Ruby in her Own Time

Day 2

Date: Tuesday, December 7, 2010

Oral Language:
QUESTION OF THE DAY Encourage children to sing "On Our Own Time Line"from the Sing with Me Big Book as you gather. Write and read the messageand discuss the question.
REVIEW SPECIAL TITLES
  • Read the message and have children find the name of the old man.(Mr. George Baker)
  • Point out the special title Mr. Discuss why Harry always calls his friend Mr. George Baker. (Because
    his friend is an adult. Calling him mister is polite and shows respect.) How do we begin words that are special titles? (with capital letters)
BUILD ORAL VOCABULARY Explain that a famous person is one that many people have heard about. People may flatter, or praise someone too much, for being famous. Ask children to listen to find out why Mr. George Baker is famous.
  • Why is George Baker famous?
    (He is a drummer.)
  • How can you tell Mr. George Baker is famous with the children on the bus?
    (They all want to sit with him.)
  • How does Mrs. Baker flatter George in the story? (Mrs. Baker tells him she loves him.)

Phonemic Awareness:
BLEND AND SEGMENT SYLLABLES
  • Mr. George Baker and Harry may have reading homework. Listen to the syllables in homework.
  • Model saying each syllable as you write the word part that goes with it. (Say home, work as you write homework.)
  • Have children say each word part as you point to the syllables and blend the
    syllables to say the word (homework). Repeat with treetop, sandbox, classmate, and weekend.

Lesson Essential Question:How do I identify, use, and segment sounds in words?
Phonics:
Compound Words
Connect Write bed and time. You studied words like these already. What are these words? Today we'll learn about combining two words, such as bed and time, to make a compound word
ModelWrite bedtime. A compound word is made up of two shorter words. The meaning of the compound word is often made up of the meanings of the two shorter words. What two words do you hear in bedtime? (bed and time) What does bedtime mean? (the time to go to bed) To read compound words, first I read the two words and then blend them into one word. Segment and blend bedtime. Let's blend this word together: /bed/ /tm/, bedtime
Group Practice First, look for the two smaller words that make thecompound word. Read the two smaller words, and then blend them into oneword. Continue with pancake, windmill, sunrise, somewhere, and sandbox. Discuss the word meanings and point out that compound words can also be made with words from the Word Wall
Review What do you know about reading compound words? Read the twosmaller words and blend them into one compound word.
Fluency:
READ DECODABLE READER 28
  • Pages 26–27 Read aloud quietly with the group.
  • Page 28 Have the group read aloud without you.
  • Pages 29–32 Select individuals to read aloud.
CHECK COMPREHENSION AND DECODING
  • What does Pete do inside? (Pete feeds his fish, fills his backpack, eats lunch, takes a nap, and goes to bed.)What does Pete do outside? (Pete jumps rope, swims, and flies a kite.)Point to a compound word in the story. What is the word? List words that are named. Children may supply backpack, bedtime, inside, sunblock, sunset, sunshine, treetops, and outside.How do you know that these are compound words? (They are all words made up of two shorter words. )Discuss the meaning of the compound words.

Vocabulary:
famous-well-known
flatter-say something very nice about someone that may not be true
Lesson Essential QuestionHow do I identify plot in a story?
Comprehension:Teacher discusses plot with the students. Discussing what her problem was in the plot. Discuss what happens when you do not follow the rules.
Summarizing Strategy:Students will write the problem and how they would solve the problem if they were Ruby’s mom.
Skills:
Spelling:PRACTICE Final ng, nk
WRITE DICTATION SENTENCES Have children write these sentences. Repeatwords slowly, allowing children to hear each sound. Children may use the WordWall to help with spelling high-frequency words.
Make sure you bring cash to the bank.
He rang every bell.
Put the pink dress in the trunk.
We sang at the ice rink.
Grammar
IDENTIFY VERBS THAT ADD -s Write Karin sing on the board. Point to each word as you read it. Ask children to identify the verb in this sentence, the action. (sing) Tellchildren that one person is singing now, so an -s needs to be added to the end of theverb sing. (Karin sings.)
For this sentence to sound right, I need to add -s to the action word. When is this action happening? (now) How many people are singing? (one)
MAKE NEW WORDS Gather several pictures of individual peopleor animals in action. Display a picture. Model writing the actionverb shown in the picture and then adding an -s to the end ofthe verb to show that it is being done now by one person orthing, for example:
MODEL WriteThis girl _____ the flowers. What is this girl doing? She is watering the flowers. The action in
this picture is water. Write water on the line and reread the sentence frame. This one girl is watering the flowers
now. I need to add -s to water. Add -s, making waters and read the completed sentence frame: This girl waters the flowers.
Have children suggest action verbs for the other pictures and write the words on theboard. Tell children these actions by one person or animal are happening now. Askwhat ending will be added to each action verb. (-s) Invite volunteers to add -s to eachword. Then have them use the new word in a sentence.
Differentiated Small Group Instruction
Skill Focus:
Material: / Skill Focus:
Material: / Skill Focus:
Material:
Process Writing (30-45min) Time: