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City Wildlife. Unit 2: Open Court Lesson 2 - City Critters. Objectives. You will: recognize compound words, Recognize homophones, Recognize base words and the suffix -tion and –ly, Practice recognizing /er/ spelled ur and ir Practice recognizing /or/ spelled or and ore

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City wildlife

City Wildlife

Unit 2: Open Court

Lesson 2 - City Critters


Objectives
Objectives

  • You will:

  • recognize compound words,

  • Recognize homophones,

  • Recognize base words and the suffix -tion and –ly,

  • Practice recognizing /er/ spelled ur and ir

  • Practice recognizing /or/ spelled or and ore

  • Recognize open syllables with long vowels.


Word knowledge
Word Knowledge

  • Fairgrounds grasslands wildlife butterflies

  • Great grate blue blew

  • Right write waste waist

  • Migrate migration observe observation

  • Easily especially differently particularly

  • Before short bird forget urban


Word knowledge1
Word Knowledge

  • City parks are great places to go bird-watching, especially in the early spring and fall.

  • We like to grate cheese on our pasta.

  • “If you’re concerned about pollution or waste, looking at wildlife is one way to learn about it.”

  • A pigeon is a bird that lives in urban areas.


What do these words have in common
What do these words have in common?

  • Fairgrounds grasslands wildlife butterflies

  • The words are compound words. What two words make up each compound word?

  • Fair + grounds, grass+ lands,

  • wild + life Butter + flies

  • Do the two words put together help us understand the meaning of each word?


What is the same with these words
What is the same with these words?

  • Great grate blue blew

  • Right write waste waist

  • These words are homophones.

  • Homophones are words that sound the same but have different meanings and usually different spellings.

  • Give examples of other homophones you know.

  • Let’s read each pair and give the meaning of the words.

  • Now, let’s put the words in sentences.


What is the spelling pattern in the next set of words
What is the spelling pattern in the next set of words?

  • Migrate migration observe observation

  • The suffix –tion is added to the base words.

  • Use each word in a sentence.

  • How did the word change when –tion was added?


What s the secret pattern between these words
What’s the secret pattern between these words?

  • Easily especially differently particularly

  • The suffix –ly is added to base words.

  • Let’s identify the base words.

  • What spelling changes took place when we added –ly?

  • Let’s say each word and clap the syllables.


What do these words have in common1
What do these words have in common?

  • Before short bird forget urban

  • These are words from our story.

  • Notice the /er/ sound is spelled ur and ir.

  • The /or/ sound is spelled or and ore.


Please read the sentences and find the homophones
Please read the sentences and find the homophones:

  • City parks are great places to go bird-watching, especially in the early spring and fall.

  • We like to grate cheese on our pasta.

  • “If you’re concerned about pollution or waste, looking at wildlife is one way to learn about it.”

  • Waste/waist

  • Great/grate


Please read the sentences and find the suffixes tion or ly
Please read the sentences and find the suffixes –tion or -ly:

  • City parks are great places to go bird-watching, especially in the early spring and fall.

  • We like to grate cheese on our pasta.

  • “If you’re concerned about pollution or waste, looking at wildlife is one way to learn about it.”

  • Especially, pollution


Please read the sentences and find the plural nouns
Please read the sentences and find the plural nouns:

  • City parks are great places to go bird-watching, especially in the early spring and fall.

  • We like to grate cheese on our pasta.

  • “If you’re concerned about pollution or waste, looking at wildlife is one way to learn about it.”

  • Parks, places, scientists, falcons, laboratories


Now let s identify any synonyms prefixes
Now, let’s identify any synonyms, prefixes

  • Tony stopped and made believe his sneaker was untied to see what King was going to do.

  • “Well, come on, man,” King whispered, and they started down the street.

  • Just after the friends passed some apartments, they came to a vacant lot.

  • Synonyms: stopped/discontinued, untied/undone, started/began, some/several, vacant/bare/empty

  • Prefixes: untied-not tied.


Now let s read the following sentence together
Now, let’s read the following sentence together:

  • A pigeon is a bird that lives in urban areas.

  • Let’s identify the words in the sentence that have the /er/ sound.

  • Bird, urban


Prior knowledge
Prior Knowledge

  • Think of animals you already know that live in cities.

  • Animals include birds, fish, and insects.

  • Think of animals that are not pet and write your ideas on the Concept/Question board.

  • Can you think of any other articles or stories you read that were about animals that live in cities?


Background information
Background Information

  • While large books are divided into sections, nonfiction selections in magazines are called articles or expository text.

  • The article we will read is an expository text written by Richard Chevat.

  • It was published in a magazine called 3-2-1 Contact.

  • Critter means creature or animal.


Preview and prepare reading 2 6 pp 126o 126p
Preview and Prepare (Reading 2.6 pp. 126O-126P)

  • Let ‘s read aloud:the title, the author and illustrator.

  • Now let’s browse the first page or two of the story.

  • Who are the main characters?

  • Look at the illustrations in the selections.

  • Make sure you make predictions about the text to help monitor your comprehension.

  • Look for: clues, problems, such as unfamiliar words (trans. 46)

  • Now let’s look at the focus question.


Set purpose focus question
Set Purpose (Focus Question)

  • What is your purpose for reading this selection? Write it down.

  • Maybe, you want to learn more about expository text.

  • Look for what animals are considered wildlife.

  • You may also set other reading goals.


Student observation
Student Observation

  • Clues Problems Wonderings

  • Headings= peregrine I wonder what the

    what story is about title “Scientists’

    Helpers” means?


Selection vocabulary reading 1 3 1 5 p 126p trans 11
Selection VocabularyReading 1.3, 1.5 p. 126P Trans 11

  • Biologist skyscraper urban migrating laboratories observation (Transparency 11)

  • What do these words mean?

  • Context clues, word structure (root word, prefix & suffix), apposition, prior knowledge

  • Add vocabulary words to your Writers’ Notebook in the Vocabulary Words section


Selection vocabulary reading 1 4 p 126p trans 11
Selection VocabularyReading 1.4 p. 126PTrans 11

  • Biologist

  • Skyscraper

  • Urban

  • Migrating

  • Laboratories

  • observation


Selection vocabulary reading 1 4 p 126p trans 111
Selection VocabularyReading 1.4 p. 126PTrans 11

  • Biologist: person who studies how people, other animals, or plants live and grow (page 127)

  • Skyscraper: very tall building found in the city (pg.127)

  • Urban: having to do with a city or city life (page 127)

  • Migrating: moving from one place to another, usually when the seasons change (page 128)

  • Laboratories: places where scientific studies and experiments are done (page 128)

  • Observations: watching and looking, being careful to notice details (page 131)


City critters wild animals live in cities too te 114q r first reading orally pgs 126 131
City Critters: Wild Animals Live in Cities, TooTe. 114Q-R (first reading-orally pgs. 126--131)

  • When I read this story I will:

  • Monitor my reading speed.

  • Ask Questions to clarify difficult

  • parts.

  • Summarize the story in own words. Listen/Speak 1.1,1.2


City critters wild animals live in cities too te 114q r first reading orally pgs 126 1311
City Critters: Wild Animals Live in Cities, TooTe. 114Q-R (first reading-orally pgs. 126--131)

  • Focus Questions:

  • What can scientists learn about a city when they study its wildlife?

  • How can city communities help

    protect their wildlife?


Discussing strategy use tg 122
Discussing Strategy UseTG 122

  • How did you clarify confusing passages?

  • What questions did you ask yourself as you read the story?

  • Did you summarize as you read the story? When?


Discussing strategy use tg 131a reading 2 5 3 1
Discussing Strategy UseTG 131A Reading 2.5, 3.1

  • Let’s use handing off to answer these questions:

  • What is the difference between pets and wildlife?

  • How have various animals adapted to city life?

  • What does habitat mean?

  • What can scientists learn from studying city wildlife?

  • How can people protect city wildlife?

  • Write your responses in the orange section of your writer’s notebook.


Investigating concepts beyond the text tg 133a inquiry
Investigating Concepts Beyond the TextTG 133A Inquiry

  • In this activity, you will get with your group and complete Inquiry Journal, pages 37-38.

  • Your goal is to find information that will help the class increase our understanding of city wildlife.


Language arts day 1 word analysis te p 133f
Language Arts Day 1Word Analysis (TE. P. 133F)

  • Spelling – This week, we will spell words with the /er/ or /or/ sound.

  • Before short bird forget urban

  • Pretest p. 28

  • Vocabulary Skill Words (specific words)

  • Scientist biologist skyscraper exhaust habitats


English language conventions grammar usage and mechanics tg p 133f eng lang conv 1 6
English Language ConventionsGrammar, Usage, and Mechanics (TG p. 133F Eng. Lang. Conv. 1.6)

  • Commas are a way to create pauses in a sentence.

  • Commas are used in a list of more than two items—a series.

  • I like peas, broccoli, and spinach.

  • You can go Monday, Wednesday, or Friday.

  • We have to clean our rooms, return our library books, and eat dinner.


English language conventions grammar usage and mechanics tg p 133f eng lang conv 1 61
English Language ConventionsGrammar, Usage, and Mechanics (TG p. 133F Eng. Lang. Conv. 1.6)

  • Let’s read L.A. handbook, page 271 for proper use of commas in a series.

  • Complete Comprehension and Language Arts Skills book, pages 32-33.


Writing process strategies getting ideas summary paragraph tg p 133f writing 1 1 1 4
Writing Process Strategies Getting Ideas: Summary Paragraph TG p. 133F (writing 1.1, 1.4)

  • Read Language Arts handbook, pgs. 80-83

    and learn about summaries.

  • I liked the article ‘City Critters: Wild Animals Live in Cities, Too,’ and I’d like to tell friends what the article is about. I will tell the main idea and a couple of other important ideas to remember.

  • Let’s list ideas for summary paragraphs.

  • Write your ideas for your summary paragraph in your Writer’s Notebook.


Writing process strategies getting ideas summary paragraph tg p 133f writing 1 1 1 41
Writing Process Strategies Getting Ideas: Summary Paragraph TG p. 133F (writing 1.1, 1.4)

  • Total point value: 10

  • Main idea is the topic sentence of each paragraph. (2 points)

  • Information is written in student’s own words.

  • (2 points)

  • Student’s opinions are not included.(2 points)

  • The final copy is clean, neat, and legible. (2 points)

  • Mechanics-punctuation, spelling, and capitalization is correct. (2 points)


Word knowledge day 2 tg p 126l
Word Knowledge-Day 2 (TG p. 126L)

  • Great grate blue blew

  • Right write waste waist

  • Raise your hand and choose one of the homophones above.

  • Put the word in a sentence.

  • We will try to put all of the words in a sentence.


Word knowledge day 2 tg p 126l1
Word Knowledge-Day 2 (TG p. 126L)

  • Great grate blue blew

  • Right write waste waist

  • I need a volunteer to choose a word from the list.

  • Now, I will select another student to pronounce the word and use it in a sentence.

  • If you pronounce it correctly, you can go to the board and point to the next word.


Day 3 second reading choral pgs 126 131 reading 2 1
Day 3 Second Reading (choral) pgs. 126-131Reading 2.1

  • Comprehension Skills – Drawing Conclusions

  • What does drawing conclusions mean?

  • Readers draw conclusions, using what they already know together with what they learn about characters and events, to understand the total picture in a story.

  • As you read the story, try to keep track of the wildlife you read about in this selection.

  • Track how and why they live in the city.


“City Critters: Wild Animals live in Cities, Too” Second Reading-Checking Comprehension, pg. 131 (reading 2.3)

Why is this selection called “City Critters?”

It’s about wild animals that live in our cities.

Where are some places that wild animals live in the city?

Falcons can live in nests on skyscrapers. Raccoons can live in parks and sewers.


“City Critters: Wild Animals live in Cities, Too” Second Reading-Checking Comprehension, pg. 131 (reading 2.3)

  • How can wild animals in the city help scientists?

  • Scientists study these animals to find out how pollution and waste will affect people.

  • How do scientists help some wild animals that live in cities?

  • The build special places for them to live.


Concept question board te p 133b
Concept/Question Board TE p. 133B

  • Let’s use the Concept/Question board to:

  • Post questions we have about the story that have not been answered yet.

  • Post articles about city wildlife.

  • Answer our story focus question.


Language arts day 2 word analysis te p 133g elc 1 8
Language Arts Day 2Word Analysis (TE. P.133G) ELC 1.8

Here is Sound/Spelling card 29 .

Repeat after me: bird. Listen for the /er/ sound.

Repeat after me: sort. Listen for the /or/ sound.

Corner, door, murmur, forest, horn, return, store, first, surprise, story

Sort the words by the /er/ sound and the /or/ sound

/or/ = corner, door, forest, horn, store, story

/er/ = murmur, return, surprise


Language arts day 2 word analysis te p 133g elc 1 81
Language Arts Day 2Word Analysis (TE. P.133G) ELC 1.8

Vocabulary: levels of Specificity and Categories

  • Scientist

  • Words become clearer when they are divided into specific categories.

  • There are different types of scientists in “City Critters.”

  • Let’s complete Spelling Book page 30 and 31 to learn more about categories.


English language conventions grammar usage and mechanics tg p 133g e l c 1 6
English Language Conventions Grammar, Usage, and Mechanics(TG p. 133G E.L.C., 1.6)

  • Read page 271 on commas in a series.

  • Name three or more types of animals that live in the city.

  • Come up with a sentence using the series of animals.

  • Raccoons, falcons, and beetles live in the city.

  • Assignment: Identify the animal series on pages 124, 126 and 128 of “City Critters: Wild Animals Live in Cities, Too.”

  • You have eight minutes to complete this activity. Begin!


Writing process strategies prewriting summary paragraph tg p 133g writing 1 1 1 4
Writing Process Strategies Prewriting- Summary Paragraph TG p. 133G (Writing 1.1, 1.4)

  • Let’s review our ideas for summary paragraphs from yesterday.

  • Let’s Read Writer’s Workbook, page 10 on prewriting summary paragraphs.

  • Now look at transparency 13, on Expository structure.

  • You don’t need to fill in all of the blanks for a summary paragraph.

  • Fill out your audience and purpose on page 10 of your Writer’s Workbook.

  • Assignment: Complete Writer’s Workbook, page 11.


Day 3 phonics and fluency open syllables with long vowels te 126m
Day 3-Phonics and FluencyOpen Syllables with long vowels TE 126M

  • Repeat the words. They have open syllables with long vowels.

  • Silent bacon rival total

  • Music hotel area China

  • Eagle omit protect

  • Label puppet zebra balcony

  • The piano player made beautiful music.

  • We were silent while the teacher spoke.

  • Our grasslands area is home to all these birds.


Day 3 phonics and fluency open syllables with long vowels te 126m1
Day 3-Phonics and FluencyOpen Syllables with long vowels TE 126M

  • Say each word and clap the syllables:

  • Si-lent ba-con ri-val to-tal

  • Mus-ic ho-tel ar-ea Chi-na

  • Eag-le o-mit pro-tect

  • What vowel sound did you hear at the end of the first syllable?

  • Why did the vowel have the long sound?

  • Open syllables end with a single vowel that usually as the long sound.


Day 3 phonics and fluency open syllables with long vowels te 126m2
Day 3-Phonics and FluencyOpen Syllables with long vowels TE 126M

Label puppet zebra balcony

  • The words above alternate between open and closed syllables.

  • In closed syllables, the single vowel is followed by a consonant.

  • Let’s read the words again and clap the syllables:

  • La-bel pup-pet ze-bra bal-cony

  • What vowel sound is heard in each syllable?


Day 3 phonics and fluency open syllables with long vowels te 126m3
Day 3-Phonics and FluencyOpen Syllables with long vowels TE 126M

  • The piano player made beautiful music.

  • We were silent while the teacher spoke.

  • These sentences have open syllables.

  • Identify the open syllables and use the words with open syllables in a new sentence.


Day 3 phonics and fluency open syllables with long vowels te 126m4
Day 3-Phonics and FluencyOpen Syllables with long vowels TE 126M

  • Our grasslands area is home to all these birds.

  • This sentence is from our selection.

  • Identify the words with long vowels.

  • Grasslands, home, these


Reading and responding day 4
Reading and Responding (day 4)

  • Meet the Author(Read Pg. 132)

  • Richard Chevat writes while his wife is at work and his children are at school. Why do you think it would be a good idea for a writer to create while no one else is around?

  • Maybe there aren’t any distractions. He can put his undivided attention into what he is trying to create.


Reading and responding day 41
Reading and Responding (day 4)

  • Meet the Author(Read Pg. 132)

  • After growing up in New York City, why do you think Richard Chevat would want to write a story called “City Critters”?

  • Maybe he loves animals and is very interested in the world around him. He loves the fact that there is wildlife even in a bustling city, and he wants others to be aware also.


Theme connections reading 3 4 te 133
Theme Connections Reading 3.4 -TE. 133

  • In your Writer’s Notebook (orange section) complete the questions on page 133.

  • Also, complete Inquiry Journal p. 29.


Selection vocabulary reading 1 4 p 126p trans 112
Selection VocabularyReading 1.4 p. 126PTrans 11

  • Biologist

  • Skyscraper

  • Urban

  • Migrating

  • Laboratories

  • observation


Selection vocabulary reading 1 4 p 126p trans 113
Selection VocabularyReading 1.4 p. 126PTrans 11

  • Biologist: person who studies how people, other animals, or plants live and grow (page 127)

  • Skyscraper: very tall building found in the city (pg.127)

  • Urban: having to do with a city or city life (page 127)

  • Migrating: moving from one place to another, usually when the seasons change (page 128)

  • Laboratories: places where scientific studies and experiments are done (page 128)

  • Observations: watching and looking, being careful to notice details (page 131)


Forming conjectures te 133c
Forming Conjectures, TE. 133c

  • A conjecture is a hypothesis without proof or evidence.

  • Conjectures may be confirmed, or proved wrong by the evidence.

  • Work on page 39 of your Inquiry Journal.

  • Note: Conjectures can and should change over the course of your investigation.


Day 3 language arts spelling p 133h eng lang conv 1 8
Day 3 Language Arts (Spelling) p. 133H Eng. Lang. Conv. 1.8

  • What words with the /or/ sound rhyme with fort?

  • Sort, sport, torte

  • Complete page 32 of your Spelling Book.

  • Vocabulary (Specific categories):

  • Scientist biologist

  • The –ist ending means “someone who studies something.”

  • Biology means “ the study of life.”

  • A biologist is a scientist who studies living things.

  • What are some other types of scientists?

  • Paleontologist, botanist, zoologist


Day 3 english language conventions eng lang conv 1 6 tg p 133h
Day 3 English Language ConventionsEng. Lang. Conv. 1.6 TG. p. 133H

  • Read L.A. Handbook, pg. 271 on commas in a series.

  • I use a blackboard, chalk, and eraser to teach.

  • When it gets cold it can snow, the snow can turn to ice, and the ground can get slippery.

  • If I study hard I will get good grades, my parents will be proud of me, I’ll get a raise in my allowance, and I’ll be able to buy the bike I want.

  • Write a paragraph on two places you would like to travel.

  • Include series of what you expect to find in each place.


Writing process strategies day 3 drafting summary paragraph tg 133h
Writing Process Strategies Day 3 Drafting : Summary Paragraph (TG 133H)

  • Let’s read Writer’s Workbook, page 11 on drafting a summary paragraph.

  • Expository writing explains or informs readers.

  • This form of writing can be organized in different ways depending on the subject that the writer is explaining.

  • Using examples gives readers a clear picture of your main idea.

  • Explaining reasons or causes helps readers understand your main idea by answering why.

  • Stating specific facts that support the main idea helps readers believe what you write.


Writing process strategies day 3 drafting summary paragraph tg 133h1
Writing Process Strategies Day 3 Drafting : Summary Paragraph (TG 133H)

  • Let’s read L.A. Handbook, pgs. 78-79 on expository writing.

  • Now let’s complete comprehension and Language Arts Skills book, pages 34-35 on organizing expository writing.

  • Assignment: Turn the information on your graphic organizer

    (Writer’s Workbook, pg. 11) into your first draft.


Developing oral language p 126n
Developing Oral Language, p. 126N

  • Silent bacon rival total

  • Music hotel area China

  • Eagle omit protect

  • Label puppet zebra balcony

  • Choose any of the words above and make a riddle out of the word.

  • Example: I’m a large bird. What am I?

  • Eagle!


Developing oral language p 126n1
Developing Oral Language, p. 126N

  • Silent bacon rival total

  • Music hotel area China

  • Eagle omit protect

  • Label puppet zebra balcony

  • The country of has a Great Wall.

  • China

  • The has black and white stripes.

  • zebra

  • The word means quiet.

  • silent


Literary elements fiction vs nonfiction day 4 tg p 123d reading 3 1
Literary Elements fiction vs. nonfiction Day 4 TG p. 123D Reading 3.1

  • Nonfiction articles give the reader information about something that is fact.

  • Fiction stories are made up stories.

  • Realistic Fiction stories tell imaginary stories about things that possible could actually have happened.

  • Fantasy stories tell about imaginary events that could never happen

  • (ex: animals talking with each other).


Literary elements fiction vs nonfiction day 4 tg p 123d reading 3 11
Literary Elements fiction vs. nonfiction Day 4 TG p. 123D Reading 3.1

  • Let me read aloud summaries of library books.

  • Raise your hands if you can help me categorize each book.

  • Is it fiction, nonfiction, realistic fiction or fantasy?

  • Why do you think this book is ?

  • What clues help you determine the kind of book I read to you?

  • Create titles of imaginary fiction and nonfiction books. Add them to your writer’s notebook.


Science connection day 4 tg p 131f listen speak 1 8 science 3 a 3 d
Science Connection Day 4 TG p. 131F Listen/speak 1.8; Science 3.a, 3.d

  • In “City Critters,” we learned about the habitats of various types of urban wildlife. The creatures thrive in habitats that meet their needs for survival.

  • In groups, chose one type of plant or animal out of the many you have observed in an urban setting.

  • Conduct research on the animal and present your findings to the class.


Day 4 spelling er and or sound p 133i
Day 4 Spelling /er/ and /or/ sound p. 133I

  • Let’s use the Rhyming strategy to complete our spelling activities today.

  • Let’s complete Spelling Book, pg. 33.

  • Vocabulary: (Specific Categories)

  • Scientist Biologist (a type of scientist)

  • Urban biologist

  • Find urban in the dictionary.

  • Like a city, to do with a city

  • How does urban biologist relate to the words scientist and biologist?

  • It is a specific type of biologist, therefore a scientist.


English language convention day 4 tg 133i listen speak 1 7
English Language Convention Day 4 TG 133I listen/Speak 1.7

Speaking: speaking clearly

  • When we read or speak aloud, we must be very careful of how we pronounce words.

  • We should use clear, specific words to tell others our ideas.

  • We should not speak too quickly, and we should use an appropriate volume.

  • We can change the tone of our voices to make our speech more exciting.

  • When we read or speak of an exciting moment, we lift the pitch of our voices.

  • Excitement: I got an A!


English language convention day 4 tg 133i listen speak 1 71
English Language Convention Day 4 TG 133I listen/Speak 1.7

Speaking: speaking clearly

  • Our voice goes “uphill.”

  • We can also make our voices go “downhill” when reading or speaking a sad comment.

  • Sadness: I forgot my bookbag.

  • With your partner, take turns reading a few lines from “City Critters: Wild Animals Live in Cities, Too.”

  • Take your time pronouncing the vocabulary, and change your tone to fit the lines you are reading.


Writing process strategies day 4 revising summary paragraph tg 133i writing 1 1 1 4
Writing Process Strategies: Day 4 Revising: Summary Paragraph TG 133I Writing 1.1, 1.4

  • Let’s read Writer’s Workbook, page 12 on revising a summary paragraph.

  • Now, let’s look at transparency 23, Revising: organization.

  • When you include your own opinions, your writing is no longer a summary; it is a response to fiction or nonfiction.

  • When you add information not found in the text, you are no longer writing a summary; it becomes an informational report.

  • Do not copy information word for word; put it in your own words.


Writing process strategies day 4 revising summary paragraph tg 133i writing 1 1 1 41
Writing Process Strategies: Day 4 Revising: Summary Paragraph TG 133I Writing 1.1, 1.4

  • Revise your drafts on paper.

  • Revise your writing using what you learned about organization of expository writing.

  • Complete the checklist and proofreading marks on page 12 of your Writer’s Workbook.


Day five
Day Five…

  • General Review –

  • Word Knowledge

  • Lesson Assessment(Reading 2.1, 2.2 & 3..3 )

    • “City Critters: Wild Animals Live in Cities, Too” pp.6-9 (TG p. 133I)

  • Spelling – The /er/ and /or/ sound (E.L.C. 1.8)

    • Unit 2 Assessment 2 p. 29

  • VocabularyAssessment Unit 2,lesson 2 p. 9 (Reading 1.2, 1.3 & 1.4)


Selection vocabulary reading 1 4 p 114p trans 10
Selection VocabularyReading 1.4 p. 114PTrans 10

  • Crops

  • decorated

  • vacant

  • mound

  • patch


Selection vocabulary reading 1 4 p 114o trans 10
Selection VocabularyReading 1.4 p. 114OTrans 10

  • Crops: plants grown for food or to sell to make money (pg. 115)

  • Decorated: made beautiful by adding fancy things (pg. 119)

  • Vacant: empty; abandoned (pg. 119)

  • Mound: small hill or pile of dirt, rocks, or other material (pg. 120)

  • Patch: an area different from what is around it (pg. 121)


Raccoon poetry pg 134 135 rding 3 5
Raccoon Poetry, pg. 134-135 Rding. 3.5

  • Focus question:

  • What are some characteristics of raccoons?

  • How can raccoons be referred to as both annoying and admirable?

  • Let’s read the Poem on pages 134-135.


Investigating concepts beyond the text tg 126b workshop time
Investigating Concepts Beyond the TextTG 126B Workshop time

  • Concept/Question Board

  • Post questions you have about the story.

  • Post questions you may have about the story before reading it, if they were unanswered.

  • Bring in items, newspaper articles and stories about competition, and cooperation.

  • You can sign out and read books from the concept/question board (for in class only).


English language conventions penmanship
English Language Conventions (Penmanship)

  • Let’s practice using cursive m and x:

  • m m m m m m m m m m m

  • x x x x x x x x x x x x x

  • Raise your hand in order to come to the board and trace the letters m and x.

  • Practice writing rows of ms and xs in your Writer’s Notebook.

  • Write the words, example, animals, and exhaust to practice your letter formation.


Writing process strategies editing proofreading publishing day 5 writing 1 1 1 4
Writing Process Strategies Editing/Proofreading/Publishing (Day 5) Writing 1.1, 1.4

  • Let’s read Writer’s Workbook, pg. 13 on editing/proofreading.

  • Look for the correct use of commas in a series.

  • Assignment: Edit your summary paragraph.

  • Use the checklist on Writer’s Workbook, pg. 13 to help you.

  • Make a neat final copy in your best cursive handwriting.


Writing process strategies getting ideas summary paragraph tg p 133f writing 1 1 1 42
Writing Process Strategies (Day 5) Writing 1.1, 1.4 Getting Ideas: Summary Paragraph TG p. 133F (writing 1.1, 1.4)

  • Total point value: 10

  • Main idea is the topic sentence of each paragraph. (2 points)

  • Information is written in student’s own words.

  • (2 points)

  • Student’s opinions are not included.(2 points)

  • The final copy is clean, neat, and legible. (2 points)

  • Mechanics-punctuation, spelling, and capitalization is correct. (2 points)


Investigating concepts beyond the text tg 377b
Investigating Concepts Beyond the Text (Day 5) Writing 1.1, 1.4TG 377B

  • Concept/Question Board

  • Post questions you had about the story.

  • Post questions you may have about the story before reading it, if they were unanswered.

  • Bring in items, newspaper articles and stories about City wildlife.

  • You can sign out and read books from the concept/question board (for in class only).


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