS UIFZMBOEPOJU5IFQPMMFOGSPNUIFTVOnPXFSTUJDLTUPUIFJOTFDUT8IFOUIF JOTFDUTMBOEPOBEJGGFSFOUTVOnPXFS UIFZCSJOHQPMMFOGSPNPUIFSTVOnPXFST 1PMMFOGSPNPOFTVOnPXFSIFMQTBOPUIFSTVOnPXFSNBLFTFFET4PPO BMMUIF TVOnPXFSTXJMMCFGVMMPGTFFET 1FPQMFIBWFHSPXOTVOnPXFSTGPSUIPVTBOETPGZFBST5IFZDBOCFVTFEGPS NBOZUIJOHT5IFTFFETBSFVTFEUPFBUBOEUPNBLFDPPLJOHPJM.BOZQFPQMF HJWFTVOnPXFSTBTHJGUT5IFCJHSPVOETIBQFBOECSJHIUDPMPSPGUIFTFnPXFST TFFNUPNBLFQFPQMFIBQQZ $0.13&)&/4*0/8IZBSFJOTFDUTCBEGPSBTVOnPXFSBUmSTUBOEUIFO HPPEGPSJU 8IBUXPSETIFMQZPVJNBHJOFXIBUTVOnPXFSTMPPLMJLF "MJPOXBTTMFFQJOHVOEFSIJTGBWPSJUFUSFFXIFOIFGFMUBUJOZNPVTFSVOOJOH BDSPTTIJTCFMMZ5IFMJPOXPLFVQBOEUPPLIPMEPGUIFNPVTFJOIJTIVHFQBX i:PVXPLFNFVQ wTBJEUIFMJPOXJUIBOBOHSZHSPXMi*NHPJOHUPFBUZPVw 5IFMJPOPQFOFEIJTNPVUIUPFBUUIFNPVTF i0IQMFBTF .S-JPOwCFHHFEUIFNPVTFi-FUNFHPUIJTUJNF*NBHFOUMF RVJFUMJUUMFNPVTF*XBTPOMZMPPLJOHGPSTFFET*EJEOUNFBOUPCPUIFSZPV "OEJGZPVSFLJOEUPNFOPX NBZCFTPNFEBZ*DBOEPTPNFUIJOHUPIFMQZPVw 5IFIVHFMJPOSPBSFEXJUIMBVHIUFSi8IBUDPVMEZPVFWFSEPUPIFMQNF w IFBTLFEi*NUIFLJOHPGUIFGPSFTU8IFO*SPBS FWFOUIFMFBWFTHFUTDBSFE BOETIBLF:PVSFKVTUBUJOZNPVTFXJUIBMJUUMFTRVFBMJOH TRVFBLJOHWPJDF "OEZPVXPLFNFVQXIFOZPVXFOUHBMMPQJOHBDSPTTNZCFMMZ5IBUXBT OPUWFSZOJDF#VUZPVIBWFNBEFNFMBVHI TP*NHPJOHUPMFUZPVHPw 5IFMJPOPQFOFEIJTQBXBOEUIFNPVTFSBOBXBZ 5IFOFYUEBZ UIFMJPOXBTTMFFQJOHVOEFSIJTGBWPSJUFUSFFBHBJO"TIFTMFQU IVOUFSTDBNFBOEUISFXBOFUPWFSIJN5IFMJPOXPLFVQBOESPBSFEBOE UXJTUFE#VUIFDPVMEOUHFUGSFF5IFIVOUFSTUJFEUIFOFUUJHIUFS BOEUIFO UIFZMFGUUIFGPSFTUUPHFUBUSVDLUPDBSSZUIFMJPOJO +VTUUIFO UIFNPVTFDBNFBOETBXXIBUXBTIBQQFOJOH i.S-JPO wTBJEUIFNPVTFi:PVTBJE*DPVMEOUIFMQZPV#VUJGZPVTUBZTUJMM *XJMMDIFXUIFSPQFTPGUIBUOFUBOETFUZPVGSFFw #FGPSFUIFIVOUFSTDBNFCBDL UIFNPVTFIBEDIFXFEUISPVHIBMMUIF SPQFTBOEUIFMJPOXBTGSFF 5IFNPSBMPGUIJTTUPSZJT#FOJDFUPFWFSZPOF:PVOFWFSLOPXXIPTFIFMQ ZPVNJHIUOFFE $0.13&)&/4*0/8IBUXPSETUFMMZPVIPXUIFMJPOBOEUIFNPVTF BDU *OXIBUXBZTBSFUIFMJPOBOEUIFNPVTFJOUIJTTUPSZEJGGFSFOU GSPNSFBMBOJNBMT Days 1 and 2 “Sunfl owers,” Vol. 1, pp. 58–59 Days 3 and 4 “The Lion and the Mouse,” Vol. 1, pp. 60–61 Assessment Pretest/Posttest Administration p. 76 Pretest/Posttest Blackline Masters pp. 120–121 Introduce Meanings Assess To assess what word meanings children already know, copy and distribute the Pretest/ Posttest on pages 120–121. Use page 76 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 That Describe Plants fl uttering v. waving back and forth The leaves are fl uttering in the wind. mammoth adj. very big A redwood is a mammoth tree. shape adj. form A blade of grass has a long, thin shape. stem n. the thin part of a plant that fl owers and leaves grow on The stem of the plant grows out of the ground. wrinkled adj. full of folds and creases The tree’s bark feels rough and wrinkled. Discuss Guide children to see the relationship between each word and the category. Ask them to tell about some fl owers they have seen. Encourage them to use the vocabulary words to describe the fl owers. Read Aloud Explain that you will read aloud a story about sunfl owers. Then read aloud “Sunfl owers.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Sunfl owers.” 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. Words About the Way Plants Look wrinkled mammoth fluttering shape 1. What are some other words that describe how plants look? Add these words to the graphic organizer as children suggest them. (Sample answers: green; healthy) 2. What word describes the part of a plant that fl owers and leaves grow on? (stem) 3. What word describes a fl ower that is waving? (fl uttering) Day 3 Day 4 Day 5 Unit 3, Lesson 15 t T31 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 Animal Behavior galloping v. running very fast The horse was galloping quickly to keep up with the others. gentle adj. peaceful and kind Suzie’s cat is gentle and never hisses or scratches. growl n. a low, angry grumble The children knew from the dog’s growl that they should stay away. roared v. made a loud, deep cry The lion roared and scared all the animals away. squealing adj. making a high, loud cry The mouse made a squealing noise when it couldn’t get out of the cage. Discuss Guide children to see the relationship between each word and the category. Ask questions such as these: How is a growl different from a roar? Would a gentle animal make either of these sounds? Read Aloud Explain that you will read aloud a story about how a mouse helps a lion. Then read aloud “The Lion and the Mouse.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “The Lion and the Mouse.” 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. Animal Sounds Animal Movements growl squealing roared galloping 1. What are some other words that describe animal movements? Add these to the graphic organizer as children suggest them. (Sample answers: climb; jump; hang) 2. Name some gentle animals. (Sample answer: rabbits, mice, chicks) 3. If an animal were injured, what kind of sound might it make? (squealing) 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 Imagine you and a partner are two lions. Make a plan for how you will go hunting. Use these words: mammoth, growl, squealing, galloping. Draw Draw a plant with wrinkled leaves. Show the stem of the plant fl uttering in the wind. Use a square or another shape to draw a house nearby. Tell your partner about your picture. Categorize Sort this list into animals that are usually gentle and animals that are usually tough: kitten, rattlesnake, puppy, lion, wolf, mouse, sheep. Describe Talk with your partner about animals that roar. Describe what a roar sounds like and what you would do if you heard an animal roaring. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 120–121. Use page 76 to administer the test. Compare scores with Day 1 assessment.