Rugby and Rosie by gR1AvP38

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									Rugby and Rosie


    Rugby and Rosie
    by Robin Sas




                      1
                 Objectives:
   You will:
    – recognize base or root words with the suffix
      –ly, -ed, and –ing ,and how they affect
      meaning .
    – Practice recognizing irregular past tense
      verbs.
    – Recognize contractions.
    – Recognize difficult words in the story.
    – Spelling sound short o.
    – Develop fluency reading words and
      sentences.
                                                     2
        Day 1 Word Knowledge
   eagerly tightly friendly wiggly squiggly
   What do these word have in common?
   Suffix –ly. What happens to the word when it
    adds –ly?
   It becomes an adverb: a word that
    modifies a verb, an adjective, or another
    adverb.
   Did any of the spelling patterns change when
    adding –ly?
   Yes, you drop the e when adding –ly on
    wiggle and squiggle                            3
   Licked trotted      wagged      turned moped
   What do these words have in common?
   Suffix –ed
   Identify the base or root word and circle it.
   Why does trotted and wagged have a double consonant?
   Short vowel sound why doesn’t licked or turned?
   Double consonant after the vowel.

   Rule: The final consonant doubles when it is a
    consonant-vowel-consonant word and a suffix is
    being added.                                           4
 chasing racing pleasing leaving having
 What do these word have in common?
 Suffix –ing
 What happens when you add –ing to a
  word that aends with an e?
 Drop the e and add the ending of –ing.


                                           5
   Know knew make made think thought
   What do these words have in common?
   Irregular past tense verbs
   Usually to make a verb past tense you only
    have to add –ed. These are different.
   Give the past tense of these verbs:
   run tell throw drink hang buy spend
   ran told threw drank hung bought spent


                                             6
 wasn’t he’d didn’t wouldn’t couldn’t she’s
 What do these words have in common?
 Contractions: a word made from two words using an
  apostrophe to take the place of omitted letters.
Chocolate restaurant tongues especially patient
What do these words have in common?
Challenging words from the story. What do they mean?
Pond job lots got stop
What do these words have in common?
Short o sound and spelling words.
                                                  7
Sentence 1: She leaned forward eagerly and licked
  Rugby right on the nose.
Sentence 2: He made it very clear he wasn’t interested
  in being friends.
Sentence 3: Day after day, Rugby just moped around
  and wouldn’t play with us.
 Identify the words with suffixes
 Learned, eagerly, licked, interested, being, friends,
  moped
 What are the contractions?
 Wasn’t wouldn’t
 What is the irregular past tense verb?
 made                                                  8
Sentence 4: A pond is a habitat for lots of
  animals.
Which words have a short o sound?

ponds lots




                                              9
        Objective:
  Today we will learn new
words so that we can better
 understand what we read. 10
               commands

 Dad showed me how
  to teach her simple
  commands: come, sit,
  stand, down, stay,
  and heel.
 The dog trainer gave
  the dog many
  commands.

                          11
   Commands dictionary page 149
       Thesaurus page110


•Short, firm instructions
• Synonyms: order, dictate, mandate
• Antonyms: insecurity,
• uncertainly, vagueness
• Part of speech: verb or
• noun

                                12
                   manners

   My father sometimes
    has to remind me to
    watch my manners
    at the dinner table.

   They used good
    manners at the
    graduation ceremony.

                             13
   Manners dictionary page 449
      Thesaurus page 379
• Habits of behavior
• Part of speech: noun
• Synonyms: habit, style,
  custom
Antonyms:
uncivilized
unmannerly

                            14
                       proud

   I am very proud of
    the picture I painted.

   The teacher is proud
    of her students.




                               15
    Proud Dictionary page 593
       Thesaurus page 470
• Feeling very pleased with
  something
• Part of speech:
• Adjective
• Synonyms: superior
• Antonyms: meek,
• modest, humble
                              16
                    trainers

   We had two different
    trainers who worked
    with our dog, Zeke.

   Their dog trainers
    taught the dogs many
    tricks.


                               17
      Trainers Dictionary page 800

•   Teacher, coach
•   Part of speech: Noun
•   Synonyms: teacher,
•   coach
•   Antonyms: student




                                18
                      graduation

   I went to my little sister’s
    kindergarten graduation
    last year.

   After the graduation his
    family went out to dinner.




                                   19
  Graduation Dictionary page 319

• Ceremony to mark the completion of a
  full course of study
• Part of speech: noun

• Synonym: pass
• Antonym: fail


                                20
          Spelling Words
            (short o)
 rot             stocking
 shot            lobby
 crop            stop
 sock            got
 clock           lots
 flock           job
 body            pond
 spot




                              21
                Day 1:
           Prior Knowledge
Have any of you ever lived with a dog?
Have you ever played with a dog?
Do you know someone who has two dogs?
Do they play together?
How do people train dogs?
How would you feel if you knew that your pet
 was going to help someone who really
 needed it?
                                      22
               Build Background
• This story is a realistic fiction story is about the bonds
  that develop between people and pets and pets living
  in the same home..
• The elements of realistic fiction are:
• Characters behave as people do in real life.
• The setting of the story is a real place or could be.
• The events in the story could happen in real life.



                                                   23
      Preview and Prepare
• Let’s browse through the story
  looking for any clues, problems,
  and wonderings you might have
  about the story.


            Selection Vocabulary

                               24
       Student Observation


Clues       Problems   Wonderings
Rugby is a Labrador    How do Rugby
Dog. Is                and Rosie
Rosie a dog             meet?
Too?

                               25
      First Read pages 64-70
• We are going to read our selection using
  these comprehension strategies:
• Making connections
• Asking questions
• Predicting




                                      26
My Prediction   What Happened




                         27
   Language Arts Verb Phrase
• A verb phrase is one or more helping
  verbs followed by the main verb. Helping
  verbs help the main verb express an
  action or state of being.
• Example: She has won the race.
•              Helping verb + main verb
• She could have won the race.
• Two helping verbs + main verb

                                     28
  Language Arts Verb Phrases
    workbook pages 37-38
• Example:
• I am going to eat a sandwich for lunch.
• Am going to eat is the verb phrase. Eat
  is the main verb; am and going are the
  helping verbs.
• Practice: Marjorie told Thomas he could
  borrow her book.
• Could borrow is the verb phrase; borrow
  is the main verb; could is the helping29verb.
      Objectives: Day 2

• You will:
  – Develop fluency reading words and
    sentences.




                                    30
        Day 2 Word knowledge
•   eagerly tightly friendly wiggly squiggly
•   Licked trotted wagged turned moped
•   chasing racing pleasing leaving      having
•   Know knew make made think thought
•   run tell throw drink hang buy spend
•   wasn’t he’d didn’t wouldn’t couldn’t she’s
• pond job lots got stop
• Choose two words and make them into a
  sentence, cross out words
• Example: He wasn’t chasing the cat.31
      First Read pages 71-79
• We are going to read our selection using
  these comprehension strategies:
• Making connections
• Asking questions
• Predicting




                                      32
My Prediction   What Happened




                         33
  Language Arts Verb Practice
• 1. I could go to the zoo.
• Could go is the verb phrase; go is the
  main verb; could is the helping verb

• 2. You should buy that sweater.
• Should buy is the verb phrase; buy is the
  main verb; should is the helping verb

                                      34
   Your turn write the sentences
  underline the verb phrase, circle
the main verb and put a box around
          the helping verb
• 1. We were planning on leaving tomorrow.
• 2. We might have won the prize, but we won’t
  know until Monday.
• 1. were planning on leaving is the verb
  phrase; leaving is the main verb; were and
  planning are the helping verbs.
• 2. might have won and won’t know are the
  verb phrases; won and know are main verbs;
                                           35
  might have and won’t are helping verbs.
        Word sorting spelling short vowels
with, blob, stuck, jaw, lock, black, bottle, slot, hot,
              caught, sock, dog,stack




   a        e             i           o              u




                                                36
      Objectives: Day 3

• You will:
  – Develop fluency reading words and
    sentences.
  – Review the spelling pattern of the short o
    sound
  – Use comprehension strategies such
    cause and effect as they read the story
    the second time.
  – Review long e vowel sounds
                                        37
     Day 3 Phonics and Fluency
•   even cedar secret lean eager
•   clear eve compete athlete Rugby
•   funny city family meet sleep
•   greet degree brief grief chief
•   What do these have n common?
•   Long e sound
•   What letters make this sound?
•   E, ea, e_e, _y, ee, _ie_
                                      38
• Jean wants a puppy for her birthday.
• She will eat only one piece of cake.
• Circle the spelling of long e in the
  sentences.
• Jean=ea, puppy=_y, she=e, eat=ea, piece=ie
  .
• Sometimes the three of us went swimming
  in a nearby pond.
• Circle the spelling of long e in the
  sentences.
• Three=ee, nearby=ea
                                       39
   Second Read pages 64-70
• We are going to read our selection using
  these comprehension strategies:
• Cause and effect helps readers identify
  what causes events to happen or what
  caused characters to behave in certain
  ways, which helps readers put together
  logical explanations in the story.


                                      40
       Cause: is why something
                 happens.
      Effect: is what happens as a
                  result.
Example: The teacher called on Iris because Iris
  raised her hand.
What happened? Teacher called on Iris
Effect
Why did it happen? It is raised her hand
Cause
                                            41
    Use these questions to help
    figure out cause and effect.
      What happened? Effect
    Why did it happen? Cause

• The tire went flat because Dad ran over a
  nail.
• Effect: What happened? Tire went flat
• Cause: Why did it happen? Dad ran over a
                                          42
  nail.
     Practice Cause and effect

It was raining so I got wet.
Effect: What happened?
Ground I got wet
Cause: Why did it happen?
It rained
I studied so I got an A on my report card..
Effect:
I got an A on my report card
Cause:
                                              43
I studied
  Write the effect (what happened)
   and cause (why it happened).

1. I was tired, so I fell asleep while driving.
2. I fell asleep while driving so I have an accident.
3. I when to the hospital because I had an
   accident .
4. My family came to visit me because I went to
   the hospital.
5. My mother was mad at me because I had an
   accident.
                                              44
      Objectives: Day 4

• You will:
  – Develop fluency reading words and
    sentences.
  – Review the spelling pattern of the short o
    sound
  – Use comprehension strategies such
    cause and effect as they read the story
    the second time.
  – Review long e vowel sounds
                                        45
                Dictation


line 1: ________ ________ ________

line 2: ________ ________ ________

Challenge Word: ___________________

Sentence:_________________________
_________________________________     46
   Second Read pages 71-79
• We are going to read our selection using
  these comprehension strategies:
• Cause and effect helps readers identify
  what causes events to happen or what
  caused characters to behave in certain
  ways, which helps readers put together
  logical explanations in the story.


                                      47
    Checking Comprehension
• 1. Rubgy and his boy are best friends.
  What happens to their friendship when
  Rosie comes to live with the family?
• Rugby doesn’t want to share his boy with
  Rosie, but once he gets to know the
  puppy, all three become best friends.



                                     48
• Rosie left the family after only a year to
  learn how to be a guide dog. Why did the
  boy in the story sometimes wish that Rosie
  wasn’t doing well with her trainers?
• The boy knew that Rosie was being
  trained for a job, but he still missed her
  and wanted her to live with him.


                                      49
• Why did the boy have mixed feelings
  about Rosie leaving?
• He wanted Rosie to help someone who
  needed her, but he know he would miss
  her.
• How can you tell the boy has learned to
  accept Rosie’s new life?
• He is excited about the new puppy they
  are keeping.
                                      50
• How do the characters in this selection
  show friendship?
• The boy and Rugby are friends because
  they play together; and the boy is careful
  with Rugby’s feelings. Rugby and Rosie
  are friends too because they play together
  and keep each other company. Rugby
  misses her when she leaves.

                                      51
      Alphabetical Order Rules
• 1. When words start with different letters, use
  the first letter of each word to put the words in
  ABC order.
• Example: buddy friend pal
• 2. When the words start with the same first
  letter, use the next letter that is different in each
  word to put the words in ABC order.
• Example: soggy spoiled stoop


                                                52
• 3. If the first word of a title is a, an, or the,
  do not use that word. Instead, se the first
  letter of the second word.
• Example: “The Boy Who Didn’t Believe in
  Spring”
• “A Cloak for the Dreamer”
• “The Tree House”


                                             53
• 4. When you look up or list names, use the
  first letter of the person’s last name.
• Ann Cameron
• Peter Burg
• Lois Lowry
• Practice with these words: patient,
  manners, graduation
• Workbook pages 33-34

                                      54
         Sentence Variety
  Put sentences that are the same
          ideas together.
• A am a teacher. I teach third grade. I love
  to teach. We learn new things. I enjoy my
  student.

• Can you think of different ways to make
  these sentences more interesting.


                                       55
Sentence Variety You change the
  sentences to more interesting
          sentences.
• 1. I love cake. I love soda. I love candy.
• 2. I woke up early. I jumped out of bed. I
  was excited. I was going to the circus. It
  would be great.
• 1. I love cake, soda, and candy.
• 2. This morning I woke up early and
  jumped out of bed. I was excited because
  today was the day I was going to the
  circus. It would be great.
• Workbook pages 39-40                  56
          Day 5…
General Review and test time




                       57

								
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