Get the Egg!

Day 1

Date: Monday, September 20, 2010

QUESTION OF THE WEEK Tell children they will talk, sing, read, and write about
Wild Animals. Write and read the message and discuss the questions.
CONNECT CONCEPTS Ask questions to connect to other Unit 1 selections.
  • What did the wild animals in A Fox and a Kit eat? Did they find their own dinner in their habitat?
  • Some animals in Babies on the Go get rides from a parent. How did the others go?
REVIEW HIGH-FREQUENCY WORDS
Circle the high-frequency words her, eat, this, too in the message.
Have children pronounce each word, chant its spelling, and say the word again.
BUILD ORAL VOCABULARY Lead the class in a discussion that focuses on concepts and today's Amazing Words, habitat, survive, hatch. Find the girl with the magnifying glass. She is looking at things in her yard. Why is she holding the magnifying glass up to her eye? Find the butterfly. It just hatched from its cocoon. Find the spider. It weaves a web to help it survive. It catches food in the web. What other animals do you see? The backyard is a good habitat for these animals. This week we will read about what Kim and Brad found in their yard.
Lesson Essential Question: How do I identify, use, and segment sounds in words?
Phonics: Connect Write bag and sit. You studied words like these already.
What do you know about reading these words? (The words both have
a short vowel sound.) Today we will learn about words that have the short e vowel sound.
Use Sound-Spelling Card Display Card 9. This is elephant. The sound you hear at the beginning of
elephant is short e. Say it with me: /e/.
Model Write jet. The e in this word stands for the short e sound, /e/. This is how I blend this word.
Segment and blend jet. Let's blend this word together: /j/ /e/ /t/, jet. When e is the only vowel
letter at the beginning or in the middle of a word, it usually stands for the short e sound, /e/.
Group Practice Say the sound of each letter and blend the word together. Continue with
men, web, hen, yet, mess.
Fluency: READ DECODABLE READER 9 Check to be sure that children are tracking print left-to-right and top-to-bottom as they read.
  • Pages 66–67 Read aloud quietly with the group.
  • Page 68 Have the group read aloud without you.
  • Pages 69–72 Select individuals to read aloud.
CHECK COMPREHENSION AND DECODING
Where does this story take place? (on a farm)
Where do Jen and Ben eat and sleep? (in pens)
  • Point to a word in the story that has a short e sound. What is the word? List words that are named. Children may supply Jen, Ben, hen, pen, bed, red, get, and met.
  • How do you know these words have a short e sound? (When e is the only vowel letter at the beginning or in the middle of a word, it usually stands for the short e sound.)

Vocabulary:
habitat-a habitat is the place where an animal or plant lives or grows.
hatch-to hatch means to come out of an egg.
survive-to survive means to stay alive or live through.
Lesson Essential Question How do you identify fantasy in the story?
Comprehension: TEACH/MODEL Realism and Fantasy
DEFINE REALISM AND FANTASY
  • A realistic story tells about something that could happen in real life.
  • A fantasy is a story that could not happen in real life.
  • Good readers think about whether a story could or could not happen in real life.
READ ALOUD Read "The Pecking Hen" and model how to distinguish between realism and fantasy.
MODEL When I want to figure out if a story is realistic, I notice how the people
act and what happens. In this story, Kashia and Grandma Bess act like real people act. A real girl could visit her grandmother. She could observe a hen
close-up, and a hen could peck her on the nose. This story is a realistic story because it is about things that could really happen.
PRACTICE
CLUES TO REALISM AND FANTASY Ask children what other clues tell that this story could really happen. (Kashia and Grandma Bess pick vegetables in a garden. Grandma Bess laughs when a hen pecks her granddaughter on the nose.)
DISTINGUISH REALISM AND FANTASY Recall the story The Big Blue Ox. Can people have an ox? (yes) Can a real ox dig or mop pigs and fix their wigs? (no) What other clues tell you that The Big Blue Ox is a fantasy? (Ox packs groceries in a sack and cooks.)
CONNECT TO READING Tell children that when they read any story, they should think about whether the story could or could not really happen.
Grandma Bess and Kashia laughed.
Summarizing Strategy: Have students complete a compare & contrast graphic organizer comparing and contrasting realism and fantasy.
Skills:
Spelling: PRETEST Short e
MODEL WRITING FOR SOUNDS Each spelling word has short e with the CVC or
CCVC spelling pattern. Before administering the spelling pretest, model how to
segment short e words to spell them.
  • What sounds do you hear in pet? (/p/ /e/ /t/)
  • What is the letter for /p/? Write p. Continue with e/e/ and t/t/.
  • In pet, the e has the short e sound: /p/ /e/ /t/, pet.
  • Repeat with web.
PRETEST Dictate the spelling words. Segment the words for children if necessary.
Have children check their pretests and correct misspelled words.
Grammar: TEACH/MODEL Telling Sentences
IDENTIFY TELLING SENTENCES Display Grammar Transparency 5. Read the definition aloud.
  • The bird has one egg is a telling sentence. It is a statement that begins with a capital letter and ends with a period.
  • Statements that begin with a capital letter and usually end in a period are called telling sentences. The egg is in the nest is a telling sentence, so it begins with a capital letter and ends with a period.
Continue modeling with items 1–4.
PRACTICE
FIX-UP TELLING SENTENCES Have children find and correct errors in grammar and punctuation for sentences you write on the board.
1.  we saw a little egg
2.  a green frog hops up
3.  i see the kit lick her lips
Differentiated Small Group Instruction
Skill Focus:
Material: / Skill Focus:
Material: / Skill Focus:
Material:
Process Writing (30-45min) Time: