2. 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, tree Have children say and spell each word as they write it in the air.

3. 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.

4. 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.

5. 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.

6. Today we are going to sing a song about habitats. Listen for the amazing words as you sing! worldforestdesert Sing the song again and have children circle their arms for world, extend their arms for forest, and fan their faces for desert.

7. Phonemic Awareness Blend 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

8. big hop You 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.

9. This is umbrella. The sound you hear at the beginning of umbrella is short u. Say it with me!!

10. bug The letter u in this word stands for the short sound of u. This is how I blend this word. bug Let’s blend this word together. When a is the only vowel in a word, it usually stands for the short a sound.

11. GROUP PRACTICE Say the sound of each letter and blend the word together. cutcut

12. dugdug

13. bunbun

14. duck

15. GROUP PRACTICE Say the sound of each letter and blend the word together. snug

16. 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.

17. Individual Practice sub

18. Individual Practice hum

19. Individual Practice mug

20. Individual Practice yum

21. Individual Practice suds

22. Individual Practice luck

23. Individual Practice truck

24. Individual Practice stuff

25. Write this word on your white board! rub

26. Change the b to n runrun What’s the new word?

27. Change the n to g rugrug What’s the new word?

28. Change the r to d dugdug What’s the new word?

29. Change the d to pl plug What’s the new word?

30. Change the g to m plum What’s the new word?

31. Clean Up Clean your white board and put it away.

32. Let’s read! (Monitor Progress) hum

33. Let’s read! (Monitor Progress) box

34. Let’s read! (Monitor Progress) hid

35. Let’s read! (Monitor Progress) jug

36. Let’s read! (Monitor Progress) job

37. Let’s read! (Monitor Progress) ten

38. Let’s read! (Monitor Progress) tub

39. Let’s read! (Monitor Progress) hut

40. Let’s read! (Monitor Progress) pot

41. Let’s read! (Monitor Progress) pup

42. Let’s read! (Monitor Progress) mop

43. Let’s read! (Monitor Progress) cup

44. Let’s read! (Monitor Progress) fun

45. Let’s read! (Monitor Progress) gum

46. Let’s read! (Monitor Progress) bat

47. 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!!

48. Build Background Let’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?

49. Animals That Need Help KWL 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?

50. 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.

51. 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!!

52. 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?

53. GRAMMAR - Questions Questions 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

54. 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?

55. 1.6.2 “Animal Park" 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.

56. 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.

57. 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?

58. Phonemic Awareness Delete 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

59. 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.

60. Group Practice milk

61. Group Practice gift

62. Group Practice mask

63. Group Practice bend

64. Group Practice camp

65. 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.

66. Individual Practice desk

67. Individual Practice melt

68. Individual Practice dust

69. Individual Practice help

70. Individual Practice went

71. Individual Practice crisp

72. Write this word on your white board! and

73. Add b to the beginning band What’s the new word?

74. Change the a to e bend What’s the new word?

75. Change the d to t bent What’s the new word?

76. Change the n to s best What’s the new word?

77. Change the s to l belt What’s the new word?

78. Change the b to h Change the t to p help What’s the new word?

79. Clean Up Clean your white board and put it away.

80. bend Let’s read! (Monitor Progress)

81. truck Let’s read! (Monitor Progress)

82. drift Let’s read! (Monitor Progress)

83. help Let’s read! (Monitor Progress)

84. raft Let’s read! (Monitor Progress)

85. plan Let’s read! (Monitor Progress)

86. stump Let’s read! (Monitor Progress)

87. sick Let’s read! (Monitor Progress)

88. clasp Let’s read! (Monitor Progress)

89. pond Let’s read! (Monitor Progress)

90. black Let’s read! (Monitor Progress)

91. must Let’s read! (Monitor Progress)

92. last Let’s read! (Monitor Progress)

93. held Let’s read! (Monitor Progress)

94. stamp Let’s read! (Monitor Progress)

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

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

97. Spelling They will jump on the rug. (Find and circle short u words.) GROUP TIME

98. 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.

99. 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.

100. 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?)

101. Grammar - Questions A question is an asking sentence. It begins with a capital letter. It ends with a question mark (?). http://www.pearsonsuccessnet.com/snpapp/iText/products/0-328-35330-2/pdfs/0-328-14622-6/021.pdf

102. 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. bump What sound does the mp make? (Continue with ant, nest, and soft.)

103. 1.6.3 “Animal Park" 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.”

104. 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.

105. 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.

106. 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?

107. Phonemic Awareness Blend 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

108. bus You 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

109. 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?

110. Group Practice mud

111. Group Practice dust

112. Group Practice pup

113. Group Practice tusk

114. 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.

115. 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

116. 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.

117. Safaris

118. Build Background Explain to the students what a safari is. Safaris

119. 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!

120. 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

121. 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.)

122. are (Say and spell the word. Have children say and spell the word. Ask children to identify familiar letter-sounds.) Let’s read some high frequency words!

123. home (Say and spell the word. Have children say and spell the word. Ask children to identify familiar letter-sounds.) Let’s read some high frequency words!

124. from Monitor Progress

125. many Monitor Progress

126. sea Monitor Progress

127. them Monitor Progress

128. they Monitor Progress

129. to Monitor Progress

130. 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……

131. 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

132. Grammar - Questions Write a question using each word. 1.zebras - _________________________________________________ 2.hippos - _________________________________________________ 3.elephants - _______________________________________________

133. 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?

134. 1.6.4 “Animal Park" 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.

135. 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.

136. 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.

137. 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

138. 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.

139. Phonemic Awareness Segment 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

140. Review Phonics Short 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)

141. Review Phonics Short 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)

142. Sort the words under the correct column. Short e Not Short e net sled six dress bug grill step black snap ten

143. Let’s read some words! Monitor Progress cluck

144. Let’s read some words! Monitor Progress that

145. Let’s read some words! Monitor Progress five

146. Let’s read some words! Monitor Progress stuck

147. Let’s read some words! Monitor Progress saw

148. Let’s read some words! Monitor Progress big

149. Let’s read some words! Monitor Progress green

150. Let’s read some words! Monitor Progress see

151. Let’s read some words! Monitor Progress red

152. Let’s read some words! Monitor Progress tree

153. Let’s read some words! Monitor Progress like

154. Let’s read some words! Monitor Progress frogs

155. Let’s read some words! Monitor Progress small

156. Let’s read some words! Monitor Progress your

157. Let’s read some words! Monitor Progress pond

158. Let’s read some words! Monitor Progress Fran

159. Let’s read some words! Monitor Progress was

160. Let’s read some words! Monitor Progress sled

161. Let’s read some words! Monitor Progress hens

162. Let’s read some words! Monitor Progress where

163. 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. frogspond.

164. saw your small green tree. 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. Fran

165. said the five 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. “Cluck,cluck,cluck,” hens.red

166. Where was 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. that bigsledstuck?

167. 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.pdfhttp://www.pearsonsuccessnet.com/snpapp/iText/products/0- 328-35330-2/pdfs/0-328-14622-6/023.pdf Grammar - Questions

168. 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.

169. 1.6.5 “Animal Park" 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

170. “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.

171. Review – Short u and Final Blends Directions: 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.

172. Review Directions: 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

173. 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?

174. WRAP UP YOUR WEEK!! You’ve learned 8 amazing words this week! You’ve learned 49 amazing words so far this year!

175. Next… You will read about people in communities.