1 rugby and rosie rugby and rosie rugby and rosie rugby and rosie rugby and rosie by robin sas by...

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  • *Rugby and Rosie

    Rugby and Rosie by Robin Sas

  • *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.

  • *Day 1 Word Knowledgeeagerlytightly friendly wiggly squigglyWhat 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

  • *Licked trotted waggedturned mopedWhat do these words have in common?Suffix edIdentify the base or root word and circle it.Why does trotted and wagged have a double consonant?Short vowel sound why doesnt 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.

  • *chasing racing pleasing leaving havingWhat do these word have in common?Suffix ingWhat happens when you add ing to a word that aends with an e? Drop the e and add the ending of ing.

  • *Know knew make made thinkthoughtWhat do these words have in common?Irregular past tense verbsUsually 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 spendran told threw drank hung bought spent

  • *wasnt hed didnt wouldnt couldnt shesWhat 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 patientWhat do these words have in common?Challenging words from the story. What do they mean?Pond job lots got stopWhat do these words have in common?Short o sound and spelling words.

  • *Sentence 1: She leaned forward eagerly and licked Rugby right on the nose.Sentence 2: He made it very clear he wasnt interested in being friends.Sentence 3: Day after day, Rugby just moped around and wouldnt play with us.Identify the words with suffixesLearned, eagerly, licked, interested, being, friends, mopedWhat are the contractions?Wasnt wouldntWhat is the irregular past tense verb?made

  • *Sentence 4: A pond is a habitat for lots of animals.Which words have a short o sound?

    ponds lots

  • *Objective:Today we will learn new words so that we can better understand what we read.

  • *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.

  • *Commands dictionary page 149 Thesaurus page110Short, firm instructionsSynonyms: order, dictate, mandateAntonyms: insecurity, uncertainly, vaguenessPart of speech: verb or noun

  • *manners

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

    They used good manners at the graduation ceremony.

  • *Manners dictionary page 449 Thesaurus page 379 Habits of behaviorPart of speech: nounSynonyms: habit, style, custom Antonyms: uncivilized unmannerly

  • *proud

    I am very proud of the picture I painted.

    The teacher is proud of her students.

  • *Proud Dictionary page 593 Thesaurus page 470Feeling very pleased with somethingPart of speech:AdjectiveSynonyms: superiorAntonyms: meek,modest, humble

  • *trainers

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

    Their dog trainers taught the dogs many tricks.

  • *Trainers Dictionary page 800 Teacher, coachPart of speech: NounSynonyms: teacher, coachAntonyms: student

  • *graduation

    I went to my little sisters kindergarten graduation last year.

    After the graduation his family went out to dinner.

  • *Graduation Dictionary page 319Ceremony to mark the completion of a full course of studyPart of speech: noun

    Synonym: passAntonym: fail

  • *Spelling Words(short o)rotshot cropsockclockflockbodyspot


  • *Day 1:Prior KnowledgeHave 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?

  • *Build BackgroundThis 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.

  • *Preview and PrepareLets browse through the story looking for any clues, problems, and wonderings you might have about the story.Selection Vocabulary

  • *Student Observation

    Clues Problems WonderingsRugby is a Labrador How do RugbyDog. Is and RosieRosie a dog meet?Too?

  • *First Read pages 64-70We are going to read our selection using these comprehension strategies:Making connectionsAsking questionsPredicting

  • *My Prediction What Happened

  • *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

  • *Language Arts Verb Phrases workbook pages 37-38Example: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 helping verb.

  • *Objectives: Day 2You will:Develop fluency reading words and sentences.

  • *Day 2 Word knowledgeeagerlytightly friendly wiggly squigglyLicked trotted wagged turnedmopedchasing racing pleasing leaving havingKnow knew make made thinkthoughtrun tell throw drink hang buy spendwasnt hed didnt wouldnt couldnt shespond job lots got stopChoose two words and make them into a sentence, cross out wordsExample: He wasnt chasing the cat.

  • *First Read pages 71-79We are going to read our selection using these comprehension strategies:Making connectionsAsking questionsPredicting

  • *My Prediction What Happened

  • *Language Arts Verb Practice1. 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

  • *Your turn write the sentences underline the verb phrase, circle the main verb and put a box around the helping verb1. We were planning on leaving tomorrow.2. We might have won the prize, but we wont 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 wont know are the verb phrases; won and know are main verbs; might have and wont are helping verbs.

  • *Word sorting spelling short vowelswith, blob, stuck, jaw, lock, black, bottle, slot, hot, caught, sock, dog,stack

    a e i o u

  • *Objectives: Day 3You will:Develop fluency reading words and sentences.Review the spelling pattern of the short o soundUse comprehension strategies such cause and effect as they read the story the second time.Review long e vowel sounds

  • *Day 3 Phonics and Fluencyeven cedar secret lean eagerclear eve compete athlete Rugbyfunny city family meet sleepgreet degree brief grief chiefWhat do these have n common?Long e soundWhat letters make this sound?E, ea, e_e, _y, ee, _ie_

  • *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

  • *Second Read pages 64-70We 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.

  • *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 IrisEffectWhy did it happen? It is raised her handCause

  • *Use these questions to help figure out cause and effect. What happened? EffectWhy did it happen? CauseThe tire went flat because Dad ran over a nail.Effect: What happened? Tire went flatCause: Why did it happen? Dad ran over a nail.

  • *Practice Cause and effectIt was raining so I got wet.Effect: What happened?Ground I got wetCause: Why did it happen?It rainedI studied so I got an A on my report card..Effect:I got an A on my report cardCause: I studied

  • *Write the effect (what happened) and cause (why it happened).I was tired, so I fell asleep while driving.I fell asleep while driving so I have an accident.I when to the hospital because I had an acc