G1- Unit 3Lesson 11 Day 5

Warm up

1. Read:Water - Journey book page 34

Tell children about the water cycle. Explain how water from oceans evaporates
into the sky, forms clouds, and later falls as rain.
Discuss bodies of water children have seen, such as oceans, lakes, and rivers.
Guide children to recognize that people, animals, and plants need water.
Have them describe reasons why?

Read the selection with children. Then ask them to describe the forms water can
take, such as liquid water, solid ice, and snow, and how water turns into these
forms. Have children describe other forms of water they have seen, such as fog,
steam...

1
2
Have children decide how a polar bear compares with one of the animals from
the Ocean.

Helpchildren use frames like these to compareand contrast:

Both a polar bear and a ___are ___.
Both a polar bear and a ___ have___.
A polar has___, but a ___ has ___.

3
 2. Informative Writing:

Words That Tell How

Tell children that some words tell how things happen.
Explain that these words are called adverbs and that many of these words end
with the letters -ly.

• Write the words softly and quickly on the board. Read them aloud and use them
in sentences with children.

- What is a sea animal you know about?

 (Sea stars are sea animals.)
- Which word in the box can tell more about how you think sea stars move?
 slowly.
Add the word and read the sentence with children.

Capital Letters
Remind children that sentences always begin with a capital letter.
manyanimals live in cold water.

Which word begins with a capital letter? Why?

 Many, because it’s the first word in the sentence.

Help children brainstorm a list of verbs to use to describe actions animals do,
such as swims, digs, crawls, flaps, and eats.

Help them also brainstorm a list of adverbs to describe more about how animals
move, such as slowly, quickly, and loudly.

Encourage children to use some of the verbs and adverbs when they draft their
sentence.

3. Phonics:
Write:seal and zebra.
Tell children to listen for ending sound /s/ as you say clicks, jumps, and its.
Continue with words with /z/: foxes, plays, and misses.
Have children repeat each word. Repeat a similar procedure for the sounds /d/
and /t/ at the end of filled, asked, and missed.

Expanding
Help children identify and pronounce the sounds /s/ and /z/. Say clicks, jumps,
plays, and misses, emphasizing the ending sounds. Have children
repeat each word and tell whether the final sound is /z/ or /s/.
Repeat a similar procedure for the sounds /d/ and /t/. Say the words filled and
asked.

4
 4. Base Words and -s, -es, -ed, -ing Endings

Explain that sometimes action words, or verbs, have letters added to them at the
end. The added letters tell when the action happens.

• Jump
Use jumps in a sentence: Jan jumps up and down.
• Replaces with e, d. Blend the new word. Have children repeat it. Use jumped in
a sentence: Jan jumped up and down.
• Replace the-ed ending with i, n, g. Repeat the exercise. Jan is jumping up and
down.
• Repeat the routine the words miss, missed, missing, and misses.

5. Practice:
Guide children finish 16,17, 18

5
6
7
6. Homework:
- Review 2 readings before test.
- Grab book Lesson 11 page 14, 15.