Download
unit 1 week 1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
Unit 1 , Week 1 PowerPoint Presentation
Download Presentation
Unit 1 , Week 1

Unit 1 , Week 1

188 Vues Download Presentation
Télécharger la présentation

Unit 1 , Week 1

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

  1. Unit 1 , Week 1 O’Neal 4th Grade

  2. Vocabulary • assignments: a task to be completed • consideration: taking time to think about something • allergies: physical symptoms caused by the bodies over reaction to something. • accuse: to say that a person did something wrong. • suspicious: to be mistrustful. • evidence: things used to prove if something is true. • consume: something you use, or eat.

  3. Vocabulary: Words in Contextassignments, suspicious, consideration, evidence, allergies, consumes, accuse • We thought that his alibi sounded reasonable not at all _____________. • He showed ________ when he shared his lunch with a child who needed one. • There was little _________________ left by the lunch thief. • The teacher handed out several ____________ for us during vacation. • I was so surprised that she could _______ so many cookies! • She cannot ______ anyone of taking her lunch since she lost it. • Todd’s ________ made him sneeze in the fall.

  4. Vocabulary : Words in Context • When you cannot figure out the meaning of a word with context clues, you should look the word up in a dictionary. • Good readers read all the definitions of a word to see which one best fits in the context

  5. Vocabulary : Words in Context • Look up the following words to determine the correct meaning , for the context of the sentence. The girl looked at her team apologetically after she missedthe goal. Both of my cousins have become vegetarians. Does he have an alibi for the time when the jewels were stolen? The team searched for the culprit who had taken their baseball. Is your name on the list of potential band members? Madge confirmed the state’s population by checking an almanac. Using a Dictionary Using Guide Words

  6. Vocabulary : Story Words • scientific method: a tool that scientist use to find answers to questions. • secure: to close off an area in order to preserve any possible evidence. • survey: careful inspection of a place. • testify: to make an official statement about what you know.

  7. 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. Read the sentences below, listen carefully to your pauses and intonation as you read. On his way back to his desk, Ramon passed the library corner. He stopped. What was that scratching sound? Could there be a mouse in the classroom? Mice eat anything.

  8. Phonics: Short Vowel Sounds

  9. Comprehension/Make Inferences and Analyze • Authors do not always tell the reader everything that is happening in a story. A good reader uses their own prior knowledge and details that the author does not include to make inferences, or draw a possible conclusion. • To make inferences , readers analyze , or think critically about , the characters’ experiences and compare these to their own experiences

  10. Comprehension/Make Inferences and Analyze • The critical reader

  11. Comprehension/ Problem and Solution • A story usually presents a problem that the main character tries to solve. • The turning point of the story comes when the character gets information that helps him or her reach a solution to the problem.

  12. As you read this mystery, fill in any information you learn about the setting, main characters, plot, problem, and, finally, the solution: Make as a foldable (six boxes using first for title)

  13. Day 1 Reflection • What is the meaning of consideration as it is used on page 18? What context clues helped you define the word? Use two details or examples from the story to support your answer.

  14. Day 2 Reflection Sequence: Put the following events from the story in the proper ordering by cutting and gluing. • _____Emily says that Josh, Tina, and Margaret wouldn't eat a salami sandwich. • _____ Ramón eliminates Beverly and Grace from the list since they are too short to reach the shelf. • _____Ramón García noticed his lunch was missing. • _____Three kittens are found amidst the remains of a salami sandwich. • _____Ramón finds a torn piece of his lunch bag. • _____Ramón asked about the yellow stain on Jack's shirt. • _____Ramón's teacher gives him money so he can eat lunch. • _____Mr. Gordon asks if anyone has seen a stray cat.

  15. Day 3 Reflection • How did Emily decide that Josh, Tina, and Margaret would not have stolen Ramón's sandwich? (You must use text based answers.)

  16. Day 4 ReflectionUsing your leveled reader, fill in any information you learn about the setting, main characters, plot, problem, and, finally, the solution: Make as a foldable (six boxes using first for title)

  17. Day 5 Reflection • If you were asked to solve a mystery, develop a plan on how you would solve it.

  18. Home to School Connection 1. Read the following excerpt from the text to your teacher. You must focus on pronouncing each word correctly. Take your time and do a great job. Your teacher will then discuss any words that may have been difficult for you. Record your time in the space provided. 2. Read the following excerpt from the text to yourself. Record your second time in the space provided. Ask yourself: Do I understand what happened in the text? 3. Read the following excerpt from the text to a classmate. Record your third time in the space provided. Ask yourself: Is my fluency speed improving? 4. Read the following excerpt from the text to a parent or sibling. Record your fourth time in the space provided. Have them sign in the space provided. This will let your teacher know that you completed the fourth step of your fluency practice. Fluency Goal: Your fluency goal for this excerpt is to cut your time in half from your first reading to your fourth reading. If you do not complete your goal, you need to continue reading this excerpt until you accomplish that goal. When you have reached your goal, write down the main idea (one sentence) of your excerpt on the line provided. You will read this excerpt to your teacher one final time. On his way back to his desk, Ramón passed the library corner. He stopped. What was that scratching sound? Could there be a mouse in the classroom? Mice eat anything. Looking around, he saw poor Ted was still blowing his nose. Then he spotted something! Pieces of torn brown paper lay on the floor near Ted's desk. Ramón picked them up. Immediately, he noticed that there were ink markings on the papers. He placed them together, like puzzle pieces, to form the picture of a smiley face. Ramón recognized it at once. It was the same smiley face his mom had drawn on his lunch bag that morning! This was a very important clue. Whoever had taken his lunch had torn up the evidence! 124 words First Read:__________ Second Read:__________ Third Read:__________ Fourth Read:__________ Parent Signature:_______________________