Westward to Oregon - Rigby

WARMING
UP
Refer to
Day 1.
WARMING
UP
Refer to
Day 1.
Day 3
continued
WHOLE-GROUP INSTRUCTION
Forming and supporting opinions
2. Help children focus on the character of
Mama by prompting them with questions.
What did you think of Mama at the beginning
of the story? What words would you have
used to describe her? What happened in the
story that made you feel this way? How did
your opinion of Mama change as you read the
story? How did she show that she truly loved
her family? Do you think her choice to stay
behind showed she was brave or foolish?
Why?
3. Have children choose two characters from
the story and write a sentence or two
stating their opinion of each character and
why they feel this way.
Day 4
WHOLE-GROUP INSTRUCTION
Inflected endings
1. Use small self-stick notes to cover most of
the inflected endings on pages 4 and 5 in
the Big Book Westward to Oregon. Read
aloud these pages.When you come to a
word whose inflected ending is covered,say
the root part of the word and have children
say the ending. Stop periodically,and ask
children how they knew which ending to
use. Lead children to understand that the
ending -ed means the action happened in
the past and that the ending -ing means the
action continued for some time.
2. Organize children into small groups.
Distribute to each group four index cards,
two marked ed and two marked ing.
Children can take turns selecting a card and
saying a word with that ending. Children
can identify the root word and then use the
word with the ending in a sentence.
✓
• Rhyme Chart 10: Time in a Garden
• Teaching Card 10B: Action Word Endings
es, ing, s
• Rhyme Chart 11: Joan’s Boat
• Teaching Card 11B: Action Word
Ending ed
SMALL-GROUP/
INDEPENDENT
WORK
Refer to
Day 1.
SMALL-GROUP/
INDEPENDENT
WORK
Introduce
the Word
Zone
today.
Review
the other
center
activities.
SHARING
TIME
Refer to
Day 1.
SHARING
TIME
Refer to
Day 1.
✓
ESL • ELL
Be aware that some children
may need extra practice
distinguishing the spoken root
words (for example, chuckle)
from the spoken words with the
-ed ending (chuckled).
✓Assessment
Observe children as they make
words with inflected endings.
Think about and note, mentally
or in writing, the following:
• Which children can correctly
add endings to root words?
• Which children can use words
with the endings -ed and -ing
in sentences?
Westward to Oregon 53