Lesson 1

Objective: To respond appropriately to oral communication

Think of ways you can move. For example,
you can jump. What are some other ways you
can move?

On my signal, you will turn and talk with your
partner to complete the following stem:

I can _____________________.

Fix this sentence:
i have a cat

Objective: To listen to a story for enjoyment

Today we are going to read the story
Go, Go, Go! Before we read I would
like for us to look at the title and the
author of the book. Remember the
title is the name of the book and the
author is the person who wrote the
book. By looking at the cover of the
book what do you think our story
will be about today?

a

the

go

who

like

Now let‘s put these words in alphabetical order.

Objective: To recognize individual words in a sentence

Today we are going to segment,
or break apart, sentences. We
want to know how many words
are in each sentence. On the
next slide we have some
sentences. I want you to listen as
I read the sentences. Put up one
finger for each word you hear.

I like my bike.
The dog barks.
I like to jump.
My cat likes toast.
Drive to the store.
Wake up!
I ran.
My hat is blue.
Sam is nice.
My dad cooks.
The chair is red.
What day is it?

Recite the alphabet.
What letter is this?
What letter is this?
The words at, after,
and act all begin
with the /a/ sound.
T-36 Which words
have the /a/ sound? transparency R98

If you hear a word that begins with short
A give me a thumbs up. If the word does
not begin with short A, give me a thumbs
down.
at
an
inch
ache
add
own
ox

Now we are going to listen for the short A sound in the
middle of the word. If you here the short A in the
middle, give me a thumbs up. If you do not hear the
short A in the middle, give me a thumbs down.
cat
ham
bed
hat
rain
fan
tape
tap
act
back
sat
tag
ant
pat
ask
dad

 Click the mouse only once to move to the next
slide.
 Read the spelling word on the slide, then click
once to spell the word.
 After you have spelled the word, read the word
again.
 Click the mouse once to move on to the next
slide.
 Ready? Click the mouse one time to begin.
Have fun!

Read Tag
Look at the picture. Let‘s read to find out
how the game begins.
What‘s the boys name?
Where are Sam and his friends?
Point to and read the word that tells what
Sam did. Now read the sentence.

 Who are the two boys on these pages?
 What can they both do?
 How do you think Sam and Dan feel?
 How do you know?
 What is the same about the names Sam
and Dan?

 I see Sam on page 21. Let‘s read to find
out who the other children are.
 Who are the other children on these
pages?
 What can they both do?
 What is the same about the names Pam
and Pat?

 Tag in this story means to touch
someone in a game. What are some
other meanings for tag?

 Let‘s read to find out how the story
ends.
 Does anyone tag Dan? Point to the
word that names the person and read it
aloud.
 How does everyone feel at the end of
the story? How do you know?
 Would you like to play tag? Why or why
not?

Read Jamaica Tag-Along

Genre Study Realistic Fiction

The word fiction means ―not true‖ or ―not real‖. What does
fiction mean?
In a realistic fiction story, the author creates people and
places that seem very real.
This story is realistic fiction, so the people act he way real
people do. Think about how brothers and sisters act in real
life. Do you thin Jamaica‘s brother likes it when Jamaica
tags along after him?

 You are going to listen to an
expository nonfiction selection about
young people who are inventors.
 Expository nonfiction explains true
information. It tells the events in time
order and often uses headings.
 One person invented the popsicle
and the other invented ear muffs.
 Remember that the headings in an
expository nonfiction selection tells
what each section is about.

 A woman told Berto to leave Jamaica
alone because ―big kids don‘t like to
be bothered by little kids.‖ If you are
bothered, you are upset or unhappy.
The word is bothered. What is the
word?
 Day 1: I‘m bothered when someone
has the TV on too loud. Which noise
would bother you—soft music or
thunder? Why? Complete this
sentence: I am bothered when ______.

 Distance: If you are at a distance from
someone or something, you are far
away, not close. The word is distance.
What is the word?
 Day 1: We can see a cloud at a distance.
What can you see at a distance—a
treetop or my desk? Why? Would you
like to see a dinosaur up close or at a
distance? Why (Draw a picture about
your answer.)

If you form
something,
you make
it or shape
it.
The young people are
forming a pyramid.

 Jamaica used some wet sand to form a
wall. If you form something, you make
it or shape it. The word is form. What is
the word? I can use clay to form an
animal shape. What could you use to
form the letters in your name—a ruler
or a pencil? Why? Use some clay to
form an animal or an object. Ask your
partner to guess what you formed.

 You are going to learn about sentences.

 Jamaica followed her brother.
 Ossie played baskeball.
 Jamaica and Berta made a sand castle.

 A sentence tells a complete thought or idea.
 Dan and Pat ran.
 This sentence has two parts. It has a part
that tells who it is about-Dan and Pat.
 It has part that tells what they did-ran.
 This is a sentence because it is a complete
thought.

 The bag is tan.
 This sentence has a part that tells who
or what it is about.
 The bag is tan.
 It tells something about the bag.
 The bag is tan.

Objective: To understand that print conveys meaning; To understand that a
label names someone or something; to develop a list of criteria for writing
labels

•A label names someone or something.
•A label is short. It has one or two words.
•Words in labels should be spelled correctly.
•Names in labels should begin with a capital
letter.

What are some things we could label in
our classroom?

 Writing Prompt

Draw a friend and label the picture with
his or her name.

Objective: To participate in a discussion; to respond appropriately to oral communication

What makes you happy?

On my signal you will turn and talk
with your partner to complete the
following stem

I am happy when ________________.

Fix this sentence:

this is for pam

Objective: To participate in singing a traditional song

Today we are going to sing a song
I think all of you know. We are
going to be singing “If your happy
and you know it .” I will sing the
song once and then I would like
you to help me on the second
time. Make sure that you show
me how this song makes you feel.

 we

 this

 you

 she

 for

 go

Say a word and have students point to it. Point to the words
and have them read.

Objective: To recognize individual words in sentences

I am going to read some sentences. I want you to listen the first
time. When I read the sentence again I would like for you to clap
once for each word you hear.

The dog sits.
It is a hot day.
My pen is blue.
Catch the ball.
Matt sat down.
He hit the ball.
I tip my hat.
Shut the door!
I jump.
I have a cat.

 Look at my map.
 I have acat.
 The manran one lap.
 I cantap my bat.
 I am Max.

If you are
bothered,
you are
upset or
unhappy.
The little girl is bothering her brother.

 bothered– If you are bothered, you are
upset or unhappy.

 If you missed your favorite tv program, would you be
bothered? Why or Why not.
 What are some things that have bothered you? What did
you do to make things better?
 Would you be bothered if it rained every day for a month?
Why or Why not?

If you are at a
distance from
someone or
something, you
are far away,
not close.

The boat is a long distance from the sun.

 Distance: If you are at a distance from
someone or something, you are far
away, not close.
 If you saw a mountain from a distance, would the
mountain look big or small? How would it look if
you were near it?
 If friend lives at a long distance from you, how
could you talk to your friend? How could you visit
your friend?
 If you walked from here to the gym, would that be a
long distance for you? Do you think it would be a
long distance for n ant? Why or why not?

If you form
something,
you make it
or shape it.

The young people are forming a
pyramid.

 Form: If you form something, you make
it or shape it.

 How could you fold a sheet of paper to form a triangle?

 If a group of people like to read, they might form a
book club. What kind of club would you and you and
our friends like to form?

 Listen to this direction: Let‘s stand and form a circle.
What would we do to follow the direction?

Predictions: Jamaica Tag-Along

At the beginning of the story, Jamaica followed
Ossie because she wanted to play with him and
his friends. You predicted what would probably
Happen. You used what you know about how
brothers and sisters sometimes act. You
predicted that Ossie would not like Jamaica
tagging along-and that I what happened.

Read aloud Student Edition page 24 and 25.

 let‘s
 help
 now

• Tap Dancing
• What do you think they might
do?
The children in the
photograph are wearing
special shoes for a special
kind of dancing

My teacher can jump up and down.

Copy
one of
these.

Objective: To understand that a sentence is a group of words that tells a complete idea or
thought; To understand that a sentence begins with a capital letter and ends with a period

Remember that sentences have two parts –
one part tells who it is about and the other
part tells what they did. Also remember that
sentences begin with a capital letter and end
with a period. Let’s look at the following
sentences and see if they are correct.

Sandro can race.
Emma likes to skip.
Tran likes to hop because it is fun.

Objective: To understand that print conveys meaning; To understand that a label names
someone or something; to develop a list of criteria for writing labels

•A label names someone or something.
•A label is short. It has one or two words.
•Words in labels should be spelled correctly.
•Names in labels should begin with a capital letter.

What are some foods we could draw and label.

 Draw an apple on one side of a sheet of
paper. Write the word apple under the
picture.

 On the other side of the paper, draw
and label an ice cream cone.

apple Ice cream
cone

How do you show you’re happy?

On my signal, you will turn and talk
with your partner to complete the
following sentence.

When I am happy, I
__________________.

Fix this sentence:
i can help you

 Read the Poem ―If You‘re Happy and You
Know It‖ on page 50 (Big Book of Rhymes and Poems.)

What do you think the dancers in ―Let‘s Tap!‖ might do
to show they are happy?

This time when we sing the song, we are going to
identify rhyming words.

If You’re Happy and You Know It

If you’re happy and you know it,
Clap your hands. (clap, clap)


Then you really ought to show it.


Now let’s change the lyrics to make a new verse to the song.

If You’re Happy and You Know It

Tap your toes. (tap, tap)


Then you really ought to show it.


 let‘s

 help

 now

 this

 go

 like

 for

 you

Say a word and have students point to it. Point to the words
and have them read.

Objective: To recognize individual words in sentences

I am going to say some sentences. I want you to tap
your toes one time for each word you hear in the
sentences.
We have fun.
Where is it?
Dad is back.
Line up.
I am six.
The car is red.
Let’s read.
Pat is tall.
A bug is on the rug.
Kat has two sisters.
The dog is black.
The fish is gold.

Read the words in red

Dan Cat has a bat.
Pam Cat has a van.
Sam Cat has a bag.
Pat Cat has a mat.
Pat Cat has a nap.

 Imagine that you want to cross the
street. What should you pay attention
to? Why?

 What is something you might NOT
want to pay attention to? Explain
why.

 If you were giving a class
presentation and no one was paying
attention, how would you feel? Tell
why.

 If you were about to perform in a play on
a stage, how would you feel?

 Tell about something you would NOT
want to perform.

 Have you ever seen someone perform?
If so, what did he or she perform? How
did you feel about it?

 If you are supportive of your best
friend, how do you think that makes
him or her feel?

 Name someone who is supportive of
you. How do you know he or she is
supportive?

 If someone were not supportive of you,
how would you feel?

 ________ Tap!

 Which word goes into the blank spot?
 help let‘s now

 I can ________ you.


 ________ let‘s tap!


 It is important to read words correctly
so that a story makes sense.

Think Aloud

 I‘m going to begin reading the story. If
I come to a word I‘m not sure about, I
will think about the story and try to
figure out what word would make
sense. Them I will read the sentence
again more smoothly.

 Making predictions is using what you
learn from the story and what you know
from your own experiences. Think of a
prediction that makes sense.

 Display the Big Book cover Go, Go, Go!
 The title of this book is Go, Go, Go! The
author is Stephen Swinburne. I read this
book to you earlier. What can help you
predict what this book will be about?

 Page 6: Look at the photograph. What are
the children doing? What do you think the
sentence will be about?

 Page 22: Look at the sentence. What can
help you predict that the sentence asks a
question? What can help you predict what
the question is about?

 Page 33: What did you learn from this
book? What are some of the ways kids can
move?

 A sentence tells a complete thought or
idea.

 The cat.
 Who is this about? Is it a sentence?
Why or why not?

 The cat ran.
 The word ran tells what the cat did. Now
it is a complete sentence. The sentence
begins with a capital and ends with a
period.

 the dog
 (Is this a complete sentence? What words can we add to make this a complete sentence?)

 The crayon is red.
 (Is this a complete sentence? What words can we add to make this a complete
sentence?)

 wags his tail
sentence?)

 jumps high
sentence?)

 i play with my friends
sentence?)

 A label names someone or something.
 A label is short. It has one or two
words.
 Words in labels should be spelled
correctly.
 Names in labels should begin with a
capital letter.

 Draw a picture about a place that you
have chosen.

 Give the students cards to write labels for their pictures.

 What are some places you have visited
recently? Think about people or things
you saw that you might want to include
in a picture.

 Teacher writes the ideas on a sheet of
paper and save for Friday.

Objective: To listen and to respond appropriately to oral communication

Do you like to dance?

On my signal, you will turn and
talk with your partner to
complete the following sentence

I like to dance because
______________________.

Fix this sentence:
let‘s go there

Objective: To participate actively in a traditional song and dance; to recall and
sing words to a song; to follow directions to perform a dance

We‘re going to review a song
that we introduced yesterday.
Remember that you are
looking for words that have
rhythm. I will read it first and
then you can read with me the
second time.

You put your right foot in.
You put your right foot out.
You put your right foot in,
And you shake it all about.

You do the Hokey-Pokey,
And you turn yourself around.
That‘s what it‘s all about!

Objective: To read high frequency words

let‘s
do
now
up
down
a
the
go
who
like

Objective: To recognize and identify individual words in sentences

Today we will work on
sentences again. I will tell
you a sentence and you will
tell me the number of words
you hear. I also want you to
tell me the last word in the
sentence.

I am thirsty.
Do you ride a bike?
That is a tall tree.
My dog has spots.
The cat jumps.
Dad is glad.
The crayon is green.
You are my friend.
I like to swim.

 The word hat is a root word.
hat
I can add –s to hat to make the
word hats.
hats

 Call students up to the computer to add
 an s to the following words. Have them read the
words before adding the s and after adding the s.

cap
pan
map
want
like
help

cap + s = caps
pan + s = pans
map + s = maps
want + s = wants
like + s = likes
help + s = helps

 Give the students their weekly assessments at
this point.

 Spelling Test

 am
 cat
 ran
 map
 a
 at
 can
 man
 tap
 the

 Bonus: fat

 Sentences: I can tap.
 The man ran.

 Total Points for sentences: 10

Lesson 1

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