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City Wildlife. Unit 2: Open Court Lesson 6: Secret Place. Objectives. You will: Practice recognizing contractions. Practice recognizing base words and affixes, including suffixes –ly and –ing and the prefix un-. Recognize words with /oi/ spelled oy.

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City wildlife l.jpg

City Wildlife

Unit 2: Open Court

Lesson 6: Secret Place


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Objectives

  • You will:

  • Practice recognizing contractions.

  • Practice recognizing base words and affixes, including suffixes –ly and –ing and the prefix un-.

  • Recognize words with /oi/ spelled oy.

  • Recognize words ending in –le with long and short vowels.


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Word Knowledge

  • Freewayrailroadwarehousesmokestacks

  • Showedfannedcarriedlined

  • Darklightperfectimperfect

  • Boomshuntgruntsnort cacklequack

  • Janglednoiseyeartangledclouds


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Word Knowledge

  • Close by is a freeway where cars and trucks boom, and a railroad track with freight trains that shunt and grunt.

  • Smokestacks blow clouds to dim the sun.

  • He works a forklift in one of the brick warehouses, and I showed him the secret place the day I found it.

  • To celebrate the new year, the crowd jangled keys to make noise.


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What do these words have in common?

  • Freewayrailroadwarehousesmokestacks

  • The above words are compound words.

  • Tell your partner what two words that make up each compound word.

  • For example: freeway = free + way


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What is the same with these words?

  • Showedfannedcarriedlined

  • The words have the suffix –ed added to them.

  • How does the suffix change the meaning of these words?

  • The suffix –ed makes the words past tense.

  • Carried=change y to i and add ed.


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What is the same with these words?

  • Darklightperfectimperfect

  • These words have the antonym pairs.

  • With your partner, use each of the above words in a sentence.


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

  • Boomshunt grunt snort cacklequack

  • These words are vivid verbs and nouns.

  • Identify the above nouns and put them in a sentence.

  • Boom, shunt

  • Identify the above verbs and put them in a sentence.

  • Grunt, snort, cackle, quack


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What is the same with these words?

  • Janglednoiseyeartangledclouds

  • These words are found in “Secret Place.”

  • What spelling patterns do you notice?

  • Janglednoiseyeartangledclouds


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Please read the sentences and find the pattern

  • Close by is a freeway where cars and trucks boom, and a railroad track with freight trains that shunt and grunt.

  • Smokestacks blow clouds to dim the sun.

  • He works a forklift in one of the brick warehouses, and I showed him the secret place the day I found it.

  • Identify the compound words above:

  • Freeway, railroad, smokestacks, warehouses

  • Identify the word with the suffix –ed:

  • showed


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Please read the sentences and find the pattern

  • Close by is a freeway where cars and trucks boom, and a railroad track with freight trains that shunt and grunt.

  • Smokestacks blow clouds to dim the sun.

  • He works a forklift in one of the brick warehouses, and I showed him the secret place the day I found it.

  • Identify the word with antonyms:

  • Close/far, dim/brighten, secret/public, day/night

  • Identify the vivid nouns or verbs:

  • Boom, shunt, grunt


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Please read the sentences and find the pattern

To celebrate the new year, the crowd jangled keys to make noise.

Which spelling word patterns we studied do you notice in the above sentence?

Year = long e = ea,

Crowd = /ow/ = ow,

Jangled =/el/= le

noise = /oi/ = oi


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Prior Knowledge

  • Have you ever found a hidden spot where wildlife lives in the city? What did you see there?

  • How does wildlife adapt to changing environments?

  • When cities grow, animals sometimes loose their natural habitats (homes).


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Background Information

  • We will be reading a story that is realistic fiction.

  • The author chooses to tell a story using a form of writing similar to poetry.

  • Can you name other stories told using writing similar to poetry?

  • As cities grow, wildlife habitats are impacted.

  • Development versus conservation of land is a big debate in America.


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Preview and Prepare

(Reading 2.6 pp. 182O-182P)

  • 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.


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Set Purpose (Focus Question)

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

  • Think about questions you have about city wildlife you may still have.

  • You may also set other reading goals.


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Student Observation

  • CluesProblemsWonderings

  • The title isfreightWhere is the “Secretplace?

    Place”What’s in it?


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Selection Vocabulary

Reading 1.3, 1.5 p. 182PTrans 15

  • Shallowconcreteslopes

    plumesshadowedwilderness (Transparency 15)

  • 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


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Reading 1.4p. 182PTrans 15

Shallow

concrete

slopes

plumes

shadowed

wilderness

Selection Vocabulary


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Selection Vocabulary

Reading 1.4p. 182PTrans 15

  • Shallow: not deep (page 182)

  • concrete: a hard building material (page 182)

  • Slopes: upward or downward slant (page 182)

  • Plumes: feathers (pages 184)

  • Shadowed: covered in shadow; partially hidden (page 189)

  • Wilderness: area undisturbed by human activity (page 190)


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Secret Place

Te. 182Q (first reading-aloud pg. 182-187)

  • When I read this story I will:

  • Monitoring and Clarifying in order to understand difficult ideas or passages.

  • Summarize as a means to keep track of what we are reading.

  • Visualize by making mental pictures of events or characters from the story.


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Secret Place

Te. 188Q-R (first reading-orally pgs. 182-187)

  • Focus Questions:

  • What would it be like to be like to discover a secret place in the city that animals call home?


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Investigating Concepts Beyond the Text

TG 195AInquiry

  • During workshop, let’s work on concluding our unit investigations.

  • Groups will meet to discuss questions you have about the story we just read.

  • Complete your presentations on disappearing Habits for city wildlife.


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Language Arts Day 1

Word Analysis

(TE. P. 196F)

  • This week, we will review spelling patterns from Unit 2.

  • Cloudstangledyearnoisejangled

  • Pretest p. 36

  • Vocabulary Skill Words (review)

  • There plumes binoculars mallards together


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English Language Conventions

Grammar, Usage, and Mechanics

(TG p. 195F Eng. Lang. Conv. 1.7)

  • Lesson 1: Quotation marks

  • Quotation marks are used to set off dialogue and the titles of short stories, poems, songs, and chapters of books.

  • Lesson 2: Commas in a series

  • Commas are used to separate three or more words or phrases in a series.

  • Lesson 3: Commas in dialogue

  • Properly place commas in dialogue


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English Language Conventions

Grammar, Usage, and Mechanics

(TG p. 195F Eng. Lang. Conv. 1.7)

  • Lesson 4: Capitalization of places:

  • The names of specific city, states, countries, parks and buildings are capitalized.

  • Lesson 5: Question marks and Exclamation points

  • Use question marks at the end of questions and exclamation points with strong opinions or feelings.

Complete Comprehension Book, pg. 54


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Writing Process Strategies

Getting Ideas: Research Reports TG p. 195F (writing 1.1, 1.4)

  • Read Language Arts handbook, pgs.108-113.

  • Even though the story ‘Secret Places’ is fiction, the author describes real wild animals doing the things real wild animals do. I want to know more about these creatures. Once I do, I could write a research report to share what I have learned with others.

  • Let’s make a list of topics we could write about.

  • Write your ideas for a research report in your

    Writer’s Notebook.


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Writing Process Strategies

Getting Ideas: Research Report TG p. 195J (writing 1.1, 1.4)

  • Total point value: 10

  • The main idea is clearly stated. (2 points)

  • There is at least one supporting detail or example

    for each topic sentence. (2 points)

  • All information is written in the student’s own words. (2 points)

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

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


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Word Knowledge-Day 2 (TG p. 182L)

  • Freewayrailroadwarehouse smokestacks

  • Showedfannedcarriedlined

  • Darklightperfectimperfect

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

  • Next, I need another student to pronounce the word and put it in a sentence.

  • If you pronounce it correctly, you can pick another student to do the same thing.

  • Let’s continue with another volunteer.


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Word Knowledge-Day 2 (TG p. 182L)

Boom shunt grunt snort cacklequack

  • Janglednoise yeartangledclouds

  • I need a volunteer to come up to the board and choose one of the above words.

  • Next, I need another volunteer to put the word in a sentence.

  • Now, I want another person to come up and add more information at the beginning of the sentence.


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Secret Place

Te. 188 (first reading-orally pgs. 188-193)

  • Focus Questions:

  • Why is it so important to protect such a secret place?

  • What can you do to help protect the wildlife near you?


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Secret Place

Te. 188 (first reading-aloud pg. 188-193)

  • When I read this story I will:

  • Monitoring and Clarifying in order to understand difficult ideas or passages.

  • Summarize as a means to keep track of what we are reading.

  • Visualize by making mental pictures of events or characters from the story.


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Discussing Strategy Use

TG 192

  • What parts of the story did you have to slow down in order tomonitor & clarify?

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

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


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Discussing Strategy Use

TG 143A Reading 2.5, 3.1

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

  • Why was the place so unusual?

  • Why did the people who know about it care so much?

  • Why was its location secret?

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


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Reading and Responding (day 2)

  • Meet the Author(Read Pg. 194)

  • Why does Eve Bunting like to write about controversial issues?

  • Maybe she believes it is important for us to learn about these topics.


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Reading and Responding (day 2)

Where does Eve Bunting get her inspiration that helps her write so many books?

Maybe she finds inspiration through everyday activities such as reading the newspaper or watching television.

  • Meet the Author(Read Pg. 194)


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Reading and Responding (day 2)

How might drawing holiday decorations in school have influenced Rand to become an artist full-time?

Maybe he realized how useful art could be in everyday life. There are many purposes for drawings and decorations.

Why do you think Rand has “time for nothing else” since he became an illustrator?

It probably takes a long time to illustrate children’s books.

  • Meet the Illustrator(Read Pg. 194)


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Theme Connections

Reading 3.4 -TE. 195

  • In your Writer’s Notebook (orange section) complete the questions on page 195.

  • Also, complete Inquiry Journal p. 31.

  • Write down what you learned about how ‘Secret Places’ helped you learn about City Wild Life.


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Concept/Question Board

TE p. 195B

  • 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.


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Language Arts Day 2

Word Analysis (TE. P.195G) ELC 1.8

  • Let’s review Sound Spelling Card:

  • 27

  • 29

  • 39

  • 43


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Day 2 Vocabulary

TE page 195GReading 1.4

  • Say ‘there’. Read the sentence with there on page 182. What does there mean?

  • Located, where the warehouses are

  • Theretheir

  • What does their mean?

  • Ownership, personal, belonging to them

  • There and their are homophones.

  • Complete Spelling Book, pages 46.


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English Language Conventions Grammar, Usage, and Mechanics

(TG p. 195G E.L.C., 1.6, 1.7)

  • When are quotation marks used?

  • Quotation marks are used in dialogue and to set off the titles of short stories, poems, songs, and chapters of books.

  • Commas should be used between three or more words or phrases in a series.

  • We have water, snacks, and a first-aid kit for our hike.

  • When are commas in dialogue used?

  • Commas are used in dialogue to set off the words of the speaker from the rest of the sentence.


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English Language Conventions Grammar, Usage, and Mechanics

(TG p. 195G E.L.C., 1.6, 1.7)

  • What proper nouns do you capitalize?

  • Capitalize specific cities, states, countries, parks and buildings.

  • When do you use question marks and exclamation marks?

  • Question marks (?) are used in interrogative sentences and exclamation points (!) are used in exclamatory sentences and interjections.

  • Assignment: Look for examples of grammar in “Secret Place.”


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Writing Process Strategies

Prewriting- Research Report TG p. 195G (Writing 1.1, 1.4)

  • Let’s review our ideas about research report topics from yesterday.

  • Let’s read writer’s workbook, page 26 on prewriting for a research report.

  • Use your own words when writing down information for a research report.

  • Finish the graphic organizer found on page 27 of your Writer’s Workbook.


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Day 3-Phonics and Fluency

Review multi-syllabic words with long and short vowels; Review the /e/ soundTE 182M

  • Potatohappenshallowhappen

  • Cradlecontrol freedomconcrete justice

  • Anotheroften banana

  • Compassalike America

  • A compass points the way.

  • Dad lost the remote control.

  • The phone wires rocked the moon in their cradle of lines.


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Day 3-Phonics and Fluency

Review multi-syllabic words with long and short vowels; Review the /e/ soundTE 182M

  • Let’s clap the syllables and identify the vowel:

  • Let’s blend these words:

  • Potatopo-ta-to long o/long a

  • Happenhap-penshort a

  • Shallowshal-lowlong o

  • Unhappyun-ha-pylong i spelled y


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Day 3-Phonics and Fluency

Review multi-syllabic words with long and short vowels; Review the /e/ soundTE 182M

  • Let’s clap the syllables and identify the vowel:

  • Let’s blend these words:

  • cradlecra-dle long a

  • controlcon-trol long o

  • freedomfree-domlong econcretecon-cretelong e


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Day 3-Phonics and Fluency

Review multi-syllabic words with long and short vowels; Review the /e/ sound TE 182M

  • The following words have the /e/ sound spelled a and e:

  • Let’s blend these words:

  • anothera-noth-era-noth-er

  • oftenof-tenof-ten

  • bananaba-na-naba-na-na


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Day 3-Phonics and Fluency

Review multi-syllabic words with long and short vowels; Review the /e/ sound TE 182M

  • The following words have the /e/ sound spelled a and e:

  • Let’s blend these words:

  • Compasscom-passcom-pass

  • Alikea-likea-like

  • AmericaA-mer-i-caA-mer-ic-a


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Day 3-Phonics and Fluency

Review multi-syllabic words with long and short vowels; Review the /e/ soundTE 182M

  • A compass points the way.

  • Dad lost the remote control.

  • Find the words with the short /e/ sound and use each word in a sentence.

  • Compass, control


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Day 3-Phonics and Fluency

Review multi-syllabic words with long and short vowels; Review the /e/ soundTE 182M

  • The phone wires rocked the moon in their cradle of lines.

  • Write down each word with a long vowel sound.

  • Put each word in a sentence.

  • Phone, wires, moon, their, cradle, lines


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Day 3 Second Reading

(silent) pgs. 182-187Reading 2.1

  • Author’s Purpose helps readers determine the purpose the author had for writing the text.

  • Readers can then sort out what is important in a text from what is less important.

  • As you read the story, look for the author’s purpose.

  • Look for ways how city wildlife adapts.


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Day 3 Second Reading

(silent) pgs. 182-187Reading 2.1

  • Look back over the details you have noticed and determine the author’s purpose for this story:

  • I think the author included lots of description about setting and dialogue because she want to tell a story.


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Day 3 Second Reading

Supporting the Reading Te. 193c & d

  • Let’s make a chart to help us understand author’s purpose:


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Day 3 Second Reading

Supporting the Reading Te. 193d

  • Let’s Complete Comprehension Book, pages 52 and 53 as a way to practice identifying author’s purpose.

  • Write a one-paragraph explanation of the author’s purpose for the story we just read.

  • Include one example from the story to support each purpose you state.


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Presentations, TE. 195c

  • Let’s look over entries you made in your inquiry journal to see how far we have come in our investigations.

  • Present your findings to students in the class.

  • What did you learn about City Wildlife?

  • Propose new conjectures for future projects.


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Day 3 Language Arts (Spelling)

p. 195H Eng. Lang. Conv. 1.8

  • Let’s review our Spelling words found on page 48 of our Spelling Book.

  • Think of /oi/ or /ow/ sounds that are seen on the playground.

  • Soil, flowers, clouds

  • Complete Spelling Book page 48.


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Day 3 Vocabulary

TE. P. 195H

  • together

  • Read the sentence with together on page 188.

  • What does together mean?

  • Joined, with someone, not alone

  • Apart

  • Together and apart are antonyms (opposite).

  • With this information, what does apart mean?

  • Not together, without anyone, alone


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Day 3 English Language Conventions

Eng. Lang. Conv. 1.7 TG. p. 195H

  • What are the rules for the following sentences?

  • “There are three eggs in the nest,” said Emilio.

  • Quotation marks in dialogue, commas in dialogue

  • Maria’s favorite song is “You are my Sunshine.”

  • Quotation marks to set off title of song

  • Chris and his grandfather saw bucking broncos, cowboys, Brahma bulls, and clowns at the livestock show at Madison Square Garden.

  • Commas in a series, capitalization of specific building


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Day 3 English Language Conventions

Eng. Lang. Conv. 1.7 TG. p. 195H

  • Don’t do that! Do you want to break it?

  • Exclamation points and question mark

  • Write a short dialogue between the egret and the possum in “Secret Place” about what they think of their home in the city.

  • Use as many of the grammar we studied this week.


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Writing Process Strategies Day 3

Drafting : Explanation of a process (TG 195H) Writing 1.1, 1.4

  • Let’s read Writer’s Workbook, page 23 on drafting a research report.

  • An effective beginning is one that grabs the reader’s attention and makes them want to read more.

  • Here are five ways to get a great beginning:

  • Ask a question.

  • Tell something that happened to a person.

  • Use an interesting or surprising fact.

  • Give a quote.

  • State a problem.


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Writing Process Strategies Day 3

Drafting : Explanation of a process (TG 195H) Writing 1.1, 1.4

  • Read Language Arts Handbook, pages 202-205 on effective beginnings and endings.

  • Let’s also read Comprehension Book, pages 56-57 on beginnings.

  • Write the drafts for your research report.

  • Complete Writer’s Workbook, page 27

    ( 1st draft).


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Developing Oral Language

p. 182N

  • Potatohappenshallowhappen

  • Cradlecontrol freedomconcrete justice

  • Anotheroften banana

  • Compass alike America

  • I’m thinking of a fruit. What is it?

  • b _ _ _ _ _banana!

  • I’m thinking of a vegetable? What is it?

  • P _ _ _ _ _potato!


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Developing Oral Language

p. 182N

  • Potatohappenshallowhappen

  • Cradlecontrol freedomconcrete justice

  • Anotheroften banana

  • Compass alike America

  • I’m thinking of a baby bed. What is it?

  • Cradle!

  • I’m thinking of a country? What is it?

  • America!


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Developing Oral Language

p. 182N

  • Potatohappenshallowhappen

  • Cradlecontrol freedom concrete justice

  • Anotheroften banana

  • Compass alike America

  • I am going to point to a word and we will read it.

  • I need a volunteer to put the word in a sentence.

  • Now let’s extend the sentence by asking:

  • Who?What? Where?When? How?


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Day 3 Second Reading

(silent) pgs. 188-193Reading 2.1

  • Author’s Purpose helps readers determine the purpose the author had for writing the text.

  • Knowing the author’s purpose gives readers an idea of what they can expect to find in the text.

  • As you read the story, Look for ways people help wildlife.


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Day 3 Second Reading

(silent) pgs. 188-193Reading 2.1

  • Look back over the details you have noticed and determine the author’s purpose for this story:

  • I think the writer gives a lot of detail about wildlife and observing wildlife to communicate a message that people should notice and protect wildlife.


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Secret Place

Second Reading-Checking Comprehension, pg. 193 (reading 2.3)

  • Where was the Secret Place?

  • In the middle of the city, next to the river.


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Secret Place

Second Reading-Checking Comprehension, pg. 193 (reading 2.3)

  • Why was this place so special?

  • So many different types of wildlife lived there, and that is unusual to find in the middle of a city.


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Secret Place

Second Reading-Checking Comprehension, pg. 193 (reading 2.3)

  • Why does the place have to remain secret?

  • It has to stay secret in order to protect it.


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Reading 1.4p. 182PTrans 15

Shallow

concrete

slopes

plumes

shadowed

wilderness

Selection Vocabulary


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Onomatopoeia

Day 4 TG p. 193E Reading 3.1

  • What does onomatopoeia mean?

  • What kind of sounds do cartoons make when they have an accident?

  • Crash, bang, boom!

  • Onomatopoeia is any word that sounds like its meaning.

  • Onomatopoeia words are used to create sound relevant to a setting or action.

  • In the case of “Secret Place” the boy describes the sounds he hears coming from animals and the city.

  • Find passages from the story that include onomatopoeia.


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Onomatopoeia

Day 4 TG p. 193E Reading 3.1

  • Let’s come up with a list of onomatopoetic words that might be used to describe the setting in the story.

  • Look at the coyote drinking water (in the story).

  • What sounds might the coyote make?

  • Awhoooooeee!!! Awhoooooeee!!!

  • Look through your writer’s notebook for situations where you might add onomatopoeia words.

  • Use onomatopoetic words to increase the imagery in your story and make it more musical.

  • Such words engages the reader.


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Diagrams

Day 4 TG p. 195D Reading 2.1

  • What do you know about diagrams?

  • Diagrams are pictures that show something and label its parts.

  • Diagrams are often used as a way to illustrate how to put something together when written directions are confusing or too difficult.


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Diagrams

Day 4 TG p. 195D Reading 2.1

  • Assembling an ice cream cone:

  • 1. Get a cone.

  • 2. Put ice cream in it.

  • Are these clear directions to you.

  • You can draw a diagram to show someone how to make an ice cream cone.

  • Assignment: Complete Inquiry Journal, pages 51-52.


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Day 4 Spelling The /oi/ sound

  • The following activities will help us review what we learned in Unit 2 and help us become better spellers.

  • Complete Spelling Book, page 49.


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Day 4 Vocabulary-Review

  • Plumes (page 184 from “Secret Place”)

  • Find clues from the sentences that can help us understand the meaning of plumes.

  • Bird, head, fanned

  • What is a synonym for plumes?

  • feathers


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English Language Convention Day 4

TG 195I listen/Speak 1.5, 1.6

Presenting: Chronological Order

  • When something is in chronological order, it means events are listed in the order in which they happened.

  • Chronological refers to when the events happened in time.

  • Beginning, middle, and end are words that show chronological order.

  • Chronological order of events is one way to present information in an oral presentation.

  • We can pick out the major points we wish to discuss, and list them in the order they happened.

  • This makes our presentation easier to understand.


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English Language Convention Day 4

TG 195I listen/Speak 1.5, 1.6

Presenting: Chronological Order

  • In small groups, pick a few points from “Secret Places” that are important to the story.

  • Organize your points in chronological order which means: Beginning, middle, end.

  • Beginning-crowded city, busy streets, concrete buildings;

  • Middle-peaceful river, wildlife, trees in the middle of the city

  • End-nighttime, the place remains a secret


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Writing Process Strategies: Day 4 Revising: Explaining a Process TG 195I Writing 1.1, 1.4

  • Let’s look at transparency 20 on revising: rearranging.

  • Do not copy text source exactly unless your are using just a small part for a quotation.

  • Double check any details you are unsure of.

  • Include a short definition of unusual or uncommon words.


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Writing Process Strategies: Day 4 Revising: Explaining a ProcessTG 195I Writing 1.1, 1.4

  • Revise your drafts of your research report.

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

  • Complete the checklist and proofreading marks on page 28 of your Writer’s Workbook.


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Day Five…

  • General Review –

  • Word Knowledge

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

    • “Secret Place” pp. 22-25 (TG p. 182F)

  • Spelling – Unit 2 Review (E.L.C. 1.8)

    • Unit 2 Assessment 5 p. 37

  • VocabularyAssessment Unit 2,lesson 6

    pg. 25 (Reading 1.2, 1.3 & 1.4)


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Word Knowledge

  • Freewayrailroadwarehousesmokestacks

  • Showedfannedcarriedlined

  • Darklightperfectimperfect

  • Boomshuntgruntsnort cacklequack

  • Janglednoiseyeartangledclouds


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Word Knowledge

  • Close by is a freeway where cars and trucks boom, and a railroad track with freight trains that shunt and grunt.

  • Smokestacks blow clouds to dim the sun.

  • He works a forklift in one of the brick warehouses, and I showed him the secret place the day I found it.

  • To celebrate the new year, the crowd jangled keys to make noise.


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Syllabication Lesson 3

  • Let’s clap the syllables to the following words:

  • Po-ta-tohap-penshal-lowun-hap-py

  • Cra-dlecon-trolfree-domcon-crete

  • Jus-ticea-noth-erof-tenban-na-na

  • Com-passa-likeA-mer-i-ca


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Selection Vocabulary

Reading 1.4p. 182PTrans 15

  • Shallow: not deep (page 182)

  • concrete: a hard building material (page 182)

  • Slopes: upward or downward slant (page 182)

  • Plumes: feathers (pages 184)

  • Shadowed: covered in shadow; partially hidden (page 189)

  • Wilderness: area undisturbed by human activity (page 190)


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Investigating Concepts Beyond the Text

TG 181F

  • 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 city wildlife.

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


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Penmanship

English Language Conventions

  • Let’s practice using cursive f and b:

  • Fffffffff

  • Bbbbbbbb b

  • Raise your hand in order to come to the board and trace the letters f and b.

  • Practice writing rows of fs and bs in your Writer’s Notebook.

  • Write the words, by, freeway, boom, and freightto practice your letter formation.


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Writing Process Strategies

Writing Process Strategies Editing/Proofreading/Publishing (Day 5) Writing 1.1, 1.4

  • Let’s read Writer’s Workbook, pg. 25 on editing/proofreading.

  • Assignment: Edit your writing.

  • Use the checklist on Writer’s Workbook, pg. 25 to help you.

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


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Writing Process Strategies

Getting Ideas: Research Report TG p. 195J (writing 1.1, 1.4)

  • Total point value: 10

  • The main idea is clearly stated. (2 points)

  • There is at least one supporting detail or example

    for each topic sentence. (2 points)

  • All information is written in the student’s own words. (2 points)

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

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


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