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K-Lesson 7Day 1 Day 2 5tCurious About Words $BOXIBMFTTJOH 4PNFQFPQMFTBZUIFZDBO4DJFOUJTUTIBWFMFBSOFEUIBU XIBMFTDBONBLFTPVOETUIBUBSFMJLFTJOHJOH"XIBMFTPOHDBOMBTUVQUP UIJSUZNJOVUFT8IBMFTVTFUIFTFTPOHTUPUBMLUPFBDIPUIFS 4DJFOUJTUTSFDPSEEJGGFSFOUXIBMFTPOHT PSDBMMT5IFOUIFZMJTUFOUPUIF SFDPSEJOHTBOETUVEZUIFTPVOET5IFTDJFOUJTUTBSFUSZJOHUPMFBSOXIFUIFS UIFDBMMTNFBOTPNFUIJOH8IBMFDBMMTBSFFYUSFNFMZMPVE5IFMPVEDBMMT IFMQUIFXIBMFTIFBSPUIFSXIBMFTGSPNWFSZGBSBXBZ4PNFTDJFOUJTUT CFMJFWFUIBUXIBMFTBSFBCMFUPIBWFDPOWFSTBUJPOTBDSPTTMPOHEJTUBODFT 8IBMFTVTFUIFJSDBMMTUPUBMLUPFBDIPUIFS4PNFXIBMFTBMTPVTFTPVOET UPIFMQUIFNmOEUIJOHTVOEFSXBUFS"#FMVHBXIBMF GPSFYBNQMF NBLFT DMJDLJOHTPVOETBOEUIFOMJTUFOTGPSBOFDIP"OFDIPIBQQFOTXIFOTPVOE CPVODFTPGGTPNFUIJOHBOEDPNFTCBDLUPXIBUFWFSNBEFUIFTPVOE" #FMVHBXIBMFVTFTUIJTFDIPUPmOEGPPEUPFBU MJLFm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i1MFBTFUFMMZPVSPMEFSCSPUIFSUPSBLFUIFMFBWFTXIJMF *NHPOF wTIFTBZT +JNOPET5IFOIFHPFTUPmOEIJTPMEFSCSPUIFS %FOOJT+JNTBZTUP%FOOJT i.PNIBTBNFTTBHFGPSZPV5BLFUIFMFBWFTXIJMFTIFTHPOFw i5BLFUIFMFBWFT wBTLT%FOOJTi8IFSFBN*TVQQPTFEUPUBLFUIFMFBWFT w i*EPOULOPX CVUJUTZPVSKPCOPX wTBZT+JN i*MMBTLPVSTJTUFSUPEPJU wTBZT%FOOJT)FmOETIJTPMEFSTJTUFS ,BSFO)F TBZTUPIFS i.PNIBTBNFTTBHFGPSZPV1MFBTFUBLFUIFMFBWFTw ,BSFOJTMJTUFOJOHUPNVTJDi8IBUEPFTUIBUNFBO wTIFBTLT i*EPOULOPX CVUJUTZPVSKPCOPX wIFTBZT i#BLFXJUIQFBT w,BSFOBTLTi8IZXPVME.PNXBOUNFUPCBLFXJUI QFBT w#VU%FOOJTIBTBMSFBEZMFGUUIFSPPN ,BSFOJTJOIJHITDIPPM4IFBMXBZTEPFTXIBU.PNBTLTIFSUPEP4P,BSFO HPFTUPMPPLJOUIFLJUDIFO4IFmOETTFWFSBMDBOTPGQFBT4IFmOETTPNF CVUUFS TVHBS BOEnPVS BOETIFHFUTSFBEZUPCBLF,BSFOUIJOLTUPIFSTFMG UIBUXIFO.PNHFUTIPNF TIFXJMMCFIBQQZUIBU,BSFOEJEXIBUTIFBTLFE ,BSFONJYFTVQDPPLJFCBUUFSXJUIQFBT4IFCBLFTUIFDPPLJFTJOUIFPWFO +JNBOE%FOOJTDPNFJOUPUIFLJUDIFO,BSFOJTUBLJOHUIFDPPLJFTXJUIQFBT PVUPGUIFPWFO5IFXIPMFLJUDIFOTNFMMTMJLFCVSOFEQFBT i8IBUTUIBUUFSSJCMFTNFMM wBTLT+JN%FOOJTXSJOLMFTIJTOPTF i*NCBLJOHXJUIQFBT KVTUMJLF.PNBTLFE w,BSFOBOTXFST 8IFO.PNHFUTIPNF TIFTNFMMTUIFQFBTSJHIUBXBZi8IBUTHPJOHPO w BTLT.PN i*HPUZPVSNFTTBHFBOEEJEXIBUZPVBTLFE .PN#BLFXJUIQFBT w TBZT,BSFOXJUIBCJHTNJMF .PNMPPLTDPOGVTFEGPSBNJOVUF4IFTUBSUTUPHJHHMF BOEUIFOTIFMBVHIT PVUMPVE.PNTBZT i8IBUBNFTTBHFNJYVQw $0.13&)&/4*0/8IBUBSFTPNFXBZTUIFGBNJMZTIBSFTUIFJS UIPVHIUTBOEGFFMJOHT 8IBUEPFT.PNSFBMMZXBOUIFSDIJMESFOUPEP 8IBUEPZPVUIJOL+JNXJMMEPUIFOFYUUJNF.PNHJWFTIJNBNFTTBHF 5IF.JYFE6Q.FTTBHF Days 3 and 4 “The Mixed-Up Message,” Vol. 1, pp. 28–29 Assessment Pretest/Posttest Administration p. 68 Pretest/Posttest Blackline Masters pp. 104–105 Days 1 and 2 “Whale Songs,” Vol. 1, pp. 26–27 Introduce Meanings Assess To assess what word meanings children already know, copy and distribute the Pretest/ Posttest on pages 104–105. Use page 68 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 Sounds call n. a sound made by a person or an animal The dog came running when it heard the call of its owner. hear v. to listen to sounds When you hear the school bell, it is time for school to begin. sing v. to make music with your voice The children will sing in the school concert. sound n. something that you can hear I heard a sound coming from the other room. Discuss Guide children to see the relationship between each word and the category. Prompt them to use each word to talk about sounds they hear in school. Ask questions such as these: Have you ever heard a bird’s call while playing during recess? What sound did the bird make? Read Aloud Explain that you will read aloud a story about whales that use their voices to talk to one another. Then read aloud “Whale Songs.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Whale Songs.” 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 Making Sound call sing sound 1. When people sing, what are they doing? (making music with their voices) 2. What is a noise that you hear when you are outside? (Sample answers: cars; birds; the wind) 3. What are some other words about making sound? Add these to the graphic organizer as children suggest them. (Sample answers: chat; discuss) Day 3 Day 4 Day 5 Unit 2, Lesson 7 t T15 15-20 Minute Lessons Introduce Meanings Explain Write each oral vocabulary word below on the board. Read it aloud. Explain that communication is what happens when people share thoughts or ideas with each other. Then offer an explanation and a brief example for each word. Words About Communication laughs v. makes a “ha ha” sound My sister laughs at all my funny jokes. message n. the words sent from one person to another The teacher sent a message to parents about the class party. talks v. speaks When the school principal talks, everyone listens. voice n. the sound people make to talk You must use a quiet voice in the library. Discuss Guide children to see the relationship between each word and the category. Prompt them to use the words to describe what they hear in the classroom. Point out that a message can be either spoken or written. Read Aloud Explain that you will read aloud a story about a message that gets mixed up when a mother asks her children to do a chore. Then read aloud “The Mixed-Up Message.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “The Mixed-Up Message.” 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 Things Words About Actions voice message talks laughs 1. Name a place where people might talk in loud voices. (Sample answers: at a party; at a ball game) 2. You might laugh when you __________. (Sample answers: hear a joke; read a funny book) 3. What are some other words about actions people do to share ideas? Add these to the graphic organizer as children suggest them. (Sample answers: whisper; shout) 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 Take turns with a partner. Name a song you can sing. Sing the song in a soft voice so only your partner can hear it. Examples Think of different animals. What sounds do they make? Are their calls very different from one another? Tell your partner. Draw Draw a picture of an imaginary animal that talks. Tell your partner what you would talk to this animal about. Describe Tell your partner about a message you would like to give to someone in your family. Use funny words that might make the person laugh. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 104–105. Use page 68 to administer the test. Compare scores with Day 1 Assessment.