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Skills Block

Skills Block. Week of 5/16/11. LA.5.1.4.1 : Understanding spelling patterns LA.5.1.6.11 : use meaning of familiar roots and affixes derived from Greek and Latin to determine meanings of unfamiliar complex words. Objectives. Identify and sort ambiguous vowel patterns

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Skills Block

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  1. Skills Block Week of 5/16/11

  2. LA.5.1.4.1: Understanding spelling patternsLA.5.1.6.11: use meaning of familiar roots and affixes derived from Greek and Latin to determine meanings of unfamiliar complex words

  3. Objectives • Identify and sort ambiguous vowel patterns • Identify words with the root “pac” and “cap” • Practice sorting words, and hunting for new ones. • Typing practice

  4. Essential Questions • What do we know about ambiguous vowels? What do the root words “pac” and “cap” mean? • What additional practice do we need to improve our typing?

  5. Day 1Intro: To identify ambiguous vowels. Administer pre-test.

  6. Day 1: Work Period. Vocabulary

  7. Day 1Closing: • What did the root word mean? • Homework discussion • Spelling: sort the words into the original columns. Write a sentence to explain why the words belong in each column. • Vocabulary: Complete the final column of the KIM chart for each word.

  8. Day 2 Intro: Sorting the words together • Write the sound sorting categories onto the board, and sort the words with student help. • Explain that students will need to hunt for new words that fit this pattern. We will replace words we know with these new, harder, words.

  9. Day 2 Work: Word hunt

  10. Day 2 Closing and Homework: • Add words to the chart above. • Homework: • Spelling: Sort new words into columns. • Vocabulary: Write sentences with the 1st 5 words. Be sure to include a context clue to help the reader understand what the word means.

  11. Day 3 Intro: Working with Word • Explain that we will be learning how to create graphs using an on-line graph builder. This will really help out with science fair. • Next, click on the link below, and follow the steps, using the sample data from the practice Excel file. • http://nces.ed.gov/nceskids/createagraph/

  12. Day 3 Work: Create the autosummary • Using the Excel file from the class website, create a graph like the one we made in class together. Then, use the data you have collected to create a graph for science fair. • Conversation: Level 1 to work with your partner • Help: Partners raise their hands to get help • Activity: Create an auto-summary like the one in the video • Movement: No movement at all. • Participation: Save your completed graphto the new folder on the server with both names in the file.

  13. Day 3: Closing • What do you still need in order to complete your graphs? • Homework • Spelling: Clap and Snap your spelling words. • Vocabulary: Write sentences with the other 5 words. Be sure to include context clues.

  14. Day 4: Opening • Review spelling and vocabulary procedures. • Review expectations with the Senteo clickers.

  15. Day 4 Work Period & Closing: • Complete the vocabulary test using the senteo clicker. • Complete spelling test with partner. • Place the completed spelling test into the wire basket.

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