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Unit 1, Week 4 The Astronaut and the Onion. Mrs. Wells’ 4 th Grade eMINTS4ALL Classroom. Vocabulary. endless : having no limit or end, without a finish realistic : showing people, things, or events as they appear in everyday life

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unit 1 week 4 the astronaut and the onion

Unit 1, Week 4The Astronaut and the Onion

Mrs. Wells’ 4th Grade

eMINTS4ALL Classroom

  • endless: having no limit or end, without a finish
  • realistic: showing people, things, or events as they appear in everyday life
  • universe: everything that exists, including Earth, the other planets, stars, and space
  • astronaut: a person trained to fly in a spacecraft
  • sensible: showing good judgment
  • protested: complained or objected to something
  • paralyzed: unable to move or act
vocabulary context clues
Vocabulary: Context Clues
  • Sometimes the meaning of an unfamiliar word can be found by looking at surrounding words in the same sentences. The meaning of those surrounding words can be clues.
  • Context Clues
vocabulary words in context paralyzed sensible astronaut protested realistic universe endless
Vocabulary: Words in Contextparalyzed, sensible, astronaut, protested, realistic, universe, endless
  • Dr. Street became an ________ because she loved to fly.
  • Traveling through space changed Dr. Street’s view of the _________.
  • Gloria was ________ with fear when she threw the onion.
  • Gloria told her teacher about meeting Dr. Street. “I thought you were more _______ than to tell a story like that,” he said.
  • Gloria ________ that she was telling the truth.
  • It just didn’t seem ________ that a famous person would be in the local supermarket!
  • Dr. Street described space as a wonderful _________ place.
word study dictionary pronunciation and meaning
Word Study: Dictionary Pronunciation and Meaning
  • A dictionary tells the readers the meaning of a word.
  • The reader will have to decide which meaning is being used from the context.
  • A dictionary includes symbols that show how to pronounce each part of a word and which part is accented.
  • dictionary test tutor
word study dictionary pronunciation and meaning1
Word Study: Dictionary Pronunciation and Meaning
  • Bethany walked down the produce aisle.

A) produceverb (pre dus’) To bring forth; yield

B) producenoun (pro’ dus) farm products, especially fruits and vegetables

  • At the music store I bought a new record.

A) recordnoun (rek’ erd) a disc on which sounds are recorded to be played back

B) recordverb (ri kord’) to set down in permanent form

word study dictionary pronunciation and meaning2
Word Study: Dictionary Pronunciation and Meaning
  • The stain was so minute that my friend could hardly see it.

A) minuteadjective (mi nut’) very small; tiny

B) minutenoun (min’ it) a unit of time equal to 60 seconds

vocabulary story words
Vocabulary: Story Words
  • Orbits are circular paths that heavenly bodies travel in around other bodies.
  • Craters are deep pits or valleys.
  • An object is said to rotate when it turns around in a circle.
  • An exploration is a journey into an unknown place.
  • pennants: long, narrow flags shaped like triangles
  • time warp: a shift in the progress of time that causes it to stop, slow down, or speed up
fluency intonation pausing
Fluency: Intonation/Pausing
  • Good readers learn to read groups of words together in phrases.
  • A comma means to pause and a punctuation mark means to stop.
  • Good readers vary the tone, pitch, and intonation with the character and the feeling expressed in the quoted words.
fluency intonation pausing1
Fluency: Intonation/Pausing
  • Read the sentences below, listen carefully to your pauses and intonation as you read. A single slash indicates a pause, usually between phrases pr a person’s words and a the name or pronoun of the person speaking. A double slash indicates a stop, usually between sentences.

I heard a woman’s voice. // “I have your onion.” //

I opened my eyes. // The woman in the jogging suit handed the onion to me. //

“Lucky I used to play baseball,” / she said. //

“O-o-o-h,” / I said. // I clutched the onion. //

“O-o-o-h,” / I moaned again. //

“You’re welcome,” / was all she said. //

She had brown eyes with a sparkle in them, / and her hair was in shiny black ringlets. // She wore blue-green earrings that hung on tiny gold chains. //

phonics decode words with long i
PhonicsDecode Words with Long i
  • In words with /i/ sounds, the long I can be spelled several different ways. The most common ways to spell the /i/ sound are i-consonant-e as in file, ie as in pie, or y as in spy.
  • Other ways of spelling this sound include –igh and in sigh, I as in climb, and ei as in height.
phonics decode words with long i1
PhonicsDecode Words with Long i
  • Read the following words aloud and point out how the long i is spelled.

climb slight sly wipe die

phonics decode words with long i2
Sort the following words by how the long /i/ sound is spelled: height, insight, arrived, paralyzed, clarify, nighttime, heightened, mindfully, organize, clotheslinePhonicsDecode Words with Long i
comprehension make inferences analyze character
Comprehension:Make Inferences/ Analyze Character
  • Like real people, characters in stories have traits, or qualities that give them their personalities.
  • A character’s emotions can change often. A character’s traits are longer lasting parts of their personality.
  • Good readers begin to analyze a character’s traits by noting how he or she is described by the author or the other characters.
  • Good readers also pay attention to the character’s words, and actions to help identify character traits.
comprehension make inferences analyze character1
Comprehension:Make Inferences/ Analyze Character
  • Major Character: the characters who are described in greatest detail by the author and whose actions are most important to the plot of the story
  • Minor Character: a character who does not have such importance to the plot and who are not as fully developed
comprehension analyze character comprehension make inferences analyze character
Reread what Ana says in the last paragraph on page 84 then fill out the character web. As you read look for clues that tell you what kind of person she is.Comprehension:Analyze Character Comprehension:Make Inferences/ Analyze Character
comprehension make inferences analyze character2
Comprehension:Make Inferences/ Analyze Character
  • Inference Character Actions
  • Character Tutor
comprehension point of view
Comprehension: Point of View
  • A story is told from the point of view of a narrator, wither in the first person or the third person.
  • First person: when a story is told by a character who refers to himself or herself as I or me
  • Third Person: when the narrator is not a character and may know the thoughts of several or all the characters
text feature diagram
Text Feature: Diagram
  • Diagrams can help a reader visualize information explained in the text.
  • Diagrams usually contain labels that help to identify each part.
  • Captions explain the diagram as a whole.
  • Diagrams provide additional information that may not appear within the text.
  • Look at the diagram on page 103 and calculate how many miles is earth from the sun.
reflection day 1
Reflection Day 1
  • How might Gloria’s character traits help her become an astronaut? Use Character Web and story details to support your answer.
reflection day 2
Reflection Day 2
  • How would you summarize what Dr. Street experienced in space?
  • Why do you think Gloria shivers when she tries to imagine what Dr. Street saw?
reflection day 3
Reflection Day 3
  • Re-read page 91 where the word paralyzed is used. What is another word for paralyzed? What information in the story helps you know.
reflection day 4
Reflection day 4
  • Describe what Gloria is like. Explain why her character is important to the story. Use three details from the story in your answer.
reflection day 5
Reflection Day 5
  • Describe how Gloria figures out who the woman is. What does this tell you about Gloria?