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Family Times

Family Times. Daily Questions. Prior Knowledge. Generalize. Vocabulary. Context Clues. Predictions. Guided Comprehension. Drawing Conclusions. Mood. Independent Readers. Think Dress Codes. Additional Resources. Language Skills. Study Skills Genre: Play

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Family Times

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  1. Family Times Daily Questions Prior Knowledge Generalize Vocabulary Context Clues Predictions Guided Comprehension Drawing Conclusions Mood Independent Readers Think Dress Codes Additional Resources Language Skills

  2. Study Skills Genre: Play Vocabulary Strategy: Context Clues Comprehension Skill: Generalize Comprehension Strategy: Story Structure

  3. Question of the Week: How do people adapt to a new school? Daily Questions: What challenges does Stormi face as a new student? What do Stormi’s experiences teach her about making friends? Why do many students dislike dress codes?

  4. Language Skills Daily Fix It Day 1 Day 2 Day 3 Day 4 Day 5 Transparency: Indefinite and Reflexive Pronouns Practice Book Page 73 Page 74 Page 75 Page 76 Spelling Strategy Page 73 Page 74 Page 75 Page 76 Writing Workshop Reading Writing ConnectionWriting Prompt Writer’s CraftEditing and Revising

  5. Language Skills

  6. Language Skills Day 1 Daily Fix It 1. A knew house seem strange at first. A new house seems strange at first. The movers unloaded the van, by theirselves. The movers unloaded the van by themselves.

  7. Day 2 Daily Fix It Ryan is hospitible to both freinds and strangers. Ryan is hospitable to both friends and strangers. Michigan avenue stores are fashionable . And we often shop there. Michigan Avenue stores are fashionable, and we often shop there. Language Skills

  8. Day 3 Daily Fix It 1. Ever girl in the scout troop made a birdhouse by hisself. Every girl in the scout troop made a birdhouse by herself. They learned how to hamer nails into would safely. They learned how to hammer nails into wood safely. Language Skills

  9. Language Skills Day 4 Daily Fix It 1. This locker is more harder to open than last years locker. This locker is harder to open than last year’s locker. Do you carry all yur books to every class. Do you carry all your books to every class?

  10. Day 5 Daily Fix It Ms. Roman told Jeff to help yourself to the pizza he ate three slices. Ms. Roman told Jeff to help himself to the pizza. He ate three slices. Because Jordan is responsable, he can use the computor. Because Jordan is responsible, he can use the computer. Language Skills

  11. Language Skills

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  14. Language Skills

  15. Language Skills Spelling Strategy Divide and Conquer It’s easier to remember how to spell words if you break them into parts first. Draw a line between the word and its suffix. Study the word on part at a time.

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  21. Language Skills

  22. Language Skills Writing Prompt Pretend you are an advice columnist for your school paper. A new fifth grader has asked you for advice on how to make new friends. The student has told you his or her interests. Write a letter of advice to this student.

  23. Language Skills • Editing/Revising Checklist • Are the conclusions in my letter logical? • Have I used indefinite and reflexive pronouns correctly? • Did I spell words that end with –ible and –able correctly?

  24. Activate Prior Knowledge Making Friends

  25. Generalize • To generalize is to make a broad statement or rule that applies to several examples. • Active readers pay close attention to what authors tell them about story characters and make generalizations about those characters as they read. Support from text Generalization Support from text Support from text

  26. Story Structure Active readers notice story structure. They note the problem characters must deal with and the rising action, climax, and outcome. Generally, authors identify the problem at the start. They work through the problem as the action rises in the middle, and then solve it with the climax and outcome.

  27. Story Structure Complete a story sequence chart. Climax Rising Action Resolution Conflict Make a generalization about Stormi based on how she solves her problem.

  28. Write: Read “Thirty Pounds of Trouble.” Make a graphic organizer similar to the one above about the story’s main character, Tag. Use your graphic organizer to decide whether you would like a dog like Tag and tell why.

  29. Word Rating Chart Word Know Have Seen Don’t Know Cavities Combination Demonstrates Episode Profile Strict

  30. Cavities Hollow places; holes in teeth caused by decay.

  31. Combination A series of numbers or letters dialed in opening a certain kind of lock.

  32. Demonstrates Shows how a thing is done.

  33. Episode One part of a story that is published or broadcast in several parts, one at a time.

  34. Profile Low profile, moderate attitude or position, deliberately chosen in order to avoid notice.

  35. Strict Very careful in following a rule or making others follow it.

  36. More Words to Know: Audacious: Rudely bold Digressed: Turned aside from the main subject in taking or writing Scintillating: Sparkling; flashing

  37. Practice Lesson Vocabulary Are cavities found in your mouth? If a teacher demonstrates an experiment, is it assigned? Is Mr. Morgan strict about writing e-mail messages in school? True/False A combination helps you find your locker. A television episode is one show from a season. Keeping a low profile means you want people to notice you.

  38. Vocabulary Strategy Context Clues: Sometimes when you are reading, you come across a word you do not know. You can use the context – the words and sentences around the word – to find clues to its meaning. Reread the sentence in which the unknown word appears. Does the author give you a clue, such as a synonym? If not, read the sentences around the sentence with the unknown word. Does the author give clues, such as examples or explanations? Put the clues together and decide what you think the word means. Try the meaning in the sentence. Does it make sense? As you read “Trouble in TV Land,” look for context clues that help you figure out the meanings of the vocabulary words.

  39. Genre: Play A play is a story written to be acted out for an audience. As you read, imagine the actors speaking the lines and acting out the action.

  40. How will Stormi do in her new school?

  41. Preview and Predict Preview the selection title and illustrations and predict what you think the title means. Use your lesson vocabulary in your discussion.

  42. Guided Comprehension: What have you learned so far about Stormi? What generalization can you make about how Stormi feels about starting a new school? What conclusion can you draw about the relationship between Stormi and her friends in Chicago? In Scene II, why do you think the author includes the scenes with Stormi’s friends in Chicago? Do you think Stormi will like her new school and make new friends? What happens when Hannah tries to find out more about Stormi? Why does Stormi respond that way? Describe Hanna based on what you learn about her on pp. 468-469? Think about the main character and her problem. Does this play remind you of any other stories you’ve read?

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