Unit 2, Week 6

"Honey Bees"

What is a community

How is a community of insects like a community of people?

Morning Warm UpDay 1

Bees fly where flowers grow.

They look around to find food.

How is a community of insects

like a community of people?

How were the triceratops a

community in “The Big

Circle?”

How do plants and animals

form a community in “Life in

the Forest?”

We are so Industrious

We work hard, We don’t fuss

We are so industrious.

Each individual has a job to do.

We think we’re a special crew.

Each of us plays apart.

We turn work into an art.

We are proud that we all

do our very best.

We of us helps out the rest.

Individual

industrious

special

creep

slither

romp

eagerly

wander

Phonemic Awareness:substitute /e/ for /e/

We just sang that each person has a job to do. Who do you think fed the hamster? Listen to the sounds in fed.

/f/ /e/ /d/. Say it with me. Now say it as I point to the letters that spell it.

f e d = fed

Listen as I change the /e/ sound in the middle to the /e/ sound.

/f/ /e/ /d/. Say it with me. Now say it as I point to the letters that spell it.

f ee d = feed

Listen to the sounds in both words. fed feed

Which one has the short e sound? long e?

let's continue on the next slide.

• f e d fed• f ee d feed• b e t bet• b ee t beet• p e p pep• p ee p peep• m e t met• m ee t meet• st e p step• st ee p steep

these

Pete

You studied words like these already. What do you know about reading these words?

Yes, When you see e at the end of a word, the first vowel says its name.

Today we will learn about words that use another way to spell long e..

This is an easel. The sound you hear at the beginning is /e/. Say it with me.

The two letters ee are together in this word. Two e’s together say their own name. This is how I blend this word. Do it with me.

What do you know about reading these words? Yes. When an e is at the end of a word it usually says its name. When two ee’s are together in word, it usually says its name.

There is only one vowel in this word. The vowel letter e at the end says its name. This is how I blend this word. Do it with me.

phonemic awareness

→f e d fed

→f ee d feed

→b e t bet

→b ee t beet

→p e p pep

→p ee p peep

→m e t met

→m ee t meet

→s t e p step

→s t ee p steep

build wordsAdd t to the end of bee.What is the new word? Change the b to f.What is the new word? Change the t to l. What is the new word? Change the f to h. What is the new word? Change the h to wh.What is the new word?

b e e

check word reading

(monitor progress)

we sweet he tree week

feel Pete keep she Steve

these step weed ten me

1. be 6. green

2. feet 7. me

3. he 8. she

4. see 9. tree

5. we 10. week

High Frequency Words

11. some12. family

What sounds do you hear in he? (/h/ / /) What is the letter for /h/? Write h. Continue with the e/ /. He has only one vowel, e, and it comes at the end of the word so the e has the longe sound: /h/ / /, he. What sounds do you hear in keep? (/k/ / / /p/) What is the letter for /k/? Write k. Continue with ee/ / and p/p/. In keep the letters ee stand for the long e sound: /k/ / / /p/, keep. There are four letters,but only three sounds.

build background

Let's talk about communities in natureDevelop Oral Language Tell me about what you see here. Yes, that's right, ants have made a tunnel system in the ground. Why do you think the ants did that? Look at all the bees on this hive! Tell me what you know about bees and honey. How are ant communities and bee communities similar?

Build Oral VocabularyIt is easy for you to carry a leaf. Why is it difficult for an individual ant to carry a leaf? What are the bees on the honeycomb doing to show that they are industrious? When a bee flies from flower to flower, what is its special job?

Concept ChartHow is a community of insects like a community of people?What is something only insects can do? (fly) Name something both insects and people can do? (eat, walk) What is something only people can do? (go to schoolConnect to Reading:These bees are pollinating the flowers. This week we will learn how a community of bees is like a community of people.

Listening Comprehension:Teach/Model compare and contrast

Define compare and contrast:Things that are alike are the same. Things that are different are not the same. Good readers look for ways that things are alike and different.

Read aloud: “Ants Working Together"

MODEL When I read, I look for things that are alike and different. One way ants and people are alike is that they both live together in groups. I can also look for ways that they are different. Ants live in colonies, and people live in homes.

break into groups

PracticeHow are the jobs of ants and people alike? How are they different? How are the places ants and people live alike? How are they different?

COMPARE AND CONTRAST Recall the story The Big Circle.How are the triceratops and Big T. Rex alike? (They are both dinosaurs. They are both hungry.)

How are the triceratops and Big T. Rex different? (Possible response: Triceratops eat grass, and Big T. Rex eats meat.)

CONNECT TO READING Tell children that when they read any story, they should think about how things are alike and different.

Daily Fix It

1. ants cant fly.

2. Ant's lift huj things.

Daily Fix It

1. ants cant fly.

Ants can't fly.

1. Ant's lift huj things.

Ants lift huge things.

Shared Writing:

Write Facts

COMPREHENSION SKILL we compare and contrast things when we notice how they are alike and different. When we write information about more than one thing, we often can usethe information to compare and contrast the things

Let’s work together to write some sentences on the chart.

GENERATE IDEAS What do you know about bees and ants? What do they look like? How do they move? Where do they live? WRITE Facts We will write facts about bees and ants and then compare and contrast the two sets of fact.

Grammar:

Teach/Model Nouns in Sentences

REVIEW NOUNS Remind children that a noun names a person, a place, ananimal, or a thing.IDENTIFY Nouns in SentencesDisplay Grammar Transparency 11. Read the definition aloud. Then model with item 1.What two things are named in this sentence? (hive, tree) What are the two nouns in this sentence? (hive, tree)

Circle the two words that are nouns. (hive, tree)

practice saying sentences ... use the following pairs of words:

frog, fly woodpecker, tree

nuts, squirrel ants, bees

grass, cows flowers, bugs

What sound do the letters ee stand for?

bee

Spell the word he and write it in the air. What does the e stand for? What is the rule? Continue with the next two words.

h e s e e m e

spel

ling:

long e

, ee

Long e

e, ee

Are ants like humans in any ways? How are they different?com

pare

and

contrast

Tomorrow we will read about how some critters in a bog move about.

Let's ta

lk

about it How is an ant colony like a human community?

Morning Warm UpDay 2

Today we will meet the frog in the

bog again.

We'll read what he eats and see how

big he gets.

Would you like to have a frog for a pet?

raise your pointer

when you hear or

see a long e

word.

Raise your thumb

when you see or

hear a short e

word.

individual

industrious

special

creep

slither

romp

eagerly

wander

POETRY Read the title and the author's name. Read the first page and notice the rhyming words. Poems often have rhyming wordsand they often have rhythm. Listen for the rhythm as I re-read the first few pages.BUILD ORAL VOCABULARY Describe how a frog moves. Listen as you read to find out how the other critters in the bog move

What are some words that tell how the animals move?

What does it look like when an animal creeps? What does it look like when an animal slithers?

Phonemic Awareness:Blend and Segment syllables

The frog got bigger. We saw it happen. Listen to the sounds in happen.

/hap/ /pen/ Now say it with me.

I see two syllables in happen. Let’s blend the word as I point to the two parts.

/h/ /a/ /p/ /p/ /e/ /n/

I say each part and then I blend the two syllables together.

Now listen to the sounds in mitten.

/m/ /i/ /t/ /t/ /e/ /n/

How many syllables are in this word? What do the syllables make together? mitten.

Let's practice some more words on the next slide.

→hap pen happen

→mit ten mitten

→kit ten kitten

→pen cil pencil

→but ton button

→bas ket basket

Syllables VCCVteach/Model

Blending Strategyconnect

tab

let

You studied words like these already. How many syllables do these words have? Today we will learn about words with two syllables.

Model

When you read a word like this one, first divide the word into smaller parts. If there are two consonants in the middle, divide the word between the two consonants. I see a b and an l together, so I will divide there. This is how I blend this word. Do it with me.

1

2

group practice

4

3

Review

Divide the word, blend each syllable, and blend the syllables together.

What do you know about reading these words? When you see a longer word with two consonants in the middle, divide the word between the two consonants, blend each syllable, and blend the syllables together to read the word.

→hap pen happen

→mit ten mitten

→kit ten kitten

→pen cil pencil

→but ton button

→bas ket basket

one or two syllables ... sort the following words:

nap napkin rib ribbon net

bonnet ten tennis pet trumpet

one syllable two syllables

nap

rib

net

ten

pet trumpet

tennis

bonnet

ribbon

napkin

check word reading

(monitor progress)

kitten happen rabbits pencil basket

insect object invent until attic

napkin pretzel trumpet problem traffic

1. be 6. green

2. feet 7. me

3. he 8. she

4. see 9. tree

5. we 10. week

High Frequency Words

11. some12. family

My family sits under a green tree.

She has small feet.

Some of those rabbits will come to me.

This week we will have a picnic.

break into groups

Daily Fix It

3. A cut bird ate six worm.

4. three bird sat on a branch.

Daily Fix It

3. A cut bird ate six worm.

A cute bird ate six worms.

4. three bird sat on a branch.

Three birds sat on a branch.

Interactive WritingWrite Description

BRAINSTORM Use the Big Book A Frog in the Bog to encourage a discussion about the animals in the bog. Picture walk through the book and ask children to identify the animals and to describe how they lookSHARE THE PEN Have children participate in writing a sentence that describesan animal in the bog. To begin, have a child name an animal and tell one thing about it. Write a sentence using what the child says. Have a second child tell something else about the animal. Change the sentence to add the new describing words given. Ask individuals to write familiar letter-sounds, word parts, and high-frequency words. Ask questions such as::

What sound do you hear at the beginning of yucky?

What letter stands for that sound?

What is the next sound you hear?

What letter stands for that sound?

Continue with other descriptive words.

Do any of our words tell how an animal looks? Which ones? Do any tell how big an animal is? Which one?

The yucky slugs had big spots.

Three small black flies were fuzzy.

Independent Writing:

Think about something you might see in a bog. In your journal, write describing sentences to tell about it.

Grammar:Develop the concept Nouns in Sentences

IDENTIFY NOUNS IN SENTENCES Display the Big Book A Frog in the Bog and have children identify the snail. Write snail on the board and point to the word as you read it.The word snail names this animal. A word that names a person, place, animal, or thing is a noun. A sentence usually tells about a person, place, animal, or thing. What is one kind of word that I usually find in a sentence? (A sentence usually has a noun.)

Practice:

Model: Listen to this sentence: “The log began to move.” What is this sentence about? The word log is the thing that this sentence tells about.

let’s practice some more on the next slide.

Identifying nouns in sentences

Which noun tells what the sentence is about?

Noun Sentence

The playground has a slide.

The picnic table is in the shade.

The swimming pool is empty in winter.

playground

picnic table

swimming pool

Speaking and Listening:

Retell a Message

Demonstrate Retelling. What should good listeners and speakers do when retelling a message?

Good Listeners Good Speakers

Listen carefully so they can remember the message.

Write the message, or write some words to help remember it.

Think about what the listener needs to know.

Retell the message in their own words, being careful to include all the information.

message:

Be careful. A big alligator is in the bog. Stay away from logs in the water

What are the key (important) words in the message?

Careful

alligator

logs in water

New ducks hatch from eggs. They can swim and also find their food. The mother protects her family.

rabbit.

How many syllables do you hear in the word? How many do you hear in these words?

kitten slipper fuzzy

sylla

bles

with V

CCV

High

frequency

words

How do you think the animals in the bog were a community?

Let’s

talk

about it

Tomorrow we will read about very special insects that live and work together.

3

Morning Warm UpDay 3

Today we will read about honey bees.

First we'll read about the different kinds

of bees and the jobs they do.

Then we'll learn about how

they live together.

What do you know about bees?

Notice the

circled words.

What do we

know about this

kind of word?

individual

industrious

special

creep

slither

romp

eagerly

wander

Share Literature:Listen and Respond

Rhyming Words: Recall that A Frog in the Bog is told in rhyme. Rhyming words sound alike at the end. Often, they look alike at the end too. Let’s look at some of the rhyming words. How do they look alike?

Build Oral Vocabulary: We red to find out how the critters in the bog moved. Now let’s talk about what lessons the critters learned.

Monitor Listening Comprehension:

What lessons did the critters learn? How can you tell?

Would a happy animal or a sad animal rom?

Why would the animals romp away from the frog?

Phonemic Awareness:Blend and segment syllables

Do you think frog’s scream was as loud as a trumpet? Listen to the sounds in trumpet.

/t/ /r/ /u/ /m/ /p/ /e/ /t/ say it with me. Trumpet has two syllables

Now listen to the sounds in kitten

/k/ /i/ /t/ /t/ /e/ /n/ Now you say it. What are the syllables in kitten? What word do the syllables /kit/ and /ten/ make?

Let’s practice some more on the next slide.

phonemic awareness

→trum pet trumpet

→kit ten kitten

→pic nic picnic

→pret zel pretzel

→in sect insect

→hid den hidden

Long e: e, ee and Syllables VCCVteach/Model

Fluent Word Readingconnect

she

sheep

You can read this word because you know that when e is the only vowel and comes at the end it says its name.. What does the e in this word stand for? What is the word?

You can read this word because you know that when there are two ee’s together, e says its name. What does ee stand for in this word? What is the word?

You can read this word because you know that if there are two consonants in the middle of the word, you divide between the two consonants, blend each part and then blend the word. What is the first syllable? Second? What is the word?

ModelWhen you come to a new word, look at all the letters or syllables in the word and think about their sounds. Say the sounds to yourself and then read the word. When you come to new word, what are you going to do?

1

2

hidden

fluent word reading

me

jacket

jeep

mitten

3 Group Practice:

Let’s read these words. look at all the letters, think about their sounds, and say the sounds to yourself. When I point to the word, let’s read it together.

look for these words:

bee tree see feeds queen sweet she keepEvery little bee must work to help the hive.

some must work to keep

their pretty queen alive.

Others fly from flower to tree

To collect sweet things they see

Oh, they work all day and never quit at five.

A worker feeds the babies all day long.

She must see that they grow healthy,

big, and strong.

Bees don’t worry about the weather.

They just keep working together.

As they work, they buzz out one

big happy song.

Build Words

e, ee two syllables

he happen

deep rabbit

sweet tablet

wheel basket

Read and spell each word. Does it have one syllable or two?

Practice Long e: e, ee

1. be 6. green

2. feet 7. me

3. he 8. she

4. see 9. tree

5. we 10. week

High Frequency Words

11. some12. family

build background

Discussion:

Where do you see honey bees?

Where do bees live?

How do bees make honey?

How do bees make honey?connect to Selection

A beehive is a busy and amazing place! Honey bees live there in big groups. Do you think a community of insects can be like a community of people in some ways? In the selection we are about to read, we'll find out how bees work and live together in a beehive

worker a person, animal, or insect that does a lot of work flowers the colored part of a plant that makes seeds or fruit nectar a sweet liquid that is made by flowers honey a sweet liquid made by bees cold something that is not as warm as your body

check high frequency words

(Monitor progress)

also new some other their family

food grow little many together work

comprehension:

SKILL compare and contrast

RECOGNIZE COMPARE AND CONTRAST Review that things that are alike are the same, and things that are different are not the same. CONNECT TO READING As you read, ask yourself how things are alike. As you read, ask yourself how things are different

STRATEGY Preview

INTRODUCE THE STRATEGY Preview means to look at the pictures and read some of the sentences to find out what kind of selection it is and what it might be about.MODEL I read the captions to see what a selection will be about. Then I check to see if there are any words I don’t understand. Last, I think about what I already know about his topic. and what else I want to find out.

CONNECT TO READING Take a picture walk through Honey Bees. Have them keep in mind the following questions. What kind of selection is this? What might this selection be about? break into

small

groups

Daily Fix It

5. do you see the be?

6. Shee wants nectar

Daily Fix It

5. do you see the be?

Do you see the bee?

6. Shee wants nectar

She wants nectar.

Vocabulary:antonyms – opposites

Find the words that mean the opposite.

The bees work to gather nectar.

They do not stop to play.

The main idea is: Honey bees live and work together.

Strategy for developing voice. Practice strong and weak.All but one of the following sentences focus on the main idea: “Honey bees live and work together.” Which one does not belong?

Writing Trait of the WeekIntroduce focus/Ideas

talk about ideas: Good writers focus on an idea. All their sentences tell about the idea. What does the author focus on in “Honey Bees?”

MODEL When I look back at the selection, I see taht every page tells facts about honey bees and how they live and work together. so, I think this is the main idea the author is focusing on: “Honey bees live and work together.” I can check this by re-reading a page. Does the page tell that idea?

Bees make honey for food.Honey is made from nectar.Bees store honey in wax cells.Bees will attack a bear.

Grammar:Apply to writing: Nouns in sentences

Improve writing with nouns in sentences:

Nouns are used to tell what the sentence is about. Let’s work together to create sentences with the following nouns.

worker bees a bee hive honey

Practice:

Answer using a noun in a complete sentence:

What can make honey?

What can swim?

Recall that when we find ways things are alike, we are comparing them. When we find ways that things are different we are contrasting them. How is a beehive like our classroom? How is it different?

When you looked at the pictures before we read the selection, what were some of the things you wanted to learn? Did you learn them as you read?

Previ

ew

compare

and

contrast

What were some things in this selection that bees did that people can also do? What were some things they did that people can not do?

Let’s

talk

about it

Tomorrow we will read about another special insect.

4

Morning Warm UpDay 4

Today we will read about a community of insects.

One ant will lead the others.

Why do you think a community

needs a leader to be in charge?

notice the

circled words.

Which ones

name one

thing? More

than one?

individual

industrious

special

creep

slither

romp

eagerly

wander

Share Literature:connect concepts

Activate Prior Knowledge: Recall that the insects we read about worked together to find food and take care of each other. Now we will read another story about insects who live and work together. “The Ant Parade.” by Maryilyn L. Slovak.

Build Oral Vocabulary: Read the first two paragraphs. These young ants seem to be in a hurry. They are eagerly getting ready to go somewhere. Ants always seem to hurry and never seem to wander slowly. Let’s listen to find out where they are going in such a hurry.

Review Oral Vocabulary: Review amazing words and use them to answer:

1. Why could you call a hive “bee headquarters?”

2. Do slimy snails on moist soil live in a community?

3. Bees produce honey. What can a classroom community produce?

Phonemic Awareness:Identify and isolate phonemes

The ants in the story we just read had a huge treat. Listen to the sounds in huge.

/h/ /u/ /j/ Say it with me. Now say it as I point to the words that spell it.

h u ge = huge

What sounds do you hear at the beginning of huge? What sound do you hear in the middle? Why does the u say its name? Why does the g say /j/?

Let’s practice some more on the next slide.

Phonemic awareness

→h u ge huge

→th e s e these

→c u b e cube

→P e t e Pete

→m u l e mule

→f u m e fume

→Z e k e Zeke

High frequency words

fill in the missing letters to make words.

s__ __ e

f __ __ __ __ y

a __ __ o

n __ w

o __ __ __ r

t __ __ __ r

their some family other new also

o m

ma i l

s

o

l

t eh

h e i

Phonics

Review long u, long e (CVCe) ending -ed

cute

mixed

You can read this word because you know that when words have a vowel-consonant-e, the vowel usually says its name and the e is silent. What does the u stand for? What is the word?

You can read this word because you know that when words have a vowel-consonant-e, the vowel usually says its name and the e is silent. What does the e stand for? What is the word?

spelled

rested

these

You can read this word because you know how to blend the base word and the ending –ed together. Blend the sounds in the base word. What is the base word? Remember the –ed can stand for /t/ /d/ or /ed/. Now blend the two parts. What is the word?

sort the following words:

When I say a word, hold your hand up high if it is a long u word. Shake your head no if it is not a long u word.

cube Steve use eve dusted dune jumped flute

long u not long u

cube

use

dune

flute jumped

dusted

eve

Steve

word reading

around food saw rode walked

mud water grow called sun

under June find into bugs

best these her Dave bike

Reading words in context

June called to me as she rode her bike around the water.

I saw that Dave walked into the mud.

Will the bugs find food under the tree?

These seeds grow best in the sun.

Identify the nouns in the following sentences.

Practice Long e: e, ee

1. be 6. green

2. feet 7. me

3. he 8. she

4. see 9. tree

5. we 10. week

High Frequency Words

11. some12. family

break into

groups

Daily Fix It

7. Mr deek is a beekeeper.

8. he had six jar of honey.

Daily Fix It

7. Mr deek is a beekeeper.

Mr. Deek is a beekeeper.

8. he had six jar of honey.

He had six jars of honey.

Writing Across the Curriculum:write Elaboration

BRAINSTORM: A person who studies insects might write quick notes that tell what the insects do. Later the person might go back and add more words to make the notes clearer and more precise.

SHARE THE PEN: What could I add to this sentence to tell more about the way ants walk?

Ants scurry quickly.

Is there anything else we could add to make this sentence give more information about what ants do? Let’s look at an example.

Many ants scurry quickly all around the sidewalk.

Grammar:Review Nouns in sentences

Define nouns in sentences:

What is a noun?

What do nouns do in a sentence?

practice

Identify nouns in sentences:

Notice the underlined nouns in the sentences.

Bees use nectar to make honey.Butterflies sip nectar from flowers.Hummingbirds in the forest like nectar too.

Bees get nectar from flowers. they make honey from nectar. All the bees eat honey.

fluency

How are the ants like the honey bees? Let’s look at our Venn diagram and see if we need to add anything

Let’s

Talk

About it

We read about how ants worked together to take food back to their home. We will hear about ants again tomorrow.

5

Morning Warm UpDay 5

This week we read about bees and ants.

These insects live together in groups.

Each one has a special job to do.

How can insects be like a community?

Which word

names an

insect?

means the

opposite of

individual?

means

“different in

some way?”

individual

industrious

special

creep

slither

romp

eagerly

wander

Share Literature:Listen and respond

Use Prior Knowledge: recall that yesterday we listened to find out where the ants were in such a hurry to go. Today let’s talk about how the ants carried a big cake home.

Monitor Listening Comprehension:

How did the ants carry a big cake back home?

How are the ants in the story like real ants?

How are they different?

Build Oral Vocabulary: Generate Discussion

Recall how the colony of ants got the cake off the picnic table and carried it home. Tell me about a time you saw ants working together. Can you compare that to teamwork of your own?

Long e; e, ee and syllables VCCV

Review

notice the underlined long e words and words with two syllables divided between two consonants.

Keep the pet rabbit in a deep basket.

Will she need a sheet from the tablet?

See the kitten in that green pine tree.

Sweets are not good for your teeth.

High Frequency Word Review

The opposite of old, it's true, is a three letter word called _______.

It's _______ pool. They own it. That's cool!

All my brothers, sisters, and me are a _______.

Mom is going. Dad is too. Let's go _______—me and you.

If you ask my mother, we have to pick one or the _______.

Bring the popcorn when you come. We'll sit down and gobble _______.)

some other also family their new

their

new

family

also

other

some

check dictation

1. I see the sun going down.

2. He is in my tennis class.

3. Dad cut the green greas.

4. We saw bees in that hive.

5. Where can my kitten be?

6. Jan put socks on her feet.

7. Look at the top of that pine tree.

8. Steve came home with me.

9. She has a ribbon on her dress.

10.Lee went to the lake last week.

11.Will Rose eat some cake?

12. I have a big family.

break into groups

Daily Fix It

9. Bes make honey to eat

10.Where do the bee get pollen.

Daily Fix It

9. Bes make honey to eat

Bees make honey to eat.

10.Where do the bee get pollen.

Where do the bees get pollen?

Research Study Skills:teach/model Picture dictionary

MODEL READING A NEWSPAPER Let’s look in our reading books at the picture dictionary beginning on page 170. What homes do you see? Read the labels.

MODEL I want to use these picture dictionary pages to find out where bees live. The words give me information, and so do the pictures. The words – house, pueblo, nest, log – name different kinds of homes. The pictures show me exactly what some of the homes look like. By looking at the pictures, I can learn a lot of facts. for example, bees live in a hive

Explain the pictures: Study the pictures to get information. What have you

learned? Where do ants live? What lives in a log?

Practice: In your journal, choose 3 words from the picture dictionary and use them in a sentence.

How is a community of insects like a community of people?Why do we say that

individual bees are very industrious?

Some bees have special jobs. What are some special jobs people do?

The ants eagerly went to find food. What are some things you do eagerly?

Next week we will read about

ways people grow and change.