1. Unit 2, Week 6 "Honey Bees" What is a community How is a community of insects like a community of people?

3. Morning Warm Up Day 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?”

4. 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.

5. Individual industrious special creep slither romp eagerly wander

6. 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.

7. f e dfed f ee dfeed b e tbet b ee tbeet p e ppep p ee ppeep m e tmet m ee tmeet st e pstep st ee psteep

8. 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.

9. phonemic awareness →f e d fed →f ee dfeed →b e tbet →b ee tbeet →p e ppep →p ee ppeep →m e tmet →m ee tmeet →s t e pstep →s t ee psteep

10. build words Add 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

11. check word reading (monitor progress) wesweethetreeweek feelPetekeepsheSteve thesestepweedtenme

12. 1.be6. green 2.feet7. me 3.he 8. she 4.see9. 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 long e 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.

13. build background Let's talk about communities in nature Develop 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 Vocabulary It 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?

14. Concept Chart How 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 school Connect to Reading: These bees are pollinating the flowers. This week we will learn how a community of bees is like a community of people.

15. 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

16. Practice How 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?

17. 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.

18. Daily Fix It 1.ants cant fly. 2.Ant's lift huj things.

19. Daily Fix It 1.ants cant fly. Ants can't fly. 1.Ant's lift huj things. Ants lift huge things.

20. 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 use the 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.

21. Grammar: Teach/Model Nouns in Sentences REVIEW NOUNS Remind children that a noun names a person, a place, an animal, or a thing. IDENTIFY Nouns in Sentences Display 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)

22. practice saying sentences... use the following pairs of words: frog, flywoodpecker, tree nuts, squirrelants, bees grass, cowsflowers, bugs

23. 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 spelling: long e, ee Long e e, ee Are ants like humans in any ways? How are they different? compare and contrast Tomorrow we will read about how some critters in a bog move about. Let's talk about it How is an ant colony like a human community?

24. Morning Warm Up Day 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.

25. individual industrious special creep slither romp eagerly wander

26. POETRY Read the title and the author's name. Read the first page and notice the rhyming words. Poems often have rhyming words and 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?

27. 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.

28. →hap penhappen →mit tenmitten →kit tenkitten →pen cilpencil →but tonbutton →bas ketbasket

29. Syllables VCCV teach/Model Blending Strategy connect 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

30. 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 penhappen →mit tenmitten →kit tenkitten →pen cilpencil →but tonbutton →bas ketbasket

31. one or two syllables... sort the following words: nap napkin rib ribbon net bonnet ten tennis pet trumpet one syllabletwo syllables nap rib net ten pet trumpet tennis bonnet ribbon napkin

32. check word reading (monitor progress) kittenhappenrabbitspencilbasket insectobjectinventuntilattic napkinpretzeltrumpetproblemtraffic

33. 1.be6. green 2.feet7. me 3.he 8. she 4.see9. 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

34. Daily Fix It 3.A cut bird ate six worm. 4.three bird sat on a branch.

35. 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.

36. Interactive Writing Write 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 look SHARE THE PEN Have children participate in writing a sentence that describes an 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?

37. 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.

38. 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.

39. Identifying nouns in sentences Which noun tells what the sentence is about? NounSentence The playground has a slide. The picnic table is in the shade. The swimming pool is empty in winter. playground picnic table swimming pool

40. Speaking and Listening : Retell a Message Demonstrate Retelling. What should good listeners and speakers do when retelling a message? Good ListenersGood 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

41. 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 syllables with VCCV 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

42. Morning Warm Up Day 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?

43. individual industrious special creep slither romp eagerly wander

44. 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?

45. 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.

46. phonemic awareness →trum pettrumpet →kit tenkitten →pic nicpicnic →pret zelpretzel →in sectinsect →hid denhidden

47. Long e: e, ee and Syllables VCCV teach/Model Fluent Word Reading connect 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? Model When 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

48. 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.

49. look for these words: bee tree see feeds queen sweet she keep Every 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.

50. Build Words e, eetwo syllables hehappen deeprabbit sweettablet wheelbasket Read and spell each word. Does it have one syllable or two?

51. Practice Long e: e, ee 1.be6. green 2.feet7. me 3.he 8. she 4.see9. tree 5.we 10. week High Frequency Words 11. some12. family

52. build background Discussion: Where do you see honey bees? Where do bees live? 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

53. 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

54. check high frequency words (Monitor progress) alsonewsomeothertheirfamily foodgrowlittlemanytogetherwork

55. 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

56. Daily Fix It 5.do you see the be? 6.Shee wants nectar

57. Daily Fix It 5.do you see the be? Do you see the bee? 6.Shee wants nectar She wants nectar.

58. Vocabulary: antonyms – opposites Find the words that mean the opposite. The bees work to gather nectar. They do not stop to play.

59. 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 Week Introduce 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.

60. 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?

61. 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? Preview 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

62. Morning Warm Up Day 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?

63. individual industrious special creep slither romp eagerly wander

64. 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?

65. 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.

66. Phonemic awareness →h u gehuge →th e s ethese →c u b ecube →P e t ePete →m u l e mule →f u m efume →Z e k eZeke

67. 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 om mail s o l teh hei

68. 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?

69. 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 unot long u cube use dune flutejumped dusted eve Steve

70. word reading aroundfoodsawrodewalked mudwatergrowcalledsun underJunefindintobugs besttheseherDavebike

71. 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.

72. Practice Long e: e, ee 1.be6. green 2.feet7. me 3.he 8. she 4.see9. tree 5.we 10. week High Frequency Words 11. some12. family break into groups

73. Daily Fix It 7.Mr deek is a beekeeper. 8.he had six jar of honey.

74. 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.

75. 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.

76. 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.

77. 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

78. Morning Warm Up Day 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?”

79. individual industrious special creep slither romp eagerly wander

80. 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?

81. 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.

82. 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

83. 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

84. Daily Fix It 9.Bes make honey to eat 10.Where do the bee get pollen.

85. 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?

87. 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.

88. 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.