Unit 1 Week 3 Animals Come Home to Our National Parks - PowerPoint PPT Presentation

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Unit 1 Week 3 Animals Come Home to Our National Parks

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  1. Day 2 Day 1 Unit 1 Week 3 Animals Come Home to Our National Parks Bryce Canyon National Park Utah Badlands National Park South Dakota Day 5 Day 4 Day 3 Glacier National Park Montana Yellowstone National Park Wyoming Redwood National Park California

  2. Day 1 Bell Ringer SPB 15 Objective Students will put words with /ē/ sound into word families by completing SPB 15.

  3. Let’s Review! • With your partner: What are the spellings for /ē/? ea ie ee • Name a spelling word for each vowel sound.

  4. Objective Students will decode affixes and word meanings through modeled practice, word reading, and discussion.

  5. First Row • Read Spell Read • Write Spell Read • Proof Check Correct • Read Spell Read • Remaining Rows • Card 3 Practice Word Reading Word Study

  6. Example 6 Prefix & Suffix Review

  7. Card 7 Sound/Spelling Review

  8. Card 10 Word Reading-Spelling Focused Single Syllable Words

  9. Card 10 Word Reading Spelling Focused Multiple Syllabic Words

  10. Example 7 Word Reading Spelling Focused Affixed Words

  11. Card 17 environment the circumstances, objects, or conditions by which one is surrounded

  12. Card 17 ecosystem a community of living things in a particular space

  13. Card 17 graze feed on plants throughout the day

  14. Card 17 flourish to do well, live, and grow

  15. Card 17 culture ideas or values of a people

  16. Card 17 preyed upon hunted and eaten

  17. Building Background

  18. Building Background Let’s visit a national park! Listen with a Purpose: What makes a national park different from other parks you can visit?

  19. Let’s Review! • With your partner: What makes a national park different from other parks you can visit?

  20. Read Aloud peotry A poem uses imaginative writing. The language, sounds, and rhythm are combined to create a special emotional effect. Listen with a Purpose: identify the main idea and supporting details pg 17

  21. Let’s Review! • With your partner: Why do poets use imaginative writing? The want us to experience their poem emotionally. • “Feel” and “See” the poem.

  22. Read Aloud Respond to Reading Think about a river you have seen or swam in. Write a 4 – 5 sentence paragraph comparing it to the Everglades. Share with your partner when you both are finished.

  23. Read Aloud Expand Vocabulary Think of three words in the poem that relate to this week’s theme of “National Parks.” Write those three words in your notebook. If time, write the three words in a sentence. Share with your partner.

  24. Card 3 Read Spell Read Write Spell Read Proof Check Correct Read Spell Read This Week’s Vocabulary Words Word Study

  25. Card 17 roamed verb moved around in a large area Large herds of buffalo once roamed the prairies. Not knowing where to go, the new student roamed the hallway. The stray dog roamed the city streets. How is “He roamed.” different from “He ran a race.”?

  26. Card 17 completed verb finished I completed my scrapbook after our trip. My homework was completed before supper. The completed model car looked nice on the shelf. What is a synonym for completed?

  27. Card 17 journey noun long trip She went on a journey to Alaska. It was a long journey to Yellow Stone National Park. The journey to Lincoln, NE took over two hours. Tell about a journey you or someone you know took.

  28. Card 17 natural adjective made by nature not artificial Cotton is a natural fabric. Dancing is her natural talent. The fake gemstone did not have any natural features. Do you have any natural talents?

  29. wildlife Card 17 noun animals living in their natural environment The growth of cities puts wildlife in danger. In many parks, wildlife are allowed to roam freely. It is not healthy for wildlife to be removed from their natural habitat. How might building more houses affect wildlife?

  30. Vocabulary Strategy compound words English and other languages combine two base words to form a new word bus man basket fire school waste life wild

  31. Let’s Review! • With your partner: • How are compound words formed? combining two base or root words • How do you find the meaning of a compound word? Think of the meaning of each base or root word and see how they relate to the compound word.

  32. Vocabulary Strategy context clues Read pages 72-73

  33. Objectives Students will read leveled reader aloud to a partner for six minutes to increase fluency by reading at a steady pace for the entire duration of time. Students will visualize partner’s reading by creating an illustration as the leveled reader is read aloud. Endurance reading Read at a good pace for six minutes. Visualize and illustrate what your partner is reading about.

  34. Reading Strategy summarize Reading Skill main ideas and supporting details Reread for comprehension pg 72-73

  35. Reading Strategy summarize Making a brief statement of the most important ideas. Summarizing helps readers understand what they have read, because you must decide which points are the most important, and restate them in your own words.

  36. Reading Skill main idea & supporting details • To summarize nonfiction text, readers should • identify the main idea and supporting details. • The main idea is what the paragraph is mostly about. • Look for key words that are repeated throughout the text. • Sentences in the paragraph or section that contain secondary ideas, or information related to the main idea, are called supporting details.

  37. Reading Strategy summarize Making a brief statement of the most important ideas. What are the key words? (repeated words)

  38. Reading Strategy summarize Making a brief statement of the most important ideas. Petrified Forest National Park has 225 mill. yr. old trees and has lots of visitors each year. People can see some of these trees in Arizona. What’s the main idea? The colored logs are fossils of ancient trees. Logs were formed millions of years ago. What are the supporting details? Mineral rich water flowed in the area of the trees. What’s the main idea? What are the supporting details? • The minerals replaced the wood. • The “logs” are really rocks.

  39. Reading Strategy summarize Making a brief statement of the most important ideas. • People can come to Petrified Forest National Park in Arizona to see 225 million-year-old trees. Petrified Forest National Park has 225 mill. yr. old trees and has lots of visitors each year. People can see some of these trees in Arizona. The multi-colored fossilized trees were formed millions of years ago when mineral rich water flowed through the area. The colored logs are fossils of ancient trees. Logs were formed millions of years ago. The minerals replaced the trees and formed petrified wood. Mineral rich water flowed in the area of the trees. • The minerals replaced the wood. • The “logs” are really rocks.

  40. Let’s Review! • With your partner: What is summarizing? • A brief statement of most important ideas. How do you find the main idea of a text? • Look for key words that are • repeated throughout the text. What are supporting details? • Information related to the main idea.

  41. Objective Students will pre-assess words with/ē/ by completing a pretest. Spelling Pretest Do your best! Circle the ones you miss so you can practice them later. Correct your errors.

  42. Card 3 Practice Word Reading Single Syllable Words

  43. Card 10 Practice Word Reading Multiple Syllabic Words

  44. Card 3 Read Spell Read Spelling Words with /ē/

  45. Bonus: freedom appeal Review: neigh pale bale • Ask someone to complete the activities with you to help you study!

  46. NAME Objective Students will identify the main idea and supporting details by completing “O”16. A plant named kudzu is threatening the Cumberland Gap National Park ecosystem. It grows fast and is difficult to kill. It grows over plants and trees, blocking sunlight. Few animals eat kudzu.

  47. NAME Objective Students will analyze text and use descriptions to answer questions by completing “O”15. c o m p l e t e d

  48. Day 2 Bell Ringer SPB 16 • Students will use context clues to find meaning of /ē/ words by completing • SPB 16.

  49. Objective Students will decode affixes and word meanings through modeled practice, word reading, and discussion.

  50. First Row • Read Spell Read • Write Spell Read • Proof Check Correct • Read Spell Read • Remaining Rows • Card 3 Practice Word Reading Word Study