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Gr K TE


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GRADE KTeacher Edition


UNIT 2 INTRODUCE THE UNIT | WHOLE GROUPOBJECTIVES Introduce the UnitParticipating in discussion by Motivate and Engagealternating between listening andspeaking and taking turns. TEKS In this unit, students will learn about living things. As a class, discuss whatK.b.1.G.v students already know about living things.Make connections to personal Essential Questionexperiences, to ideas inother texts, and to the larger Introduce the essential question for Unit 2: What do living things need? Pointcommunity to activate prior out that throughout the unit the students will explore different aspects of livingknowledge. TEKS K.b.2.D things by reading various texts. Watch the Video Have students watch the video from the unit opener. TURN, TALK, AND SHARE   Encourage partners to discuss the video and then share their thoughts with the whole class. • What living things did you see in the video? • What did you learn? • What did you already know? Explain that during the unit, they will read informational texts, a story, and a persuasive text about different kinds of living things. Remind students that a living thing is anything that is alive. Living things grow and change. Prompt students to give examples of living and nonliving things. Tell students that at the end of this unit, they will use what they have learned to write an informational text about living things and what they need.T2 UNIT 2 • WEEK 2


DIGITAL Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come OPTIONS 2UNIT Living Things Spotlight on Informational Text Essential Question Reading Workshop What do living things Infographic: Title to Come need? Migrating Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Informational Text Watch “Buzz, Buzz, Buzz!” by Author to come TURN AND TALK Diagram: Title to Come What do bees need? Where Does Honey Come From? . . . . . . . . . . . . . . . . . . . . . . . . . . . . Informational TextText and Learning Connection, pp. 4–5 by Author to come Infographic: Title to Come I Need That! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Fiction by Author to come Media: Title to Come Animal Mouths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Informational Text by Author to come Infographic: Title to Come Why Kids Should Eat Healthful Foods . . . . . . . . . . . . . . . . . . . . . . . . . Persuasive Text by Author to come © Pearson Education, Inc., or its affiliates. All rights reserved. Reading-Writing Bridge © Pearson Education, Inc., or its affiliates. All rights reserved. • Academic Vocabulary • Read Like a Writer, Informational Text Write for a Reader • Pre-Spelling • Language and Conventions Writing Workshop • Write a Topic • Write Details Informational Text • Tell About a Topic • Develop a Title • Sum Up a Topic Performance-Based Assessment Informational Text 5 Write an Informational Text ELL Language DevelopmentRead aloud the Essential Question. Highlight the word need.Have students give examples of needs they have. Elicit responses that aretrue needs rather than wants.Confer with students about the needs they saw in the video about bees.Guide students to be as specific as possible. Then have them compare whatbees need with humans need.ELPS 74.4.c.3.G Express opinions, ideas, and feelings ranging from communicating single words andshort phrases to participating in extended discussions on a variety of social and grade-appropriateacademic topics. Hello, Bumblebee Bat T3


UNIT 2 INTRODUCE THE UNIT | WHOLE GROUPOBJECTIVES Unit GoalsParticipate in discussion by Read the bulleted list of goals aloud to students on p. 6 in the Text andalternating between listening and Learning Connection. Students should color in the shape next to each goal asspeaking and taking turns. TEKS it is being read aloud. Explain that by the end of the unit, students will be ableK.b.1.G.v to read and write informational texts and talk about living things.Make connections to personal Encourage students to participate in the class discussion about whichexperiences, to ideas in pictures show living things and which pictures show nonliving things.other texts, and to the largercommunity to activate prior MY TURN   Ask students to circle the living things in the box.knowledge. TEKS K.b.2.DIdentify and sort picturesof objects into conceptualcategories such as colors andshapes. TEKS K.b.1.B.iii Academic Vocabulary Oral Language Call students' attention to the picture on p. 7 in the Text and Learning Connection. The unit academic vocabulary words help students access concepts related to the theme. Use these words to teach and reinforce instruction throughout the lesson. Ask: What living things do you see in the pictures? Do you see any nonliving things? Encourage students to ask questions if they do not know what they see in the picture. •  grow •  need •  alive •  depend Read the words and paragraph to students.T4 UNIT 2 • WEEK 2 • DAY 1


DIGITAL Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come OPTIONS2UNIT INTRODUCTION ToRgeeathder ToRgeeathder Unit Goals In this unit, you will Academic Vocabulary read informational texts write an informational text grow need alive depend learn about living things Animals and plants are alive. MY TURN Circle living things. They need food to grow. How do animals and plants depend on one another? © Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 6 Directions Discuss the difference between living and non-living things. Have students circle the pictures that Directions Have students use the Academic Vocabulary to discuss the picture. 7 show living things.Text and Learning Connection, pp. 6–7 ELL Targeted SupportReread the text on p. 7 aloud, calling attention to the academic vocabularywords. Use synonyms and examples to help students understand the wordmeanings.Have small groups create their own sentences using the word alive. Givethem close sentences to reinforce meaning, such as, Living things are________.  BEGINNINGHave pairs describe the picture using as many words as they can. Give themsentences starters, such as • In the picture, there is _____. • Horses need _____ because _____.  INTERMEDIATEHave pairs take turns describing the picture using as many of the academicwords as they can correctly in complete sentences.  ADVANCED/ADVANCED HIGHELPS 74.4.c.1.E Internalize new and academic language by using and reusing it in meaningful ways inspeaking and writing activities that build concept and language attainment. Hello, Bumblebee Bat T5


WEEK 2 WEEKLY LAUNCH  |  WHOLE GROUPOBJECTIVES Jump - Start ThinkingMake connections to personal Motivate and Engageexperiences, to ideas inother texts, and to the larger Explore the Poemcommunity to activate priorknowledge. TEKS K.b.2.D Point to the picture of the bat on page 9 of the Text and Learning Connection. Have students describe how the bat looks. Point out that the bat has wings soGenerate questions about text that it can fly. Then read aloud the poem “Bats at Sunset.”before, during, and after readingto deepen understanding and • Reread the poem by pointing to and reading the first sentence. Askgain information. TEKS K.b.2.B students to look at the picture on page 8 and tell what they see.Generate questions based on • Continue with the second and third sentences. Have students act outteacher guided topics for formal swoop, swirl, twist, and twirl. Then have students look at the bats flying inand informal inquiry. TEKS the picture to tell how the bats look as they swirl, twist, and twirl.K.b.8.A • Read the last section of the poem and ask students to tell why the batsOrganisms and environments. go out at night.The student knows that plantsand animals have basic needs Then organize students into small groups, and have them use the picture toand depend on the living and talk about what the bats do at night and why they do it.nonliving things around themfor survival. The student is Weekly Questionexpected to: examine evidencethat living organisms have basic Remind students of the Essential Question for Unit 2: What do living thingsneeds such as food, water, and need? Point out the Week 2 Question: What does an animal need?shelter for animals and air, water,nutrients, sunlight, and space for Inquiry and Research  Where else can we learn about animals? Helpplants. Science TEKS K.b.9.B students name print and media sources of information. Guide them to ask questions to which they could work together to find answers.ACADEMIC VOCABULARY Oral Language  Have students use the following oral vocabulary routine asLANGUAGE OF IDEAS  The unit they discuss the weekly question. Name some animals you have seen or readacademic vocabulary words help about. (Possible responses: dog, cat, rabbit) What do you think these animalsstudents access ideas. Use these need? (Possible responses: food, water, a home)words to teach and reinforceinstruction throughout the lesson.• grow •  alive• need •  dependT6 UNIT 2 • WEEK 2 • DAY 1


DIGITAL Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come OPTIONS WEEKLY LAUNCH: POEM Weekly Question ToRgeeathder 2WEEK 8 What does an animal need to live?Text and Learning Connection, pp. 8–9 Bats at Sunset As the sun goes down, the bats begin to fly. They swoop and they swirl. They twist and they twirl across the twilight sky. © Pearson Education, Inc., or its affiliates. All rights reserved. Why? © Pearson Education, Inc., or its affiliates. All rights reserved. The bats are chasing bugs, tasty bugs that fly. TEKS K .B .2 .D Make connections to personal experiences, to ideas in other texts, and to the larger community 9 to activate prior knowledge. Science TEKS K .b .9 .B Examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. Directions Have students look at the pictures and text to tell what bats do at night. ELL Language Development EXPERT'S VIEWAsk students to draw an animal they know. Then work with students to Jim Cummins,complete the following sentence orally. Help them write the words, or let them Universitydictate the words to you and review the spellings with them. of TorontoMy animal is a/an __________. “ ELL students’ culturalHave students show their pictures. Encourage them to describe their animal. knowledge and language abilities are important resources inELPS 74.4.c.3.G Express opinions, ideas, and feelings ranging from communicating single words and enabling academic engagement.short phrases to participating in extended discussions on a variety of social and grade-appropriate ELL students will engageacademic topics. academically to the extent that instruction affirms their identities ”and enables them to invest their identities in learning. Hello, Bumblebee Bat T7


WEEK  2   DAY 1 READING WORKSHOP  |  WHOLE GROUPOBJECTIVES Phonological AwarenessIdentifying and matching the Initial Soundscommon sounds that lettersrepresent. TEKS K.b.1.D.ii MINILESSONIsolating the initial sound in one- Model   Have students turn to p. 10 in the Text and Learning Connection.syllable spoken words. TEKSK.b.1.F.v Point to the picture of the sock as you say the word sock. Have students repeat the word with you. Repeat the word and emphasize the beginningSegmenting spoken one-syllable sound /sssss/-ock. Have students say the sounds with you: /ssss/-ock.words into individual phonemessuch as dog: /d/ /o/ /g/. TEKS Practice   Say the words sock and cat. Have students say the words andK.b.1.F.vii emphasize the beginning sound in each word: /ssss/-ock, /kkkk/-at. Ask them if the words begin with the same sound. Continue with the other pictures on the page: seal, man, drum, seven, sun, ten. Have students complete the activity on p. 10. Phonics Ss Introduce Ss 21 submarine MINILESSON Sound-Spelling Card 21 Focus   Have students say /s/-ubmarine with you. Ask them to say the SKILLS TRACE sound at the beginning of the word:/s/. Tell students that you will say a word, and then they will say the word with you as they listen to the beginning /s/ s Sound sound, which is spelled with s. Use the following words for the activity: set, sip, Introduce  pp. x, xx, xx, xx sat, big, sing, six. Practice  pp. x, xx, xx, xx Review  pp. x, xx, xx, xx Model and Practice   Show the word submarine on Sound-Spelling Card Assess  pp. x, xx, xx, xx 21. Have students identify the letter that spells the beginning sound in the wordT8 UNIT 2 • WEEK 2 • DAY 1 submarine. Have students trace the letter in the air as you write the letter. Apply SEE AND SAY Ask students to name each picture on p. 10 that begins with the letter s like the word submarine. As students name the pictures, write the letter s and have students trace the letter in the air. Foundational Skills Extension See pp. T27 and T29 for Ss extension activities that can be used as students read the weekly selection on Days 2 and 3.


DIGITAL Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come OPTIONSPHONOLOGICAL AWARENESS READING WORKSHOPInitial s Sound Final s Sound SEE AND SAY Circle MY TURN Circle TEKS K .B .1 .F .V Isolate the initial sound in one-syllable spoken words. TEKS K .b .1 .F .vi Blend spoken phonemes © Pearson Education, Inc., or its affiliates. All rights reserved. to form one-syllable words such as /m/ /a/ /n/ says man. TEKS K .b .1 .F .vii Segment spoken one-syllable words © Pearson Education, Inc., or its affiliates. All rights reserved. into individual phonemes such as dog: /d/ /o/ /g/.10 Directions Have students circle things that end with the sound of s. 11 Directions Have students circle the things that begin with the sound of s.Text and Learning Connection, p. 10 ELL Targeted Support  QUICK CHECKStudents may have difficulty identifying the English words for the pictures on Notice and Assessp. 10. Pair students with native speakers and guide them to talk about whatthey see. Once English learners hear the words for the pictures, they can Can students recognize wordsbegin to listen for the /s/ sound.  BEGINNING that begin with /s/?Explain that students can actively participate in activities by asking and Decideanswering yes-no and wh- questions, such as Do you see the cat? and Yes, Isee the cat.  INTERMEDIATE • If students struggle, revisit instruction for initial sounds inHave students think about other words that have the /s/ sound. Guide small group on p. T14.students to work with partners and make a list of those words.  ADVANCED • If students showELPS 74.4.c.4.A Learn relationships between sounds and letters of the English language and decode understanding, extend(sound out) words using a combination of skills such as recognizing sound-letter relationships and instruction for initial sounds inidentifying cognates, affixes, roots, and base words. small group on p. T15. Hello, Bumblebee Bat T9


WEEK  2   DAY 1 READING WORKSHOP  |  WHOLE GROUPOBJECTIVES Listening ComprehensionRecognize characteristics and Read Aloudstructures of informational text.TEKS K.b.5.B Tell students that they will be listening to an informational text. Informational texts give facts and details about real people, places, and things. HaveMake connections to personal students listen as you read the informational text, “What Animals Need,”experiences, to ideas in aloud. Encourage students to be active listeners by looking at you andother texts, and to the larger thinking about what you are saying as you read aloud.community to activate priorknowledge. TEKS K.b.2.D What Animals Need START-UP All animals have the same basic, or simple, needs. Every animal needs food and water to live. FoodREAD-ALOUD ROUTINE can be found in the leaves, trees, and other plants or animals. Each animal has a special wayPURPOSE  Have students to get the food it needs.actively listen for elements ofinformational text. Most animals need a home or a space to live. SomeREAD  the entire text aloud live in trees and bushes. Others live in the grass orwithout stopping for the Think weeds. Others live in water or special place such asAloud callouts. a cave. Animals live in places that suit their needsREREAD  the text aloud, pausing and provide a good temperature for their bodies.to model Think Aloud strategiesrelated to the genre and thephonics skill.  THINK ALOUD  After youreread the first sentence, say, Thissentence tells information about allanimals. They all have needs. I thinkthe topic of the text is what animalsneed.T10 UNIT 2 • WEEK 2 • DAY 1


DIGITAL Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come OPTIONS \"What Animals Need,\" continued  THINK ALOUD  After you reread the last paragraph, say, I hearAnimals also need air. When animals breathe, they the s sound spelled s at the beginningneed the gas from the air called oxygen. Some of two words. Write and read sourceanimals get oxygen from the air while others get and sun.oxygen from the water.Another basic need is energy. All living things needenergy. The main source of energy for living thingsis the sun. The sun helps plants grow and makefood. Animals get the energy through the plants orother animals they eat.ELL Language DevelopmentCognates  Point out the Spanish cognates in the read aloud. Many of the WRAP-UPcognates relate to what animals need. INTERACTIVE WHITEBOARD• animal / animal • temperature / temperatura• air / aire • gas / gas What Animals Need• oxygen / oxígeno • energy / energía 1. food 2.Have students work together to make a picture of each thing that animals 3.need to live. Arrange the pictures in sets on a bulletin board and label the 4.sets: food, water, homes, air, energy. Students may write a sentence on their 5.picture using this sentence frame: Animals need __________. Use the chart to help studentsELPS 74.4.c.2.H Understand implicit ideas and information in increasingly complex spoken language identify the things that animals need.commensurate with grade-level learning expectations. Hello, Bumblebee Bat T11


WEEK  2   DAY 1 READING WORKSHOP  |  WHOLE GROUPLearning Goal SPOTLIGHT ON GENREI can read informational text. Informational TextOBJECTIVES MINILESSONRecognize characteristics and Focus   Read My Learning Goal with students on p. 20 in the Text andstructures of informational text.TEKS K.b.5.B Learning Connection. Ask them to tell what they know about informational text. Point out that a story has characters, setting, and events that can beUsing features, including titles make-believe or seem real, but an informational text gives facts and detailsand photographs, to locate, about a topic.explain, or use information.TEKS K.b.5.B.i Model and Practice   Read the model “Parts of a Bird” on p. 20 withLANGUAGE OF THE GENRE students. Have them point to the following features of informational text:As you review the Anchor Chart, • A title tells the topic.check that students understand • A topic is what the text is mainly about.the words that name features of • A detail tells something about the topic.informational text. • A picture helps by showing the details.• title •  details• topic •  pictures Apply TURN, TALK, AND SHARE   Have students turn and talk with a partner about a topic they might find in an informational text, such as their favorite animal. They should name the animal and describe it in a few sentences. Remind them to use the Anchor Chart on p. 21 of the Text and Learning Connection. Use the Quick Check as you circulate among groups. Then have partners share their ideas with the class. DIY Anchor Charts  To make your own anchor chart to go with this lesson, begin with the genre, informational text. • Have students talk about why an author might write an informational text. • Have students suggest headings and graphics. • Add to the anchor chart as students learn more about the genre.T12 UNIT 2 • WEEK 2 • DAY 1


DIGITAL Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come OPTIONSGENRE: INFORMATIONAL TEXT ToRgeeathder ToRgeeathder READING WORKSHOPMy I can read informational text.LearningGoal SPOTLIGHT ON GENRE Pictures Informational Text Title Parts of a Bird © Pearson Education, Inc., or its affiliates. All rights reserved. Topic © Pearson Education, Inc., or its affiliates. All rights reserved. A bird has many parts.Details It has a beak. It has wings. It has feathers. TURN AND TALK Talk about what you might TEKS K .b .5 .B Recognize characteristics and structures of informational text. 2120 find in an informational text .Text and Learning Connection, pp. 20–21 ELL Targeted Support  QUICK CHECKPair English learners with native speakers. Guide them to work together to Notice and Assessidentify the features of the informational text.  BEGINNING Can students identify theOffer sentence starters to help students actively participate in conversation: features of informational text, such as title, topic, details, and • The title is …. pictures? • The topic is ….  INTERMEDIATE DecideHave students name other parts of birds to add to the content. Guide students If students struggle, revisitto work with partners and make pictures for those words.  ADVANCED instruction for text features in small group on p. T14.ELPS 74.4.c.4.I Demonstrate English comprehension and expand reading skills by employing basic If students showreading skills such as demonstrating understanding of supporting ideas and details in text and graphic understanding, extendsources, summarizing text, and distinguishing main ideas from details commensurate with content area instruction for text features inneeds. small group on p. T15. Hello, Bumblebee Bat T13


WEEK  2   DAY 1 SCAFFOLDED SUPPORT  |  SMALL GROUP Initial Sounds MINILESSON  Foundational Skills Kit Focus   Today we will practice the /s/ sound. Listen carefully: /s/ /s/ /s/. Use the Alphabet Cards in the Foundational Skills Kit Say it with me: /s/ /s/ /s/. Have students say the word sun and the beginning as you reteach initial s. sound /sss/ with you.T14 UNIT 2 • WEEK 2 • DAY 1 Model and Practice   I am going to say a word. If it begins with /s/, make a /sss/ sound. If it does not begin with /s/, be quiet. I will do the first ones with you. Listen carefully: safe (/ssss/), gate (quiet), seed (/ssss/). Continue with the following words: silk, kite, top, soil, save, rock, hand, sink, sound. Display the Picture Card six. Six begins with /s/. What sound does six begin with? Display these Picture Cards: fan, sock, seal, rake, sandcastle, cup, salamander. Have students work together to sort the cards that begin with /s/ into a set. If necessary, help students by saying the picture name and isolating the beginning sound. Informational Text Text Features MINILESSON Focus   Quaspel idundip suntini magniminci odi undigendenia ipit, is dem fuga. Et aute magnihil ipit aut eum volorioreium sim aut utam nihilit, odi odia conse voluptis. Model and Practice   Quaspel idundip suntini magniminci odi undigendenia ipit, is dem fuga. Et aute magnihil ipit aut eum volorioreium sim aut utam nihilit, odi odia conse voluptis. Apply   Quaspel idundip suntini magniminci odi undigendenia ipit, is dem fuga. Et aute magnihil ipit aut eum volorioreium sim aut utam nihilit, odi odia conse voluptis.


DIGITAL OPTIONS Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come ELL Language DevelopmentMake sure students understand the concept of beginning so they can identifybeginning sounds. You might have three students stand in a line and pointout the beginning, middle, and end of the line. Then say the sounds of a wordas you point to the students /s/ /u/ /n/. Repeat as you identify the beginning,middle, and end of the word. Have students repeat the activity with thesewords: six, sat, sub, sit.ELPS 74.4.c.4.I  Lorem ipsum dolor sit amet, quo rebum prompta adipiscing at, eum diam dicta an.Porro vitae ancillae ne qui. Aliquam commune constituto eos eu, tollit temporibus philosophia mea ea.Mutat inimicus definitiones an mel. Id solum tation discere duo, magna autem definiebas his an, eadocendi explicari sea. Eius vidit sanctus ex pri. Extension Activity Give each student a blank card. Have students write s on the card. Tell them to hold up their card when they hear a word that begins with /s/. Listen: set, fit, six, not, sun, sand, cab, seed, pig, sad.