1.6.1 “Animal Park" Last week we read about how Kim and Brad helped a small red bird that lived in a tree in their neighborhood. How did Kim and Brad

1.6.1 “Animal Park"

Last week we read about how Kim and Brad helped a small red bird that lived in a tree in their neighborhood.

How did Kim and Brad help the bird?

How can we help animals around the world?

Let’s sing “Big, Round World” from the Sing with Me Big Book!

Were the animals in “A Fox and a Kit” wild or tame animals?Where did they live? Why do you think the bird in “Get The Egg!” built its nest in a tree?Circle the words: small, treeHave children say and spell each word as they write it in the air.

• desert- a desert is a very dry area, usually covered with sand.

Examples: • It doesn’t rain very often in the desert.• Deserts are usually very hot.• You might see a cactus in the desert.

• forest- a forest is a place with many trees.

Examples:• You must stay on the trail when you hike through the

forest.• The forest is home to many animals.• Smokey Bear tells people to help prevent forest fires.

• world- the world is all of Earth.

Examples: • The world is round.• Billions of people live in the world.• Some people have traveled all around the world.

Today we are going to sing a song about habitats. Listen for the amazing words as you sing!

world forest desert

Sing the song again and have children circle

their arms for world, extend their arms for forest, and fan their

faces for desert.

Phonemic AwarenessBlend and Segment Phonemes

• We just sang about a forest home where chipmunks run. Listen to the sounds in run.

• (Model saying each sound. Have children say the sounds with you, and then say the sounds themselves).

• Now say each sound as you write the letter that goes with it. Have children say the sounds as you point to the letters and blend the sounds to say the word.

• Continue with the words: mud, nut, gum, cuff, fuss, tuck

big hopYou studied words like these already. What do

you know about the vowel sounds in these words?

Today we will learn about words that have

the short u vowel sound.

This is umbrella.

The sound you hear at the beginning of umbrella is short u.

Say it with me!!

bugThe letter u in this word stands for the short sound of u.

This is how I blend this word.

bugLet’s blend this word together.

When a is the only vowel in a word, it usually stands for the short a sound.

GROUP PRACTICESay the sound of each letter and blend the word together.

cut


dug


bun


duck


snug

Review

What do you know about

reading these words?

cut bug

When u is the only vowel letter in a word, the u usually stands for the short u sound.

Individual Practice

sub

Individual Practice

hum

Individual Practice

mug

Individual Practice

yum

Individual Practice

suds

Individual Practice

luck

Individual Practice

truck

Individual Practice

stuff

Write this word on your white board!

rub

Change the b to n

run

What’s the new word?

Change the n to g

rug


Change the r to d

dug


Change the d to pl

plug


Change the g to m

plum


Clean Up

Clean your white board

and put it away.

Let’s read!(Monitor Progress)

hum


box


hid


jug


job


ten


tub


hut


pot


pup


mop


cup


fun


gum


bat

Spelling

• What sounds do you hear in tug? (/t/ /u/ /g/)• What is the letter for /t/? (Write t. Continue with u /u/

and g /g/)• In tug, the u has the short u sound: /t/ /u/ /g/, tug.• Repeat with fun.

Dictate the spelling words for the pretest. Segment words if necessary.

GROUP TIME!!

Build BackgroundLet’s Talk About Wild Animals

Let’s talk about what you see here…Where might you see a panda? What habitat does the snake live in? How is its habitat different from the penguins’

habitat? Do you think you would ever see an alligator in your neighborhood? Why or why not? What do you know about endangered animals?

Animals That Need Help

K W L

Let’s create a KWL chart!

What can we add to the chart?

Tigers

Pandas

Eagles

What problems do wild animals

have?

How can we help wild

animals that need help?

Cause and Effect

• Most things happen for a reason.

• Words like because and so can help you figure out what happens and why.

Good readers ask themselves what happens and why it

happens.

What is happening? Why is this happening?

When I read, I ask myself …

Listen as I read A Rain Forest in the Zoo.

READ STORY!!

Think about the story…

• Why does the exhibit look like a real forest?

• Why do zookeepers change the lights in the exhibit?

• Why does the zoo want to keep its animals safe and happy?

GRAMMAR - QuestionsQuestions begin with capital letters and end

with a question mark.

Can you see zebras? is a question, so it begins with a capital letter and ends with a

question mark.

Have students ask questions and write them on the board.

http://www.pearsonsuccessnet.com/snpapp/iText/products/0-328-35330-2/pdfs/0-328-14616-1/006.pdf



Tomorrow we will read more about wild animals.

run•What sound does the letter u have in this word?

•Can you name some other words with the same sound?

•Say the sound of each letter in run.

•(Continue with sun and rug)

* Make sure you read the “Family Times” newsletter with your family tonight!

•Sharpen a dull pencil. Then ask: What happened? Why did this happen?


Today we will read about how animals get around. They can travel by water, air, or land.

Have you ever seen animals swim by?Let’s sing “Big, Round World” from

the Sing with Me Big Book!Reread the message.

Have children raise their hands when they hear a word with short i.

• surf- surf means “to ride.” When you are surfing you are riding or moving from place to place.

Examples:

1. Some people who live near oceans use surfboards to surf big waves.

2. Surfing the waves takes lots of skill.

3. It’s fun to surf the Internet.

Remember that illustrators make decisions about what kind of pictures to draw for stories. Sometimes they

draw pictures that look real.

As I read, listen for animals that travel in the water.

Some babies travel through the air or on the ground. Some animals that travel in water may be surfing, or riding on top of the water. How does a beaver travel?Do you think a beaver can only travel in water? Why or why not?

Phonemic AwarenessDelete Final Phonemes

• The mother lion can grasp her baby. Listen to the sounds in grasp, /g/ /r/ /a/ /s/ /p/.

• Now say each sound as you write the letter that goes with it.

• (Have children say the sounds as you point to the letters and blend the sounds to say the word).

• Now listen as I take away the /p/ at the end of grasp: /gr/ /a/ /s/, grass.

• Erase the letter p and add an s. Have children say the sounds as you point to the letters and blend the sounds to say the word (grass).

• Continue with the words: tent, self, mend, past, felt, skimp

tent

Point out that the letters n and t at the end of tent make a consonant blend. Remind children that a consonant blend has two or more consonant letters whose sounds are blended together.

Segment and blend tent.

Group Practice

milk

Group Practice

gift

Group Practice

mask

Group Practice

bend

Group Practice

camp

Review

What do you know

about reading these words?

tent milk

The sounds of the two consonant letters at the end of each word are blended

together.

Individual Practice

desk

Individual Practice

melt

Individual Practice

dust

Individual Practice

help

Individual Practice

went

Individual Practice

crisp

Write this word on your white board!

and

Add b to the beginning

band


Change the a to e

bend


Change the d to t

bent


Change the n to s

best


Change the s to l

belt


Change the b to hChange the t to p

help


Clean Up

Clean your white board

and put it away.

bend


truck


drift


help


raft


plan


stump


sick


clasp


pond


black


must


last


held


stamp


Spelling

The men must cut up the tree.(Find and circle short u words.)

Spelling

We run to the bus.(Find and circle short u words.)

Spelling

They will jump on the rug.(Find and circle short u words.)

GROUP TIME

High Frequency Words

You cannot yet blend the sounds in these words. We will spell the words and use letter sounds we know to learn them. Point to the first word. This word is home, (h) (o) (m) (e), home. What is this word? What are the letters in this word? Use

this word in a sentence. Repeat process with other words.

High Frequency Words

Read the Words

1.This is home to many big animals

2.Will we see them?

3.We see big animals stomp into the pond.

Grammar - Questions

I was born in New York.Ask children to make the statement into a question.

(Where were you born?)

I am six years old. Ask children to make the statement into a question.

(How old are you?)

Grammar - Questions

A question is an asking sentence.

It begins with a capital letter.

It ends with a question mark (?).



• One day I saw many cats.• I saw them run into a home.

Tomorrow we will read about a big park that is home to many wild animals.

bumpWhat sound does the mp make?

(Continue with ant, nest, and soft.)


Today we will read about a park in Africa. People can watch wild animals there.What animals do you know that live in

Africa?Let’s sing “Big, Round World” from

the Sing with Me Big Book!

Point to the words watch and animals as you read. Have children echo each

words as you read.The word watch means “to look at.”

• beneath – under.

Examples: 1.We hung one picture beneath the other.

2.You’ll stay dry if you stay beneath the open umbrella.

3.Keep your feet beneath your desk.

• snug – cozy and safe.

Examples: 1.The baby was snug in its mother’s arms.

2.Sleeping bags keep campers snug at night.

3. I like being snug in bed when it’s cold outside.

Yesterday we read the book to find out which animals travel in the water.

As I read, listen for baby animals that get rides in the water.

Some animal babies get rides. They may ride “snug” or close to a parent, or “beneath”, or under, a parent’s wing.

How does a baby swan travel?Where does it travel? How do you know?Do other kinds of animal babies who get rides from parents travel in the water?

Phonemic AwarenessBlend and Segment Phonemes

• The elephants tramp along a bumpy trail.. Listen to the sounds in tramp.

• Model saying each sound, /t/ /r/ /a/ /m/ /p/. Have children say the sounds with you, and then say the sounds by themselves.

• Now say each sound as you write the letter that goes with it. Have children say the sounds as you point to the letters and blend the sounds to say the word.

• Continue with the words: dump, fun, rust, mug, blunt

busYou can read this word because you know that when u is the only vowel in a word, the u usually stands for

the short sound of u.

What sound does the u in this word stand for?

What’s the word?

bus

• When you come to a new word, look at all the letters in the word. Think

about its vowel sound and if the sounds of the consonant letters can

be blended together.

• Say the sounds in the word to yourself and then read the word.

• bus bust

What will you do when you come to a new word?

Group Practice

mud

Group Practice

dust

Group Practice

pup

Group Practice

tusk

Let’s sing!

sun ducks fun up buzz run

fast skunks

hump drift gulls jump stump

Look for these words

as we sing this song:

Animals Under Our Sun.

Sort the words under the correct column.

Short u Without Final Blend Short u With Final Blend

cuff hum slump rug rust dusk sun hunt

Spelling – Short u Words

Give each child 12 colorful strips of paper. Have children use scissors to cut fringe on the ends of each strip. Have them write a spelling word on

each strip. When all the words have been written and checked, have children glue the fringed strips to a large piece of construction paper to make a

colorful word rug.

Safaris

Build BackgroundExplain to the students what a safari is.

Safaris

Connect to Selection

• We know that wild animals live in

different places. Some animals live on lands that people set aside to protect them. We are going to read

about a big animal park. We’ll find out

what animals call this big park home!

Vocabulary• Park – land where people

go to play or rest• Elephants – huge strong

land animals with gray skin and long trunks

• Zebras – black and white striped animals that look like horses

• Hippos – large animals with short legs, thick skin, and no hair

Let’s read some high frequency words!

into(Say and spell the word. Have children say and spell the word. Ask children to identify familiar letter-

sounds.)

are(Say and spell the word. Have children say and spell the word. Ask children to identify familiar letter-

sounds.)


home(Say and spell the word. Have children say and spell the word. Ask children to identify familiar letter-

sounds.)


from

Monitor Progress

many

Monitor Progress

sea

Monitor Progress

them

Monitor Progress

they

Monitor Progress

to

Monitor Progress

Skill - Cause and Effect

• You should think a about the things that happen and why those things happen.

1.Notice and think about the

things that happen.

2.Ask yourself why those things

happen.

As you read……

Strategy = Monitor and Fix Up

• Photographs or illustrations should give you information that can help you understand the words.

Pay attention to the pictures and the words that tell about them.

As you read……

GROUP TIME

Grammar - Questions

• Write a question using each word.

1. zebras - _________________________________________________

2. hippos - _________________________________________________

3. elephants - _______________________________________________

Tomorrow we will listen to a story about more animals – wild horses.

•Where do the hippos in Animal Park like to sit?

•Why do the hippos sit there?

What can you do if you don’t understand something you

read?


Today we will read about dogs, raccoons, and hippos.

Do you know what these animals like to eat? What do the animals you know like to

eat?Let’s sing “Big, Round World” from

the Sing with Me Big Book!How many questions do you see in the

message?

Hold up that many fingers.

• native – from a certain place.

Examples: 1. My grandparents decided to return to their native land.

2. Native Americans were the first people who lived in our country.

3. Spanish is some people’s native language.

• reserve – a reserve is a place set aside for special use.

Examples: 1. The government set aside some land as a nature reserve.

2. Animals are safe in the nature reserve.

3. Plants can’t be destroyed in the reserve, either.

READ ALOUD ANTHOLOGY

• What were some of the animals that live in the Animal Park?

• I’m going to read another story about wild animals and where they live.

– “Takhi” by Karen Magnuson Beil

Listen to find out how the takhi survived and came to live in a reserve. READ ALOUD

READ ALOUD ANTHOLOGY

• Why do you think there are more endangered animals in the present than there were in the past?

• Tell me why a monkey might not survive if the trees in its habitat were chopped down.

Phonemic AwarenessSegment and Count Phonemes

• We heard that the zoo-born takhi were fed by people. Listen to the sounds in fed, /f/ /e/ /d/.

• Now say each sound as you write the letter that goes with it.

• Have children say the sounds as you point to the letter and blend the sounds to say the word.

• NOW LET’S COUNT THE SOUNDS IN FED: /F/ ONE, /E/ TWO, /D/ THREE. THE WORD FED HAS THREE SOUNDS.

• Continue with the words: leg, pen, jet, stem, sled, dress, speck

Review PhonicsShort e and Initial Blends

pen

Look at this word. You can read this word because you know that 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/. What sound does

e stand for? (/e/) What’s the word? (pen)

Review PhonicsShort e and Initial Blends

flag

Look at this word. You can read this word because you know that the sounds of the letters f and l can

be blended together. What sounds do f and l make? (/f/ /l/) What’s the word? (flag)

Sort the words under the correct column.

Short e Not Short e

net sled six dress bug grill step black snap ten

Let’s read some words!Monitor Progress

cluck


that


five


stuck


saw


big


green


see


red


tree


like


frogs


small


your


pond


Fran


was


sled


hens


where

I like to see at the

Let’s read some sentences!Monitor Progress

Call on individuals to read the sentence. Randomly point to the review words and have them read. High-frequency words are underlined and decodable words are circled.

frogs pond.

saw your small green tree.



Fran

said the five



“Cluck, cluck, cluck,” hens.red

Where was



that big sled stuck?

• What are asking sentences called?

• How do questions always end?

•http://www.pearsonsuccessnet.com/snpapp/iText/products/0-328-35330-2/pdfs/0-328-14622-6/023.pdf

Grammar - Questions



Tomorrow you will hear about the takhi again.

How many animals live in the

park?

Let’s practice reading this sentence in a voice that sounds like you are asking a question.


This week we read about animals who live in different places around the world. Some

live on native lands, others on nature reserves.

Why do animals live where they do? Let’s sing “Big, Round World”

from the Sing with Me Big Book!Name things in the message that:-mean almost the same thing as

Earth-name a habitat

-tell where the takhi live

“Takhi”Read Aloud Anthology

•Yesterday we listened to find out how the takhi survived and came to live in a

reserve, or protected area. •Today, let’s listen to find out how the

takhi adapted to their new home on the reserve.

Review – Short u and Final BlendsDirections: Read the sentences aloud. Name and underline the words that have

the short /u/ sound and final consonant blends.

1. That pup can run fast.

2. An ant will step in sand.

3. The small tug will drift in the tub.

4. The frog can rest at the pond.

ReviewDirections: Read the riddles aloud. Determine which high-frequency word fits the

riddle.

1. I end with y. I’m the opposite of few. I start with /m/. That’s my last clue. What word am I?

2. I’m two small words put together for you. I’ll make it easy – I’m in + to. What word am I?

3. I start with /h/ and rhyme with foam. I can be a place where animals roam. What word am I?

4. Short e, that’s me. I rhyme with hem. I’m ____!

home into many them

WRAP UP YOUR WEEK!!

1. Why do you think people set up the animal park?

2. How did the babies in Babies on the Go get help?

3. How did people help the takhi

Question of the week:How can we help animals around

the world?

WRAP UP YOUR WEEK!!

You’ve learned 8 amazing words this week!

You’ve learned 49 amazing words so far this year!

Next…

You will read about people in communities.

Documents

1.6.1 “Animal Park" Last week we read about how Kim and Brad helped a small red bird that lived in a tree in their neighborhood. How did Kim and Brad