daily oral practice - imagine it! readingimagineitreading.com/na/documents/te_sampler_3_1_1.pdf ·...

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Theme: FriendshipT60

Day 3

Daily Oral Practice

✦ Write the daily news on the board or chart paper. Then have the boys read the daily news in unison to practice fluency.

✦ As a review of yesterday’s phonics and fluency lesson, ask a volunteer to identify any words with /ē/ spelled e or e_e. /ē/ spelled e in we and even

Word Structure Antonyms and SynonymsWrite the following word lines on the board or use Transparency 8. Show students one line at time as you go through them by covering up the others. The words in boldface are in “Rugby & Rosie.”

sad happy outside inside

dark light cold hot

simple easy brave courageous

pretty cute happy glad

It’s hard saying good-bye to good friends. Sometimes friends have to move away from each other. If our friends

move, we don’t have to forget our friends. We can always stay in touch, and make even more friends!

Students will✦ identify and know the meanings of antonyms

and synonyms.✦ build fluency.

✦ Transparency 8✦ Skills Practice 1, pp. 3–4

Preparing to ReadPreparing to Read

IF . . . students are native speakers of Vietnamese, Hmong, or Cantonese, THEN . . . they may need extra practice understanding multisyllabic words. In these languages, all words are monosyllabic.

English Learner

Teacher Tip

SYLLABICATION To help students blend words and build fluency, demonstrate syllabication using the decodable, multisyllabic words in the word lines.

hap • py sim • ple pret • ty

out • side ea • sy

in • side cou • ra • geous

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to Differentiate InstructionFormal Assessment

Skills Practice 1 • Word Structure UNIT 1 • Lesson 1 3

Name Date

UNIT

1Lesson 1

Antonyms and Synonyms

Antonyms are words that have opposite meanings. Synonyms are words with the same or nearly the

same meaning. A dictionary or thesaurus can help you find synonyms for words. Sometimes a dictionary also gives antonyms. A thesaurus often gives antonyms.

Example: loud

Antonyms for loud: quiet, silent

Synonyms for loud: noisy, deafening, shrill

Think about the word grateful from page 32 of

“Rugby & Rosie.”

1. Look in a thesaurus or a dictionary. Find two synonyms for the word grateful.

2. Find an antonym for the word grateful.

3. Fill in the blanks below with your two synonyms for the word grateful. Read each sentence to see if the word makes sense. If the words are synonyms, they should give each sentence a similar meaning.

My friend helped me, and I was grateful.

My friend helped me, and I was .

My friend helped me, and I was .

Practice

Focus

thankful, pleased

unthankful

thankfulpleased

Possible Answers

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4 UNIT 1 • Lesson 1 Word Structure • Skills Practice 1

UNIT

1Lesson 1

Find the word eagerly on page 20 of “Rugby &

Rosie.” Read the sentenc e in which eagerly is

found. Remember, the context clues in the sentences around

the word can help you learn the meaning of the word.

4. Write two words that are context clues from the sentence:

5. Write two words that you think might be antonyms for the word eagerly:

6. Write two words that you think might be synonyms for the word eagerly:

7. Look for eagerly in a thesaurus. Find another antonym and another synonym. Think about how they help you understand eagerly. Write these words on the lines.

Antonym:

Synonym:

8. Write a new sentence using the word eagerly.

Apply

leaned, licked

unwillingly, unhappily

excitedly, quickly

idlyreadily

Keasha got new ice skates and was eagerly awaiting the first freeze.

Possible Answers


Unit 1 • Lesson 1 T61

Lines 1–2 Antonyms

Explain that antonyms are words that have opposite meanings. For example, on means the opposite of off, so on and off are antonyms. Point to the words in Lines 1–2, and have students to read the words together. Ask students to tell you why the pairs of words are antonyms. The word pairs sad/happy, outside/inside, dark/light, and cold/hot have opposite meanings.

Lines 3–4 Synonyms

Explain that synonyms have the same or similar meanings. For example, big and large have similar meanings, so big and large are synonyms. Point to the words in Lines 3–4, and have students read the words together. Ask students to tell you why the words are synonyms. The word pairs simple/easy, brave/courageous, pretty/cute, and happy/glad have the same or similar meanings.

• Help students start the word structure workbook activities on Skills Practice 1 pages 3–4. Read the Focus box with them, and help them with the first few questions. Then have students complete the pages on their own.

Rugby & RosieRugby & Rosie Lesson

1

Word Structure During the word structure activity, note how well students understand the concepts of antonyms and synonyms.

IF . . . students have difficulty understanding the concepts of antonyms and synonyms,

THEN . . . work with them on the word structure activities on Reteach page 2 during Workshop.

IF . . . students do not understand the concepts of antonyms and synonyms,

THEN . . . work with them on the word structure activities for Unit 1 Lesson 1 in the Intervention Guide during Workshop.

IF . . . students understand antonyms and synonyms,

THEN . . . have them make lists of antonyms and synonyms to add to the word lines during Workshop.

IF . . . students are ready for a challenge with antonyms and synonyms,

THEN . . . have them complete the word structure activities on Challenge Activities page 2 during Workshop.

Skills Practice 1, p. 3



26

I asked Dad what would happen if Rosie didn’t pass the tests. He said that she couldn’t be a guide dog, but she could still be a good pet. Then we would be able to keep her.

Now I didn’t know what to think. I wanted Rosie to do well. I wanted to be proud of her. And I wanted her to help a blind person someday. I knew how important that was. But it was getting harder and harder to think of Rosie going away. And how could I explain it to Rugby? He loved Rosie as much as I did. Now the three of us were best friends.

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27

When spring came, my family started taking Rosie on trips. We wanted her to be used to cars and buses and to the places where she would have to take her blind owner, like the bank and the store. We even took her to a restaurant. Of course, Rugby couldn’t come with us. He always looked a little sad when Rosie got to go somewhere he couldn’t go. And I knew he would be waiting for us when we got home.

Rosie would jump out of the car, and the two of them would race off, barking and playing and jumping. Later, they would come home in time for dinner, muddy and wet, with their tongues hanging out.

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MATERIALS✦ Student Reader, Book 1, pp. 26–33✦ Routine A✦ Skills Practice 1, pp. 5–6✦ Transparencies 5–6

OBJECTIVESStudents will✦ use comprehension strategies Predicting,

Asking Questions, and Making Connections.✦ discuss the story using the Handing-Off

process.✦ review vocabulary, genre, and fluency.

Comprehension Strategies 7 Predicting Teacher Modeling: Predictions help us check our understanding and use clues in the text to anticipate what will happen next. Sometimes as we read and learn more, we change our predictions. I’m going to make a prediction right now that Rosie will pass the tests. She seems like a good dog, and the family is trying to train her well. She should do well on the tests. Who else has a prediction?

Reading and RespondingReading and Responding

T62 Theme: Friendship

Day 3

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Teacher Tip

RESPONSE TO READING Help students understand that each person’s response to a text is an individual matter, and that no two people will respond in exactly the same way. Encourage students to respect each other’s contributions.

Word Structure

This lesson focuses on antonyms and synonyms. These words and their spellings will be found in boxes similar to this one throughout the story.

good antonym: unpleasant synonym: excellent

proud antonym: humble synonym: pleased

28

Soon summer came. The days were long and hot. Rosie was almost full grown. She was a beautiful dog. She and Rugby liked to sleep in the cool shade together. Sometimes the three of us went swimming in a nearby pond. Rugby and Rosie loved to fetch sticks and tennis balls that I threw into the water.

It was a wonderful summer, and I wanted it to last forever.

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29

I knew that when fall came, it would be time for Rosie to go. When that day did come, I tried to be brave. Rugby and I stood and watched as Dad opened the car door for Rosie to jump in. Rugby wasn’t upset. He didn’t know that Rosie wasn’t coming back. But I was so sad. I took Rugby on a long walk and tried not to think about Rosie. It was just like old times, before she came—when there were just the two of us.

When Dad came home, Rugby was waiting, his tail wagging. But, of course, Rosie wasn’t in the car. Rugby looked all over for her. He whined. I wanted to explain everything, but I knew he couldn’t understand. Instead, I buried my face in his neck and whispered, “She’s gone, and I miss her, too.”

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Rugby & RosieRugby & Rosie

8 Asking Questions Teacher Modeling: I have another question. Why does the story say that Rosie’s not coming back? Does that mean she is going to the special school? I’ll keep reading to find out. Who else has questions?

Comprehension Check

The boy in the story wants to explain to Rugby why Rosie is not coming home, but he knows he can’t talk to him. What does the boy do to help? Possible Answer He spends time with Rugby, taking him on a long walk and being close to him.

Lesson

1

By the time students are in Grade 3, most students understand that including both events in the outside physical world and thoughts and feelings that occur in the inside mental world make stories more interesting and more realistic.(Anne McKeough)

T63Unit 1 • Lesson 1


IF . . . students are native speakers of Spanish, THEN . . . point out to them that adverbs in English that end in -ly, such as especially, end in -mente in Spanish. Other adverbs include quickly (rápidamente), clearly (claramente), actually (realmente). Also point out that the English word permission and the Spanish word permisión are cognates. Explain that the English suffix -sion has the same meaning as the Spanish suffix -sión.

IF . . . students have difficulty expressing predictions, THEN . . . teach them the linguistic pattern I predict that will .

English Learner

30

We all missed Rosie very much, especiallyRugby. Her trainers called several times. At first, I hoped that Rosie wasn’t doing well. Then she could come back to live with us. But the trainers said that she was doing fine and would graduatewith her new owner soon. That made me feel so mixed-up. I didn’t want to think about Rosie with a new owner, but I knew how important Rosie would be to a person who needed her. Could that person love her as much as Rugby and I had?

I wanted to go to the graduation and see Rosie again. Then I had a great idea. I asked Dad if we could take Rugby, too. I knew how he’d missed Rosie—after all, they’d been best friends.

We got special permission for Rugby to go to the graduation. I could hardly wait.

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31

At the graduation, there were lots of people and dogs. Rugby spotted Rosie right away. She was in her guide-dog harness, standing beside her new owner. She seemed so calm, and we thought she looked so proud. Rugby bounded over to her, pulling me along. The two dogs greeted each other nose to nose, tails wagging. But Rosie would not leave her owner’s side. She was a working dog now with an important job to do.

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Comprehension Strategies9 Answering Questions Teacher Modeling: My question about Rosie going to the special school has been answered. The text says “her trainers called several times.” That means she did go to school.

0 Confirming Predictions Teacher Modeling: Earlier I predicted that Rosie would pass her tests. This page confirms that. Since she is training, she must have passed her tests.

a Predicting Teacher Modeling: I have another prediction. I predict that Rosie will make her new owner very happy. She is a great dog, and she has been specially trained to help her new owner. Who else has a prediction?


Day 3 Reading and RespondingReading and Responding


Word Structure

grateful antonym: ungrateful synonym: thankful

nervous antonym: calm

synonym: jittery

32

Her owner talked to us for a while. She told us how grateful she was to have Rosie and what a wonderful dog she was. And she thanked us for taking good care of her while she was a puppy.

When it was time to go, we said good-bye to Rosie. Poor Rugby. On the way home in the car, I tried to make him feel better. I talked to him and patted him. I told him that her new owner loved her and would take good care of her.

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33

The next morning, Rugby was still moping around when my dad left in the car. I was excited—and nervous, too.

I knew where my dad was going.

When the car came back, I was waiting with Rugby. Dad got out. He had a wiggly little puppy in his arms. I knew I was holding on to Rugby too tightly—wishing, hoping. I wanted him to know that, because we had all loved Rosie so much, we had decided we would help raise another puppy that would be ours for a year.

Dad knelt down in front of Rugby. “Rugby,” he said, “this is Blue.”

And Rugby leaned forward and licked that little puppy right on the nose.

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TipPoint out the word permission in the text on page 30. Ask students how the word special before the word permission helps them remember the meaning of the word permission. Point out the word grateful on page 32. Ask students how making a connection to the boy and his feelings helps them remember how the word grateful is used in the story.

b Confirming Predictions Teacher Modeling: I see now that my earlier prediction was confirmed. Rosie did make her new owner happy. Her owner was glad that Rosie had a good family to be with as a puppy. Has anyone else’s prediction been confirmed or not confirmed?

c Making Connections Teacher Modeling: I understand how the boy in this story feels. Sometimes I feel happy and nervous at the same time, like when I’m looking forward to something new. I see how he feels okay about Rosie, because she has a good home with someone who will really love and appreciate her.

Benchmark Question

The boy has mixed feelings about whether he wants Rosie to do well. How do these feelings show that he is a good friend? Possible Answer He loves her and wants to be with her, but he also wants her to do well in her new job.


1



Discussing the Selection ROUTINE

A

✦ It is important for students to see you as a contributing member of the group. Use Routine A, the handing-off process, to emphasize that you are part of the group. Actively participate by raising your hand to be called on by the last speaker when you have a contribution to make. Point out unusual and interesting insights verbalized by students so that these insights are recognized and discussed. As the year progresses, students will take more responsibility for the discussion of the selections.

✦ Engage students in a discussion using the handing-off procedure to determine whether they have grasped the following ideas:

• The boy wanted Rosie to stay with him and Rugby, but he was too good of a friend to Rosie to hold her back.

• After Rosie left, the boy was a good friend to Rugby by spending extra time with him and trying to make him feel better.

✦ Ask students how the story demonstrates the following key concepts:

• Pets can teach people about friendship.

• Friendships can last even when friends are far apart.

✦ Return to the Clues, Problems, and Wonderings chart on Transparency 5. Have students discuss which clues were useful, how they resolved their problems, and how they answered their questions. Ask students if predictions made about friendship before reading the story were confirmed or not confirmed.

✦ Also, have students return to the Focus Questions on Student Reader, Book 1 page 17. Select a student to read the questions aloud, and have students answer and discuss the questions. Have them return to the text as necessary.

Genre ReviewReview the elements of realistic fiction with students on page T48. Then ask students how they know “Rugby & Rosie” is a realistic story.

What does it take to be a good friend?

After reading the story, read the Big Idea question. Discuss how the story helps answer this question.

BIG Idea

Transparency 5

Tra

nspare

ncy 5

Copyright ©

SR

A/McG

raw-H

ill. All rights reserved. Level 3

Clues Problems Wonderings

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Rugby is a dog. Labrador How do Rugby and Rosie meet?

Transparency 6

Copyright © SRA/McGraw-Hill. All rights reserved. Unit 1, Lesson 1 Level 3

Selection Vocabulary

chores (chorz) n. plural form of chore: a small job (page 18)

patient (p∫' shΩnt) adj. willing to wait (page 20)

ignore (ig nor') adv. to pay no attention to (page 21)

worried (wûr' r¥ d) v. a form of the verb worry: to think about troubles (page 22)

energy (en' ûr j¥) n. the strength or eagerness to do something (page 24)

especially (is pesh' Ωl l¥) adv. particularly (page 30)

permission (pûr mish' Ωn) n. when an adult allows one to do something (page 30)

grateful (gr∫t' fΩl) adj. thankful (page 32)

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Transparency 6

Distribute Home Connection page 3. Encourage students to discuss “Rugby & Rosie”




Teacher Tips

FLUENCY By this time in Grade 3, good readers should be reading approximately 99 words per minute with fluency and expression. The only way to gain this fluency is with practice. Have students reread the selection to you and to each other during Workshop to help build fluency. As students read, you may notice that some need work in building fluency. During Workshop, have these students choose a section of the text (a minimum of 160 words) to read aloud several times to build fluency.

WORD BANK Remind students to find words from other resources, from their activities, and from family discussions and add them to the Word Bank. Students may also place antonyms and synonyms in the Word Bank.

Vocabulary Review Review with students the selection vocabulary words and definitions they wrote in the vocabulary section of their Writer’s Notebooks. Refer students to Skills Practice 1, pages 5–6. Help students complete the first two questions. Then have students complete the rest on their own. Also, review the concept word affection. Ask students if they can think of other words related to the theme Friendship. Possible Answers kindness, companionship, loyalty

Fluency ✦ When modeling fluency, practice pace. Pace, or the speed and volume used

when reading, is essential to fluency. Pace helps readers understand and enjoy the text that is being read. Remind students to note the content of the text and end punctuation while reading to determine pace.

✦ Read aloud pages 20–21 of “Rugby & Rosie.” Model pace for students. For example, after reading “Come on, Rugby,” I said. “She wants to play with you,” point out how your voice paused at the commas. Tell students that when reading it is important to pay attention to end punctuation and commas. Have students follow along in Student Reader Book 1, and tell them to raise their hands when you pause. Tell students that as they reread, they should practice pausing after commas.


1

Skills Practice 1 • Vocabulary UNIT 1 • Lesson 1 5

Name Date

UNIT

1Lesson 1

chores (chorz) n. plural form of chore: a small job (page 18)

patient (p∫'• shΩnt) adj. willing to wait (page 20)

ignore (ig• nor') v. to pay no attention to (page 21)

worried (wûr'•r¥d) v. a form of the verb worry: to think about troubles (page 22)

energy (en'• ur• j¥) n. the strength or eagerness to do something (page 24)

especially (is• pesh'• el• l¥) adv. particularly (page 30)

permission (pûr• mish'• Ωn) n. when an adult allows one to do something (page 30)

grateful (gr∫t' •fΩl) adj. thankful (page 32)

Circle the word that matches each sentence.

1. After school Maia has to wash the dishes and take out the trash.

grateful chores

2. Jack could not stop thinking about the test tomorrow.

worried ignore

3. Omar waited for dinner and did not complain.

patient worried

4. “Thank you!” Li said as she opened her present.

energy grateful

Selection Vocabulary

Focus

Practice


Skills Practice 1, pp. 5–6

Observe students’ understanding of the vocabulary words and their definitions.

IF . . . students need extra help with the selection vocabulary,

THEN . . . ✦ use Intervention Guide, Unit 1 Lesson 1.✦ use Reteach, page 3.

IF . . . students need practice using the selection vocabulary words,

THEN . . . have students find antonyms and synonyms for the vocabulary words.

IF . . . students understand the selection vocabulary,

THEN . . . use Challenge Activities, page 3.




Teacher Tip

LISTENING During Workshop, have students listen to “Rugby & Rosie” for a model of oral reading. While students listen, have them keep a list in Writer’s Notebook of any new or unfamiliar words they encounter, and instruct them to check the words using a dictionary or glossary. Also, instruct students to listen for the lesson’s vocabulary words and to check that the words make sense within the reading.

Meet the Author and Illustrator After students read about the author and illustrator, discuss the following questions with them.

• Why do you think Nan Parson Rossiter raises a breeding dog for guide dogs? Possible Answer Guide dogs are very important. By raising Chloe, Rossiter can help many people.

• Look again at the pictures in “Rugby & Rosie.” How does Rossiter show friendship between the boy and his dogs? Possible Answer She shows the boy and Rugby waiting for the school bus together and the boy, Rugby, and Rosie playing together.

Theme Connections Within the Selection1. Rugby and the boy are best friends. What happened to the boy’s friendship

with Rugby when Rosie came to live with them? Possible Answer At first, Rugby did not want to share the boy with Rosie. Eventually, they all became good friends.

2. Why did the boy in the selection sometimes wish that Rosie was not doing well with her trainers? Possible Answer The boy had mixed feelings. He wanted her to stay with him, which meant not doing well with her trainers. At the same time, he wanted her to do well at her job.

Beyond the Selection3. Why can it be difficult sometimes to have a friendship with someone?

Possible Answer “Rugby & Rosie” teaches us that some friendships start slowly, but can become quite important. It also teaches us that even if we have to say good-bye to our friends, we can still stay friends.

4. Do you have a pet that is your best friend? If so, what do you do together as friends? Answers will vary.




Teacher Tips

WRITE ABOUT IT! Have students describe their friendship with a pet in their Writer’s Notebooks.

BEYOND THE SELECTION Have students summarize what they have learned and tell how they might use this information for further investigation.

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Nan Parson RossiterNan Parson Rossiter has always loved to draw. After high school, she became a student at the Rhode Island School of Design. In 1991, she began writing her first children’s book. It was based on experiences of a friend who was raising a guide dog. She now cares for a special dog named Chloe, a breeding dog for guide dogs. Rossiter lives in Connecticut, where she loves spending time with her husband and two sons, hiking and feeding the birds.

Meet the Author and IllustratorMeet the Author and Illustrator

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FriendshipTheme Connections

Within the Selection

1. Rugby and the boy are best friends. What happened to the boy’s friendship with Rugby when Rosie came to live with them?

2. Why did the boy in the selection sometimes wish that Rosie was not doing well with her trainers?

Beyond the Selection

3. Why can it be difficult sometimes to have a friendship with someone?

4. Do you have a pet that is your best friend? If so, what do you do together as friends?

Describe your friendship with a pet.

about It!

Be sure to look for pictures of people and their

pets to add to the .

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During Reading—Rugby & RosieDuring Reading—Rugby & Rosie

As students reread “Rugby & Rosie,” encourage them to post ideas and questions on the Board. Students might post questions, answers, comments, or other items related to the theme Friendship on the Concept/Question Board.



Teacher Tip

CONFERENCING Conferencing is an opportunity to observe how students assess and assimilate information into written text.


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Day 3 Language ArtsLanguage ArtsStudents will

✦ learn drafting techniques.✦ practice spelling words with long vowel sounds.✦ practice interviewing skills.✦ practice using common and proper nouns.

✦ Student Reader, Book 1, pp. 18–23✦ Skills Practice 1, pp. 13–14 and 17–18✦ Transparencies 25 and 9✦ Routine B

Writing Process Drafting

Teach—Conferencing✦ Use Routine B as a guide, and tell students that an important part of the

writing process is conferencing. Conferencing occurs during the first drafting phase of the process, and it can take place with the teacher or with peers.

✦ Let students know that conferencing helps them identify and solve problems that might be occurring. It also helps to identify and refine the topic of the writing assignment. Refer students to Transparency 25, which gives some general rules and guidelines for conferencing. Discuss these guidelines and add to them as necessary for your students’ needs.

✦ Model a conference for the class so that all students know what to expect. Create additional guidelines to follow with students, and have them copy the guidelines into their Writer’s Notebooks.

Guided Practice After explaining the role of conferencing in the writing process (to help students learn to self evaluate their writing), develop a chart to highlight the important aspects of conferencing. Points might include the following: conference with teacher, conference with peers, identify and solve problems, identify and refine topics, and so on. Have students add other points to the chart.

Apply✦ Have students copy the conferencing chart into their own notebooks and add

other ideas as they occur.

✦ Encourage students to create a section in their Writer’s Notebooks for teacher and peer conferences to track problems and solutions they encounter while writing.

ROUTINE

B

Transparency 25

Transparency 000

Conferencing during the Writing Process

Transparency 25

Copyright © SRA/McGraw-Hill. All rights reserved. Level 3

Conferencing is a way to find out what is good about your writing and what can be improved.

Why is conferencing important? It helps you think about your writing and gives you ideas to make it better. This is true whether you are the writer or a reader!

When you are the writer, your job is to listen carefully to what your readers say. They can tell you if your writing is confusing or if there are better words you can use. A good reader can help a writer all the way through the writing process.

When you are a reader, your job is to point out things you liked and to point out places that could be improved. Learning to give constructive feedback is an important part of the conferencing process. Constructive feedback is when a reader tells the writer about the problems in the writing by stating examples without being mean or negative.

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Lesson

1 Spelling Long Vowels

Teach✦ Remind students that /ā/ spellings include a or a_e, /ē/ spellings include

e or e_e, /ī/ spellings include i or i_e, /ō/ spellings include o or o_e, and /ū/ spellings include u or u_e.

✦ Divide the class into two teams. Write the following word pairs on the board: tame/taim, wilde/wild, choke/chok, wrote/wroot, muesic/music, fire/fier, blaz/blaze, menu/menyou, smile/smil, ceedar/cedar, eyetem/item, maejor/major, cub/cube, compleet/complete, and toetal/total. Pronounce a spelling word. Take turns calling on one student from each team to find the spelling word correctly spelled on the board. Have the student pronounce the word and circle the letters that spell the long vowels. If the student is correct, give that student’s team a point. The team with the most points wins.

Guided PracticeHave students turn to Skills Practice 1 page 13. Read the instructions with them, and complete the first two exercises as a class.

ApplyAsk students to complete Skills Practice 1 pages 13–14 on their own. Remind students that challenge words are not used in Skills Practice exercises.


Spelling Note how well students are able to spell the lesson words correctly.

IF . . . students need to practice spelling this week’s words,

THEN . . . instruct them to complete Reteach page 6.

IF . . . students can spell this week’s spelling words,

THEN . . . instruct them to chose two spelling words and use the letters in those words to come up with new words.

IF . . . students are ready for a challenge,

THEN . . . instruct them to complete Challenge Activities page 5.


Word List

1. tame2. wild3. choke4. wrote5. music6. fire7. blaze8. menu9. smile

10. cedar11. item12. major13. cube14. complete15. totalChallenge Words

16. poem17. patient18. grateful

Skills Practice 1 • Spelling UNIT 1 • Lesson 1 13

Name Date

UNIT

1Lesson 1

Spelling

Long vowels sound like their names.

/∫/ spelled a and a_e.

/¥/ spelled e and e_e.

/μ/ spelled i and i_e.

/∂/ spelled o and o_e.

/Œ/ spelled u and u_e.

Sort the spelling words under the

correct heading.

/∫/ spelled a

1.

/∫/ spelled a_e

2.

3.

/¥/ spelled e

4.

/¥/ spelled e_e

5.

Practice

Focus

Order will vary under heading.

major

tameblaze

cedar

complete



14 UNIT 1 • Lesson 1 Spelling • Skills Practice 1

UNIT

1Lesson 1

/μ/ spelled i

6.

7.

/μ/ spelled i_e

8.

9.

/∂/ spelled o

10.

/∂/ spelled o_e

11.

12.

/Œ/ spelled u

13.

14.

/Œ/ spelled u_e

15.

wilditem

firesmile

total

chokewrote

musicmenu

cube





Day 3 Language ArtsLanguage Arts

Study Skills Interviewing

Teach✦ Ask students to explain what is meant by interviewing. Have students talk

about any experiences they have had with this process.

✦ Explain to students that interviewing is a special research tool. In an interview, one person asks another person questions to gather information about a subject or to discover the thoughts or feelings the interviewee has on a particular subject. In an interview, a person is the source.

✦ Use Transparency 9 to discuss and model interviewing guidelines. You may want to create a small mock interview as you discuss the guidelines.

Guided Practice Have students turn to Skills Practice 1 pages 17–18. Have a student read the instruction at the top of page 17 as well as the interviewing guidelines. On page 18 have students decide which interview question to ask first. Write that question on the board, and make sure all students have a chance to copy it.

ApplyHave students work in pairs or independently to write questions in the rest of the spaces provided on page 18 in Skills Practice 1.

Skills Practice 1, pp. 17–18

Skills Practice 1 • Study Skills UNIT 1 • Lesson 1 17

Name Date

UNIT

1Lesson 1

Interviewing Guidelines and Questions

Here are some guidelines to help you with your

interview.

1. Always ask permission to interview the person. You can do this face to face, by phone, or by letter. Explain what you are doing and why. Be sure to tell him or her how much time you think you will need.

2. Decide ahead of time what you want to know.

3. Make up questions that will help you get the

information you need.

4. Write your questions down in an organized order,

leaving space between each one for taking notes.

5. Speak clearly and be polite. Pay attention as the person answers.

6. Take notes on the answers. Jot down only enough to help you remember what the person said. You might find it helpful to use a tape recorder if one is available. Always ask the person’s permission before you record his or her voice.

7. Read over your notes as soon after you leave the

interview as possible, while the conversation is

still fresh in your mind. Make additional notes to help you clarify ideas where necessary.


18 UNIT 1 • Lesson 1 Study Skills • Skills Practice 1

UNIT

1Lesson 1

Interviewing Guidelines and Questions (continued)

Use these pages to develop questions for your

friendship interview. Use the space provided to write

questions. Take notes in the Answer spaces during

your interview.

Question:

Answer:

Question:

Answer:

Question:

Answer:

Question:

Answer:

What’s your name?

Belissa Angelina Cordoba

Where do you live?

I live in Studio City in Los Angeles, California.

What sport do you like the most?

I like soccer the best, but I also like baseball.

What do you like best about school?

I like playing with all of my friends the best.

Possible Questions and Answers



IF . . . students need to practice interviewing skills,

THEN . . . have them create a list of questions about a particular topic to ask peers.

IF . . . students have an understanding of interviewing skills,

THEN . . . have them incorporate an interview into the unit investigation.

IF . . . students are ready for a challenge,

THEN . . . have them choose a school figure, such as a principal, to interview about the new school year.

Transparency 9

Transparency 000Transparency 9

Copyright © SRA/McGraw-Hill. All rights reserved. Level 3

Here are some guidelines to help you with your interview.

1. Always ask permission to interview the person.

You can do this face to face, by phone, or by letter. Explain what you’re doing and why. Be sure to tell him or her how much time you think you’ll need.

2. Decide ahead of time what you want to know.

3. Make up questions that will help you get the

information you need.

4. Write your questions down in an organized order,

leaving space between each one for taking notes.

5. Speak clearly, and be polite. Pay attention as the person answers.

6. Take notes on the answers. Jot down only enough to help you remember what the person said. You might find it helpful to use a tape recorder if one is available. Always ask the person’s permission before you record his or her voice.

7. Read over your notes as soon after you leave the

interview as possible, while the conversation is

still fresh in your mind. Make additional notes to help you clarify ideas where necessary.

Interviewing Guidelines and Questions

T009_610971_TRANS3.indd 1 1/15/07 2:39:34 PM


Teacher Tip

SHOWING EXAMPLES You may want to bring in other literature to show students examples of common nouns and proper nouns. A travel guide might be helpful for showing the differences between common nouns and proper nouns.


Lesson

1 Grammar, Usage, and Mechanics Nouns

TeachAsk a student to summarize “Rugby & Rosie” in a sentence or two. Write the sentence or sentences on the board. Then have students identify the common nouns and the proper nouns in the sentences. Have students define common nouns and proper nouns based on the sentences and words they identified.

Guided PracticeHave a student write another sentence on the board using “Rugby & Rosie” as a topic, and then identify the common nouns and proper nouns in the sentence.

ApplyHave students work individually or in pairs to chart the common nouns and proper nouns associated with their school. Ask them to list as many of the teachers’ names as they know as well as nouns such as teacher, student, principal, and so on.


IF . . . students need help identifying the proper nouns in this story, THEN . . . explain that the words mom and dad are proper nouns only when they are used in place of a person’s name. Refer to Unit 1 Lesson 1 in the English Learner Support Guide for support activities.

English Learner


daily oral practice - imagine it! readingimagineitreading.com/na/documents/te_sampler_3_1_1.pdf ·...

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