lesson 6 day 1 winners never quit reading warm up question of the day: question of the day: how do...

Lesson 6 Day 1 Lesson 6 Day 1 Winners Never QuitWinners Never Quit

Reading Warm UpReading Warm Up

Question of the day:Question of the day:

How do soccer players work How do soccer players work together as a team?together as a team?

Let’s PAIR SHARE!Let’s PAIR SHARE! What are some ways that players on a team work together?What are some ways that players on a team work together? What might happen if people on a team do not work What might happen if people on a team do not work

together?together?

Now let’s write!Now let’s write!

Complete the following sentence frame.Complete the following sentence frame.

A soccer player might ____________A soccer player might ____________

the ball to _____________________the ball to _____________________

Read Read Aloud…ListenAloud…Listen

What do you remember about the poem “Soccer Feet”?What do you remember about the poem “Soccer Feet”?

Set the purpose for listening…Set the purpose for listening… Today we are listening for the words that tell how a soccer player Today we are listening for the words that tell how a soccer player

might move.might move.

Let’s read the poem “Soccer Feet”.Let’s read the poem “Soccer Feet”.

Discussion:Discussion:Can anyone find a n action word in the poem?Can anyone find a n action word in the poem?

Let’s read the poem again. This time we need to speed up the actions Let’s read the poem again. This time we need to speed up the actions in the last three lines. Listen to me as I read the poem, “Soccer in the last three lines. Listen to me as I read the poem, “Soccer Feet”.Feet”.

Now let’s all read the poem.Now let’s all read the poem.

Word Wall PracticeWord Wall PracticeLet’s review some of our WORD Let’s review some of our WORD

WALL words from Theme One.WALL words from Theme One.

sugarsugarbicyclebicycle

exerciseexercisespecialspecial

sometimessometimesdifferentdifferentchildrenchildren

earsearsfinallyfinallyshortshort

hundredhundred

alreadyalreadyproveprovesignsign

policepoliceeighteightreadreadbuybuy

moneymoneyeateat

knowknow

Phonics and SpellingPhonics and SpellingThis is the phonogram -ight.This is the phonogram -ight.

Let’s say the sound that –igh makes.Let’s say the sound that –igh makes.

__

……./i/…../i/….

Now we will add the ending sound for t…./t/.Now we will add the ending sound for t…./t/.

Let’s practice reading this phonogram. Let’s practice reading this phonogram.

-ight-ight

Phonics and SpellingPhonics and SpellingLet’s think of different words that end with –ight.Let’s think of different words that end with –ight.

We will write 5 of these words down. Remember spelling counts!We will write 5 of these words down. Remember spelling counts!

1.1.

2.2.

3.3.

4.4.

5.5.

Let’s continue with Transparency R28.Let’s continue with Transparency R28.

Spelling Words PracticeSpelling Words Practice

Read Clap ReadRead Clap Read

Phonics and SpellingPhonics and Spelling

piepie


highhigh


tietie


lightlight


lielie


nightnightPhonics and SpellingPhonics and Spelling

brightbright


rightright


mightmight


tighttight


weeknightweeknight


lightninglightning


sightseesightsee


nightstandnightstandPhonics and SpellingPhonics and Spelling

sunlightsunlightPhonics and SpellingPhonics and Spelling

High Frequency WordsHigh Frequency WordsLet’s review some of our high frequency words.Let’s review some of our high frequency words.

straightstraightbrother brother

learnlearncheercheerloselose

CaughtCaught

Now write each one of these words on a piece of paper.Now write each one of these words on a piece of paper.

When I call out the word. I want you to hold up the card that matches When I call out the word. I want you to hold up the card that matches the word.the word.

Now you try it with you partner. Let’s play concentration.Now you try it with you partner. Let’s play concentration.

Fluency: IntonationFluency: Intonation

Good readers read fluently by:Good readers read fluently by: reading slowly enough to pronounce each word reading slowly enough to pronounce each word

correctly.correctly. thinking about the meanings of the words they thinking about the meanings of the words they

read.read. make sure what they are reading makes sense.make sure what they are reading makes sense. vary their tone of voice to show emotion.vary their tone of voice to show emotion.

We are going to read We are going to read Winners Never QuitWinners Never Quit. I am . I am going to change my tone of voice to match what going to change my tone of voice to match what is happening and how the characters are feeling.is happening and how the characters are feeling.

Fluency: IntonationFluency: Intonation

Open your book to page 172.Open your book to page 172.

Listen to me read pages 172 and 173.Listen to me read pages 172 and 173.

Now read the same pages with your Now read the same pages with your partner. Make sure you are changing partner. Make sure you are changing the tone in your voice to show the tone in your voice to show emotion.emotion.

Reading ComprehensionReading ComprehensionFocus Skill: Making PredicationFocus Skill: Making Predication

We are going to make a prediction on the passage, We are going to make a prediction on the passage, “Two Races”.“Two Races”.

Good readers predict by:Good readers predict by: using the story detailsusing the story details thinking about real lifethinking about real life

Open your student books to page 188.Open your student books to page 188.

Let’s read the first two paragraphs.Let’s read the first two paragraphs.


I know from the story that the Hare is fast and I know from the story that the Hare is fast and the Tortoise is slow. I also know the Hare the Tortoise is slow. I also know the Hare takes a nap. I will write this information takes a nap. I will write this information down under STORY DETAILS. I know in real down under STORY DETAILS. I know in real life that people sometimes sleep longer life that people sometimes sleep longer than they mean to. I also know that if you than they mean to. I also know that if you stop running a race, other people might stop running a race, other people might pass you. I will write this information under pass you. I will write this information under WHAT I KNOW. I predict the Tortoise will win WHAT I KNOW. I predict the Tortoise will win the race. the race.


+ =+ =Story Details What I Know Predictions

Turn the page.Turn the page.

1. What type of genre are both these stories?1. What type of genre are both these stories?

2. How are the stories alike? How are their lessons 2. How are the stories alike? How are their lessons different?different?

3. Do you think one lesson is more important than 3. Do you think one lesson is more important than another? Tell why. another? Tell why.


Robust VocabularyRobust VocabularySpecially

made just for youHelen’s boots were made specially for her.

Have you ever had anything specially made for you?

Struggleto try extra hard

Helen had to struggle to climb Mt. Taranaki.Do you struggle to learn something new? Does your teacher

make it more or less of a struggle?

Tractionwhat keeps you from sliding

Helen’s spikes boots gave her traction.Would you ever need traction on a bicycle.

Now let’s break for small group Now let’s break for small group reading.reading.

ReadingReading- Practice page 45-46. The books are in your desk. - Practice page 45-46. The books are in your desk.

SpellingSpelling- Sentences- SentencesWrite sentences using your first Write sentences using your first 1100//1515 spelling spellingwords.words.

CenterCenter- Write a summary about your favorite book.- Write a summary about your favorite book.

Start out with this main idea:Start out with this main idea:____________________ is my favorite book because________________.____________________ is my favorite book because________________.

Now tell 3 reasons why you chose that book.Now tell 3 reasons why you chose that book.

MathMath- Math practice- Math practice

Grammar/ Language ArtsGrammar/ Language Arts

Naming words name people , places, and things. Naming words name people , places, and things. Naming words are called NOUNS.Naming words are called NOUNS.

Nouns can be singular or plural.Nouns can be singular or plural.

Look at this example:Look at this example:

Ms. Puckett is a great teacher.Ms. Puckett is a great teacher.

Let’s underline nouns. Let’s underline nouns.

Are these nouns a person, place, or thing?Are these nouns a person, place, or thing?


Let’ s circle the nouns in the sentences.Let’ s circle the nouns in the sentences.

Josh went to the park with his father and grandfather after Josh went to the park with his father and grandfather after lunch.lunch.

Josh saw 3 squirrels and 5 ducks at the park.Josh saw 3 squirrels and 5 ducks at the park.

Maya went to the pet store.Maya went to the pet store.

Maya saw gerbils, hamsters, a snake and a big green parrot.Maya saw gerbils, hamsters, a snake and a big green parrot.


Directions: Place the noun in the correct category.Directions: Place the noun in the correct category.

barn cat book rabbitMcDonald’s mom Mr. Larsen sistergrandma desk pencil Pizza Hutmarker crayons dog teacher

PeoplePeople PlacesPlaces ThingsThings AnimalsAnimals

1.1.

2.2.

3.3.

4.4.

5.5.

1.1.

2.2.

3.3.

1.1.

2.2.

3.3.

4.4.

5.5.

1.1.

2.2.

3.3.

lesson 6 day 1 winners never quit reading warm up question of the day: question of the day: how do...

Documents

word wall words

poem soccer feet

different words

soccer players

tone of voice

word wall practicelets

n action word

story detailsthinking