City Wildlife

1. City Wildlife Unit 2: Open Court Lesson 5: Two Days in May

2. Objectives • You will: • Practice recognizing contractions. • Practice recognizing base words and affixes, including suffixes –ly and –ing and the prefix un-. • Recognize words with /oi/ spelled oy. • Recognize words ending in –le with long and short vowels.

3. Word Knowledge • Can’t aren’t it’s that’s • They’ll they’re we’ll I’ll • Building camping sleeping • Gently probably friendly brightly • Comfortable uncomfortable steady unsteady • Voices point royal poison destroy

4. Word Knowledge • “They probably smelled your garden,” he explained. • The Pigeon Lady came up to Peach and me and said, “Oh, girls, aren’t they wonderful!” • I could see that the people made them uncomfortable and it helped me appreciate that these really were wild animals. • Screaming and shouting can destroy people’s voices.

5. What do these words have in common? • Can’t aren’t it’s that’s • They’ll they’re we’ll I’ll • The above words are contractions. • Tell your partner what two words that make up each contraction. • For example: can’t= can + not

6. What is the same with these words? • Building camping sleeping • The words have the suffix –ing added to them. • What is the base word to each of these words? • Building = build • Camping = camp • Sleeping = sleep • How does the suffix –ing change the words meaning?

7. What is the same with these words? • Gently probably friendly brightly • These words have the suffix –ly. • Identify the base words: • Gently = gentle • Probably= probable • Friendly=friend • Brightly=bright • How does the suffix –ly change the words meaning?

8. What is the spelling pattern in the next set of words? • Comfortable uncomfortable steady unsteady • These words have the prefix un- added to them. • Un- means not. • Note that adding the suffix un- makes an antonym of the base word.

9. What is the same with these words? • Voices point royal poison destroy • These words are found in “Two Days in May.” • They have the /oi/ sound spelled _oy and oi. • Voices point royal poison destroy

10. Please read the sentences and find the pattern • They probably smelled your garden,” he explained. • The Pigeon Lady came up to Peach and me and said, “Oh, girls, aren’t they wonderful!” • I could see that the people made them uncomfortable and it helped me appreciate that these really were wild animals. • Identify the contraction above: • Can’t • Identify the word with the suffix –ly: • Probably • Identify the word with the prefix un-: • uncomfortable

11. Please read the sentences and find the pattern Screaming and shouting can destroy people’s voices. Which spelling words in the above sentence contain the /oi/ sound spelled _oy and oi? Destroy, voices

12. Prior Knowledge • Have you ever seen deer up close? • What about other types of large wildlife? • How can people help wild animals they find stranded in cities? • How might growing cities affect wildlife? • When cities grow, animals sometimes loose their natural habitats (homes).

13. Background Information • We will be reading a fictionalized account of a true story. This means that the basic events are true but the characters, names, and dialogue was made up by the author. • Cities grow each year. As they grow, animals are impacted. • Development versus conservation of land is a big debate in America.

14. Preview and Prepare (Reading 2.6 pp. 166O-266P) • Let ‘s read aloud:the title, the author and illustrator. • Now let’s browse the first page or two of the story. • Who are the main characters? • Look at the illustrations in the selections. • Make sure you make predictions about the text to help monitor your comprehension. • Look for: clues, problems, such as unfamiliar words (trans. 46) • Now let’s look at the focus question.

15. Set Purpose (Focus Question) • What is your purpose for reading this selection? Write it down. • Maybe, you want to learn more about expository text. • Think about questions you have about city wildlife you may still have. • You may also set other reading goals.

16. Student Observation • Clues Problems Wonderings • Deer grazing courtyard How did the in the city deer get there? garden

17. Selection Vocabulary Reading 1.3, 1.5 p. 166P Trans 14 • Does bucks territory relocates organization population (Transparency 14) • What do these words mean? • Context clues, word structure (root word, prefix & suffix), apposition, prior knowledge • Add vocabulary words to your Writers’ Notebook in the Vocabulary Words section

18. Reading 1.4 p. 166PTrans 14 • Does • bucks • territory • relocates • organization • population Selection Vocabulary

19. Selection Vocabulary Reading 1.4 p. 166PTrans 14 • Does: female deer (page 169) • Bucks: male deer (page 169) • Territory: an area belonging to a group (page 170) • Relocates: moves to a different place (page 172) • Organization: a group; association; society (page 173) • Population: the total number of inhabitants of a given area (page 174)

20. Two Days in May Te. 148Q-R (first reading-aloud pg. 166Q) • When I read this story I will: • Make connections between the selection and your own life. • Ask Questions to clarify difficult • parts. • Summarize key events to help me understand the story..

21. Two Days in May Te. 136Q-R (first reading-orally pgs. 166-172) • Focus Questions: • How do you think deer find their way into the city? • What can be done to protect the deer in the city?

22. Investigating Concepts Beyond the Text TG 181A Inquiry • During workshop, let’s work on our unit investigations. • Groups will meet to discuss questions you have about the story we just read. • Complete Inquiry Journal, page 44 on disappearing Habits for city wildlife.

23. Language Arts Day 1 Word Analysis (TE. P. 181F) • Spelling – This week, we will spell words with the /oi/ sound. • voices • Pretest p. 34 • Vocabulary Skill Words (homophone difference) • Deer new here tail way

24. English Language Conventions Grammar, Usage, and Mechanics (TG p. 181F Eng. Lang. Conv. 1.7) • Question marks (?) are used in interrogative sentences. • Exclamation marks (!) are used in exclamatory sentences and interjections. Complete Comprehension Book, pg. 48 and 49

25. Writing Process Strategies Getting Ideas: Responding to Fiction TG p. 181F (writing 1.1, 1.4) • Read Language Arts handbook, pgs. 98-100. • The people in the story “Two Days in May” took several steps in order to save the deer’s lives. When I want to explain a process, I will remember to do it in the order it happens. • Write your ideas for your explaining a process in your Writer’s Notebook.

26. Writing Process Strategies Getting Ideas: Steps to a Process TG p. 181F (writing 1.1, 1.4) • Total point value: 10 • The main idea is clearly stated. (2 points) • The steps to the process are easy to follow and understand. (2 points) • The word choice and sentence length fits the audience.(2 points) • The final copy is clean, neat, and legible. (2 points) • Mechanics-punctuation, spelling, and capitalization is correct. (2 points)

27. Word Knowledge-Day 2 (TG p. 166L) - Can’t aren’t it’s that’s • They’ll they’re we’ll I’ll • Building camping sleeping • Gently probably friendly brightly • I need a volunteer to choose a word and call out the word in the line. • For example, line 1, word 3. • Next, raise your hand if you can read that word. • It’s is correct! • Let’s continue with another volunteer.

28. Word Knowledge-Day 2 (TG p. 166L) • Comfortable uncomfortable steady unsteady • Voices point royal poison destroy • I need a volunteer to choose one of the above words and put it in a sentence. • Next, I need another volunteer to continue point to another word and put it in a sentence.

29. Two Days in May Te. 136Q-R (first reading-orally pgs. 166-172) • Focus Questions: • How do you think deer find their way into the city? • What can be done to protect the deer in the city?

30. Two Days in May Te. 148Q-R (first reading-aloud pg. 166Q) • When I read this story I will: • Make connections between the selection and your own life. • Ask Questions to clarify difficult • parts. • Summarize key events to help me understand the story..

31. Discussing Strategy Use TG 178 • What connections did you make between the story and to your own life? • What questions did you ask yourself as you read the story? • Did you pause to summarize as you read the story? When?

32. Discussing Strategy Use TG 143A Reading 2.5, 3.1 • Let’s use handing off to answer these questions: • Why were the deer looking for food in the city? • How did the neighbors save the deer? • How did the neighbors work together to save the deer? • Write your responses in the orange section of your writer’s notebook.

33. Reading and Responding (day 2) • Meet the Author(Read Pg. 180) • Why do you think Taylor chooses animals as the subjects of her stories? • Maybe she likes the reactions of animals as opposed to those of humans.

34. Reading and Responding (day 2) How might camping help inspire Ms. Taylor? While she’s camping, she might see animals and nature that she likes to share. How does Ms. Taylor put her advice about writing to practice? She wants people to write about thinks they love just like she writes about animals and nature • Meet the Author(Read Pg. 180)

35. Reading and Responding(day 2) How could the writers of other children’s books have been “like teachers” to Torres when she had never met them? Maybe by reading their work, she learned how to write and illustrate books. How might Torres’s parents have helped inspire her to illustrate children’s books? Maybe they brought books with illustrations home from the school for her to read. • Meet the Illustrator(Read Pg. 180)

36. Reading and Responding (day 2) In what ways do you think the library in New York City was different from the library in Bogota? I imagine it was a lot bigger and had many more books than the library she went to in Bogota. • Meet the Illustrator(Read Pg. 180)

37. Theme Connections Reading 3.4 -TE. 181 • In your Writer’s Notebook (orange section) complete the questions on page 181. • Also, complete Inquiry Journal p. 31. • Write down what you learned about how ‘Two Days in May’ helped you learn about City Wild Life.

38. Concept/Question Board TE p. 181B • Let’s use the Concept/Question board to: • Post questions we have about the story that have not been answered yet. • Post articles about city wildlife. • Answer our story focus question.

39. Language Arts Day 2 Word Analysis (TE. P.181G) ELC 1.8 Spelling Card 43 say: coil coil The /oi/ sound can be spelled oi or _oy • Say ‘deer’. What kind of animal is a deer? • A hoofed animal • I called my dear friend. • Deer dear • What does dear mean in the above sentence? • Greatly loved or respected

40. Day 2 Vocabulary Reading 1.4 • Say ‘deer’. What kind of animal is a deer? • A hoofed animal • I called my dear friend. • Deer dear • What does dear mean in the above sentence? • Greatly loved or respected • Complete Spelling Book, pages 42 and 43.

41. English Language Conventions Grammar, Usage, and Mechanics (TG p. 181G E.L.C., 1.7) • Lets review question marks and exclamation points as end punctuation for sentences. • What end punctuation goes at the end of these sentences? • Don’t you like peanut butter? • (interrogative) • Would you please stop doing that! • (exclamatory) • Ouch! • (interjection) • Assignment: Find examples of exclamation points in “Two Days in May.” Most are found in dialogue.

42. Writing Process Strategies Prewriting- Explain a Process TG p. 181G (Writing 1.1, 1.4) • Let’s review our ideas about explaining a process from yesterday. • Let’s discuss Chain of Events (transparency 10). • Writer’s Craft: (purpose and audience) • Good writers communicate well because they consider their purpose and audience. • Let’s read L.A. handbook, pages 194-197 for more information on purpose and audience. • Let’s also read Comprehension Book, pages 50 & 51.

43. Writing Process Strategies Prewriting- Explain a Process TG p. 181G (Writing 1.1, 1.4) • Let’s Read Writer’s Workbook, page 22 on prewriting for explaining a process. • Fill out your audience and purpose on page 22 of your Writer’s Workbook. • Assignment: Complete Writer’s Workbook, page 23.

44. Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M • Repeat the words. They have words ending in –le: • Bugle fable stable capable • Bubble cattle drizzle gentle middle • Table wobbled maple thimble • Dazzle cable erasable uncomfortable recycle • Cattle were grazing in the field. • A bugle led the band in beginning the song. • They had nervous tails, and eyes that were big and black and gentle.

45. Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M • Bugle fable stable capable • Let’s blend these words: • Bugle bu-gle bu-gle bu-gle • Fable fa-ble fa-ble fa-ble • Stable sta-ble sta-ble sta-ble • Capable ca-pa-ble ca-pa-ble

46. Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M • Bubble cattle drizzle gentle middle • Let’s blend these words: • Bubble bub-ble bub-ble bub-ble • Cattle cat-tle cat-tle cat-tle • Drizzle driz-zle driz-zle driz-zle • Gentle gen-tle gen-tle gen-tle • Middle mid-dle mid-dle mid-dle

47. Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M • Table wobbled maple thimble • Let’s blend these words: • Table ta-ble ta-ble ta-ble • Wobbled wob-bled wob-bled • Maple ma-ple ma-ple ma-ple • Thimble thim-ble thim-ble thim-ble

48. Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M • Dazzle cable erasable uncomfortable recycle • Let’s blend these words: • Dazzle daz-zle daz-zle daz-zle • Cable ca-ble ca-ble ca-ble • Erasable e-ras-a-ble e-ras-a-ble • Uncomfortable un-com-fort-a-ble • Recycle re-cy-cle re-cy-cle

49. Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M • Cattle were grazing in the field. • A bugle led the band in beginning the song. • Find the –le words (state if they are long or short vowels): • cattle - short vowel sound

50. Day 3-Phonics and Fluency Words ending in –le, with long and short vowels TE 166M • They had nervous tails, and eyes that were big and black and gentle. • Find the word with the ending –le. • gentle • What words rhyme with gentle? • Use the new words in a sentence.