The URL can be used to link to this page

Home My WebLink AboutTeacher Manual Gr. K-Lesson 2Day 1 Day 2 5tCurious About Words 1MBZJOHJOUIFXBUFSDBOCFBMPUPGGVO CVUJUDBOBMTPCFWFSZEBOHFSPVT 5IBUTXIZJUJTJNQPSUBOUGPSFWFSZPOFUPMFBSOIPXUPTXJN4XJNNJOHJTB WFSZJNQPSUBOUTLJMM :PVDBOUBLFTXJNNJOHMFTTPOTBUBQPPMJOZPVSUPXO:PVDBOBMTPUBLF UIFNBUTPNFCFBDIFT8IFOZPVUBLFBTXJNNJOHMFTTPO UIFUFBDIFSXJMM mSTUUFMMZPVSVMFTBCPVUXBUFSTBGFUZ&WFSZPOFNVTUGPMMPXUIFTFXBUFSTBGFUZ SVMFT5IFTFSVMFTIFMQNBLFTVSFUIBUOPPOFHFUTIVSU0OFPGUIFNPTU JNQPSUBOUSVMFTJTOFWFSUPTXJNBMPOF:PVTIPVMEBMXBZTIBWFBOBEVMUXJUI ZPV"OPUIFSJNQPSUBOUSVMFJTOFWFSUPQVTITPNFPOFJOUPUIFXBUFS:PVBMTP TIPVMEOPUHSBCQFPQMFPSKVNQPOUIFNJOUIFXBUFS5IFTFSVMFTIFMQQSFWFOU BDDJEFOUTGSPNIBQQFOJOH'PMMPXJOHUIFNXJMMIFMQNBLFZPVSUJNFJOUIF XBUFSTBGFSBOENPSFGVO :PVTIPVMEPOMZTXJNXIFOBMJGFHVBSEJTPOEVUZ"MJGFHVBSEJTBSFBMMZHPPE TXJNNFS"MJGFHVBSEDBOSFTDVFTPNFPOFXIPIBTUSPVCMFTXJNNJOH5IF MJGFHVBSEXBUDIFTBMMUIFTXJNNFSTBOENBLFTTVSFFWFSZPOFJTGPMMPXJOH UIFSVMFT:PVTIPVMEBMXBZTQBZDMPTFBUUFOUJPOUPUIFMJGFHVBSE CFDBVTFIFPS TIFXJMMMFUZPVLOPXJGZPVBSFJOEBOHFSBOEUIFOHJWFZPVTPNFIFMQ 4XJNNJOHJOTUSVDUPSTBSFUFBDIFSTXIPIFMQZPVMFBSOUPTXJN5IFZUFBDI ZPVIPXUPLJDLZPVSGFFUBOENPWFZPVSBSNTTPUIBUZPVTUBZBnPBUJOUIF XBUFS0GUFOTXJNNJOHJOTUSVDUPSTVTFXBUFSHBNFTUPIFMQZPVQSBDUJDF TXJNNJOH4PNFTXJNNJOHJOTUSVDUPSTFWFOVTFUPZTPSFRVJQNFOU TVDIBT nJQQFSTPSLJDLCPBSET UPUFBDIEJGGFSFOUTXJNNJOHTLJMMT 4XJNNJOHMFTTPOTDBOCFBMPUPGIBSEXPSL CVUPODFZPVIBWFMFBSOFE UPTXJN ZPVXJMMIBWFBMPUPGGVOTQMBTIJOHBSPVOEJOUIFXBUFSPOIPU TVNNFSEBZT $0.13&)&/4*0/8IJDIXPSETUFMMBCPVUXBUFSTBGFUZ 8IPIFMQT LFFQZPVTBGFJOUIFXBUFS 0OFEBZ BT(FPSHFXBTHFUUJOHIPNFGSPNTDIPPM IJTEBEXBTXBJUJOHGPS IJNJOUIFLJUDIFO%BETBJE i*IBWFTPNFOFXT (FPSHF8FMMCFNPWJOHUPB OFXIPVTFOFYUNPOUIw (FPSHFMPPLFETVSQSJTFEi#VUXIFSFXJMM*HPUPTDIPPM wIFBTLFE %BEBOTXFSFE i:PVMMCFHPJOHUPBOFXTDIPPMw (FPSHFXBTTIPDLFE)FOFWFSTBXUIJTDPNJOH)FMJLFEIJTTDIPPM)FMJLFE IJTGSJFOET)FEJEOUXBOUUPNPWF (FPSHFGFMUGVSJPVTBCPVUUIFNPWF)FGSPXOFEBOETUPNQFEBSPVOEUIF IPVTF)FUPMEIJTNPUIFSIFXPVMEOPUNPWF .PNTBJE i*LOPXJUTIBSE (FPSHF#VUZPVMMNBLFOFXGSJFOETBUZPVS OFXTDIPPM:PVMMTFFw (FPSHFQPVUFEBOEHSVNCMFE CVUPWFSUIFOFYUGFXXFFLTIFHPUSFBEZGPS UIFNPWF)FQBDLFEIJTUIJOHTJOCPYFT)FTBJEHPPECZFUPIJTGSJFOET 8IFOUIFZTFUUMFEJOUPUIFOFXIPVTF %BEUPPL(FPSHFUPIJTOFXTDIPPM (FPSHFNFUIJTOFXUFBDIFS .ST)BSU4IFBTTJHOFEBEFTLUP(FPSHF5IFO .ST)BSUTBJE i5PNPSSPXZPVDBONFFU"MMFO)FJTBOFXTUVEFOUKVTUMJLFZPVw (FPSHFXBTDVSJPVTUPNFFU"MMFOi8IFSFJT"MMFOGSPN wIFXPOEFSFE i8IBUEPFTIFMJLFUPEP .BZCFXFDBOCFGSJFOETw 5IFOFYUEBZ .ST)BSUJOUSPEVDFE(FPSHFBOE"MMFO5IFCPZTGPVOEPVU UIBUUIFZCPUIMJLFECBTFCBMMBOEDPNJDCPPLT.ST)BSUBTTJHOFE"MMFOUIF TFBUOFYUUP(FPSHF5IFUXPCPZTBUFMVODIUPHFUIFS5IFZUPMEFBDIPUIFS UIFJSQIPOFOVNCFSTTPUIFZDPVMEQMBZUPHFUIFSPOUIFXFFLFOET (FPSHFHPUVQFBSMZUIFOFYUNPSOJOH)FHPUESFTTFEBOEBUFCSFBLGBTUJO BIVSSZ)FXBTJNQBUJFOUUPHFUHPJOH .PNMBVHIFEi8IZBSFZPVJOTVDIBSVTIUPHFUUPTDIPPM wTIFBTLFE i5IFSFTBOPUIFSOFXCPZBUTDIPPM)JTOBNFJT"MMFO BOEXFSFBMSFBEZ GSJFOET.BZCFUIJTOFXTDIPPMXPOUCFTPCBEBGUFSBMM wTBJE(FPSHF $0.13&)&/4*0/8IBUXPSETIFMQZPVVOEFSTUBOEIPX(FPSHFGFFMT CFGPSFUIFNPWFBOEUIFOBGUFSUIFNPWF 8IZEP(FPSHFTGFFMJOHT DIBOHFBGUFSIFHFUTUPIJTOFXTDIPPM Days 3 and 4 “A New School,” Vol. 1, pp. 8–9 Assessment Pretest/Posttest Administration p. 63 Pretest/Posttest Blackline Masters pp. 94–95 Days 1 and 2 “Learning to Swim,” Vol. 1, pp. 6–7 Introduce Meanings Assess To assess what word meanings children already know, copy and distribute the Pretest/ Posttest on pages 94–95. Use page 63 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 Being Safe in Water attention n. watching, listening, and keeping in mind Pay attention to what your teacher tells you to do. prevent v. to stop A seat belt can prevent a person from being hurt. safety n. freedom from danger Wear a seat belt in the car for safety. water n. a clear liquid We drink water when we are thirsty. Discuss Guide children to see the relationship between each word and the category. Ask questions such as these: What can you do to prevent yourself from getting hurt in the water? What things should you pay attention to when you are in the water? Read Aloud Explain that you will read aloud a story about how to stay safe when swimming. Then read aloud “Learning to Swim.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Learning to Swim.” 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 Being Safe safety prevent attention 1. When riding a bike, people should pay attention to __________. (Sample answers: other bike riders; people walking; cars) 2. What word might you use to describe what a lifeguard does at a pool? (prevents) 3. What are some things you can do with water? (Sample answer: swim in it, take a bath in it, drink it) Day 3 Day 4 Day 5 Unit 1, Lesson 2 t T5 15–20 Minute Lessons Introduce Meanings Explain Write each oral vocabulary word below on the board. Offer an explanation and a brief example for each word. Words About Feelings curious adj. interested The curious kitten sniffed the new toy. furious adj. very angry Marta was furious because her best friend didn’t come to her birthday party. impatient adj. not wanting to wait Greg was impatient to open his birthday presents. shocked adj. surprised or upset She was shocked to fi nd a snake in the yard. Discuss Guide children to see the relationship between each word and the category. Prompt students to discuss how they would feel in different situations. Ask questions such as this: What would make you feel curious? Read Aloud Explain that you will read aloud a story about how a boy feels when his family moves and he must go to a new school. Then read aloud “A New School.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “A New School.”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 Good Feelings Words About Bad Feelings curious furious impatient shocked 1. Being curious is a good feeling. What other words tell about good feelings? Add these to the graphic organizer as children suggest them. (Sample answers: happy; excited; loving) 2. Being furious is a bad feeling. What other words tell about bad feelings? Add these to the graphic organizer as children suggest them. (Sample answers: angry; worried; sad) 3. Imagine you had to wait in a very long line to get your lunch. What word might describe your feelings? (impatient) 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. Categorize Work with a partner. Draw three things that make you feel impatient. Then draw three things you like to pay attention to. Examples Describe a time when you felt shocked. Explain why you felt that way and what you did to show that feeling. Role-Play Show how you might look if you are feeling furious. Then show how you might look if you are feeling curious. Draw Draw a picture that shows a place where you could fi nd water. Discuss Talk about the rules for safety in the classroom. Explain why following the rules can prevent accidents from happening. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 94–95. Use page 63 to administer the test. Compare scores with Day 1 assessment.