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K-Lesson 12Day 1 Day 2 5tCurious About Words 5PSOBEPFTBSFTPNFPGUIFTUSPOHFTUBOENPTUEBOHFSPVTTUPSNTPO &BSUI5PSOBEPFTIBWFQPXFSGVMXJOETUIBUCMPXIFBWZUIJOHTBSPVOEMJLF UIFZXFSFGFBUIFST5IFTFXJOETDBOUFBSEPXOCVJMEJOHTBOEnJQPWFSUSVDLT 5IFZDBOFWFOQJDLVQUIJOHTBOEESPQUIFNNJMFTBXBZ 5PSOBEPFTCFHJOJOTJEFPGTPNFSFBMMZCJHUIVOEFSTUPSNT5IFTUSPOHXJOET JOUIFUIVOEFSTUPSNNBLFUIFBJSTUBSUTQJOOJOH5IFBJSTQJOTGBTUFSBOE GBTUFS5IFOBHJBOUGVOOFMJTNBEF"GVOOFMJTTIBQFEMJLFBDPOF5IFGVOOFM DBOSFBDIEPXOGSPNUIFDMPVETBOEUPVDIUIFFBSUI8IFOUIJTIBQQFOT UIFGVOOFMDBOBDUMJLFBHJBOUWBDVVNDMFBOFS*UDBOTVDLVQFWFSZUIJOHJO JUTQBUI FWFOXBUFS5PSOBEPFTIBWFTVDLFEVQXIPMFQPOETXJUIFWFSZUIJOH JOUIFN-BUFS XIFOUIFUPSOBEPFTMFUUIFXBUFSHP QFPQMFIBWFTFFOmTI BOEGSPHTGBMMJOHGSPNUIFTLZ 4PNFUJNFTUPSOBEPFTTFFNUPTLJQBMPOHUIFHSPVOE"UPSOBEPNJHIU TQJOOFBSUISFFCVJMEJOHTBOEIPQPWFSUIFmSTUCVJMEJOHXJUIPVUEPJOHBOZ EBNBHF5IJTCVJMEJOHNJHIUOPUCFIBSNFEJOBOZXBZ5IFUPSOBEPNJHIU TIBLFUIFTFDPOECVJMEJOHMJLFBSBUUMF#VUUIJTCVJMEJOHNJHIUOPUCFSVJOFE 5IFOUIFTUSPOHXJOETPGUIFUPSOBEPNJHIUCSFBLUIFUIJSECVJMEJOHJOUP MJUUMFQJFDFT *ONPTUQBSUTPGUIFXPSME UPSOBEPFTBMNPTUOFWFSIBQQFO:PVNBZ OFWFSCFOFBSPOF#VUJGBUPSOBEPEPFTDPNFOFBSZPV ZPVTIPVMEHPUP BCBTFNFOUPSDFMMBS PSUPBSPPNPOUIFmSTUnPPSUIBUIBTOPXJOEPXT 'PMMPXEJSFDUJPOTWFSZDBSFGVMMZ(SPXOVQTXJMMLOPXXIBUUPEP0OFHPPE UIJOHBCPVUUPSOBEPFTJTUIBUUIFZEPOUMBTUWFSZMPOH.PTUUPSOBEPFTBSF PWFSJOBGFXNJOVUFT $0.13&)&/4*0/8IBUXPSETUFMMZPVBCPVUIPXTUSPOHUPSOBEPFT DBOCF *OXIBUXBZTBSFUPSOBEPFTEJGGFSFOUGSPNPUIFSLJOETPG TUPSNTZPVLOPXBCPVU *UXBTUIFFOEPGUIFTDIPPMEBZ.S1PXFMMMPPLFEPVUUIFXJOEPX*UXBT CFHJOOJOHUPTOPX .S1PXFMMUVSOFEUPUIFDMBTT)FTBJE i*UNJHIUTOPXBMMOJHIUMPOH8F NBZOPUIBWFTDIPPMUPNPSSPX'PSIPNFXPSL *XPVMEMJLFZPVUPXSJUF TUPSJFTBCPVUBTOPXEBZ:PVDBOFBDIUVSOJOZPVSQBQFSXIFOXFHFUCBDL UPTDIPPMw 5IFCFMMSBOHBOEUIFDIJMESFOXFOUIPNF5IFTOPXXBTDPNJOHEPXO GBTUFSOPX8IFO$PSBHPUIPNF UIFHSPVOEXBTBMSFBEZDPWFSFEXJUITOPX $PSBTBJE i%BE EPZPVUIJOLXFXJMMIBWFBTOPXEBZUPNPSSPX w i*NOPUTVSF8FMMIBWFUPMJTUFOUPUIFSBEJPJOUIFNPSOJOH5IFOXFDBO mOEPVUJGTDIPPMXJMMCFDMPTFEGPSUIFEBZ wTBJE%BE $PSBUPMEIJNBCPVUIFSIPNFXPSLBTTJHONFOUi0VSUFBDIFSBTLFEVTUP XSJUFBTUPSZBCPVUBTOPXEBZ wTBJE$PSB i%PZPVIBWFBOZJEFBT w%BEBTLFE i/PUZFU w$PSBTBJE 5IFOFYUNPSOJOH $PSBXPLFVQFBSMZ4IFUVSOFEPOUIFSBEJP%BEDBNF JOUPUIFSPPN5IBUTXIFOUIFZCPUIIFBSE i/PTDIPPMJO0BLWJMMFUPEBZw i"MMSJHIUw$PSBTBJEi*NHPJOHPVUTJEFUPQMBZJOUIFTOPXw i+VTUEPOUGPSHFUZPVSIPNFXPSLBTTJHONFOU w%BETBJERVJFUMZ $PSBESFTTFEJOXBSNDMPUIFTBOEXFOUPVUTJEF5IFTOPXTQBSLMFEPOUIF HSPVOE$PSBXBUDIFEBTRVJSSFMSVOCZJUTUSBDLTXFSFNVDITNBMMFSUIBO IFST4IFXBMLFEBMMBSPVOEUIFZBSE*OPOFTQPU TIFNBEFBTOPXNBO*O BOPUIFS TIFNBEFBTOPXBOHFM8IFO$PSBCFHBOUPGFFMDPME TIFXFOU JOTJEFBOEESBOLIPUDIPDPMBUFXJUIIFSEBE 5IFO$PSBTBJE i*NHPJOHUPXSJUFNZTUPSZGPSTDIPPMOPXw i8IBUXJMMZPVXSJUFBCPVU wBTLFE%BE $PSBBOTXFSFEXJUIBTNJMFi.ZTUPSZXJMMCFBCPVUBMMUIFUIJOHT*EJEPO UIJTTOPXEBZw $0.13&)&/4*0/8IBUIPNFXPSLBTTJHONFOUEPFT.S1PXFMMHJWFUP UIFDMBTT 8IBUXPSETUFMMZPVBCPVUUIJTBTTJHONFOU )PXEPZPVUIJOL $PSBGFFMTBCPVUUIFTOPXEBZ Days 1 and 2 “Tornadoes,” Vol. 1, pp. 46–47 Days 3 and 4 “The Snow Day,” Vol. 1, pp. 48–49 Assessment Pretest/Posttest Administration p. 73 Pretest/Posttest Blackline Masters pp. 114–115 Introduce Meanings Explain To assess what word meanings children already know, copy and distribute the Pretest/ Posttest on pages T114–T115. 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 Storms damage v. to harm or break I’m worried that the heavy snow will damage our roof. dangerous adj. likely to hurt people or things Keep safe by staying inside during dangerous lightning storms. shake v. to move something side to side or up and down very quickly The winds were strong enough to shake the whole house. wind n. air that moves The wind began to blow so hard, it lifted the trash can off the ground. Discuss Guide children to see the relationship between each word and the category. Ask questions such as these: When have you felt strong winds? In what ways can a strong wind be dangerous? Read Aloud Explain that you will read aloud a story about a type of storm called a tornado. Then read aloud “Tornadoes.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Tornadoes.” 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 Dangerous Storms shake dangerous wind damage 1. What can a storm do to damage things? (Sample answer: It can have strong winds that knock things over.) 2. Name three things in a house that might shake in a strong wind. (Sample answer: walls, doors, windows) 3. A tornado is one kind of dangerous storm. What other kinds of dangerous storms can you name? (Sample answer: hurricane, thunderstorm, blizzard) 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 School paper n. schoolwork The teacher asked us to write a paper about dinosaurs. stories n. things that tell what happened; what happened might be real or made-up This book has stories about animals. teacher n. a person who gives lessons The teacher showed the children how to add numbers. write v. to think up and put in words I will write a fairy tale. Discuss Guide children to see the relationship between each word and the category. Ask questions such as these: How does your teacher help you learn? If you could choose anything in the world to write about, what would it be? Read Aloud Explain that you will read aloud a story about what happens when school is canceled because of snow. Then read aloud “The Snow Day.” Discuss the Comprehension questions. Categorize and Classify Read and Explain Reread “The Snow Day.” 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 Who We See at School Words About What We Do at School teacher paper stories write 1. A teacher is one person you see at school. Who are some other people you see at school? Add these words to the graphic organizer as children suggest them. (Sample answers: students; principal; janitor) 2. Reading stories is one thing you do at school. What else do you do at school? Add these words to the graphic organizer as children suggest them. (Sample answers: draw; count; play) 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. Discuss Name some stories you like. Do any of them tell about dangerous animals? Tell your partner. Role-Play Pretend you are a teacher. Pretend your partner is a student, and assign him or her a paper. Describe what he or she should write about. Describe Talk to your partner. Describe how a strong wind can damage a tree. Draw Think of something you have to shake. It could be something you eat or drink, or it could be a toy. Draw a picture of it. 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.