Objective: To listen attentively and respond appropriately to oral communication; to read aloud with fluency in a manner that sounds like normal speech

How can you tell when it is a windy day? On my signal, turn and talk with your partner to complete the following stem. The wind blows _____________.

What does the wind sound like? On my signal, turn and talk with your partner to complete the following stem. The wind sounds like __________________.

Objective: To identify similarities between texts; to participate in a choral reading of a poem Today we are going to read a poem called “Wind.” As I read the poem I want you to listen and see if you hear any words that describe the wind. On the second time I would like for you and I to read the poem together.

Wind The wind has lots of noises: it sniffs, it puffs, it whines, it rumbles like an ocean through junipers and pines, it whispers in the windows. it howls, it sings, it hums, it tells you VERY PLAINLY every time it comes.

What words did you hear that described the wind? sniffs puffs whines rumbles whispers howls sings hums

Objective: To read high frequency words able around front ready walked any nothing pools warm

Review Words became become because dear around tired tried tries over talk Objective - To read high frequency words.

-ed Review flipped roped rubbed shopped liked raked failed shared Objective: To build and blend words with -ed and other known letter sounds.

-ing Review sneaking peeking training trying snoring laying stepping cooking sweeping Objective: To build and blend words with -ing and other known letter sounds.

Word Blending Objective: To use /oo/ oo, ew and /o/ow, oa and other known letter-sounds to decode words. wi mol d wil mol e d d e

Word Blending Objective: To use /oo/ oo, ew and /o/ow, oa and other known letter-sounds to decode words. co fin col find ed d e

Objective: To add phonemes to make new words Let’s add some sounds to make new words. Add /s/ to park and the new word is spark Add /b/ to red and the new word is bread Add /s/ to top and the new word is stop Add /g/ to rip and the new word is grip Add /d/ to the end of car and the new word is card Add/t/ to the end of bus and the new word is bust Add /ch/ to the end of bee and the new word is beach Add /p/ to the end of lamb and the new word is lamp Add /p/ to lay and the new word is play Add /hw/ to eat and the new word is wheat Add /s/ to mile and the new word is smile Add /c/ to lap and the new word is clap

Objective: To substitute sounds in the initial position to make new words Let’s change some letters to make new words. Change /c/ in care to a /b/ and the new word is bear Change /b/ in boat to a /k/ and the new word is coat Change /m/ in moon to a /t/ and the new word is tune Change /s/ in sink to a /p/ and the new word is pink Change /b/ in boy to a /t/ and the new word is toy Change /y/ in yawn to a /l/ and the new word is lawn Change /l/ in lake to a /m/ and the new word is make Change /m/ in might to a /l/ and the new word is light Change /r/ in rock to a /n/ and the new word is knock Change /m/ in man to a /p/ and the new word is pan Change /m/ in mouse to a /h/ and the new word is house Change /c/ in clock to a /f/ and the new word is flock

Objective: To discriminate between words with different patterns; to use common letter patterns to read words Phonograms Remember that a phonogram is a word that has the same ending as another word. Today we are going to work on words ending with -ind, –ild, and -old. Phonograms are also rhyming words.

letterending mind mild kind Build bind wild blind

letterending cold h t f s m

Where is the clock? The kind child will find it. Do you mind if I wind it? The bird in the clock is going wild! Tick, tock! Read the words in red.

Objective: To spell and write known high frequency words find mind mild cold fold most soon new boy building

Objective: To read high frequency words answered any climbed front hurry line near nothing pretty ready some sorry

Objective: To place words from a story in alphabetical order Let’s see if we can put these words in alphabetical order. down barn woods pond line bugs room cat 1.barn 2.bugs 3.cat 4.down 5.line 6.pond 7.room 8.woods

Objective: To develop robust vocabulary by discussing ideas and situations. Robust Vocabulary exhausted outrageous patient

If you are exhausted, you are so tired you can hardly move. exhausted The little boy was exhausted.

I will name some activities. If the activity would make someone exhausted I want you to close your eyes like you are sleeping. If the activity would not make you exhausted, then open your eyes very wide like your awake. running a marathon swimming laps climbing stairs watching television digging deep holes reading a book

outrageous If something is outrageous, it is different in a shocking way. It was outrageous that the purple flower had one red and yellow petal.

I will name some things that might look outrageous. If I name something that looks outrageous I want you to say “WOW!” If not say nothing at all. clowns at school zebras in a shoe store a queen at a post office dogs at a park children at a restaurant bunnies in a pet store

If you are patient, you put up with things without complaining. patient The man was very patient while waiting to catch a fish.

I will name some places. Why do you think a person would have to be patient at each one of these places? a swimming pool a grocery store a clothing store a school a playground a soccer game

Answer in one voice If you had to stand in line for two hours to get a free ice cream cone, would you be patient or exhausted? T and T What would be an outrageous name for a tremendous superhero that you might create and draw? T and T Name something that would be tiresome if your job was to seize it over and over again. Physical response You feel a tremendous shaking coming from the ground. Show how you might walk.

Objective: To use go and went correctly in sentences to describe actions in time. Use go or went Did Frog and Toad _____________ near the books? No, Frog and Toad _____________near the coats. Now, we ___________to school. Last night, Dan ___________ to the movies. We __________to the park yesterday. We __________ to the art class.

Story It has a title. It has a character and a setting. It has a beginning, middle, and end. It has a plot. Objective: Recognizing story structure.