Download
unit 3 week 4 jan 13 jan 17 2014 n.
Skip this Video
Loading SlideShow in 5 Seconds..
Unit 3- Week 4 Jan. 13 – Jan. 17, 2014 PowerPoint Presentation
Download Presentation
Unit 3- Week 4 Jan. 13 – Jan. 17, 2014

Unit 3- Week 4 Jan. 13 – Jan. 17, 2014

439 Views Download Presentation
Download Presentation

Unit 3- Week 4 Jan. 13 – Jan. 17, 2014

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Unit 3- Week 4Jan. 13 – Jan. 17, 2014 Monday Outline: Spelling: Vowel Team Syllables Explain that in most words that end in -le, the final syllable includes a preceding consonant. Point out that the sound made by consonant + le is sometimes spelled -el or -al. stable cattle kettle hospital journal saddle stumble eagle legal medal table terrible royal label several noble beetle cripple vocal sample Tues.- Thurs. Outline: Vocabulary: artificial -describes a thing not made by nature. collaborate - to work together. dedicated - to give or devote ones time. flexible - is able to bend without breaking. function - its use or purpose. mimic - to imitate or copy obstacle - stands in the way or blocks progress. techniques - special ways of doing something to achieve a desired result. • Morning Work: • Complete Monday’s work in Daily Comprehension Book. • Make sure your spelling words are written in your agenda. c. Write vocabulary words and definitions . d. Intro./ Review skill, strategy, and genre of the week. • Answer Essential Question • View the Weekly Opener Video • Small reading book • Small Groups/Centers • Review weekly concepts • Close read • Skill practice • Small Groups/Centers

  2. Reading Strategy and Skill of the Week Comprehension Strategy: Ask and Answer Questions [RL. 5.3] • Asking and answering questions is also a good way to check that they have correctly understood challenging sections of text • When you read an expository text such as an article, they may encounter details, descriptions, or events that are difficult to understand. • When you encounter parts of a text that confuse them, they should pause and ask themselves questions. • To answer these questions, you should reread the text or read on to see if a later section of the text helps clarify the information. • By asking questions and then rereading the text for answers, they can often clear up any confusion they might have experienced. Comprehension Skill: Main Idea and Key Details [RL.5.2] • The main idea of an article is what the article is mostly about. • The article as a whole has a main idea but that each section of the article has a main idea, too. The main idea is supported by key details. • Sometimes the main idea is explicitly stated in the text, but often readers must look at the key details in order to figure out the main idea. • To determine the main idea, students should identify the key details and figure out what they have in common.

  3. Reading Genre and Vocab. Strategy of the Week Genre: Expository Text [RL.5.10] • Identifying these features while they read can make reading an expository text easier and more interesting • An expository text is a nonfiction text that gives readers factual information about a topic. The information is often organized into sections, which sometimes begin with headings. • In expository texts, writers may draw conclusions about the topic. These conclusions are supported by evidence, or facts and details. • An expository text often includes photographs and captions. These features help readers understand what is written in the text. They can also give readers additional information about it. Vocabulary Strategy:Latin and Greek Roots [L.5.4b] • Many English words have Latin and Greek word parts, including roots. • Sometimes they can use their knowledge of Latin and Greek roots to help them figure out the meaning of an unfamiliar word. • Tell students that roots from Latin include mare, which means “the ocean or sea;” sensus, which means “perceive” or “feel;” habitare, which means “to live” or “to dwell;” and port, which means “carry.” • Students should also use context clues in the sentence or in nearby sentences in addition to Latin and Greek roots to help them define unfamiliar words.

  4. Gulf Spill Superheroes {pgs. 208 - 211} • Who were the responders in the water and how did they help? [p. 209] • What is the main idea of the section subtitled Watchers from the Sky? Use text evidence or key details from the passage to support your main idea? [p. 210] 3.What is the best main idea for Hero’s on Land? a. The government had to aid fisherman in making money during this tough time. b. It took the help of many different types of people to solve the oil issues on land. c. The SWORD device was the most important aspect of the land rescue. Use text evidence to explain why you chose the answer that you did.

  5. Helping Hands {pgs. 252 - 255} • How did the girls first get the idea to invent a prosthesis? [p. 253] 2. What is the main idea of the section subtitled Doing the Research. Use text evidence to support the main idea? [p. 253] 3. What are some qualities or features of the BOB-1 that made it a success? [p.254] 4. What were the awards and benefits of the girls’ invention? [p. 255]

  6. Practice Open Ended Question How did the people in Gulf Spill Superheroes and Helping Hands use teamwork to accomplish a goal? Use text evidence to support your answer.

  7. Practice Open Ended QuestionSample Answer The people in the Gulf Spill Superheroes used teamwork by involving different experts to repair parts of gulf that they were best trained to repair. Some examples include the coast guards and firefighters who fought the blaze, engineers who worked on the oil well, pilots who tracked the oil movement, and veterinarians who rescued the animals from the oil. Other examples include NASA workers who used the satellite to take photos, insurance agents to who helped fisherman make money, and naturalists who help clean animal habitats. On page 210, paragraph three, it says, “ Naturalist and ecologist cleaned up the animals’ habitats. The girls in Helping Hands used teamwork by creating ideas together and reaching out to experts who could help them create the perfect prosthesis and win the grand prize. The twelve girls started their team effort by brainstorming ideas of an invention that would help a little girl, with no fingers, to be able to write. Once they came up with an idea, they talked to people with impairments and medical experts to help create the prototype. On page 253, paragraph four, it says “They talked to people who had physical impairments as well as medical experts who created and made prosthetic devices.” After they created the device, they won the contest and thanks to the judges was awarded $20,000 to continue to with their invention.

  8. Language Arts Skills and Concepts of the Week • A linking verb links the subject of a sentence to a noun or an adjective. It tells what the subject is, was, or will be. • Common linking verbs are am, is, are, was, were, and will be. Tony is a good player. The verbs seem, feel, appear, look, and tastecan also be linking verbs in any tense. That feels great! • Subjects and linking verbs must agree. The photo is beautiful.

  9. Writing Skills and Concepts of the Week • Explain that good writers use a conclusion to bring their writing to a close. • In a conclusion, writers often restate the main idea and summarize key points to help readers remember the most important information. • Writers may also share an interesting final thought for readers to consider after they finish reading.