Q youve od = > oS o ~ ~ 4 4) j aaadaaae i ay ¥oaP aoe t = aoe Lesson 71 ‘+ Tuke-tioms Book, 2 From the co: syste Blae H Z erotic fica meric ee, aaron eben Sayre Seared ce Monlotion au . Sani papa REREADING ho Ply Date Lee ‘Te Wand Sn, taal GENRE/FORM © Notfcon » snformasonal tot * Series book (8 In the Me Sees) ‘TEXT STRUCTURE Sequence of avers » Gueandates 1 Problem aod soliton CONTENT » Dog behavior » Dog tang THEMES AND IDEAS Caring pts + foldstoot * Part eter G » tnlepreting and understanding pet beaver Relationships betoen people ad pts joals Use word paris to solve words with more than one sylable Use the patiems in words to help in reading ther, Read high-frequency words quicly. “Take apart longer words while reacing for meaning, Read with intonation, noticing the punctuation. Take words apatt in flexble ways, Recognize enother book in an informational setes. Build 2 network of understandings about taking care of pes over several related books, Summarize the problem of the story and how it was solved, LANGUAGE AND LITERARY FEATURES | WORDS 1 Shaighforaard presenaon of inarnaton. | «Chae auf toc-ylable wid ih a ew { hnmmurgsonencecfems thay |” tenons fccn donor po 1 Wdcenge a hieganey mt «debe tod mee dareh fe hog SENTENCE COMPLET Feidinirinecimeibiaie { Atnganerce leg helnges | RLUSTRATINS Rienee 1 toes + Papua roses entail vt |S Vedat popes oe 1 tenes ming omen 1 Sot eed et 3 30K AND PRINT FEATURES * ones eda pssset oy | ged pth ey Pe 1 Foi ecmretin port cme, + Sone stent ants | * Pele po VOCABULARY ‘icon tune ose Gnomatopoec words 2 Saine hare wots nin rl voeabules of many citen (losay atthe begining "ue in speed: bubble ord inbold onde sess | = formations captions for we photogrephs 4é NOSSIT> Rereading | Books ae ring ue ¢ asteeted > Phonics/Word Work © PRINCIPLE. Recognizing that words have fetter pattems that are connected to sounds {phonograms are speting pattomns) + Ta Puy oat Le + no Wed and ne Sun Ls Invite children to rerewd The Play Date, (You may choose to substitute Melé at Scio from Lesson 41.) % Assign parts and have children reread the play for The Winrd and the Sun Prompt for intonation, if needed, e.g. "Make your voice go down at the end of the senteince?*Make your voice go dowen when you see a period?” "Make it sound like tlking”"“Hlow would __sey that?"“*Read it ike __wastalking.” ‘The Centipede's song Forty thousond Ite legs, ‘walking down the stats. Forty thousond itl feet, ‘walking down in pales Crunching 00 the gravel, Marching ja the shade, Sounding Fke ah army Cf soldiers on parade, How hapey ote the entipedes, Who do not have a ca, Exeapr to keep thelr thousands OF bootsin good repale “You can see patterns in word You can use patterns tohelp you read the words” Read the “The Centipede’s Song" (poem 11) aloud, Suggested language:“One cenripede has 100 legs, so there are alot of centipedes on parade, wonder how ‘many paits of boots they need! What:f the boots get hole in them” Use shared reading to teread the poem. Place a pointer atthe beginning of each word, = “Your now a lot of patterns that are in words. You can use the patterns to help you read words” Whiteboard Write thosarid on the whiteboard with thou sari below."Then underline hand have children listen forthe th sound asin thom, Repeat with ound ots, and ‘the ending and asin the word and. 1» With children find other patterns In the poem e.g, -li/oldiers ~nde/paraale; -airduairgowhdown, » Write except on the whiteboard. Write slept and crept below emphasizing the -éprpattern, Rrase sleptand crept. Write exercise under except, Underline both words, My Words © Have children write either exercise or except in their My Words Charis and ‘highlight the x. : Ree Ngan g ay a Q ago G) i Introducing the Text amy _» New Book j 8 = _ seneennanhnntstatanne Introduce children to the book by talking about other Meli stories. ‘Suggested language: “Today you will read a new Meli story. Remember, Meli is real dog. She belongs to Ron. This informational book tells how to solve the problem of a dog that barks too mich." “Go page 2. There is a picture of Meli. The sentence in the box has extra information, It tells that Meliis a West Highland Terrier” “Look at page 3, Find the sentence that has a dash, Sometimes a writer uses a dash to say something important. So when you read that pov ae sentence about Meli, you know there is going to bea problem,” < > “Look at page 4. I's o'clock and Ron i cooking dinner Find 6 o'loek. “5 Meli is barking, Why do you think ao?” a = “Turn to pages 10 and 11, Meli barks évery night at dinnertime, Ron. > doesn’t kitow why. He calls Karen, the dog trainer. Find the pictare of be ‘Karen on page 11, The words in the box have extra information about oo] her. Read it before or after you read the bottoin part of the page” © “Kaven thinks Melis bored, Say bored. Find it on page 11. Ran your sie) finger under bored and say it” ee » “Karen says to take Meli for a long walk before she starts barking.” Have ot ‘them predict the first two letters and locate before, 3 > “Go to the beginning and read to find out if Ron solved the problem. « Sa Fyartwn ents Reading the Text a * Prompt readers to think about the meaning of the whole book when - they try to solve words, o 2 Discussing and Revisiting the Text et Invite the children to talk about the problem that Ron had with Meli and 2 how he solved it. Some key understandings children may express are: & Meli keeps barking around dinnet time, Ron doesn’t now why. 3 {Bxtend by asking what Ron does to find ont why Mei keeps basking] pe © Ron asks Karen, the dog trainer to help him. (Extend by asking what ‘= Karen tells Ron.) 2 ‘Ml barks again atthe end of the story because there isa dog show on. “TV. [Extend by asking how Ron feels when he first hears Meli bark.) oa = i Mieto ane 00 Teaching Points a sto » Bated on observation, use Prompting Guide } to select a teaching point, Call chiléven’s attention to the glossney atthe bepinning ofthe hook. & Show the ellipsis om page 13. Explain it moans to pause then turn the page. 4a Nossa7> Word Work these those ‘© Begin a new word bag for each child, IFthere are a few words from their previous collections of cards thet children stil find challenging, include those word carl as well, Have chilren take home the eards with words that they can easily read. Write the word these on the whiteboard anid ask children to say it. “Then write those belowr it Have children say it Then ask children. what they sotice about theseand thase, needed, ead childsen to say Doth words in a segmented way (th-eses t-ose). vs Write the words some and times on the board, Have children say both swords. Then join them to write sometimes. Ask children what they notice about the word sometinnes, Word Bags ‘Give childven the word cards thes, those, and sometimes'ta read and add to their word bags. oad £00 OW 4 SHH uO SE y £ ieweer eee ee ‘The Play Date Kim and Lizzy played with Give the children the fold sheet with the sentence introduction Kim and Lizey ployed with Have children lst some of things that Lizzy and Kim played with during ‘heir play dat. Have children take their fold sheets back to the classtoor to fil in the blanks ard drawr @ picture % ilusivte each sentence. Give children the ‘Take: Home Book The ay Date to reread. Have children take home the fold sheets to share with their feriies, Give children the Take-Home Book The Alay Date to read to family members.