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Home My WebLink AboutTeacher Manual Gr. 1-Lesson 28Day 1 Day 2 5tCurious About Words %BOBOE+BNBMIVSSJFEUPXBSEUIFQPOEJOUIFNJEEMFPGUIFQBSL5IFZIBE mOJTIFECVJMEJOHUIFJSNPEFMTBJMCPBUBOEXFSFFYDJUFEUPVTFJU%BOIFMEUIF TBJMCPBUVOEFSIJTBSN+BNBMDBSSJFEBSPMMPGTUSJOHi*DBOUXBJUUPTFFPVS TBJMCPBUHP[PPNJOHBDSPTTUIFQPOE w%BOTBJE "UUIFFEHFPGUIFQPOE UIFUXPCPZTQMBDFEUIFCPBUJOUIFXBUFS5IFZ XBJUFEUPXBUDIJU[PPNBXBZ/PUIJOHIBQQFOFE i5IFSFTOPXJOE wTBJE+BNBM i8FDBONBLFUIFXJOE wTBJE%BO)FCMFXQVGGTPGBJSBUUIFMJUUMFCPBU QBVTJOHFWFSZPODFJOBXIJMFUPDBUDIIJTCSFBUI8JUIFBDIQVGG%BOCMFX UIFCPBUNBEFBRVJDLKFSLZTUBSU CVUUIFOTUPQQFE i*UTOPU[PPNJOH wTBJE+BNBM %BOMPPLFEBSPVOEi-FUTUSZBEJGGFSFOUTQPU wIFTBJE 5IFZNPWFEUPBOFXTQPUXIFSFUIFZDPVMEGFFMBCSFF[Fi/PXJUXJMMTBJM BXBZ wTBJE%BO)FQVUUIFCPBUJOUIFXBUFS*UCFHBOUPNPWFJOB[JH[BH QBUUFSO HPJOHPOFXBZBOEUIFOUIFPUIFS4PPOUIFCPBUTUPQQFE[JH[BHHJOH BOECFHBOUPHPBSPVOEBOEBSPVOEJOFOEMFTTDJSDMFT*UXPVMEOUTUPQ i8FGPSHPUUPQVUUIFTUSJOHPOJUwTBJE+BNBMi)PXXJMMXFHFUJUCBDL w %BOQJDLFEVQBOBDPSOBOEUISFXJUBUUIFCPBUi-FUTTFFJGXFDBOIJUJU w IFTBJEi5IBUNJHIUTUPQJUGSPNHPJOHJODJSDMFTw 5IFUXPCPZTUISFXBDPSOT CVUPOMZBOPDDBTJPOBMBDPSODBNFOFBSUIF CPBU5IFCPBUDPOUJOVFEUPHPBSPVOEJODJSDMFT i8BJU wTBJE+BNBMi*IBWFBOJEFB8FDBOVTFUIFTUSJOHw +BNBMUJFEPOFFOEPGUIFTUSJOHUPBQJFDFPGXPPE BOEUIFOIFUPTTFEUIF XPPEUPXBSEUIFCPBU"TUIFCPBUTBJMFECZ UIFTUSJOHHPUDBVHIUPOJU5IFO UIFUXPCPZTVTFEUIFTUSJOHUPQVMMUIFCPBUCBDLUPTIPSF i5IBUXBTTNBSUUIJOLJOH wTBJE%BOi*NHMBEXFEJEOUMPTFPVSCPBUw $0.13&)&/4*0/8IBUXPSETEFTDSJCFIPXUIFCPBUNPWFTJOUIF XBUFS 8IBUXBZTEPUIFCPZTUSZUPHFUUIFCPBUCBDL "UUIFFOEPGUIFTDIPPMEBZ 4IBJOBBOE#PCCZXBMLFEJOUPUIFTDIPPMDBGFUFSJB 5IFZXFSFCPUIDBSSZJOHUIFJSWJPMJOT"CJHTJHOPOUIFXBMMSFBE -JODPMO&MFNFOUBSZ4DIPPM 5SZPVUTGPSB4DIPPM.VTJDBM "MM4UVEFOUT8FMDPNF i)FMMP 4IBJOB wTBJE.ST+PIOTPO UIFNVTJDUFBDIFSi*TFFUIBUZPVIBWFZPVS WJPMJOXJUIZPV8PVMEZPVMJLFUPUSZPVUGPSUIFTDIPPMNVTJDBM w i:FT QMFBTF wBOTXFSFE4IBJOBi"OEUIJTJTNZCSPUIFS #PCCZ)FTJOUIFmSTU HSBEF)FKVTUTUBSUFEQMBZJOHUIFWJPMJO BOEIFXBOUTUPUSZPVU UPPw i5FSSJmDw.ST+PIOTPOSFQMJFEi*NHMBE#PCCZXBOUTUPUSZPVU8IPXPVMEMJLF UPHPmSTU w i.F wXIJTQFSFE#PCCZ#PCCZXBTOFSWPVT CVUIFSFBMMZXBOUFEUPCFJOUIF TDIPPMNVTJDBM4PIFUPPLBEFFQCSFBUIBOETUBSUFEUPQMBZBTPOHPOIJTWJPMJO #VUJOTUFBEPGNBLJOHBQSFUUZTPVOE IJTWJPMJONBEFBIPSSJCMFTDSFFDIUIBUIVSUIJT FBST#PCCZGSPXOFE CVUIFDPOUJOVFEUPQMBZ 4IBJOBMPPLFEBU.ST+PIOTPOi)FKVTUTUBSUFEUPMFBSOIPXUPQMBZ.BZCFIFT OPUSFBEZGPSUIFNVTJDBM wTIFTBJEJOBNVSNVS #PCCZNBEFNPSFTDSFFDIJOHOPJTFTBOEUIFOTUPQQFEi:FTUFSEBZ*DPVMEQMBZUIJT QFSGFDUMZ wIFTBJEXJUIBTJHIi.BZCF*DBOUSZUPTJOHJOTUFBEw5IFO#PCCZTBOHB TPOH)JTWPJDFXBTDMFBSBOEmSN8IFOIFmOJTIFETJOHJOH #PCCZXFOUBOETBUJO BDIBJS)FHSVNCMFEBOEDPNQMBJOFEUPIJNTFMG)FLOFXIFEJEOPUQMBZXFMM 5IFO4IBJOBUPPLPVUIFSWJPMJOBOEQMBZFEBTPOHTIFIBEMFBSOFEJONVTJDDMBTT 4IBJOBQMBZFECFBVUJGVMMZ i5IBUXBTMPWFMZ 4IBJOB w.ST+PIOTPOTBJEi:PVMMEPBHSFBUKPCJOUIFNVTJDBMw i8IBUBCPVUNF wBTLFE#PCCZ i#PCCZ *UIJOLZPVOFFENPSFQSBDUJDFCFGPSFZPVSFSFBEZUPQMBZUIFWJPMJOGPSVT #VUZPVIBWFBMPWFMZTJOHJOHWPJDF8PVMEZPVMJLFUPTJOHJOUIFNVTJDBMJOTUFBE w i:PVCFUwTBJE#PCCZi5IBOLT .ST+PIOTPOw $0.13&)&/4*0/8IBUXPSETJOUIFTUPSZEFTDSJCFTPVOET %PZPVUIJOL 4IBJOBBOE#PCCZCPUIEJEUIFJSCFTUBUUIFUSZPVU 8IZPSXIZOPU Days 3 and 4 “The Tryout,” Vol. 2, pp. 52–53 Assessment Pretest/Posttest Administration p. 89 Pretest/Posttest Blackline Masters pp. 146–147 Introduce Meanings Assess To assess what word meanings children already know, copy and distribute the Pretest/ Posttest on pages 146–147. Use page 89 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 Actions continued v. kept going Dad continued to walk after Mom decided to stop. endless adj. never stopping The boring movie seemed to be endless. jerky adj. starting and stopping quickly The big bumps in the road made the ride very jerky. occasional adj. once in a while We take an occasional trip to the zoo. pausing v. stopping for a short time Dan stood still, pausing so that Jamal could catch up. zigzag n. side to side movement The skier came down the mountain in a zigzag motion. Discuss Guide children to see the relationship between each word and the category. Prompt them to demonstrate jerky and zigzag motions. Read Aloud Explain that you will read aloud a story about children who try to catch a boat that is moving in circles. Then read aloud “The Sailboat.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “The Sailboat.” 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 Movement Words About Time jerky pausing zigzag continued endless occasional 1. When you continue changing directions, you move in a __________. (zigzag) 2. Could you walk in an endless circle? Why or why not? (Sample answer: No. I would get tired.) 3. Name an occasional activity that you like to do. (Answers will vary.) Days 1 and 2 “The Sailboat,” Vol. 2, pp. 50–51 Day 3 Day 4 Day 5 Unit 6, Lesson 28 t T57 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 Your Voice fi rm adj. strong “Please stop talking,” the teacher said in a calm, fi rm voice. grumble n. a low sound used to complain "You woke me up," said Pat with a sleepy grumble. murmur v. quiet mumble I had to ask Delilah to repeat her answer because her fi rst response was just a murmur. screech n. a loud, high squeal The children let out a loud screech when they learned about the party. sigh n. a long, deep breath “I’m really sorry,” Kim said with a sigh. whisper v. to say in a soft, quiet voice Josh whispered a secret in Carlos’s ear. Discuss Guide children to see the relationship between each word and the category. Ask: Which words tell about sounds that are nice to hear? Which words tell about sounds that are not nice to hear? Read Aloud Explain that you will read aloud a story about an audition for a school musical. Then read aloud “The Tryout.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “The Tryout.” 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. Soft Sounds Loud Sounds Both screechfirmgrumble murmur sigh whisper 1. Would it be harder to hear someone if he or she spoke in a murmur or a screech? (murmur) 2. If you felt sad, would you make a grumble? (yes) What else might you also do? (sigh) 3. What are some other words for loud sounds? Add these to the graphic organizer as children suggest them. (Sample answers: shout; scream; yell) 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. Compare Talk to your partner. Compare a murmur with a grumble and a sigh. Think about how they all sound. Then list examples of when you would use each voice. Examples Tell a partner about a time when you continued to do something even though it was hard. Then name times when you whisper and times when you use a fi rm voice. Discuss If someone had a beautiful voice, would it sound like a screech when he or she sang? Explain. Draw Draw a zigzag. Then draw an endless shape. See if your partner's shapes look like yours. Discuss What could you do longer, sing without pausing or sing with an occasional breath? Talk about it with your partner. Describe Work with a partner. Describe a time when you felt like you were making jerky movements. Give details about where you were and what you were doing. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 146–147. Use page 89 to administer the test. Compare scores with Day 1 assessment.