Reading Street

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Reading Street
Unit 1 Week 6
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How are people and animals important to one
another?
Animal Friends
How do people take care of pets?
How can people help animals?
How can animals help people?
What can we learn about animals by watching them?
Which wild animals can we find in our
neighborhood?
How can we help animals around the world?
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Day 1
Morning Warm Up! 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?

• Connect Concepts - Ask questions to connect to
  other Unit 1 selections.
• What kind of animal was Sam?
• What hard-working animals have we read about?

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Amazing Words

• desertforestworld
• surfbeneathsnug
• native
• reserve

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Big, Round World The world is big and
round, With each great sight and sound. With
animals who swim and fly And crawl across the
ground. Lets lend a helping hand To camels on
the sand. To snakes and hawks and scorpions, A
desert life is grand. A forest is a place Where
chipmunks run and race, With bears and squirrels
and porcupines, Please protect their space.
Listen for these Amazing words world forest
desert
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Blend and Segment Phonemes(Click to make the
sounds appear, then click again for words.)

• We just sang about a forest home where chipmunks
  run. Listen to the sounds in run.

r u n
run
m u d
mud
n u t
nut
gum
g u m
cuff
c u ff
f u ss
fuss
t u ck
tuck
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Blend and Segment Phonemes Nonsense Words
(Click to make the sounds appear, then click
again for words.)
s k u m p
skump
g u s p
gusp
f l u n t
flunt
c l u t
clut
g r u ss
gruss
y u ss
yuss
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Vowels Short i
Routine

big hop
You studied words like these already. What do
you know about the vowel sound in these words?
Today we will learn about words that have the
short u vowel sound.
This is umbrella. The sound that you hear at the
beginning of umbrella is short u. Say it with me
/u/.
The u in this word stands for the short u sound
/u/. This is how I blend this word. Lets blend
this word together /b/ /u/ /g/, bug. When u is
the only vowel letter in a word, it usually
stands for the short u sound, /u/.
bug
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Short u (Click to make the sounds appear, then
click again for words.)
Routine
Say the sound of each letter and blend the word
together
cut
c u t
d u g
dug
b u n
bun
d u ck
duck
s n u g
snug
What do you know about reading these words? When
u is the only vowel letter in a word, it usually
stands for the short u sound, /u/.
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Blend and Segment Phonemes(Call on individual
children to blend the words.)(Click to make the
sounds appear, then click again for words.)
s u b
sub
h u m
hum
m u g
mug
y u m
yum
suds
s u d s
luck
l u ck
truck
t r u ck
s t u ff
stuff
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Write the word rub with your letter tiles.
Change the b in rub to n.What is the new word?
Change the n to gWhat is the new word?
Change the r to d.What is the new word?
Change the d to pl.What is the new word?
Change the g to m.What is the new word?
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Word Reading(Have individuals read the following
words?
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• Pretest Short u
• Model Writing for Sounds
• What sounds do you hear in tug?
• What is the letter for /t/?
• In tug, the u has the short u sound /t/ /u/
  /g/, tug.
• Repeat with web

High-Frequency Words
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(No Transcript)
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• DEVELOP ORAL LANGUAGE Read the title and have
  children view the photographs. Ask them to tell
  you what they see. Allow ample time for children
  to respond and remind them to ask questions about
  things they dont know. If children dont ask
  questions, model asking questions they can
  answer, and then have them ask their own
  questions. Then use open-ended prompts to
  encourage conversation. For example
• Tell me about what you see here. Yes, that's
  right, a panda is in a tree. 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?
  Tell me what you know about endangered animals.
  Are any of the animals in these photographs
  endangered?
• BUILD ORAL VOCABULARY As you continue the
  discussion, have children use today's Amazing
  Words, desert, forest, and world.
• Would you ever see penguins in a forest?
  Explain.
• Would a desert snake have different needs than a
  garden snake? Why do you think so?
• Why is it important to help pandas and other wild
  animals? Use the word world in your answer.

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Build Background

• CONCEPT CHART Remind children of the question of
  the week.
• How can we help animals around the world?
• Ask children to name animals that need help and
  write their responses in the first column. Point
  to the second column, "What We Want to Know," and
  have children brainstorm what they want to know
  about helpinganimals. Display the chart for use
  throughout the week, and add to the third column
  as children learn new information. (Click for
  example)
• Which of these animals can also live in water?
• Which of these animals is endangered?

CONNECT TO READING Point out the photograph on
the bottom corner of Student Edition p. 115. Ask
children what kind of bird this is. (ostrich)
Explain that thisweek children will read a
selection about ostriches and other wild
animals.Tell children that they will learn about
an animal park in Africa.
L What You Learned
W What You Want to Know
K What You Know
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(No Transcript)
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Listening ComprehensionTeach/Model Cause and
Effect

• DEFINE CAUSE AND EFFECT
• Most things happen for a reason.
• Good readers ask themselves what happens and why
  it happens.
• Words like because and so can help you figure out
  what happens and why.
• READ ALOUD Read "A Rain Forest in the Zoo" and
  model how to recognize cause
• and effect.

MODEL When I read, I ask myself, "What is
happening?" What is happening is that Erica and
her dad are going to the zoo. Then I ask, "Why is
this happening?" Why this is happening is that
Erica and her dad want to see the new rain forest
exhibit..

• CLUES TO CAUSE AND EFFECT Help children find
  other examples of cause and effect in the story
  by asking questions. Why does the exhibit look
  like a real forest? Why dozookeepers change the
  lights in the exhibit? Why does the zoo want to
  keep its animals safe and happy?RECOGNIZE CAUSE
  AND EFFECT Recall the story The Big Blue Ox.
• Why does Ox mop the pigs?
• Why does Ox use big fans?
• CONNECT TO READING Tell children that when they
  read any story, they should
• think about what happens and why it happens.

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• Daily Fix-It
• junp onto a bus to go home.
• many of them sit in sunn.

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• Daily Fix-It
• junp onto a bus to go home.
• Jump onto a bus to go home.
• many of them sit in sunn.
• Many of them sit in sun.

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Shared WritingWrite Sentences
GENERATE IDEAS Display Writing Transparency 6 and
read aloud the first sentence. Ask children why
they think lions rest after they hunt. Write
their ideas on the board. Read the other
sentences. Discuss why elephants come to a pond
and why people eat breakfast. WRITE SENTENCES
Explain that the class will write sentences that
explain why they think wild animals and people do
certain things. COMPREHENSION SKILL To help
children recognize cause and effect, drop a book
on the floor. Ask What happened? (The book made
a loud noise.) Why did this happen? (Because the
book hit the floor.) Remind children that words
like because and so can help you figure out what
happens and why. Read the prompts on Writing
Transparency 6. As children suggest ideas,
record their responses.
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• Teach/Model Questions
• IDENTIFY QUESTIONS Display Grammar Transparency
  6. Read the definition aloud. Then model with
  item
• 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.
• Continue modeling with items 25.
• Practice
• ASK QUESTIONS Have children ask other questions.
  Write the questions.
• What does Pam do for pets?
• Can Sam nap in your lap?
• What did Kim and Brad see?

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• SHORT u Write run and ask children what sound the
  u in run has. Have children name other short u
  words.
• SPELLING SHORT u Have children name the letters
  for each sound in bus. Write the letters as
  children write them in the air. Continue with sun
  and rug.
• CAUSE AND EFFECT Present another physical model
  to help children recognize cause and effect. For
  examplesharpen a dull pencil. Then ask What
  happened? (The dull pencil is now sharp.) Why did
  this happen? (Because you put it in the
  sharpener.)
• LET'S TALK ABOUT IT Recall that the exhibit that
  Erica and her dad visited looked like a real
  rainforest. Why did the zookeepers make the
  exhibit look real?

Tomorrow the class will read more about wild
animals.
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Day 2
Morning Warm Up! Today we will read about how
animals get around. They can travel by water,
air, or land. Have you ever seen animals swim by?
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Share Literature

• Build Concepts
• ILLUSTRATOR Display the front cover of the big
  book Babies on the Go. Ask children to recall who
  illustrated the book. Remind them that
  illustrators make decisions about what kind of
  pictures to draw for stories. Explain that they
  sometimes draw pictures that look real. Invite
  children to suggest reasons why the
  illustratordrew pictures that look real in
  Babies on the Go.
• BUILD ORAL VOCABULARY Ask children what they
  recall about how baby animals move. Point out
  that some baby animals travel in the water while
  others travel through the air or on the ground.
  Explain that animals that travel in water may be
  seen surfing, or riding on top of the water.
  Suggest that as you read, children listen to find
  out which animals travel in the water.
• How does a beaver travel?
• Do you think a beaver can only travel in water?
  Why or why not?

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Amazing Words

• desertforestworld
• surfbeneathsnug
• native
• reserve

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Phonemic Awareness

• The mother lion can grasp her baby. Listen to
  the sounds in grasp, /g/ /r/ /a/ /s/ /p/.

g r a s p

• Now listen as I take away the p in grasp, /g/ /r/
  /a/ /s/, grass.

g r a ss
Continue the activity with these examples
tent
ten
Take away the t and you have
self
Take away the f and you have
sell
mend
Take away the d and you have
men
pass
past
Take away the t and you have
fell
felt
Take away the t and you have
skim
skimp
Take away the p and you have
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Phonics Final Blends
Routine

Blending Strategy
You studied words like this already. What is the
sound at the end of ten? Today well learn about
words that have two consonant letters and sounds
at the end.
ten
The letters n and t at the end of tent make a
consonant blend. A consonant blend has two or
more consonant letters whose sounds are blended
together.
tent
Say /t/ /e/ /n/ /t/. The two sounds /n/ and
/t/ are blended together. This is how I blend
this word
Lets blend this word together /t/ /e/ /n/ /t/,
tent.
s a x
f i x
w a x
m i x
f a x
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Phonics Final Blends
Routine

Group Practice Say the sound of each letter and
blend the word together.
m i lk
g i ft
m a sk
b e nd
c a mp
What do you know about reading these words? The
sounds of the two consonant letters at the end of
each word are blended together.
Call on individuals to blend these words
d e sk
m e lt
d u st
h e lp
w e nt
st a mp
cr i sp
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Spell the word and with your letter tiles. Lets
blend the word and.
Add b to the beginning of and.What is the new
word?
Change the a to e.What is the new word?
Change the d to t.What is the new word?
Change the n to s.What is the new word?
Change the s to l.What is the new word?
Change the b to h. Change the t to p.What is the
new word?
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Check Word Reading Final Blends (116d)
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Spelling Practice Short u (Click to Check
Dictation)
The men must cut up the tree.
We run to the bus.
They will jump on the rug.
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Routine

• Nondecodable Words
• Say and Spell - Look at the words on p. 116. 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?
• Identify Familiar Letter - Sounds Point to the
  first letter in home. What is this letter? What
  is the sound for this letter? (h, /h/)
• Demonstrate Meaning - Tell me a sentence using
  this word.
• Repeat the routine with the other Words to Read.
  Have children identify these familiar
  letter-sounds many (m, /m/ and n, /n/), them (e,
  /e/ and m, /m/), into (I, /i/, n, /n/ and t, /t/.
• Have children read aloud the sentences and point
  to the Words to Read. Add words to the Word Wall.

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Interactive WritingWrite Math Story
DISCUSS Use the Big Book Babies on the Go to
encourage a discussion about animals. Picture
walk through the book and ask children to suggest
addition sentences for different groups of
animals. For example One baby koala hangs on
tight. One bigkoala goes just right. (One baby
koala plus one parent, equals two koala
bears.) SHARE THE PEN Have children participate
in writing a math story about the opossums on p.
25. To begin, have a child count the babies.
(seven baby opossums, one parent)Write a
sentence that tells about the seven babies,
inviting individuals to check the word order to
make sure it is correct. Repeat the process for
the opossum parent. Then write a question that
can be answered with an addition sentence. Ask
questions such as Are the words in the sentence
in the correct order? How do you know?What
addition sentence can you write to answer the
question?Frequently reread what has been written
while tracking the print. READ THE MATH STORY
Read the completed math story aloud, having
children echo you phrase-by-phrase. Seven baby
opossums sit in a row. One grown-up opossum
helps them all go. How many opossums are there
in all?
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• Daily Fix-It
• my buss ran into a bump.
• Frogs ren intoo the pond.

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• Daily Fix-It
• my buss ran into a bump.
• My bus ran into a bump.
• Frogs ren intoo the pond.
• Frogs run into the pond.

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Grammar Develop the Concept
Can you turn these statements into questions? I
was born in New York. ________________________ I
am six years old. ________________________
A question is an asking sentence. It begins with
a capital letter. It ends with a question mark
(?). How do questions begin? How do they end?
SUGGEST QUESTIONS Display p. 8 of the Big Book
Babies On The Go. Point to the baby in the
stroller. Model asking a question about it.
MODEL I see a baby in a stroller. Write I see a
baby in a stroller. I think How old is the baby?
would be a good question to ask. How is the first
word in the question, so it begins with a capital
letter. Write How old is the baby. Questions end
with a question mark. Write a question mark.
Have children suggest questions to ask about
other baby pictures from Babies on the Go. Write
the questions children provide.
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Speaking and Listening
DEMONSTRATE SPEAKING AND LISTENING Discuss
appropriate listening and speaking behaviors.
Then explain that sometimes it is helpful to ask
questions during discussion. Talk about how
children should form questions to ask. Have
children think about asking thoughtful questions
as you have a discussion about places where
animals live.

• Asking Questions
• What do you know already?
• What do you want to find out?
• What question can you ask to help you learn what
  you want to know?

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• HIGH-FREQUENCY WORDS Write the following
  sentences. One day I saw many cats. I saw them
  run into a home. Ask children to read the
  sentences and identify the high-frequency words
  home, into, many, them.
• FINAL BLENDS Write bump and have children
  identify the final blend. Continue with ant,
  nest, and soft.
• LET'S TALK ABOUT IT Display the KWL chart from
  Day 1. Have children compare the animals in the
  habitat chart to those in the KWL chart. Help
  them record new animals from the chart in the
  correct column of the KWL chart.

Tomorrow you will read about a big park that is
home to many wild animals.
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Day 3
Morning Warm Up! Today we will read about a
park in Africa. People can watch wild animals
there. What animals do you know that live in
Africa?
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Share Literature

• Listen and Respond
• BUILD ORAL VOCABULARY Review that yesterday the
  class read the book to find out which animals
  travel in the water. Help children recall finding
  out that beavers travel in water. Remind them
  that some animal babies get rides. Explain that
  these animal babies may ride snug, or close to a
  parent, or beneath, or under, a parent's wing.
  Suggest that as you read, children listen to find
  out which baby animals get rides in the water.
• MONITOR LISTENING COMPREHENSION
• 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?
• How do you know?
• Let's look at pp. 1921 and read the sentences
  that tell how they ride.

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Amazing Words

• desertforestworld
• surfbeneathsnug
• native
• reserve

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Blend and Segment Phonemes (118b)(Click to make
the sounds appear, then click again for words.)
Look at the elephants on p. 14. The elephants
tramp along a bumpy trail. Listen to the sounds
in tramp.
tramp
t r a m p
dump
d u m p
fun
f u n
rust
r u s t
mug
m u g
blunt
b l u n t
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Phonics Short u and Final Blends
Routine

Fluent Word Reading
You can read this word because you know that when
u is the only vowel in a word, it usually stands
for the short u sound. What does the u in this
word stand for? Whats the word?
bus
You can read this word because you know that two
consonant letters at the end of a word are
blended together. What sound do the letters s
and t stand for in this word? Whats the word?.
bust
When you come to a new word, look at all the
letters in the word. Think about the 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. (Model reading
bus and bust in this way.) When you come to a new
word, what are you going to do?
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Phonics Short u and Final Blends
Routine

Fluent Word Reading
mud dust pup tusk
Lets read these words. Look at all the letters,
think about the vowel sound, and say the sounds
to yourself. When I point to the word, lets
read it together. (Allow 3-4 seconds previewing
time for each word.)
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Animals Under Our Sun Every kind of animal Lives
under our sun. Fuzzy bees buzz by, Gulls drift in
the sky. Ducks quack, swim, and fly. Fast
cheetahs run and run. How can we help animals Do
well under our sun? Kangaroos that jump, Camels
with a hump, Skunks up on a stump. Helping can be
fun.
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Sort Words
INDIVIDUALS MAKE SHORT u AND FINAL CONSONANT
BLEND WORDS. Have children read these words and
spell them with letter tiles. Then have children
spell other short u words with and without final
consonant blends and tell which column to write
each word in.
Short u Without Final Blend
Short u With Final Blend
cuff
slump
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High-Frequency Words
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Build Background

• DISCUSS SAFARIS Explain what a safari is. Tell
  children that people have set aside land to
  protect wild animals. Initiate discussion by
  asking children if they have ever read a story or
  seen a movie about a safari.
• How might going on a safari make you want to
  protect wild animals?
• What would you most like to see or do on a
  safari?
• BACKGROUND BUILDING AUDIO Have children listen to
  the CD and share the new information they learned
  about safaris and lands people set aside to
  protect wild animals.

Ask children to name wild animals that people on
safari might see. Add their responses to the web.
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Connect to Selection Connect background
information to Animal Park We know that wild
animals live in different places. Someanimals
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!
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Vocabulary Selection Words Read each sentence
as you track the print. Frame each underlined
word. Explain the word's meaning. Ask children to
identify familiar letter-sounds and word parts.
Have children read each sentence aloud with you.
To encourage discussion ask children what they
might see if they visited a park where zebras,
hippos, and elephants live. Have children respond
by using the selection words.
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 a
short word for hippopotamuses, which are large
animals with short legs, thick skin, and no hair
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Check High-Frequency WordsHave individuals read
the following words
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Comprehension

• Strategy Cause and Effect
• RECOGNIZE CAUSE AND EFFECT Remind children that
  as they read they should think about the things
  that happen and why those things happen. Point
  out that this will help them learn and understand
  more as they read.
• CONNECT TO READING
• As you read, notice and think about the things
  that happen.
• Ask yourself why those things happen.

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Comprehension
Strategy Monitor and Fix Up INTRODUCE THE
STRATEGY Tell children that good readers notice
the things on a page, such as photographs or
illustrations, that give information and that
canhelp them understand the words.
MODEL As I read, I pay attention to the pictures
and the words that tell about them. Sometimes I
read the words first and then look for a picture
that tells me what the words mean.

• CONNECT TO READING Encourage children to ask
  themselves these
• questions as they read Animal Park.
• How are the photographs and words connected?
• Which photographs help me understand what I am
  reading?
• Which sentences tell me more about what I see in
  the photographs?

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Fluency
Read Attending to Punctuation - Use Animal
Park Point to the question mark on p. 119. A
question mark comes at the end of an asking
sentence. I try to make my voice sound as if I am
asking a question when I read it. Ask children
to follow along as you read the page, making your
voice sound as if you are asking a question.
Have children read the page after you. Encourage
them to use their voices to sound as if they are
asking a question. Continue in the same way with
pp. 120121.  
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Fluency
READ WITH ATTENTION TO PUNCTUATION MODEL
ATTENDING TO PUNCTUATION - Use Animal Park Point
to the question mark on p. 119. A question mark
comes at the end of an asking sentence. I try to
make my voice sound as if I am asking a question
when I read it. Ask children to follow along as
you read the page, making your voice sound as if
you are asking a question. Have children read the
page after you. Encourage them to use their
voices to sound as if they are asking a question.
Continue in the same way with pp. 120121.  
Routine
Echo Reading Select a Passage For Animal Park,
use pp. 121126. Model Have children track the
print as you read phrase-by-phrase. Read
Together Have children read each phrase after
you. Independent Readings Have the children
read aloud without you . For optimal fluency,
children should reread three to four times with
attention to accuracy. Provide Feedback Listen
as children read and provide corrective feedback
regarding their oral reading and use of the
blending strategy. Correct any omissions or
substitutions.
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Vocabulary Antonyms
DISCUSS ANTONYMS Reread pp. 125126 of Animal
Park. Have children identify words that tell the
size of the hippos and the elephants. (big) Write
big and small on the board. Explain that these
words are opposites. Then write short and hot and
have children generate an antonym for each.
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• Daily Fix-It
• Jummp up for a nutt
• she kut a rug up

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• Daily Fix-It
• Jummp up for a nutt
• Jump up for a nut.
• she kut a rug up
• She cut a rug up.

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Writing Trait of the Week
TALK ABOUT FOCUS/IDEAS Explain to children that
good writers focus on an idea. All their
sentences tell about this idea. Ask children to
think about the idea the author focuses on in
Animal Park. Then model your thinking.
MODEL When I look back at the selection, I see
that every page tells about a big, big park and
the animals that live there. So I think this is
the main idea the author is focusing on Many
animals live in this big, big park. I can check
this. I'll reread p. 122. What does the page tell
about? It tells about seeing zebras. Does that
tell about the main idea? Yes, because it tells
about one kind of animal that lives in the park.

• Write the main idea Many animals live in this
  big, big park.
• Discuss the main idea with pages 123-127. First
  have a volunteer read a page aloud. After each
  page is read, ask What does the page tell about
  animals that live in the park?
• Strategy for Developing Focus/Ideas Identify
  and cross out the sentence that does not focus on
  the same idea.
• The park has many hippos.
• Hippos live in rivers.
• Animals drink at rivers.
• Hippos can swim.

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Writing Trait of the Week Practice (129c)

• Apply the Strategy
• Hand out marker boards or writing paper.
• Have students look at the photo on page 126.
• Have them write a sentence that tells about the
  photo.
• Why do elephants come to the pond?
• Ask children to write sentences that tell why.
  Remind them their sentences should focus on
  answering the question.

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Grammar Apply to Writing
Improve Writing with Questions Explain to
children that photos can help answer questions
and can also make you think of new questions.
Add that writing questions helps readers
understand what a writer wants to know about.
Remind children to use questions in their own
writing. Have children suggest questions about
each animal. Ask how each question should begin
and end.
Write with Questions Call on individuals to
suggest other questions to be added to the chart.
Ask how to begin and end each question.
Continue until three or four examples have been
listed for each animal.
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CAUSE AND EFFECT Have children recall where the
hippos in Animal Park like to sit. Why do the
hippos sit in the mud? MONITOR AND FIX UP Have
children interpret the meaning of the map on p.
118. Ask individuals to describe what it means.
(The map shows Africa. It means that the Animal
Park is located in Africa.) LET'S TALK ABOUT IT
Display the Animals That Need Help KWL chart from
Day 1. Where is the Animal Park? What animals
live in the park? Have children check to see if
any of the animals are listed in the chart. Help
them list Africa and the animals from Animal Park
under K in the chart.
Tomorrow you will hear a story about more animals
wild horses!
64
Day 4
Morning Warm Up! 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?
65
Share Literature

• ACTIVATE PRIOR KNOWLEDGE Help children recall
• the wild animals that live in the Animal Park.
  Explainthat you will read another story about
  wild animalsand where they live"Takhi," by
  Karen Magnuson Beil.
• BUILD ORAL VOCABULARY Read the first two
  paragraphs.
• Explain that the takhi, the only true wild
  horses, almost disappeared from Earth because
  they could not survivein their native land. Ask
  children to listen to find out howthe takhi
  survived and came to live in a reserve.
• REVIEW ORAL VOCABULARY After reading, review all
  the
• Amazing Words for the week. Have children take
  turns using them in sentences that tell about
  the concept for the week. Then talk about the
  Amazing Words they learnedin other weeks and
  connect them to the concept as well.For example,
  ask
• 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.

66
Amazing Words

• desertforestworld
• surfbeneathsnug
• native
• reserve

67
Phonemic Awareness Segment and Count Phonemes
(Click to make letters appear as you count sounds
and then click again to check of sounds
counted.)
We heard that the zoo-born takhi were fed by
people. Listen to the sounds in fed. (Model)
Now lets count the sounds in fed /f/ one, /e/
two, /d/ three. The word fed has three sounds.
(Have student count sounds in fed as you click.
Then continue with these words leg, pen, jet,
stem, sled, dress, speck.)
f e d 3
s t e m 4
l e g 3
s l e d 4
p e n 3
d r e ss 4
j e t 3
s p e ck 4
68
Review Phonics Short e and Initial Blends
READ SHORT e WORDS 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? What's
the word?
pen
READ WORDS WITH INITIAL CONSONANT BLENDS 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? What's the word?
flag
69
Review Phonics Short e and Initial
Blends(Click after you read a word to make it
appear in the correct column.)

• Sort Words
• When I say a word, hold a hand up high if it has
  short e or shake your head no if it does not have
  short e
• net, six, sled, dress, bug, grill, step, black,
  ten, snap

Short e
Not Short e
net
six
sled
bug
dress
grill
step
black
ten
snap
70
Word Reading(Encourage children to preview each
word before reading.)
71
Read Words in Context

• READ WORDS IN CONTEXT Write these sentences. Call
  on individuals to read a sentence. Then randomly
  point to the review words and have them read.
• I like to see frogs at the pond.
• Fran saw your small green tree.
• Cluck, cluck, cluck, said the five red hens.
• Where was that big sled stuck?

72
High-Frequency Words
73
Fluency
MODEL READING WHILE ATTENDING TO PUNCTUATION Use
Animal Park Have children turn to p. 121. Point
to the question mark. Review that a question mark
comes at the end of a sentence that asks a
question. When I see a question mark, I know I am
reading an asking sentence. I try to make my
voice sound as if I am asking a question when I
read it. Ask children to follow along as you read
the page while making your voice sound as if you
are asking a question. Have children read the
page after you. Encourage them to use their
voices to sound as if they are asking a question.
Continue in the same way with pp. 122123.
Routine
Choral Reading Select a Passage For Animal Park,
use pp. 125-127. Divide into Groups Assign each
group a part to read. For this story, have
groups read every other page, switching groups at
the end of each page. Model Have children track
the print as you read. Read Together Have
children read along with you. Independent
Readings Have the groups read aloud without you.
Monitor progress and provide feedback. For
optimal fluency, children should reread three to
four times.
74
Writing Across the Curriculum
DISCUSS Reread the last paragraph of "Takhi."
Have children echo the names of the animals that
share a habitat with the takhi. Discuss the
reserve and the animals who live there. Encourage
children to use oral vocabulary, such as native
and reserve. SHARE THE PEN Have children
participate in writing notes. To begin, ask
children to recall what they can about the takhi.
Reread portions of the read aloud if necessary.
Explain that the class will work together to
write notes to summarize the story. Explain that
notes are a short way of writing things you want
or need to remember.Call on individuals to
suggest sentences that answer questions about the
takhi. Writethe sentences modeling how to write
notes. Ask questions, such as the following

• In what part of the world did the takhi run wild?
• ____________________________________
• What happened to the takhi when there was no room
  left for them in their native lands?
• ______________________________________
• How were the takhi saved?
• ______________________________________
• What happened to other animals after the takhi
  moved to the reserve?
• _____________________________________________

75
GrammarReview Questions

• DEFINE QUESTIONS
• What are asking sentences called?
• How do questions always end?

• Change these statements into questions
• Two cats nap in a tree.
• ___________________________________
• ___________________________________
• 2. A small pup jumps up.
• ___________________________________
• ___________________________________
• 3. The red bird sits on its eggs.
• ___________________________________
• ___________________________________

76

• Daily Fix-It
• did you jump onto the bus
• Can you take the bus heme.

77

• Daily Fix-It
• did you jump onto the bus
• Did you jump onto the bus?
• Can you take the bus heme.
• Can you take the bus home?

78
FLUENCY Write Six baby birds look at me. They
like to eat. The little birds eat up in a tree.
Read the sentences with no mistakes, stopping at
the end of each sentence. Did I make any
mistakes? Did I stop at the end of each sentence?
Call on individuals to read the sentences with no
mistakes, stopping at each period. LET'S TALK
ABOUT IT Display the Animals in Our Neighborhood
web. Help children check the animals on the web
to be sure that birds are shown. Discuss and add
other animals children suggest.
FLUENCY Write How many animals live in the park?
Point out the question mark. What kind of
sentence ends with a question mark? Call on
individuals to read the sentence in a voice that
sounds like they are asking a question. LET'S
TALK ABOUT IT Display the Animals That Need Help
KWL chart from Day 1. Help children add animals
from Takhi to the appropriate column. Have
them tell what they know about each animal.
Today you heard a story about saving the takhi.
Tomorrow you will hear more about the takhi!
79
Day 5
Morning Warm Up! 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?
80
Share Literature Listen and Respond

• USE PRIOR KNOWLEDGE Review that yesterday the
  class listened to find out how the takhi survived
  and came to live in a reserve, or protected area.
  Suggest that today the class listen to find out
  how the takhi adapted to their new home on the
  reserve.
• MONITOR LISTENING COMPREHENSION
• Where did the takhi live when they first got to
  Mongolia from Europe?
• How was living on the reserve different for the
  takhi?
• Build Oral Vocabulary
• Generate Discussion Recall how scientists helped
  the takhi. Invite children to talk about ways
  other animals around the world can be helped. Be
  sure to ask them how they think the class can
  help endangered animals. Have children use some
  of this week's Amazing Words as they describe
  wild animals around theworld and how we can
  protect them.

81
Short u and Final Blends - Review

• IDENTIFY SHORT u AND FINAL CONSONANT BLEND WORDS
  Write these sentences. Have children read each
  one aloud as you track the print. Call on
  individuals to name and underline the short vowel
  u and final consonant blend words.
• That pup can run fast.
• An ant will step in sand.
• The small tug will drift in the tub.
• The frog can rest at the pond.

82
High-Frequency Words Riddles
into them many home

• I end with y. Im the opposite of few. I start
  with /m/. Thats my last clue. What word am I?
• Im two small words put together for you. Ill
  make it easy Im in plus to. What word am I?
• I start with /h/ and rhyme with foam. I can be a
  place where animals roam. What word am I?
• Short e, thats me. I rhyme with hem. Im
  _______!

many
into
home
them
83
Spelling Test Short u(Use these sentences for
reading or dictation practice.)

• DICTATION SENTENCES Use these sentences to assess
  this week's spelling words.
• I like to sit in the sun.
• Do not get mud on the rug.
• You must stop on red.
• Stand up and clap.
• Can you crack the nut?
• I will get on the bus.
• Did he trip on the bump?
• Mom cut the ham.
• Dan can run to the tent.
• The frog can jump.
• HIGH-FREQUENCY WORDS
• 11. Many bugs buzz at the pond.
• 12. The pig slid into the mud.

84

• LOOK AT THE PROMPT Read p. 132 aloud. Have
  children select and discuss key words or phrases
  in the prompt.
• STRATEGIES TO DEVELOP FOCUS/IDEAS Have children
• listen to a set of three sentences in which two
  sentences are about the same topic but the third
  one is not.
• Identify the sentence that does not belong.
  identify the main idea in paragraphs you read
  aloud from familiar stories.
• write sentences that tell their ideas about
  pictures you show them.
•  See Scoring Rubric on p. WA12.
• HINTS FOR BETTER WRITING Read p. 133 aloud. Use
  the checklist to help children revise their
  sentences. Discuss the grammar lesson. Have
  childrenuse correct capitalization and
  punctuation in their own sentences.

85

• Daily Fix-It
• Did the bus hit a bumpp.
• Can you see the elephants ruun

86

• Daily Fix-It
• Did the bus hit a bumpp.
• Did the bus hit a bump?
• Can you see the elephants ruun
• Can you see the elephants run?

87
Research/Study Skills (133a)
88
Research/Study SkillsTeach/Model Calendar
MODEL USING A CALENDAR Have children look at a
classroom calendar. Explain that a calendar is a
table that shows the days, weeks, and months of a
year. Review the names of the months and days of
the week with children. As a class, find the
number of days in a week and months in a year.
Discuss that the numbers on the calendar tell
what date falls on which day. Then ask children
to find days and dates on the calendar. For
example, what month, day of the week, and date is
it today? Challenge children to find how many
days until Saturday. Model how to interpret a
calendar.
MODEL I can use this calendar to find out how
many days we have until Saturday. First, I look
at the top row and find today. Then I count the
days until Saturday.
USE A CALENDAR Call on individuals to find how
many Saturdays there are in this month. Continue
with other months and days of the week. Then
point out the name of each month on a calendar.
Ask how many months there are in a year.
89

• Wrap Up Your Week!
• QUESTION OF THE WEEK Recall this week's question.
• How can we help animals around the world?
• Display the Animals That Need Help KWL chart.
  Review each column and ask children to suggest
  things to add to the "WhatWe Learned" column.
• CONNECT Use questions such as these to prompt a
  discussion.
• Why do you think people set up the animal park?
• How did the babies in Babies on the Go get help?
  
• How did people help the takhi?

Next week you will read about people in
communities.