Lesson 12 Lesson 12 12
Lesson Notes 12 Materials
Student Assignments
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❑ MATHEMATICS ❑ READING ___Complete Work Page 27–28, RWP ___Read “Who Can Hit?” Phonics ___Read Words to Know, p. 70, Here We Go! ___Read “A Big Hit,” Here We Go! ___Complete exercises and answer questions ___Write two sentences ___Complete Reading Checkpoint ❑ SOCIAL STUDIES ___Complete Explore 3, EYW ___Complete pp. 14–15, MGG ___Complete Social Studies Checkpoint ❑ GAMES AND ACTIVITIES ___Take pretend “train ride” ❑ GAMES & ACTIVITIES & COMPUTER SKILLS ___Discuss rules for safe, healthy computer use ___Give “computer lab tour,” explaining health and safety rules ❑ STORIES AND VERSES ___Read “From a Railway Carriage”
Books Here We Go! Phonics RWC RWP EYW MGG
Mathematics
Notes
Complete today’s Math Lesson in the separate Math Lesson Manual.
Reading Introduction: Today your student will blend phonemes, blend short i sounds, and be introduced to the high-frequency words a, have, to, find, one, and who. He will read the story “A Big Hit” and answer questions about the story. He will also write and illustrate two sentences about an item that was lost and then found.
Phonemic Awareness Objective: to blend phonemes Tell your student that you are going to play a game. Explain that you will say three sounds to name an animal. Your student should blend the sounds to figure out the name. Say the sounds /d/ /ŭ/ /k/. After your student says duck, confirm his response by saying: /d/ /ŭ/ /k/ is duck. Repeat for each of these other words: bug, dog, fish, hen, and pup. Vocabulary Objective: to read and write high-frequency words a, have, to, find, one, and who High-Frequency Words The New Words section of the Word Wall should be empty. Have your student point to and read each word on the permanent Word Wall. Tell him he is going 01LMA
Calvert Education • Lesson 12
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Notes
to learn six new words today. Remove the Word Cards for a, have, to, find, one, and who from the High-Frequency Words section of the RWC. Hold up one word at a time and tell your student what it is. Use each word in a sentence. Next hold up each Word Card and ask your student to read it. After your student reads the new words, place them in the New Words section of the wall. Application: Have your student complete Work Page 27–28 in the RWP for additional practice with the new high-frequency words. Have your student read the Phonics story “Who Can Hit?” independently. If he has difficulty with any of the words, remind him to blend the sounds.
Phonics Objective: to blend short i words Point out the i in Big in the title of the story “A Big Hit” on p. 71. Have your student say the short i sound, /ĭ/. Help him to blend Big sound by sound, /b/ /ĭ/ /g/. Repeat with hit. Directed Reading Objectives: to recognize and read high-frequency words in context; to recognize that some events cause others to happen Provide your student with the Here We Go! reader, and have him locate “A Big Hit” on p. 5 of the contents. Have him find the page number on which the story begins and turn to the page. (p. 70) Tell your student that this week he will read stories about pigs and other farm animals. Ask him to tell what other animals besides pigs that he might see on a farm. Have your student turn to pp. 72–73. Ask: How do you know that these pigs are not real animals? If your student is not familiar with tennis, point to the court, net, racquet, and ball in the pictures. Explain that players hit the ball over the net with their racquets. Next have your student read Words to Know on p. 70. Have him find the words that are also on the Word Wall. Have your student look at the next page and read the title of the story. As needed, help him blend sound by sound to read a word. Have him read the sentences on pp. 72–73. Tell your student that as he reads, it is important to think about why things happen. Explain that thinking about why things happen will help him to understand the story. Point to Sam and Nan and ask your student what happens when Nan or Sam hits the ball. (The ball goes over the net, and the other player has to try to hit it back.) Comprehension Have your student read the rest of the story to himself. After he finishes, ask the following questions. 1. (Sequence of Events) What happens at the beginning of the story? (Nan and Sam run and hit the ball. They play tennis.) 2. (Compare and Contrast) How do Nan Pig and Sam Pig feel when they start to play tennis? (They feel good and have lots of energy.) How do they feel at the end of the game? (They are tired and sweaty/hot.)
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Calvert Education • Lesson 12
3. (Cause and Effect) Why are Nan and Sam surprised at the end of the story? (Fan Pig hits a ball and it knocks over their drinks.)
Notes
If your student has difficulty with the questions, reread the story and point out different things that happen and why they happen. For example, because Nan hits the ball, Sam must run after it to hit it. Nan and Sam have to sit because they are tired and hot. Have your student reread the story aloud to you.
Writing Objectives: to contribute ideas to a story about things that are lost and then found; to write letters, words, and punctuation in a story; to write and illustrate two sentences from the story Remind your student that at the end of “A Big Hit,” Fan Pig lost her tennis ball because she hit it so hard. Nan and Sam found the ball when it hit their drinks. Ask your student to think of things he lost or misplaced and then found again. Provide an example of how to write his experience, such as: Robert lost his book. Robert found his book under his bed. Invite your student to tell about other lost and found items in his house or lost and found items in a story he has read. (Cinderella lost her slipper at the ball. The Prince found her slipper and returned it to her.) As you write your student’s sentences, ask him to help you with spelling and punctuation. Have him help you think of a title for the story. Finally, ask your student to choose one more lost and found item and think of two sentences about it, such as: Jane lost her shoe. She found her shoe in the toy box. Have him draw pictures to go with each sentence. Complete Reading Checkpoint
Social Studies Objectives: to discuss ways people, goods, and ideas are moved; to understand how the movement of ideas has changed over time Introduction: Help your student complete Explore 3: Movement in EYW. Ask him to think of ways that people get from one place to another. Help him write his answers in the People column. Next ask him to think of ways that goods get from place to place. Help him write his answers in the Goods column. Discuss the meaning of goods, and give examples if your student is unclear about this concept. Finally, ask him to think of ways that ideas get from place to place. Since this is a difficult concept, you may want to ask: How could you find out tomorrow’s weather? How could you find out what is happening in your neighborhood? Help him write his answers in the Ideas column. Tell your student that in this lesson he will learn about the movement of people, goods, and ideas. Instruction: Open to p. 14 in MGG, and read the introductory paragraph to your student. Then ask him to draw a line to match each word with its picture. Have your student answer question 2. Offer help with reading or writing, if needed.
Discovery Education • Movement
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Give your student a standard size piece of blank paper. Ask him to fold the paper in half and then in half again so that there are four squares. Ask him to unfold the paper and draw four pictures of things that he (or someone he knows) uses to move himself and goods from place to place, other than those pictured on p. 14. For example, your student might draw bicycles, wagons, cars, boats, buses, and so on. Help him write the name of each object under its picture. Then ask your student the following questions. 1. How do your parents get to work? 2. How does your family get to stores? 3. How does your family get to places to have fun? Application: Read aloud the introductory paragraph and question 3 on p. 15. Have him look at the drawing and circle the ways that we get ideas. When he is finished, discuss his answers by asking the following questions: How do these things move ideas? What are other ways to get ideas? Have your student look at the picture and point out the means of communication that did not exist when his grandparents were young. How did ideas move without these things? (wrote letters, used typewriters, talked, traveled to other places and brought the information, radios, etc.) Discuss how the development of computers has affected that speed at which ideas are moved from place to place. Ask how he thinks the movement of ideas will change in the future. Enrichment: Here are some other discussion and activity ideas on the topic of the movement of people, goods, and ideas. • Help your student make a list of things that come into his neighborhood from other places. • Discuss how highways, railways, and airports bring people together. • Have your student determine the best way to move the following people and goods from place to place: large rocks from a quarry that are taken to a building site; food grown on farms that is taken to a store; milk from a dairy farm that is taken to the factory that puts it in milk cartons; a hockey team that is going to play another team far away; drinking water from a lake that is taken to a town. • Have your student write a message to a friend and mail it. Then have him write an e-mail message to another friend. Discuss which method of sending a message is faster and why. Complete Social Studies Checkpoint
Games and Activities All Aboard: Pretend you are on a train ride with your student. Arrange a few chairs to suggest seats. Pretend you are watching the countryside and talk about the scenery. Take turns being the conductor, collecting tickets, calling the names of the stations, and shouting, “All aboard!”
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Calvert Education • Lesson 12
Games & Activities & Computer Skills
Notes
Objectives: to list rules for using the computer safely; to explain why these rules should be followed Introduction: Talk with your student about the different rules and procedures he had to follow during his pretend train ride. What things would he have to do to make sure he had a safe trip and arrived where he wanted to go? (Guide your student to include some of these possible answers: buying a ticket; sitting in a seat while the train is moving rapidly; putting belongings in a place where they will not be in the way of others; keeping the train neat and tidy out of consideration for others; being cautious when boarding the train, exiting the train, and crossing the tracks nearby; following a schedule to meet an arriving train; paying attention and listening for the correct stop to get off.) Discuss some things that might happen if train passengers did not follow these rules and guidelines. How might the ride be less pleasant? Instruction: Explain to your student that working on a computer can be like taking a trip on a train. Computers can help people get things done quickly and using them can be enjoyable, but it is also important to follow certain rules and procedures. Some of these rules are designed to protect the computer. Other rules protect the people who use computers. Take this opportunity to review the Computer Health and Computer Safety guidelines with your student. If you have not already, you may also wish to make up your own “house computer rules.” For example, you might discuss why food and drink should not be allowed near the computer. You might also set guidelines for computer usage. Discuss when and how often your student is allowed to use the computer; what applications he is allowed to use; and which guardians can grant permission to use the computer, supervise, and assist with its use. Setting such guidelines will help establish good computer use habits. It will also prepare your student to work in computer labs or other public settings in the future. Application: At the end of your discussion, have your student suppose that he is a guide introducing new visitors to the “computer lab” in your household. Have him give you a tour of the facilities and explain the important rules!
Stories and Verses Read aloud Robert Louis Stevenson’s “From a Railway Carriage.” You may need to explain a few words such as clambers, brambles, and lumping. Faster than fairies, faster than witches, Bridges and houses, hedges and ditches; All charging along like troops in a battle All through the meadows the horses and cattle: All of the sights of the hill and the plain Fly as thick as driving rain; And ever again, in the wink of an eye, Painted stations whistle by. Here is a child who clambers and scrambles, 01LMA
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Notes
All by himself and gathering brambles; Here is a tramp who stands and gazes; And there is the green for stringing the daisies! Here is a cart run away in the road Lumping along with man and load! And here is a mill, and there is a river: Each a glimpse and gone for ever!
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Calvert Education • Lesson 12
Student Assignments
crayons scissors paste
❑ MATHEMATICS ❑ READING ___Complete Work Page 27–28, RWP ___Read “Who Can Hit?” Phonics ___Read Words to Know, p. 70, Here We Go! ___Read “A Big Hit,” Here We Go! ___Complete exercises and answer questions ___Write two sentences ___Complete Reading Checkpoint ❑ SOCIAL STUDIES ___Complete Explore 3, EYW ___Complete pp. 14–15, MGG ___Complete Social Studies Checkpoint ❑ GAMES AND ACTIVITIES ___Take pretend “train ride” ❑ GAMES & ACTIVITIES & COMPUTER SKILLS ___Discuss rules for safe, healthy computer use ___Give “computer lab tour,” explaining health and safety rules ❑ STORIES AND VERSES ___Read “From a Railway Carriage”
Books Here We Go! Phonics RWC RWP EYW MGG
Mathematics
Notes
Complete today’s Math Lesson in the separate Math Lesson Manual.
Reading Introduction: Today your student will blend phonemes, blend short i sounds, and be introduced to the high-frequency words a, have, to, find, one, and who. He will read the story “A Big Hit” and answer questions about the story. He will also write and illustrate two sentences about an item that was lost and then found.
Phonemic Awareness Objective: to blend phonemes Tell your student that you are going to play a game. Explain that you will say three sounds to name an animal. Your student should blend the sounds to figure out the name. Say the sounds /d/ /ŭ/ /k/. After your student says duck, confirm his response by saying: /d/ /ŭ/ /k/ is duck. Repeat for each of these other words: bug, dog, fish, hen, and pup. Vocabulary Objective: to read and write high-frequency words a, have, to, find, one, and who High-Frequency Words The New Words section of the Word Wall should be empty. Have your student point to and read each word on the permanent Word Wall. Tell him he is going 01LMA
Calvert Education • Lesson 12
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Notes
to learn six new words today. Remove the Word Cards for a, have, to, find, one, and who from the High-Frequency Words section of the RWC. Hold up one word at a time and tell your student what it is. Use each word in a sentence. Next hold up each Word Card and ask your student to read it. After your student reads the new words, place them in the New Words section of the wall. Application: Have your student complete Work Page 27–28 in the RWP for additional practice with the new high-frequency words. Have your student read the Phonics story “Who Can Hit?” independently. If he has difficulty with any of the words, remind him to blend the sounds.
Phonics Objective: to blend short i words Point out the i in Big in the title of the story “A Big Hit” on p. 71. Have your student say the short i sound, /ĭ/. Help him to blend Big sound by sound, /b/ /ĭ/ /g/. Repeat with hit. Directed Reading Objectives: to recognize and read high-frequency words in context; to recognize that some events cause others to happen Provide your student with the Here We Go! reader, and have him locate “A Big Hit” on p. 5 of the contents. Have him find the page number on which the story begins and turn to the page. (p. 70) Tell your student that this week he will read stories about pigs and other farm animals. Ask him to tell what other animals besides pigs that he might see on a farm. Have your student turn to pp. 72–73. Ask: How do you know that these pigs are not real animals? If your student is not familiar with tennis, point to the court, net, racquet, and ball in the pictures. Explain that players hit the ball over the net with their racquets. Next have your student read Words to Know on p. 70. Have him find the words that are also on the Word Wall. Have your student look at the next page and read the title of the story. As needed, help him blend sound by sound to read a word. Have him read the sentences on pp. 72–73. Tell your student that as he reads, it is important to think about why things happen. Explain that thinking about why things happen will help him to understand the story. Point to Sam and Nan and ask your student what happens when Nan or Sam hits the ball. (The ball goes over the net, and the other player has to try to hit it back.) Comprehension Have your student read the rest of the story to himself. After he finishes, ask the following questions. 1. (Sequence of Events) What happens at the beginning of the story? (Nan and Sam run and hit the ball. They play tennis.) 2. (Compare and Contrast) How do Nan Pig and Sam Pig feel when they start to play tennis? (They feel good and have lots of energy.) How do they feel at the end of the game? (They are tired and sweaty/hot.)
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Calvert Education • Lesson 12
3. (Cause and Effect) Why are Nan and Sam surprised at the end of the story? (Fan Pig hits a ball and it knocks over their drinks.)
Notes
If your student has difficulty with the questions, reread the story and point out different things that happen and why they happen. For example, because Nan hits the ball, Sam must run after it to hit it. Nan and Sam have to sit because they are tired and hot. Have your student reread the story aloud to you.
Writing Objectives: to contribute ideas to a story about things that are lost and then found; to write letters, words, and punctuation in a story; to write and illustrate two sentences from the story Remind your student that at the end of “A Big Hit,” Fan Pig lost her tennis ball because she hit it so hard. Nan and Sam found the ball when it hit their drinks. Ask your student to think of things he lost or misplaced and then found again. Provide an example of how to write his experience, such as: Robert lost his book. Robert found his book under his bed. Invite your student to tell about other lost and found items in his house or lost and found items in a story he has read. (Cinderella lost her slipper at the ball. The Prince found her slipper and returned it to her.) As you write your student’s sentences, ask him to help you with spelling and punctuation. Have him help you think of a title for the story. Finally, ask your student to choose one more lost and found item and think of two sentences about it, such as: Jane lost her shoe. She found her shoe in the toy box. Have him draw pictures to go with each sentence. Complete Reading Checkpoint
Social Studies Objectives: to discuss ways people, goods, and ideas are moved; to understand how the movement of ideas has changed over time Introduction: Help your student complete Explore 3: Movement in EYW. Ask him to think of ways that people get from one place to another. Help him write his answers in the People column. Next ask him to think of ways that goods get from place to place. Help him write his answers in the Goods column. Discuss the meaning of goods, and give examples if your student is unclear about this concept. Finally, ask him to think of ways that ideas get from place to place. Since this is a difficult concept, you may want to ask: How could you find out tomorrow’s weather? How could you find out what is happening in your neighborhood? Help him write his answers in the Ideas column. Tell your student that in this lesson he will learn about the movement of people, goods, and ideas. Instruction: Open to p. 14 in MGG, and read the introductory paragraph to your student. Then ask him to draw a line to match each word with its picture. Have your student answer question 2. Offer help with reading or writing, if needed.
Discovery Education • Movement
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Calvert Education • Lesson 12
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Notes
Give your student a standard size piece of blank paper. Ask him to fold the paper in half and then in half again so that there are four squares. Ask him to unfold the paper and draw four pictures of things that he (or someone he knows) uses to move himself and goods from place to place, other than those pictured on p. 14. For example, your student might draw bicycles, wagons, cars, boats, buses, and so on. Help him write the name of each object under its picture. Then ask your student the following questions. 1. How do your parents get to work? 2. How does your family get to stores? 3. How does your family get to places to have fun? Application: Read aloud the introductory paragraph and question 3 on p. 15. Have him look at the drawing and circle the ways that we get ideas. When he is finished, discuss his answers by asking the following questions: How do these things move ideas? What are other ways to get ideas? Have your student look at the picture and point out the means of communication that did not exist when his grandparents were young. How did ideas move without these things? (wrote letters, used typewriters, talked, traveled to other places and brought the information, radios, etc.) Discuss how the development of computers has affected that speed at which ideas are moved from place to place. Ask how he thinks the movement of ideas will change in the future. Enrichment: Here are some other discussion and activity ideas on the topic of the movement of people, goods, and ideas. • Help your student make a list of things that come into his neighborhood from other places. • Discuss how highways, railways, and airports bring people together. • Have your student determine the best way to move the following people and goods from place to place: large rocks from a quarry that are taken to a building site; food grown on farms that is taken to a store; milk from a dairy farm that is taken to the factory that puts it in milk cartons; a hockey team that is going to play another team far away; drinking water from a lake that is taken to a town. • Have your student write a message to a friend and mail it. Then have him write an e-mail message to another friend. Discuss which method of sending a message is faster and why. Complete Social Studies Checkpoint
Games and Activities All Aboard: Pretend you are on a train ride with your student. Arrange a few chairs to suggest seats. Pretend you are watching the countryside and talk about the scenery. Take turns being the conductor, collecting tickets, calling the names of the stations, and shouting, “All aboard!”
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Calvert Education • Lesson 12
Games & Activities & Computer Skills
Notes
Objectives: to list rules for using the computer safely; to explain why these rules should be followed Introduction: Talk with your student about the different rules and procedures he had to follow during his pretend train ride. What things would he have to do to make sure he had a safe trip and arrived where he wanted to go? (Guide your student to include some of these possible answers: buying a ticket; sitting in a seat while the train is moving rapidly; putting belongings in a place where they will not be in the way of others; keeping the train neat and tidy out of consideration for others; being cautious when boarding the train, exiting the train, and crossing the tracks nearby; following a schedule to meet an arriving train; paying attention and listening for the correct stop to get off.) Discuss some things that might happen if train passengers did not follow these rules and guidelines. How might the ride be less pleasant? Instruction: Explain to your student that working on a computer can be like taking a trip on a train. Computers can help people get things done quickly and using them can be enjoyable, but it is also important to follow certain rules and procedures. Some of these rules are designed to protect the computer. Other rules protect the people who use computers. Take this opportunity to review the Computer Health and Computer Safety guidelines with your student. If you have not already, you may also wish to make up your own “house computer rules.” For example, you might discuss why food and drink should not be allowed near the computer. You might also set guidelines for computer usage. Discuss when and how often your student is allowed to use the computer; what applications he is allowed to use; and which guardians can grant permission to use the computer, supervise, and assist with its use. Setting such guidelines will help establish good computer use habits. It will also prepare your student to work in computer labs or other public settings in the future. Application: At the end of your discussion, have your student suppose that he is a guide introducing new visitors to the “computer lab” in your household. Have him give you a tour of the facilities and explain the important rules!
Stories and Verses Read aloud Robert Louis Stevenson’s “From a Railway Carriage.” You may need to explain a few words such as clambers, brambles, and lumping. Faster than fairies, faster than witches, Bridges and houses, hedges and ditches; All charging along like troops in a battle All through the meadows the horses and cattle: All of the sights of the hill and the plain Fly as thick as driving rain; And ever again, in the wink of an eye, Painted stations whistle by. Here is a child who clambers and scrambles, 01LMA
Calvert Education • Lesson 12
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Notes
All by himself and gathering brambles; Here is a tramp who stands and gazes; And there is the green for stringing the daisies! Here is a cart run away in the road Lumping along with man and load! And here is a mill, and there is a river: Each a glimpse and gone for ever!
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Calvert Education • Lesson 12
