1. August 27, 2009 Lesson 1 Day 4

2. Objective: To listen and to respond appropriately to oral communication

3. What dances do you like? On my signal, you will turn and talk with your partner to complete the following sentence I like to dance ____________________.

4. Objective: To participate actively in a song and dance; to follow directions to perform a dance We are going to look at a song today. We are also going to perform the motions to this song. As we are reading the song, listen to see if you hear any words that have a rhythm. I will read the song the first time and then you will read with me on the second time.

5. Hokey Pokey You put your right foot in. You put your right foot out. You put your right foot in, And you shake it all about. You do the Hokey-Pokey, And you turn yourself around. That’s what it’s all about!

6. Max is tall. The dish is hot. My friend is good at math. Red is my favorite color. What is that? I can jump. I like to skate. A frog is on the rock. Do you like pie? Two apples are left.

7. Objective: To read high frequency words like good for help one and now want

8. Objective: To recognize and identify individual words in a sentence I will say some sentences. I want you to tell me the number of words you hear in each sentence. I also want you to tell me the FIRST word in each sentence

9. Objective: To understand that –s can be added to words to form new words; to recognize and read words with inflection -s Today we are going to add an s to some words to make new words. As we add the s notice that we do not change the spelling of the words.

10. cat cats tap taps bat bats bag bags fan fans jam jams

11. Read the words in red Dad Cat naps. Two cats ran. The cats are in the bag. Dad can tap the bags. Dad taps the bags now. Two cats ran!

12. Objective: To spell and write known high frequency words am at cat can ran man map tap a the

13. Objective: To read and write high frequency words in context help let’s now help like go for you this she we

14. Objective: To use prior knowledge and story information to make predictions We are going to read a story today called “Go, Go, Go!” As we look at the front cover what do you predict the story will be about? What things can help you predict what this book will be about?

15. Page 6 – Look at the photograph. What are the children doing? What do you think the sentence will be about? Page 22 – Look at the sentence. What can help you predict that the sentence asks a question? What can help you predict what the question is about?

16. Objective: To develop robust vocabulary to describe ideas. attention perform supportive

17. attention If you pay attention, you listen or watch very carefully.

18. Turn and Talk – Imagine that you want to cross the street. What should you pay attention to? Why? Turn and Talk – What is something that you might not want to pay attention to? Why?

19. perform If you perform, you do something such as sing, dance, act, or read a poem for a group of people.

20. Choral response – If you were about to perform in a play, how would you feel? Turn and Talk – Have you ever seen someone perform? If so, what did he or she perform? How did you feel about it?

21. supportive If you are supportive of someone, you help them believe they can do something.

22. Choral Response- If you are supportive of your friend, how do you think that makes him or her feel? Choral response – If someone were not supportive of you, how would you feel?

23. Objective: To understand that a sentence is a group of words that tell a complete thought or idea; to identify and read sentences. Remember that a sentence is a complete thought or idea. If I say “The cat” is that a sentence? No, because it does not tell us anything about he cat. I will show you some sentences today. See if you can tell me which ones are complete sentences.

24. the dog the crayon is red wags his tail jumps high i play with my friends

25. Objective: To generate ideas before writing; to write labels for illustrations Labels A label names someone or something. A label is short. It has one or two words. Words in labels should be spelled correctly. Names in labels should begin with a capital letter.