Lesson 6 Day 1 Winners Never Quit

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Lesson 6 Day 1 Winners Never Quit
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Reading Warm Up

• Question of the day
• How do soccer players work together as a team?
• Lets PAIR SHARE!
• What are some ways that players on a team work
  together?
• What might happen if people on a team do not work
  together?

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Now lets write!

• Complete the following sentence frame.
• A soccer player might ____________
• the ball to _____________________

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Read AloudListen

• What do you remember about the poem Soccer
  Feet?
• Set the purpose for listening
• Today we are listening for the words that tell
  how a soccer player might move.
• Lets read the poem Soccer Feet.
• Discussion
• Can anyone find a n action word in the poem?
• Lets read the poem again. This time we need to
  speed up the actions in the last three lines.
  Listen to me as I read the poem, Soccer Feet.
• Now lets all read the poem.

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Word Wall Practice

• Lets review some of our WORD WALL words from
  Theme One.
• sugar
• bicycle
• exercise
• special
• sometimes
• different
• children
• ears
• finally
• short
• hundred

• already
• prove
• sign
• police
• eight
• read
• buy
• money
• eat
• know

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Phonics and Spelling

• This is the phonogram -ight.
• Lets say the sound that igh makes.
• _
• ./i/.
• Now we will add the ending sound for t./t/.
• Lets practice reading this phonogram.
• -ight

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Phonics and Spelling

• Lets think of different words that end with
  ight.
• We will write 5 of these words down. Remember
  spelling counts!
• 1.
• 2.
• 3.
• 4.
• 5.
• Lets continue with Transparency R28.

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Phonics and Spelling

• Spelling Words Practice
• Read Clap Read

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pie
Phonics and Spelling
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high
Phonics and Spelling
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tie
Phonics and Spelling
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light
Phonics and Spelling
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lie
Phonics and Spelling
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night
Phonics and Spelling
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bright
Phonics and Spelling
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right
Phonics and Spelling
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might
Phonics and Spelling
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tight
Phonics and Spelling
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weeknight
Phonics and Spelling
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lightning
Phonics and Spelling
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sightsee
Phonics and Spelling
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nightstand
Phonics and Spelling
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sunlight
Phonics and Spelling
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High Frequency Words

• Lets review some of our high frequency words.
• straight
• brother
• learn
• cheer
• lose
• Caught
• Now write each one of these words on a piece of
  paper.
• When I call out the word. I want you to hold up
  the card that matches the word.
• Now you try it with you partner. Lets play
  concentration.

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Fluency Intonation

• Good readers read fluently by
• reading slowly enough to pronounce each word
  correctly.
• thinking about the meanings of the words they
  read.
• make sure what they are reading makes sense.
• vary their tone of voice to show emotion.
• We are going to read Winners Never Quit. I am
  going to change my tone of voice to match what is
  happening and how the characters are feeling.

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Fluency Intonation

• Open your book to page 172.
• Listen to me read pages 172 and 173.
• Now read the same pages with your partner. Make
  sure you are changing the tone in your voice to
  show emotion.

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Reading ComprehensionFocus Skill Making
Predication

• We are going to make a prediction on the passage,
  Two Races.
• Good readers predict by
• using the story details
• thinking about real life
• Open your student books to page 188.
• Lets read the first two paragraphs.

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Reading ComprehensionFocus Skill Making
Predication

• I know from the story that the Hare is fast and
  the Tortoise is slow. I also know the Hare takes
  a nap. I will write this information down under
  STORY DETAILS. I know in real life that people
  sometimes sleep longer than they mean to. I also
  know that if you stop running a race, other
  people might pass you. I will write this
  information under WHAT I KNOW. I predict the
  Tortoise will win the race.

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Reading ComprehensionFocus Skill Making
Predication

Story Details
What I Know
Predictions
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Reading ComprehensionFocus Skill Making
Predication

• Turn the page.
• 1. What type of genre are both these stories?
• 2. How are the stories alike? How are their
  lessons different?
• 3. Do you think one lesson is more important than
  another? Tell why.

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Robust Vocabulary

• Specially
• made just for you
• Helens boots were made specially for her.
• Have you ever had anything specially made for
  you?
• Struggle
• to try extra hard
• Helen had to struggle to climb Mt. Taranaki.
• Do you struggle to learn something new? Does your
  teacher make it more or less of a struggle?
• Traction
• what keeps you from sliding
• Helens spikes boots gave her traction.
• Would you ever need traction on a bicycle.

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Now lets break for small group reading.

• Reading- Practice page 45-46. The books are in
  your desk.
• Spelling- Sentences
• Write sentences using your first 10/15 spelling
• words.
• Center- Write a summary about your favorite book.
• Start out with this main idea
• ____________________ is my favorite book
  because________________.
• Now tell 3 reasons why you chose that book.
• Math- Math practice

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Grammar/ Language Arts

• Naming words name people , places, and things.
• Naming words are called NOUNS.
• Nouns can be singular or plural.
• Look at this example
• Ms. Puckett is a great teacher.
• Lets underline nouns.
• Are these nouns a person, place, or thing?

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Grammar/ Language Arts

• Let s circle the nouns in the sentences.
• Josh went to the park with his father and
  grandfather after lunch.
• Josh saw 3 squirrels and 5 ducks at the park.
• Maya went to the pet store.
• Maya saw gerbils, hamsters, a snake and a big
  green parrot.

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Grammar/ Language Arts

• Directions Place the noun in the correct
  category.