Reading Street

1
Reading Street

• Unit 1
• Week 4

2
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?
3
Day 1
Morning Warm Up! Mother birds help their babies.
They use their beaks to get food. Have you ever
seen a nest of birds? What can we learn about
animals by watching them?
4
Squirrel Song Oh, I see a baby squirrel. Its
right there in plain view. Ill quietly observe
it. To learn what wild squirrels do. Now I see
the babys parent, Sitting high up in the
tree. And as I watch the baby. Mama Squirrels
observing me.
Listen for the amazing words observe, parent, and
wild.
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Amazing Words

• observeparentwild solodanglenapemedicinepo
  isonous

6
Phonemic Awareness
We just sang about how Mama Squirrel can sit high
up in a tree. Now we are going to make a new
word by adding a sound to the end of sit. Listen
as I add /s/ to the end of sit sits.
s
i
t
s
sits
p
i
n
z
pins
f
a
n
z
fans
j
o
g
z
jogs
t
a
p
s
taps
qu
i
t
s
quits
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Vowels Short i
Routine

Blending Strategy
Connect You studied words like these already.
What do you know about the s at the end of these
words? Today we will learn more about words with
the ending s that dont mean more than one.
tops lids
Model The word nod has an ending. If I cover up
the ending s, I see that the base word is nod.
This is how I blend this word. Now lets blend
this word together.
I nod. She nods.
The ending s can be added to the Word Wall
words. I read the base word look, I read the
ending /s/, and then I blend them together
look, s, looks.
We look. He looks.
8
Vowels Short i
Routine

Group Practice First, see if the word has the
ending s. Blend or read the base word read the
ending then blend the two parts together.
wags
sips
hops
ticks
gets
What do you know about reading words with an s
ending? Blend the sounds in the base word, read
the ending, and then blend the parts. The end
letter s can stand for /s/ or /z/.
Call on individuals to blend these words
bats
rips
yaps
picks
licks
digs
tags
helps
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Build Words (Add s to the end of each word to
make a new word.)

• Words -s

kicks
kick lock look tap
locks
looks
taps
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Check Word Reading Inflected Ending s (70o)
hits gabs sits hops wins
pops packs rock jabs bat
comes likes sees looks helps
11

• Model how to segment words ending with -s to
  spell them.
• What sounds do you hear in nap?
• What is the letter for /n/?
• (Write n. Continue with a/a/ and p/p/. )
• What letter do we add to nap to make naps?
• (Repeat with sit and sits. )

nap naps sit sits win 6. wins 7 fit 8. fits 9. hit 10. hits
High-Frequency Words
11. her 12. too
12

• DEVELOP ORAL LANGUAGE Read the title and have
  children view the illustration and photographs.
  Ask them to tell you what they see. Allow ample
  time for children to respond and remind them to
  speak loudly enough to be heard. If children
  speak too quietly, model speaking at an
  appropriate volume. Then use open-ended prompts
  to encourage conversation. For example
• Tell me about what you see here. Yes, that's
  right, these animals are in a zoo. Howcan you
  tell? What is the mother chimpanzee doing? Yes,
  she is holding her baby.What is the mother
  elephant doing? What can we tell about all these
  mothers andbabies by watching them?
• BUILD ORAL VOCABULARY As you continue the
  discussion, have children use today's Amazing
  Words, observe, parent, and wild.
• Use the word parent to tell me about the
  hippopotamuses.
• Why do you think it wouldn't be a good idea to
  keep any of these wild animals aspets in your
  home?
• If you sat and observed the chimpanzees for an
  afternoon, what might you see?

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• DEVELOP CONCEPTS
• CONCEPT CHART Remind children of the question of
  the week. What can we learn about animals by
  watching them?
• Ask children to identify things animals do. Then
  discuss how watching the animal in each of these
  activities helps us to understand it. For
  example, watching a mother fox with her kits
  helps us see how the mother fox teaches her
  children.
• Which animals can carry their babies?
• Which animal lives in the water?
• (Click for chart)

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Build Background Develop Concepts (74r)

• Things Animals Do How This Helps Us Know
  
  About Them
  
  

• play
• eat
• sleep
• take care of their babies

• We can observe how and what they play.
• We can observe what food they eat.
• We can observe where they sleep.
• We can observe how they feed their babies.
• We can observe them teaching their babies.

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Listening ComprehensionTEACH/MODEL Main Idea

• DEFINE MAIN IDEA
• The main idea is what a story is mostly about.
• Good readers think about the important things, or
  details, that happen in a story to find the main
  idea.
• READ ALOUD Read "The Fox Family" and model how to
  identify main idea.

MODEL To find the main idea, I think about the
most important things that happen. Jake sees two
foxes in his backyard. He and his mom watch them
and talk about them. I ask myself what this story
is mostly about. It is mostly about Jake watching
and learning about foxes.

• CLUES TO MAIN IDEA Have children think of a
  better title for the storyone that
• tells the main idea. Give them choices such as
  "What Foxes Eat," "Jake's New Pets, and "What
  Wild Foxes Are Like."
• IDENTIFY MAIN IDEA Recall the story The Big Blue
  Ox.
• What things, or details, happen in this story?
• What is this story mostly about?
• CONNECT TO READING Tell children that when they
  read any story, they should
• think about what the story is mostly about.

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• Daily Fix-It
• Fox napz on her lap
• frog sitts there too.

17

• Daily Fix-It
• Fox napz on her lap
• Fox naps on her lap.
• frog sitts there too.
• Frog sits there too.

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Shared Writing
GENERATE IDEAS Display the story on the page.
Point out that the title of the story is missing.
Explain that the title of a story tells what the
story is about. WRITE A TITLE Tell children that
the class will write a title for the story on the
page. COMPREHENSION SKILL Explain to children
that agood title should give readers an idea of
what a story is all about. Have children
identify what thesentences in the story are all
about. Then suggest agood title for the
story. Display Writing Transparency 4 and read
the story asyou track the print. Ask, What are
the sentences all about? On the board, write a
list of choicesRed Hat, Sad Fox, Fox and Bear
Share. Point to each phrase, inviting children
to raise theirhand to show which they think best
tells what the story is all about. Ask children
to suggest a good title for the story. Record a
title that the class agrees upon. Have children
read the completed title aloud as you track the
print.
Title Choices Red Hat
Sad Fox Fox and Bear Share
Other Choices
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(No Transcript)
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Grammar

• TEACH/MODEL Word Order
• IDENTIFY CORRECT WORD ORDER
• Read the definition aloud. Then model with item
  1.
• The words are not in the right order in the
  sentence Three fox the has kits. So the sentence
  doesn't make sense.
• The words are in the right order in the sentence
  The fox has three kits. So this sentence makes
  sense.
• Continue modeling with items 25.
• PRACTICE
• SUGGEST SENTENCES Have children suggest other
  sentences using correct word order. Record and
  discuss the sentences.
• Suggest a sentence about a wild animal you like.
• Explain how you know the words are in the right
  order.
• What clues would you notice if the words were not
  in the right order?
• ADDITIONAL PRACTICE For additional practice use
  pp. 6873 in the Grammar and Writing Book.

Write Sentences with Correct Word
Order ________________ ________________ _________
_______
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INFLECTED ENDING -s Write naps and ask children
to identify the base word and ending. Have
children name other words with the inflected
ending -s. ADDING -s Ask children to name the
letters for each sound in sits. Write the letters
as children write them at their seats. Continue
with wins and fits. MAIN IDEA To help children
remember that a title tells what a story is
mostly about, ask Could the "Squirrel Song" have
a different titlefor example, "Watching
Squirrels?" Why or why not? LET'S TALK ABOUT IT
Recall what the boy in the "Squirrel Song"
learned about squirrels when he stopped to
observe a baby squirrel playing. How did the Mama
Squirrel take care of her baby in this song?
HOMEWORK Send home this week's Family Times
newsletter.
Tomorrow the class will read about how baby
animals move.
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Day 2
Morning Warm Up! Today we will read about baby
animals and how they can go. Some ride on a
back. Others ride in a sack. How did you go
when you were small?
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Amazing Words

• observeparentwild solodanglenapemedicinepo
  isonous

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Share Literature
Build Concepts IDENTIFY AUTHOR AND ILLUSTRATOR
Have children find the name of the author. Then
have them locate the name of the illustrator.
Tell them that the author wrote the words in the
story they are about to read. The illustrator
drew the pictures. BUILD ORAL VOCABULARY Ask
children to look at the illustration on p. 17 of
Babies on the Go. Explain that some baby animals
can go on their own from the start while others
get help. Suggest that as you read, children
listen to find out how other baby animals go. How
does the baby giraffe on p. 4 go? What other
animals can go solo right from the start?
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Phonemic AwarenessBlend and Segment Syllables
We just read about babies going places. Listen
to the syllables in going.
Base Word Ending
go ing going
surf ing surfing
sail ing sailing
fly ing flying
grow ing growing
roll ing rolling
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Inflected Ending -ing
Routine

digs hops
Connect You studied words like these already.
What do you know about reading these words?
Today youll learn about words with the ending
-ing.
Model The word jump has an ending. If I cover up
the ending ing, I see that the base word is ump.
This is how I blend this word.
I jump. I am jumping.
Lets blend this word together jump, ing,
jumping.
I help. I am helping.
The ending ing can be added to the Word Wall
words. I read the base word help, I read the
ending /-ing/, and then I blend them together
help, ing, helping.
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Inflected Ending ing
Routine
Group Practice First, see if the word has the
ending ing. Blend or read the base word read
the ending ing then blend the two
parts. Review What do you know
about reading words with the ending ing? Blend
the base word, read the ending, and then blend
the two parts.
Base Word Ending
fill ing filling
lock ing locking
fix ing fixing
look ing looking
wax ing waxing
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Blend Words Individuals Blend Words with
Inflected Ending -ing
Base Word Ending
lick ing licking
rock ing rocking
pass ing passing
tack ing tacking
pick ing picking
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Build Words (Use the chart to make new words.
Click to make words appear.)

• Words -s -ing

pack
packs
packing
quack
quacks
quacking
look
looking
looks
pick
picks
picking
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Word Reading (76d)
packing tacking locking picking fixing
wax waxing quacking fill filling
doing seeing looking going helping
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Spelling Practice Inflected Ending s(Click to
Check Dictation)
The cat sits on her mat and naps.
The cap fits Jan.
The cap will fit Tim too.
Nick hits it and wins.
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Routine

Nondecodable Words Say and Spell Look at the
words on p. 76. 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 this, t-h-i-s,
this. What is the word? What are the letters in
this word? Today we will learn about short i
words.
Identify Familiar Letter-Sounds Point to the
last letter in this. What is this letter? What
is the sound for this letter?
Demonstrate Meaning Tell me a sentence using
this word. Repeat the routine with other Words to
Read. Have children identify these familiar
letter-sounds her (h /h/), too (t /t/), eat (t
/t/).
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Interactive Writing

• DISCUSS Use the Big Book
  Babies on The Go to encourage a discussion
• about how animals move.
  Picture walk through the book and ask
• children to identify the
  ways different baby animals go.
• SHARE THE PEN Have children participate in
  writing a poem about how baby animals go. To
  begin, invite children to suggest ideas for the
  poem. Then help them write sentences on the board
  to form a poem. Have volunteers check the
  capitalization and punctuation of each sentence.
  Ask questions such as
• What should every sentence begin with?
• What belongs at the end of many sentences?
• How do you know the first sentence tells a
  complete idea?
• Continue to have individuals make contributions.
  Encourage children to suggestrhymes and repeated
  sounds to add to the poem. Frequently reread what
  has been written while tracking the print.
  (Click to see anexample poem.)

Walking, crawling, fast and slow,  Babies all
need a way to go. Parents help babies, the wild
and the tame. They all like to go, whatever their
name.
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• Daily Fix-It
• The cat her sitz with mom.
• she fitts in a small bed.

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• Daily Fix-It
• The cat her sitz with mom.
• The cat sits with her mom.
• she fitts in a small bed.
• She fits in a small bed.

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GrammarDevelop the Concept Word Order

• The baby its mom snuggles with.
• The baby snuggles with its mom.
• Swan the snuggles its with pop.
• The swan snuggles with its pop.

IDENTIFY CORRECT WORD ORDER Track the words as
you read each sentence. Ask children to identify
the sentence with the correct word order. When a
sentence makes sense, the words are in the right
order. How can you tell if a sentence makes
sense? SUGGEST WORD ORDER Display p. 32 of
Babies on the Go. Model writing a sentence about
anteaters using the right word order. MODEL This
is a parent and baby anteater. Write and read
The baby anteater gets a ride. This sentence
makes sense, so I think the order of the words is
right. Have children suggest sentences using the
right word order for the other pictures. Write
the sentences children provide. Have children
check the word order for each sentence and
suggest corrections when necessary.
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Speaking and Listening

• MODEL SPEAKING AND LISTENING Discuss with
  children behaviors used by good speakers. Then
  model these behaviors as you retell Babies on the
  Go.
• Be a Good Speaker
• Face the group
• Speak loudly enough to be heard.
• Speak clearly.
• Stand up straight.
• Use complete sentences.
• PRACTICE SPEAKING Ask individuals to share what
  they remember from the story. Encourage them to
  practice the behaviors used by good speakers as
  they share what they recall. Remind children that
  they should take turns speaking and be a good
  listener when others are speaking.

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HIGH-FREQUENCY WORDS Write the following
sentences. My cat can eat her mix. She is licking
this up too. Ask children to read the sentences
and identify the high-frequency words eat, her,
this, too. INFLECTED ENDING -ing Point to the
word licking and ask children to identify the
base word and ending.LET'S TALK ABOUT IT Recall
the Big Book Babies on the Go. Ask What did we
learn about baby animals by looking at pictures
of how they go? Display the Things Animals Do/How
This Helps Us Know About Them chart from Day 1.
Ask children to add new ideas to the chart. Then
encourage them to tell about a time when they
learned something by watching a live animal.
Tomorrow you will read about wild animals that
live at a zoo.
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Day 3
Morning Warm Up! A baby fox is called a kit.
Today we will read about a fox and a kit that
live at the zoo. What other animals can you see
at the zoo?
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Amazing Words

• observeparentwild solodanglenapemedicinepo
  isonous

41
Share Literature

• Listen and Respond
• REVIEW TITLES Recall what the story Babies on
• the Go is all about. Review that a good title
  should give readers a hint about what a story is
  going to be about. Lead a discussion of how
  Babies on the Go tells readers the big idea of
  the story.
• BUILD ORAL VOCABULARY Review that yesterday the
  class read to find out how different animal
  babies get around. Ask that children listen today
  to find out whichanimals go solo and which get
  help in order to go.
• MONITOR LISTENING COMPREHENSION
• What are some ways that people go when they are
  babies?
• How does the baby animal on p. 17 go?
• Let's look at p. 17 and read the phrase that tell
  us how the parent holds the baby animal.
• Do you think babies like to move? How do you
  know?

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Phonemic AwarenessBlend and Segment Syllables

• Look at the baby koala holding tight to its
  mother. Listen to the syllables in holding

hold
ing
holding
(Model segmenting and blending the syllables,
have the children repeat, and then continue
practice.)
Base Word Ending
hold ing holding
pack ing packing
float ing floating
sell ing selling
perch ing perching
swing ing swinging
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Inflected Endings
Routine

Connect You can read this word because you know
how to read words with endings. What is the base
word? What is the ending? Whats the word?
dips
Model When you come to a new word, look to see
if it has an ending. Say the sounds in the base
word to yourself and read the ending. Then blend
the base word and ending to read the word. When
you come to a new word, what are you going to do??
dips packing
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Inflected Endings
Routine

Group Practice Lets read these words. Look at
all the letters, think about their sounds, and
say the sounds to yourself. When I point to the
word, lets read it together.

• dips
• packing
• fits
• licking
• taps
• fixing

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Animal Detective Ben is an animal detective. He
is watching all day through. Ben is drawing every
animal he sees And showing the picture to
you. Ben is very busy learning. He remembers
every clue. Have a question? Just ask Ben. He
knows about each animal. He sees what all of them
can do.
Can you find these words watching
learning drawing remember sees
knows showing
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Sort Words
SORT WORDS Ask children to tell how the words in
each column are alike. Have them suggest a
heading for each column. (Click for headings.)
Call on children to read the words in each
column. Have them point out the endings, frame
the base words, and then usethe words in
sentences.

Ending -s
Ending -ing
waxing backing picking filling tacking
naps kicks locks pops quits
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nap naps sit sits win 6. wins 7 fit 8. fits 9. hit 10. hits
High-Frequency Words
11. her 12. too
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Build Background

• DISCUSS ZOOKEEPERS Display pictures of zookeepers
  taking care of animals. Initiate discussion by
  asking children to share what they know about how
  zookeepers take care of animals.
• What do you think zookeepers do to care for
  animals?
• What kind of care would different animals need?
• BACKGROUND BUILDING AUDIO Have children listen to
  the CD and share the new information they learn
  about zookeepers caring for animals.

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Build Background
Draw a web. Ask children to tell what they think
zookeepers do to take care of animals. (Add
their responses to the web, then click to see
book example.)
CONNECT TO SELECTION Connect background
information to A Fox and a Kit. We know that
zookeepers take care of animals that live in
zoos. What do we know about how zoo animals take
care of themselves? We are going to read about a
real mother fox and her kit at the zoo. We'll
find out what we might see them doing if we
visited them.
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Vocabulary
Use Vocabulary Transparency 4 to introduce the
selection words. Read each sentence as you track
the print. Frame each underlined word. Explain
the word's meaning. animals living things that
can move around dinner the main meal of the
day watch to look at something Ask children to
identify familiar letter-sounds and word parts.
Have children read each sentence aloud with you.
To encourage discussion using the selection
words, use all of the words to ask children a
question. For example, "What might you see if you
watch babyanimals eat dinner?" Have individuals
use watch, animals, and dinner intheir answers.
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Monitor ProgressCheck High-Frequency Words
(Point to the words and have individuals read
them.)
her eat too this
and she up we
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ComprehensionSkill Main Idea

• RECOGNIZE MAIN IDEA Remind children that the main
  idea is what a selection is mostly about. Recall
  previously read selections and guide children in
  identifying the main ideas.
• CONNECT TO READING
• As you read, think about the most important
  things in the selection.
• Ask yourself what the selection is mostly about

STRATEGY Ask Questions INTRODUCE THE STRATEGY
Tell children that good readers are always asking
questions about what they read. Explain to
children that thinking of questionsto ask makes
it easier to pay attention and be interested in
what they read.
MODEL When I read, I ask myself questions to help
me understand, toremember, and to learn more. I
ask questions such as "What do I want to know?

• CONNECT TO READING Encourage children to ask
  themselves these questions as they read A Fox and
  a Kit.
• What do I want to know?
• When I look at the pictures, what do I wonder
  about?
• What will I learn about on the next page?

53
Fluency
MODEL READING WITH ACCURACY/Appropriate Rate Use
A Fox and a Kit. Review that it is important to
read all the words in a sentence with no mistakes
andat a speed that sounds as if you are
speaking, not too fast or too slow. When I
read,I read the sentences with no mistakes. I
try to read as if I am speaking. Ask children to
follow along as you read p. 79 with accuracy and
at an appropriate rate. Have children read the
page after you. Encourage them to try to read
with no mistakes and at a speed that that sounds
like speaking.
Routine
Echo Reading Select a Passage For A Fox and a
Kit, use pp. 8182. Model Have children track
the print as you read phrase-by-phrase. Read
Together Have children read each phrase slightly
after you. Independent Readings Have children
read aloud without you. Monitor progress and
provide feedback. 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 appropriate timing.
54
Vocabulary
Ways Animals Move Ways Animals Move
carried walk

• DISCUSS SELECTION WORDS Discuss with children the
  meaning of the word watch. Tell them that it can
  mean "to look at something." Help them recall
  that the family in A Fox and a Kit got to watch
  some animals play and eat. Help them understand
  that the word animals can describe different
  living creatures, such as a mother fox and her
  kit. Then have children think of sentences to
  describe what the family saw these animals do.
  Encourage them to use the words watch, animals,
  dinner, and eat in their sentences.
• They got to watch the animals play.They got to
  watch the animals eat dinner.

EXPAND VOCABULARY Discuss different ways the
animals move from place to place in the big book,
Babies on the Go. Explain that we can use the
word move to group animals that are alike and
different. Help children think of ways to
classify animals according to ways they move.
Have them work with partners to makea chart of
baby animals that are carried to move from place
to place and those that walk on their own when
they move. Invite volunteer partners to share
their work.
55

• Daily Fix-It
• The kit fitts on that rock
• pam got a lick from her Dog.

56

• Daily Fix-It
• The kit fitts on that rock
• The kit fits on that rock.
• pam got a lick from her Dog.
• Pam got a lick from her dog.

57
Writing Trait of the WeekIntroduce Word Choice
TALK ABOUT WORD CHOICE Explain to children that
writers choose clear, exact words to help readers
see what they are talking about. Ask children to
think about the words the author chooses for A
Fox and a Kit as you read p. 80 aloud. Then model
your thinking.
MODEL When I look at p. 80, I can see that the
author chooses clear, exact words. Now I will
write these sentences using other words.
Read the following sentences aloud. Then
underline animal, is, and things in the first
sentence and baby, is, and things in the second
sentence. This animal is on the things. Her baby
is on the things too.      The underlined words
don't help us see what the author is talking
about. What words does the author use instead of
these words animal? is?(naps) things? (rocks)
baby? (kit) is? (naps) things? (rocks) These
words give us a clearer picture of what is
happening because they are more exact. Write the
author's words above the underlined words.
58
Writing Trait of the Week

• STRATEGY FOR DEVELOPING WORD CHOICE On the board,
  write sentences with vague words, such as those
  below. Work with children to replace the
  underlined words with words that help make
  clearer pictures.
•     The foxes eat stuff.     The fox has
  nice fur.     The kit goes to his mom.
• The foxes eat __________.
• The fox has ___________ fur.
• The kit _________ to his mom.

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Writing Trait of the Week (Ask students to think
of vivid words they could use in place of good.)
60
GrammarApply to Writing Word Order
IMPROVE WRITING WITH WORD ORDER Remind children
that when the words are in the right order a
sentence makes sense. Add that writing with the
correct word order lets readers understand what
you are saying. Remind children to use the right
word order in their own writing. . Ask how to put
these words in order to write a sentence that
makes sense. Then call on students to supply
more sentences using the right word order.

• like I watch play cat my to.
• ____________________________
• ____________________________
• ____________________________
• ____________________________
• ____________________________

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MAIN IDEA Have children recall what A Fox and a
Kit is all about. What are the big things that
happened in this story? ASK QUESTIONS Help
children think of who, what, and where questions
about A Fox and a Kit. For example, Who is
watching the animals in this story? What does a
man do for the animals in this story? Where do
the animals in the story live? LET'S TALK ABOUT
IT Display the Things Animals Do/How This Helps
Us Know About Them T-chart from Day 1. What does
the fox do to take care of her kit? Does the kit
get help to move or can he move solo? Have
children check to see that teach and play are
listed under "Things Animals Do."
Tomorrow you will listen to a story about things
wild animals do to get healthy.
62
Day 4
Morning Warm Up! Today we will read about a zoo
in a park. What kind of animals live there?
Does a man mix their dinner too? Do people watch
the animals play? Lets read about this new zoo!
63
Share Literature
ACTIVATE PRIOR KNOWLEDGE Recall how the fox took
care of her kit in the story A Fox and a Kit.
Explain that you will read an article
called"When Animals Are Doctors" that explains
how other animals take care of themselves. BUILD
ORAL VOCABULARY Explain that one way some animals
take care of themselves is by eating certain
things that people wouldn't eat. For example,
some animals may eat mud, bones, or leaves. These
things act like medicine and can help them stay
healthy. Animals also take care of themselves by
not eating certain things, such as unripe fruit
or seeds. These things can be poisonous and can
make them sick. Ask children to listen to find
out other ways animals take care of
themselves. 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 learned in other
weeks and connect them to the concept as well.
For example, ask What kind of shelter might a
powerful lion have in a zoo? What if you were
observing a baby squirrel in the park? How might
its mother comfort it if it were in danger?
64
Amazing Words

• observeparentwild solodanglenapemedicinepo
  isonous

65
Phonemic AwarenessIdentify Position of Sounds

Draw three connected boxes on the board and have
children do the same on a sheet of paper. Give
one counter to each child. We just learned that
chimpanzees eat a lot of leaves. Listen to the
sounds in lot /l/ /o/ /t/. Lot has /o/ in the
middle. Hold a counter in the middle box. (Click
once to demonstrate and click again to make
disappear.) Tell children that you are going to
say a list of words that have the /o/ sound. If
you hear /o/ at the beginning, place your counter
in the first box. (Click and click) If you hear
/o/ in the middle, place your counter in the
middle box. (Click and click) Use these words
on, hop, ox, rock, mom. Monkeys eat nuts. Listen
to the sounds in nuts /n/ /u/ /t/ /s/. Nuts has
/s/ at the end. (Click and click) I'll say a
list of words with the /s/ sound. If you hear /s/
at the beginning, place your counter in the first
box. If you hear /s/ at the end, place your
counter in the last box. Say rat, mops, sun,
pets.
66
High Frequency Words
MISSING WORDS Read aloud a sentence, clapping
instead of saying the high-frequency word as you
come to it. After each sentence, have children
supply the missing word. Have children find the
missing word on the Word Wall and chant and clap
the spelling.
This eat her too
The foxes will __________ dinner. Mother fox
licks __________ lips. __________ is the best
place to watch foxes. I went to the zoo, and Mom
did _________.
67
Review Phonics Short o and s Plurals
READ SHORT o WORDS Look at this word. You can
read this word because you know that when there
is only one vowel in the middle of a word, it
usually stands for its short sound. What sound
does this o stand for? What's the word? READ -s
PLURAL WORDS You can read this word because you
know that the ending -s stands for the sound /s/
or /z/. What sound does this s make? What's the
word?
tot
tots
Write pods and have the class blend it.
Change the p in pods to r.What is the new word?
rods
Change the d in rods to ck.What is the new word?
rocks
Take away the s.What is the new word?
rock
Change the r to s.What is the new word?
sock
Change the s to the end of sock.What is the new
word?
socks
68
Word Reading (Encourage children to preview each
word before reading it.)
get can help Max locks
sack Bob will for here
Nick me box use is
big what do lids Dot
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Read Words in Context (Call on individuals to
read a sentence. Then randomly point to the
review words and have them read.)

• What can Max do for me?
• Nick will help Bob get here.
• Use locks on the box lids.
• Dot is packing a big sack.

70
nap naps sit sits win 6. wins 7 fit 8. fits 9. hit 10. hits
High-Frequency Words
11. her 12. too
71

• PREVIEW AND PREDICT Read the title and author's
  name. Have children preview the poem and describe
  the animals in the pictures. Then ask them to
  predict how the animals in "The Zoo in the Park"
  can move. Have children listen to find out how
  zoo animals actually move.
• POETRY Explain that selections that use words or
  phrases that rhyme or repeat and lines with the
  same rhythm are called poems. Help children find
  words that rhyme or repeat on pp. 9091. Help
  children recognize the repeating and rhythmic
  patterns throughout.
• VOCABULARY/CATEGORIZE Review how the animals in
  the poem move. Have children locate the words hop
  and jump on p. 91.
• What other animals hop to move?
• What other animals jump to move?

72
(No Transcript)
73
Build Concepts
Main Idea Literal What is this song mostly
about?It is about a zoo in a park. Draw
Conclusions Inferential What clues in the
picture on p. 91 let us know what people do at
the zoo in the park? The people are watching the
animals. One clue in the picture is the girl
pointing to the kangaroo. Connect Text to Text
A man fed the fox and kit dinner. Who do you
think feeds the monkeys and the kangaroo?
74
Fluency
MODEL READING WITH ACCURACY/Appropriate Rate Use
A Fox and a Kit. Have children turn to p. 85.
Review that it is important to read the words
with no mistakes and at a rate that sounds as if
you are speaking. When I read aloud, I try to
read every word correctly. I read as if I am
speaking. Ask children to follow along as you
read p. 85 with accuracy and at an appropriate
rate. Have children read the page after you.
Encourage them to read with no mistakes and at an
appropriate rate. Continue in the same way with
pp. 8687.
Routine
Choral Reading Select a Passage For A Fox and a
Kit, use pp. 8083. 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.
75
Writing Across the CurriculumWrite Elaboration
MAKE A WEB Have children look at pp. 8283 of A
Fox and a Kit. Invite children to suggest things
the fox and her kit might think, see, feel, or
smell as they watch the man fix dinner. Encourage
them to use oral vocabulary, such as parent and
observe, in their suggestions. SHARE THE PEN Have
children use the web to participate in
elaborating on the story. Explain that writers
can add sentences to a story that tell what the
characters think, see, feel, or smell. Explain
that adding these kinds of sentences can make a
story livelier. Then explain that the class will
work together to use ideas from the web to add
sentences to the story. Call on individuals to
suggest sentences. Write the sentences, inviting
individuals to check the grammar, punctuation,
and word order. Ask questions, such as the
following Does the sentence begin with a capital
letter? Does the sentence end in a period? Are
the words in the sentence in the right order? How
do you know? Continue having individuals
contribute sentences to elaborate on the
story.Frequently reread the sentences.
76
Grammar Review Word Order

• DEFINE WORD ORDER
• Why is the order of the words in a sentence
  important?
• How do sentences with words in the right order
  help readers?
• PRACTICE
• RECOGNIZE CORRECT WORD ORDER Write the sentence
  pairs on the board.
• Have children copy the sentences with the words
  in the right order. Allow individuals toshare
  their work with the class.

• The fox has a kit.
• A fox the has kit.
• A rock sits on the frog.
• A frog sits on the rock.
• Licks the mix the kit.
• The kit licks the mix.

77

• Daily Fix-It
• 7. the mix is a hitt.
• This mix winz too

78

• Daily Fix-It
• 7. the mix is a hitt.
• The mix is a hit.
• This mix winz too
• This mix wins too.

79
FLUENCY Write The baby bear gets a ride. Read it
with no mistakes and at an appropriate rate. Did
I make any mistakes? Did I read too fast or too
slow? Call on individuals to read the sentence
with no mistakes and at the right speed. LET'S
TALK ABOUT IT Display the Things Animals Do/How
This Helps Us Know About Them T-chart. Help
children add things animals eat to "doctor"
themselves to the appropriate column. Have them
describe each thing.
Remind children that they heard a story about
wild animals who "doctor" themselves. Tell them
that tomorrow they will hear about these animals
again.
80
Day 5
Morning Warm Up! This week we read about many
wild animals. What can we learn as we observe
animals?
81
Amazing Words

• observeparentwild solodanglenapemedicinepo
  isonous

82
Share Literature
Listen and Respond USE PRIOR KNOWLEDGE Review
that yesterday the class listened to find out how
animals take care of themselves. Suggest that
today the class listen to find out how watching
what wild animals eat will help us understand
more about them. MONITOR LISTENING
COMPREHENSION What can we learn about animals if
we observe how they find medicine for themselves
in the wild? Why is "When Animals Are Doctors" a
good title for this article? Build Oral
Vocabulary GENERATE DISCUSSION Recall what some
animals do to stay healthy. Remind children that
most of what we know about animals comes from
observing them. Invite children to share
observations they've made of wild animals, either
at the zoo or in their neighborhood. Have
children use some of this week's Amazing Words as
they describe what they've learned about animals
from watching them.
83
Inflected Endings
Have children read aloud as you track the print.
Call on individuals to read and underline the
words with s and ing endings. Have them point
out the ending and frame the base word.

• Mom pins and tacks the tag on the map.
• Dad is fixing and waxing the van.
• Pam sits and rips the rag.
• Nick is kicking and passing it.

84
High-Frequency Words (92c)

• Mama monkey gave ________ baby
• A banana at the zoo.
• Eat ________ fruit, said Mama,
• And I will ______ it _______!

this too eat her
her
this
eat
too
85
Spelling Test Short I(Use these sentences for
reading or dictation practice.)

• DICTATION SENTENCES Use these sentences to assess
  this week's spelling words.
• Hit the two lids.
• Tim hits the box.
• Will they win?
• Dan wins the top job.
• Sit with me.
• Max sits in the van.
• I do not like to nap.
• The cat naps on a mat.
• Will this cap fit?
• The wig fits Dot.
• HIGH-FREQUENCY WORDS
• Mom got her tan socks.
• Did you go too?

86

• LOOK AT THE PROMPT Read p. 92 aloud. Have
  children select and discuss key words or phrases
  in the prompt. (title, tells what the story is
  about, what each page of the story is about,
  titles for two of the pages)
• STRATEGIES TO DEVELOP WORD CHOICE Have children
  describe pictures you show them using exact,
  clear words.
• add descriptive words to plain sentences such as
  The wind blew her hair.(The strong wind blew her
  golden hair.)
• point out strong words in stories you read to
  them.
•  
• HINTS FOR BETTER WRITING Read p. 93 aloud. Use
  the checklist to help children revise their
  titles, and then discuss the grammar lesson.
  (Answer yes) Have children use correct word
  order in their own titles.

87

• Daily Fix-It
• The Fox sitts on a rock
• my dog napps with Pop.

88

• Daily Fix-It
• The Fox sitts on a rock
• The fox sits on a rock.
• my dog napps with Pop.
• My dog naps with Pop.

89
Research/Study SkillsTeach/Model Sign/Map
MODEL USING A MAP Have children look at the map
of the zoo on pp. 7475 in their books. Explain
that a map shows where places are located. Tell
children that we use a map to know how to get
from one place to another. Point out the sign and
explain that signs give information. Discuss the
information given on this sign. Then ask children
to find places on the map. Model how to trace a
route between two places.
MODEL I can use this map to figure out how to get
from the elephants habitat to the monkeys'
habitat. First, I find the elephants habitat.
Then I find the monkeys' habitat. Now I trace the
route between the two places.
TRACE ROUTES Call on individuals to trace these
other routes giraffes' habitat to the monkeys'
habitat, and the zoo entrance to the elephants'
habitat. PRACTICE DEMONSTRATE USING A MAP Have
partners make their own map of the zoo. Have one
child give directions for a walk around the zoo
while the other tracesthe route on the map. Then
have children switch roles.
90
Click here to listen to the story.

• Wrap Up Your Week!
• QUESTION OF THE WEEK Recall this week's question.
• What can we learn about animals by watching them?
  
• Display the Things Animals Do and How This Helps
  Us Know About Them T-chart. Help children
  identify things animals do and things people
  learn by watching them. Help them recall what
  they learned about animals by reading "When
  Animals Are Doctors," and invite children to add
  to the T-chart.
• CONNECT Use questions such as these to prompt a
  discussion.
• How do baby animals learn from their parents?
• Some baby wild animals get rides from their
  parents. Do you think there are baby animals in
  your neighborhood who get rides?
• What do you think animals in your neighborhood do
  to take care of themselves?

Things Animals Do How This Helps Us Know About Them
take care of young We can see how they feed and teach their children.
doctor themselves We can see what animals eat when they are sick or hurt.
Next week you will read about wild animals that
live in backyards.