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The materials introduce weekly words—scavenger, adapt, surroundings, wild, thrive, and urban—with student discussion prompts, elaboration examples, and think-pair-share activities tied to real-life and classroom experiences. 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(SL.1. 1)\u003Cbr>I can connect words to my own real-life experiences. ( L.5.1.c) |\n| Vocabulary | Day 1 scavenger: an animal that survives by finding plants, dead animals, or trash to eat\u003Cbr>adapt: to change in order to survive in different conditions\u003Cbr>surroundings: environment Day 2 wild: living without the care of humans\u003Cbr>thrive: to grow and develop well\u003Cbr>urban: having to do with a city |\n| Materials and Preparation | ● Week 2 Weekly Words cards\u003Cbr>● chart paper\u003Cbr>Create the week’s Weekly Words chart by writing out the Weekly Words and their definitions. Add icons, sketches, or images as needed. |\n| Opening\u003Cbr>Day 1 | Today, we’ll start a new list of Weekly Words. These words come from the books that we read and the big ideas from our study, Animals Surviving and Thriving. Today’s words are scavenger, adapt, and surroundings. |\n\nVocabulary & Language U2 W2 D1 & D2  \nFocus on First/ 1st Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education  \n\n| Day 2 | Today we’ll continue learning our words for this week. Today’swords are wild, thrive, and urban. |\n| --- | --- |\n| Discussion\u003Cbr>Day 1 | Follow the steps of the Weekly Words routine. Refer to the chart and explain each step as needed. Hold up the appropriate word card as each word is taught. |\n|  | Scavenger\u003Cbr>Elaboration:\u003Cbr>Think about an animal you might hear around your trash cans—it could be a raccoon, an opossum, or a rat. Picture a squirrel in a park, picking up the food someone left behind. These are scavengers. The raccoon in the trash bag is scavenging for food.\u003Cbr>Think, Pair, Share prompt:\u003Cbr>Might our town be a good place for scavengers to live? |\n|  | Adapt\u003Cbr>Elaboration:\u003Cbr>Being able to change is for animals’ survival. Animals can learn to eat new foods, live in diferent places, and solve new problems.\u003Cbr>When an animal makes these changes, it adapts. The arctic fox is as white as the snow. Being the same color as its habitat is a helpful adaptation.\u003Cbr>Think, Pair, Share prompt:\u003Cbr>How might an animal from the forest adapt to live in a city? |\n|  | Surroundings\u003Cbr>Elaboration:\u003Cbr>In our classroom, these walls and furniture are our surroundings—they are the things around us in our classroom environment. Mountains, deserts, and forests are all diferent types of surroundings.\u003Cbr>Think, Pair, Share prompt:\u003Cbr>Think about a favorite animal, and describe its surroundings. |\n| Day 2 | Wild\u003Cbr>Elaboration:\u003Cbr>Some of you have pets—cats, dogs, rabbits   They live in our homes; interact with us, and depend on us. Not wild animals! Wild animals can’t live inside, and they don’t depend on people to feed them or keep them company. For example, cheetahs are wild animals. |\n\nVocabulary & Language U2 W2 D1 & D2  \nFocus on First/ 1st Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education  \n\n|  | Think, Pair, Share prompt:\u003Cbr>What’s one wild animal that would be a very bad pet? Why? |\n| --- | --- |\n|  | Thrive\u003Cbr>Elaboration:\u003Cbr>When you have everything you need to live and grow, when you feel full of energy and things are going well for you, you are thriving. For animals, it’s the same: a panda living in the right habitat with plenty to eat, is thriving.\u003Cbr>Think, Pair, Share prompt:\u003Cbr>What kinds of things might help an animal to thrive? |\n|  | Urban\u003Cbr>Elaboration:\u003Cbr>Boston is an urban environment. It’s a city, full of paved roads, busy streets, lots of buildings, and lots of activity.\u003Cbr>Think, Pair, Share prompt:\u003Cbr>Why do you think an urban area might be challenging for animals to live in? |\n| Closing | This week, we’re talking about what animals live in our urban environment and what they do. The words we’re s","cbCaiq2qwe1ukMOm","https://ap.wps.com/l/cbCaiq2qwe1ukMOm","pdf",197957,"English","# Weekly Words\n## Language Objectives\n## Vocabulary Terms and Definitions\n## Materials and Preparation\n## Opening Day 1\n## Day 2 Word Learning\n## Discussion and Think-Pair-Share Prompts\n## Closing\n## Standards\n## Ongoing Assessment","[{\"question\":\"What weekly words are taught in this lesson, and what do they mean?\",\"answer\":\"The lesson teaches scavenger, adapt, surroundings, wild, thrive, and urban, with child-friendly definitions and examples of how each word connects to environments and animals.\"},{\"question\":\"How are the words practiced during the routine for Day 1 and Day 2?\",\"answer\":\"Students follow the Weekly Words routine, use a class chart, and respond as the teacher holds up the correct word cards while explaining each step and elaboration.\"},{\"question\":\"What kinds of responses does ongoing assessment look for?\",\"answer\":\"The materials ask how children interact with new and familiar words, how they react to errors in word understanding or use, and how flexibly they apply new definitions and discuss words with peers.\"}]","1st Grade for ME - Unit 2: Animals Surviving and Thriving - Weekly Words - Vocabulary & Language - Week 1 Days 1 & 2 | PDF",1790874388]