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City Wildlife

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City Wildlife

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  1. City Wildlife Unit 2: Open Court Lesson 4: Urban Roosts

  2. Objectives • You will: • Practice recognizing compound words. • Practice recognizing related words. • Recognize words with /s/ spelled sc. • Recognize vivid verbs • Recognize words with the /ow/ sound spelled ou and ow.

  3. Word Knowledge • Windswept skyscraper storefront streetlights • Cupcake mailbox nighthawk rooftops • Crevice cavities nooks crannies cracks • Chirping hissing screeching gurgle • Flowerpot house throughout surrounds found

  4. Word Knowledge • Pigeons build nests on a ledge, or on a windowsill, or in a flowerpot out on a fire escape, or in the curve of a storefront letter. • Today, the pigeon flourishes all over the United States in the nooks and crannies of our cities. • As baby barn owls grow, they huddle together, hissing and slurping, as they wait for their parents to return with food. • Plants can be found in a flowerpot inside a house.

  5. What do these words have in common? • skyscraper storefront streetlights Windswept • Cupcake mailbox nighthawk rooftops • Tell your partner what two words that make up each compound word. • Also, tell them if the words help you understand each compound word.

  6. What is the same with these words? • Crevice cavities nooks crannies cracks • The words are related to each other. • What other words can you think of that are related to these words?

  7. What is the same with these words? • Chirping hissing screeching gurgle • These words are called vivid verbs for noises animals make. • With your neighbor use each word in a sentence. • What are some other examples of vivid verbs?

  8. What is the spelling pattern in the next set of words? • Flowerpot house throughout surrounds found • These words are found in “Urban Roosts.” • Notice the /ow/ sound. What are the spellings? • Ow and ou are correct!

  9. Please read the sentences and find the pattern • Which words are compound words? • Pigeons build nests on a ledge, or on a windowsill, or in a flowerpot out on a fire escape, or in the curve of a storefront letter. • Windowsill, flowerpot • Which words below are related words? • Today, the pigeon flourishes all over the United States in the nooks and crannies of our cities. • nooks/crannies

  10. Please read the sentences and find the pattern • Which words below are vivid verbs? • As baby barn owls grow, they huddle together, hissing and slurping, as they wait for their parents to return with food. • Flourishes, huddle, hissing

  11. Please read the sentences and find the words that contain the /ow/ sound: • Plants can be found in a flowerpot inside a house. Flowerpot, house

  12. Prior Knowledge • Think about what you learn about city wildlife from the “City Critters” selection. • What do you already know about birds’ roosts (nesting grounds) in the city.

  13. Background Information • This selection has factual information. • This is known as expository text. • Expository text is about anything that is true. Social studies and science books contain expository text.

  14. Preview and Prepare (Reading 2.6 pp. 148O-148P) • 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.

  15. Set Purpose (Focus Question) • What is your purpose for reading this selection? Write it down. • Maybe, you want to learn more about expository text. • Think about ways birds build homes in the city. • You may also set other reading goals.

  16. Student Observation • Clues Problems Wonderings • Nonfiction eaves City birds sleep where? • Expository textWhere do city birds go when it rains?

  17. Selection Vocabulary Reading 1.3, 1.5 p. 148P Trans 13 • Abandoned originally species cavity suburbs clamor(Transparency 13) • 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

  18. Reading 1.4 p. 148PTrans 13 Abandoned originally species cavity Suburbs clamor Selection Vocabulary

  19. Selection Vocabulary Reading 1.4 p. 136PTrans 12 • Abandoned: left behind or unused; either unprotected, unneeded, or unwanted (pg. 150) • Originally: at first, in the beginning (pg. 151) • Species: kind or type of plant or animal that scientists group together because the plants or animals share many of the same characteristics (pg. 151) • Cavity: hollow place or hole (pg. 151) • Suburbs: area of homes, stores, and businesses that are near or right next to a city or urban area (pg. 154) • Clamor: loud noise, usually for a long time (pg. 158)

  20. Urban Roosts Te. 148Q-R (first reading-orally pgs. 155-161) • When I read this story I will: • Monitor my reading speed. • Ask Questions to clarify difficult • parts. • Summarize key events to help me understand the story..

  21. Urban Roosts Te. 136Q-R (first reading-orally pgs. 148-154) • Focus Questions: • Many different species of birds survive in busy cities. How is this possible? • Do you think that people or wildlife adapt more easily to their environments? Why?

  22. Investigating Concepts Beyond the Text TG 163A Inquiry • Pigeons choose buildings that might remind them of cliffs and canyons. • The snowy owl chooses airport landing fields because it is like the tundra. • Complete Inquiry Journal, page 44 on natural habitats for animals in the city.

  23. Language Arts Day 1 Word Analysis (TE. P. 163F) • Spelling – This week, we will spell words with the /ow/ sound. • Flowerpot house throughout surrounds found • Pretest p. 32 • Vocabulary Skill Words (context) • Urban crevice debris species migrate

  24. English Language Conventions Grammar, Usage, and Mechanics (TG p. 163G Eng. Lang. Conv. 1.7) • Common nouns versus proper nouns: • Proper nouns name particular places: cities, states, countries, parks and buildings. • Santa Cruz (city) • Florida (state) • Italy (country) • Washington Park (park) • Sears Tower (building) Complete Comprehension Book, pg. 42-43

  25. Writing Process Strategies Getting Ideas: Responding to Fiction TG p. 163F (writing 1.1, 1.4) • Read Language Arts handbook, pgs. 89-91. • I like the selection Urban Roosts. After I read it, I felt like going bird watching in the city! I liked that Barbara Bash wrote about common birds and unusual ones. I would like to write my response to this story so that others will want to read it, too. • Write your ideas for your response to nonfiction in your Writer’s Notebook.

  26. Writing Process Strategies Getting Ideas: Response to Nonfiction Rubric TG p. 143F (writing 1.1, 1.4) • Total point value: 10 • There is a topic sentence. (2 points) • There is at least one supporting detail for the topic sentence. (2 points) • Opinions are supported with examples.(2 points) • The final copy is clean, neat, and legible. (2 points) • Mechanics-punctuation, spelling, and capitalization is correct. (2 points)

  27. Word Knowledge-Day 2 (TG p. 136L) - Windswept skyscraper storefront streetlights • Crevice cavities nooks crannies cracks • Chirping hissing screeching gurgle • Flowerpot house throughout surrounds found • I need a volunteer to come up to the screen and point to a word in any of the above lines. • Next, raise your hand if you can read that word.

  28. Word Knowledge-Day 2 (TG p. 148L) • Cupcake mailbox nighthawk rooftops • I need a volunteer to choose one of the above words and put it in a sentence. • Next, I need another volunteer to continue a story by putting another word above in a sentence.

  29. Urban Roosts Te. 136Q-R (first reading-orally pgs. 148-154) • Focus Questions: • Many different species of birds survive in busy cities. How is this possible? • Do you think that people or wildlife adapt more easily to their environments? Why?

  30. Urban Roosts Te. 148Q-R (first reading-orally pgs. 155-161) • When I read this story I will: • Monitor my reading speed. • Ask Questions to clarify difficult • parts. • Summarize key events to help me understand the story..

  31. Discussing Strategy Use TG 160 • What predictions did you make? • What questions did you ask yourself as you read the story? • Did you summarize as you read the story? When?

  32. Discussing Strategy Use TG 143A Reading 2.5, 3.1 • Let’s use handing off to answer these questions: • What types of birds live in the city? • Where do birds live in a city? • Why do different types of birds choose different spots to live? • What advantages does living in a city provide for birds? • Write your responses in the orange section of your writer’s notebook.

  33. Reading and Responding (day 2) • Meet the Author(Read Pg. 162) • When Barbara Bash set out to illustrate a story about birds in a city environment, she traveled to New York to get ideas for her illustrations. • How would this help her with her illustrations? • Maybe it helped her better understand the city environment of New York City.

  34. Reading and Responding (day 2) • Meet the Author(Read Pg. 162) • Barbara Bash first learned to draw letters, then worked at creating fancy lettering, called caligraphy, and finally decided to try writing and illustrating books for children. • How do you think spending so much time learning to carefully letter the alphabet may have helped her become a better illustrator? • Maybe it taught her to pay close attention to detail.

  35. Theme Connections Reading 3.4 -TE. 163 • In your Writer’s Notebook (orange section) complete the questions on page 163. • Also, complete Inquiry Journal p. 30. • Write down what you learned about how ‘Urban Roosts’ helped you learn about City WildLife.

  36. Concept/Question Board TE p. 160B • 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.

  37. Language Arts Day 2 Word Analysis (TE. P.163G) ELC 1.8 Spelling Card 39 say cow cow Sound around clown stout drown Sort the above words by sounds: /ow/ spelled ou: Sound, around, stout /ow/ spelled ow: Clown, drown

  38. Day 2 Vocabulary Reading 1.4 • Species (pg. 151) • Think of related words for species. • Animals, science, biology • The concept of a word is its’ general idea. • Birds are a type of species, a grouping of animals. • Complete Spelling Book, pages 38 and 39.

  39. English Language Conventions Grammar, Usage, and Mechanics (TG p. 163G E.L.C., 1.7) • Lets review capitalization of places and proper nouns. • Raise your hands if you know names of cities, states, countries, buildings, and parks. • Let’s look at pages 158-161 of ‘Urban Roosts’ for examples of proper nouns naming places.

  40. Writing Process Strategies Prewriting- Responding to Nonfiction TG p. 163G (Writing 1.1, 1.4) • Let’s review our ideas about responses of nonfiction from yesterday. • Let’s Read Writer’s Workbook, page 18 on prewriting a response to nonfiction. • Fill out your audience and purpose on page 18 of your Writer’s Workbook. • Assignment: Complete Writer’s Workbook, page 19.

  41. Day 3-Phonics and Fluency Long vowels found in open syllables /s/ spelled sc TE 148M (SPELLING CARD 19, 33-37) • Repeat the words. They have long vowels with open syllables. • Pin fin mat tot cut • Pine fine mate tote cute • Migrate later tiniest completely • Scene scent scientist scenario • The desert in Arizona is hot and dry. • She put the photograph on the wall. • These cavity nesters can slip into the tiniest spaces.

  42. Day 3-Phonics and Fluency Long vowels found in open syllables /s/ spelled sc TE 148M (SPELLING CARD 19, 33-37) • Migrate later tiniest completely • These words contain open syllables. • Open syllables end in a vowel. • Let’s read the words again and clap the syllables: • Mi-grate la-ter ti-ni-est com-plete-ly • What are the vowel sounds in each syllable? • Mi-grate = i and a • La-ter = a and e • Ti-ni-est = i, I, and e • Com-plete-ly= o,e and y

  43. Day 3-Phonics and Fluency Long vowels found in open syllables /s/ spelled sc TE 148M (SPELLING CARD 19, 33-37) • Scene scent scientist scenario • These words have the /s/ sound spelled sc. • Let’s underline the sc spelling in each word: • Scene • Scene • Scent • Scent • Scientist • Scientist • Scenario • scenario

  44. Day 3-Phonics and Fluency Long vowels found in open syllables /s/ spelled sc TE 148M (SPELLING CARD 19, 33-37) • The desert in Arizona is hot and dry. • She put the photograph on the wall. • Let’s clap the syllables and point to the long vowel sounds. • The de-sert in Ar-i-zo-na is hot and dry. • She put the photo-graph on the wall. • Long vowels? Arizona = long a • Photograph = long o

  45. Day 3-Phonics and Fluency Long vowels found in open syllables /s/ spelled sc TE 148M (SPELLING CARD 19, 33-37) • These cavity nesters can slip into the tiniest spaces. • This sentence is from the selection. • Let’s find the long vowel sounds. Long vowel sounds? These, cavity, tiniest, spaces Now, let’s use them in a sentence with our partners.

  46. Day 3 Second Reading (silent) pgs. 148-154Reading 2.1 • Comprehension Skills – Cause and Effect • What does cause and effect mean? • Cause and effect helps readers identify what causes events to happen or what causes characters to act in certain ways. • As you read the story, look for cause and effect examples. • Track how birds build their nests in the city.

  47. Science Connection Day 3 TG p. 143F Science 3c, 5e • In “Urban Roosts” we learned about the different types of birds that live in the city. • Choose one type of plant, or creature in the city to study. • Find out how they have to adapt (change) to survive. • For example, insects, adapt rapidly to chemical sprays that are used to destroy them. • Also, bird’s feathers even change color to match the color of smog pollution.

  48. Science Connection Day 3 TG p. 143F Science 3c, 5e • What happens to wildlife that does not change? • What happens to wildlife that adapts more quickly than other species? • Present your findings in a a collage, a mobile, a picture or a storybook.

  49. Forming Conjectures, TE. 163c • Let’s discuss how our city wildlife research is going. • Let’ meet in groups to discuss how the project is going. • Start with your problem or question you want to study. • Next, list the books or information you need to complete your project. • Don’t forget to list your group members and main jobs each person has to do. • Complete Inquiry Journals, page 45.

  50. Day 3 Language Arts (Spelling) p. 163H Eng. Lang. Conv. 1.8 • Let’s review our Spelling words found on page 40 of our Spelling Book. • Think of words with a final /ow/ sound found around the classroom. • Flower brown sound • Complete Spelling Book page 40.