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Day 1:Spelling Objective- Students will learn to correctly spell words with short vowels. Lesson 1: Spelling Words: Words with Short Vowels 1.pact11.

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Presentation on theme: "Day 1:Spelling Objective- Students will learn to correctly spell words with short vowels. Lesson 1: Spelling Words: Words with Short Vowels 1.pact11."— Presentation transcript:

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3 Day 1:Spelling Objective- Students will learn to correctly spell words with short vowels. Lesson 1: Spelling Words: Words with Short Vowels 1.pact11. dreadChallenge Words: 2.brand12. spend21. gingerly 3.brick13. past22. ditch 4.crop14. plot23. pleasure 5.broad15. check24. penguin 6.tread16. split25. lecture 7.film17. sting 8.else18. strap 9.gram19. task 10.gum20. twin

4 Decoding/ Word Attack Closed Syllable Patterns Objective-Students will use knowledge of syllable patterns to decode multi- syllable words. summer sandwich How many Syllables are in sandwich? Where should the word be divided? sum/mer 2 syllables How many Syllables are in summer? Where should the word be divided? sand/wich 2 syllables W hen syllables break between two consonants, the first syllable is usually pronounced with a short vowel sound. This is called a closed syllable pattern. T he consonant pair nd in sand stands together in the first syllable. The syllables are broken after this consonant blend.

5 Closed Syllable Patterns Guided Practice Let’s try to break these words into syllables together! seventeen sev/en/teen 3 syllables contestant con/test/ant 3 syllables comical com/i/cal 3 syllables sheltering shel/ter/ing 3 syllables Independent Practice Find two examples of multisyllabic words with the closed syllable pattern In your Storytown textbook.

6 Grammar Time!

7 Grammar Time! Always label your paper # Name Date Lesson 1 Grammar: Daily Proofreading

8 Day 1:Daily Proofreading 1.The boys made a packed no to speak to Bolivia. 2.The friends spilt a pizza in half. 1.The boys made a pact not to speak to Bolivia. 2.The friends split a pizza in half. 1.The boys made a packed no to speak to Bolivia. 2.The friends spilt a pizza in half. 1.The boys made a pact not to speak to Bolivia. 2.The friends split a pizza in half.

9 Day 1:Grammar Objective- Students will identify sentence fragments and use complete sentences The SUBJECT tells who or what did something: Sue’s dog is brown. Ask the question who is brown? Answer: Sue’s dog (SUBJECT) The PREDICATE tells what is or what has happened: Sue’s dog is brown Ask the question Sue’s dog what? Answer: is brown (PREDICATE)

10 Day 1:Grammar Objective- Students will identify sentence fragments and use complete sentences Let’s learn a song together! Parts of a Sentence (sung to “The Mulberry Bush”) Chorus: In a sentence, you will get a subject and a predicate. A subject and a predicate, join to make a sentence. A subject has a pronoun or noun, that tells who the sentence is about: The happy crowd began to shout. The happy crowd is the subject. A predicate includes a verb, that tells of the subject in one or more words: The noisy crowd could be heard. could be heard is the predicate.

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12 Juan ran around the track in record time. Is a COMPLETE SENTENCE because it has both a SUBJECT (Juan) Who or what and a PREDICATE (ran around the track in record time) Did what?

13 Swam in the pool. Is a SENTENCE FRAGMENT because A SUBJECT IS MISSING It does not tell us WHO or WHAT swam in the pool.

14 Time to Practice! On your own sheet of paper, tell me if the sentence is a COMPLETE SENTENCE or a SENTENCE FRAGMENT. After, you have done this, make each SENTENCE FRAGMENT a COMPLETE SENTENCE. Let’s try a few together first!

15 1.Science is my favorite subject at school. You write:COMPLETE SENTENCE 2.The bus stop. You write:SENTENCE FRAGMENT The bus stop is beside the flag pole.

16 Your Turn Label your paper! #Name Date Lesson 1 Grammar: Complete Sentences and Fragments 1.In the gym. 2.play soccer after school. 3.the driver 4.We ate lunch outside today. 5.in the store.

17 In the first paragraph of a story, you learn that a man who lives near a swamp is building a wall around his house. What are some different reasons why he might be doing this?

18 Objectives:Students will listen critically to oral communication. Students will respond appropriately to oral communication. We are going to listen to a poem about friendship. POEMS… are written in verse may repeat words or phrases often include rhythm and rhyming words

19 Read Aloud When listening to a poem, enjoy the rhythm and the rhyme, and try to understand the poem’s message. GOOD READERS… “Set a purpose for reading.” I’ll listen to this poem to understand the poet’s message.

20 GOOD READERS… “Read each word accurately when reading aloud.” Follow along as I read the poem aloud.

21 Be a friend. You don’t need money; Just a disposition sunny; Just the wish to help another Get along some way or other; Just a kindly hand extended Out to one who’s unbefriended; 1 Just the will to give or lend, This will make you someone’s friend. 1.To befriend someone means to act as a friend to that person. An unbefriended person has no friends.

22 Be a friend. You don’t need glory. Friendship is a simple story. Pass by trifling errors blindly,2 Gaze on honest effort kindly, Cheer the youth who’s bravely trying, Pity him who’s sadly sighing; Just a little labor spend On the duties of a friend. 2.A trifling error is a small mistake. How does the poet advise the reader to deal with their friends’ mistakes?

23 Be a friend. The pay is bigger (Though not written by a figure)3 Than is earned by people clever In what’s merely self-endeavor. You’ll have friends instead of neighbors For the profits of your labors; You’ll be richer in the end Than a prince, if you’re a friend. 3.What does the poet mean when he says that the pay that a friend gets is “not written by a figure”?

24 What is the poet’s message? You get a lot by being a friend!

25 Why might it be better to have friends instead of just having neighbors? Friends care about you, while neighbors may not.

26 Focus Skill: Character’s Traits and Motivations Objectives:Students will analyze character’s traits and motivations. Students will make inferences regarding a character’s traits, motivations, and actions.

27 Character’s Traits and Motivations A story is made up of characters, a setting, and plot events. Characters Characters are the people or animals in a story. Characters have reasons for acting as they do.

28 Character’s Traits and Motivations Traits A character’s traits show what he or she is like. A reader can tell what kind of person a character is by thinking about his or her traits.

29 Motivations Motivations are the reasons a character acts a certain way. Sometimes authors state a character’s motivations; other times readers must use what the character says, does, and thinks to figure out the character’s motivations.

30 Character’s Traits and Motivations “Thinking about a character’s traits and motivations will help you figure out why a character took a certain action in the story.” Character TraitsMotivationsActions

31 Character’s Traits and Motivations Page 23 Character: James Traits: bragging, jealous Motivations: James wants to win at the science fair. Actions: James tells Paul his project is boring. James brags about his science project. When James realizes that Paul’s project is better than his, he tries to persuade Paul not to enter the science fair. James's bragging shows that he is boastful. What he says to Paul shows that he is jealous.

32 Character’s Traits and Motivations Page 23 Do you think James really believes that model solar systems are boring? Why does James say it is boring? The reason (motivation) James told Paul that his project was boring, was because James wanted to win the science fair. James didn’t want Paul to enter the contest!

33 Character’s Traits and Motivations Practice and apply to your real life: Think about the kinds of things people say or do when they are boastful or jealous. What are their reasons (motivations) for their actions?

34 Focus Skill: Lesson 1 Use Story Structure Objectives:Students will use strategies to monitor reading comprehension. Students will use story structure to identify key events.

35 Use Story Structure What are the different parts of a story? Characters: The people or animals in a story The main character is the person the story is mostly about. Setting:Where and when a story takes place The setting may change as the story unfolds. Plot events:The things that happen in a story Often, the plot involves a problem the main character must solve.

36 Use Story Structure You can use a STORY MAP To keep track of story elements As you read

37 Story Map SettingCharacter s Plot Events

38 Use Story Structure It was the morning of Bella’s first day at her new school. “I don’t like meeting new people,” Bella grumbled at breakfast. “It’s so hard to do! Everyone else will have friends already, and I don’t know anyone.” She slumped over her bowl of cereal. “Hurry up Bella,” Her mother called, “It’s time for you to catch the bus!” With a sigh, Bella got up, grabbed her bag, and headed out the door. *The main character is Bella. The setting is her house on the morning of the first day of school. Bella’s problem is that she doesn’t know anyone at her new school, and she is afraid that she won’t make friends.

39 Use Story Structure On the bus, Bella found a seat next to a window. As the bus started moving, she heard someone shouting, “Wait for me!” A girl with long, red hair was running on the sidewalk. She waved frantically at the bus. No one except Bella seemed to notice. “Please stop! Someone needs to get on!” Bella called to the driver. The bus screeched to a stop, and the girl climbed aboard. She plopped into the seat next to Bella and grinned. “Thanks for getting the bus to stop. You saved my day,” she said. “My name is Magda. What’s yours?”

40 Use Story Structure Story Map SettingCharacter s Plot Events Setting Character s Plot Events Bella’s house on the morning of the first day of school The school bus Main Character: Bella Bella’s Mother Magda Bella doesn’t know anyone at her new school, and she is afraid that she won’t make any friends. After Bella got on the bus, she noticed someone shouting for the bus to stop. Bella urged the driver to stop. A girl named Magda thanked Bella for helping her not miss the bus, and sat beside Bella on the bus.

41 Day 1:Introduce Vocabulary pact A pact is an agreement between people or countriesin which they promise to docertain things. Describe a pact you could make with a friend.

42 queasy If you feel queasy you have asick feeling in your stomach. What might cause a person to feel queasy?

43 foisted If something is foisted onyou, it is given to you whether you want it or not. What might a teenager have foisted on a younger brother or sister?

44 venture A new venture is a projectthat is exciting and evenrisky. What new venture would be good to start during summer vacation?

45 annoyed To be annoyed means to besomewhat angry aboutsomething. How might a cat show that it is annoyed?

46 depriving If someone is depriving youof something, the person iskeeping you from having it. What would happen to a plant that you are depriving of sunlight and water?

47 PARTNER TIME! With your partner, Read: Trading Chores pg Partner A will read one sentence. Partner B will read the next sentence. Repeat until you have read all of the text.

48 1.What is the pact between Charlie and Tyler? 2.Why does Tyler feel queasy? 3.What chance of success do you think Uncle Stan’s business venture has? Explain. 4.Why is Charlie annoyed at Tyler? 5.How do you think Tyler feels about depriving Charlie of a ride to the ball game? 6.Why is the task of driving Charlie to the game foisted on Liz?

49 Vocabulary Challenge Look and listen for VOCABULARY WORDS in different places, such as in advertisements and in television shows. Keep track of any wordsyou find! WHO IS READY TO COMPLETE THE CHALLENGE?

50 That’s all for today folks! That’s all for today folks!

51 Day 2:Spelling Objective- Students will learn to correctly spell words with short vowels Lesson 1: Spelling Words: Words with Short Vowels Each of your spelling words has a short vowel sound. The short e sound can be spelled ea as in thread. The short o sound can be spelled oa as in broad. pact brand gram past strap task brick film spilt sting twin crop broad plot tread else dread spend check gum Spelling Words 1. pact6. tread11. dread16. split 2. brand7. film12. spend17. sting 3. brick8. else13. past18. strap 4. crop9. gram14. plot19. task 5. broad10. gum15. check20. twin Practice Book Page 4

52 Grammar Time!

53 Day 2:Daily Proofreading 1.Cesar walked. To see a fillm. 2.He bought gumm. At the store. 1.Cesar walked to see a film. (They were sentence fragments) 2.He bought gum at the store. 1.Cesar walked. To see a fillm. 2.He bought gumm. At the store. 1.Cesar walked to see a film. (They were sentence fragments) 2.He bought gum at the store.

54 Day 2:Grammar Objective- Students will identify and use declarative sentences.

55 Day 2:Grammar Objective- Students will identify and use declarative sentences. Let’s learn a song together! Four Types of Sentences (sung to “Down by the Station”) We will only learn the first 2 verses today. Declarative sentences All make a statement: I visited my cousin. Clouds are in the sky. Declarative sentences All make a statement: Today is Friday. We hope to bake a pie.

56 Time to Practice! Let’s try a few together! Together, we are going to decide if the following sentences are fragments or declarative sentences. Think first! Then, when I snap, answer: DECLARATIVE SENTENCE, or FRAGMENT Get ready… Get set… GO! 5. The boy’s ball. Answer:FRAGMENT 1. The meeting. Answer: FRAGMENT 2. I will study for the test. Answer:DECLARATIVE SENTENCE 3. My brother made a new friend at school. Answer:DECLARATIVE SENTENCE 4. Went to the grocery store. Answer:FRAGMENT

57 Your Turn! #Name Date Lesson 1 Grammar: Declarative Sentences 1.Ate pizza 2.Sue’s dog 3.To the store Turn the FRAGMENTS into DECLARATIVE SENTENCES! Label your paper!

58 Day 2: Practice Book Page 1 Complete this sheet, and place it in the grammar drawer! Take your time! Use your best writing! Complete this sheet, and place it in the grammar drawer! Take your time! Use your best writing!

59 Which character from “The Hot and Cold Summer” would you most like to have as a friend? Why?

60 Lesson1: Hot and Cold Summer. Objective: To recognize distinguishing features of realistic fiction. Before we read let’s talk about the GENRE Of our story.

61 hey Genre:Realistic Fiction Read the genre information on page 26 to yourself, in a “whisper voice.” Realistic fiction stories have… a setting that is a real place. characters that are just like real people. events that could really happen. They are made up stories, that seem like they could happen in real life! Comprehension Strategy: “Use Story Structure” Story Map Charact ers Setting Plot Events As we read, we will fill out our story map. This will help us keep track of the characters, setting, and plot events. This will help us remember, or “comprehend” what we read. GOOD READERS… Make predictions, or “guesses” about what the text will be about. We can make predictions, and preview the story by reading the title, and the introduction on page 27. Let’s read together! What do you think might happen in the story? We can use our predictions to help us set a purpose, or “reason” to read this story because… GOOD READERS… Set a purpose, or “reason” for reading. Based on what we previewed of the story: I know the introduction is about friendship. In real life, friendships can change. One purpose for reading is to find out if Rory, Derek, and Bolivia’s friendship will change when Derek returns from camp. Take out Practice Book Page 2, and fill out the story map as we read …

62 1.Why is Rory worried? 2.Based on what you know so far, how has Bolivia affected Derek and Rory’s friendship? Remember: A story’s setting is where and when a story takes place, and is important to the plot of events. On our Story Map: So far we have… Characters: Rory Setting: Rory’s backyard in the summer (Be Specific) Connecting the plot and setting: This story’s setting is Rory’s backyard during summer. Derek has been away at camp. Rory worries whether he and Derek will still be friends when Derek returns. Rory’s feeling of worry may affect the plot of events. Plot Events: (Pages 27-29) Rory waits for Derek to return from camp. Rory worries about their friendship.

63 On your Story Map: Practice Book Page 2 Setting: Rory’s backyard in the summer Characters: Rory Plot Events (Section 1 Pages 27-29) Rory waits for Derek to return from camp. Rory worries about their friendship. Story Map

64 3.Was Rory right to worry so much about Derek? Why or why not? 4.What kind of person is Derek? How can you tell? 5.Do you think that all three characters will remain friends? What details from the story support your answer?

65 Let’s add to our Story Map. We need to go ahead and sum up what we’ve read! Setting: Rory’s backyard in the summer Characters: Rory Derek Bolivia Plot Events (Section 1 Pages 27-29) Rory waits for Derek to return from camp. Rory worries about their friendship. Story Map (Section 2 Pages 30-33) Derek, Bolivia, and Rory put together a puzzle. Rory and Bolivia tell Derek about their lemonade stand.

66 6.Why do you think Derek and Rory brag about their pizza eating abilities? 7.What can you tell about Bolivia based on the way she acts? 8.Have you ever said that you could do something you weren’t sure you could do, just to impress someone? Explain what happened.

67 Let’s add to our Story Map. We need to go ahead and sum up what we’ve read! Setting: Rory’s backyard in the summer Characters: Rory Derek Bolivia Mrs. Dunn (Rory’s mom) Plot Events (Section 1 Pages 27-29) Rory waits for Derek to return from camp. Rory worries about their friendship. Story Map (Section 2 Pages (30-33) Derek, Bolivia, and Rory put together a puzzle. Rory and Bolivia tell Derek about their lemonade stand. Section 2 Pages (30-33) CONTINUED Derek and Rory decided to have a pizza eating contest. Rory’s mom ordered one pizza, and Bolivia ordered the other.

68 6.Why do you think Derek and Rory brag about their pizza eating abilities? 7.What can you tell about Bolivia based on the way she acts? 8.Have you ever said that you could do something you weren’t sure you could do, just to impress someone? Explain what happened. Remember: staying focused on the plot events will help you understand what is going on in the story. Derek and Rory are going to have a pizza- eating contest. We will keep on reading to find out who wins.

69 9.How can you tell that both Derek and Rory are feeling confident that they can eat a whole pizza? 10.What is Bolivia’s role in the contest? 11.How is Bolivia different from Rory and Derek?

70 12.How do you think the boys are feeling as they reach for their fourth slice? 13.Why do you think Bolivia says, “I wouldn’t think of depriving you,” when the boys offer her a slice of pizza? 14.Who do you think is enjoying the pizza-eating contest the most?

71 Focus Strategy: Use Story Structure “Story Map” When you write plot events in your story map, do not include every single thing that happens in the story. You only need to include the most important events. Example: When writing about the contest, Don’t write: “Bolivia ate a carrot stick. Derek finished his first slice. Derek picked up his second slice. Rory picked up his second slice. Bolivia ate a celery stick.” Instead, tell about the main events in one or two sentences! When you write plot events in your story map, do not include every single thing that happens in the story. You only need to include the most important events. Example: When writing about the contest, Don’t write: “Bolivia ate a carrot stick. Derek finished his first slice. Derek picked up his second slice. Rory picked up his second slice. Bolivia ate a celery stick.” Instead, tell about the main events in one or two sentences!

72 Let’s add to our Story Map. We need to go ahead and sum up what we’ve read! Setting: Rory’s backyard in the summer Characters: Rory Derek Bolivia Mrs. Dunn (Rory’s mom) Plot Events (Section 1 Pages 27-29) Rory waits for Derek to return from camp. Rory worries about their friendship. Story Map (Section 2 Pages (30-33) Derek, Bolivia, and Rory put together a puzzle. Rory and Bolivia tell Derek about their lemonade stand. Section 2 Pages (30-33) CONTINUED Derek and Rory decided to have a pizza eating contest. Rory’s mom ordered one pizza, and Bolivia ordered the other. Section 3 Pages (34-40) The boys are eating a lot of pizza, but they are getting full. Bolivia is snacking on vegetables and watching them.

73 15.Why does Bolivia wait until the boys are full before she takes a piece of pizza? 16.What does Bolivia do that surprises Derek and Rory?

74 17.Compare the way Rory feels on page 40 with the way he felt at the beginning of the story. 18.After reading page 40, did the story turn out as you predicted?

75 Let’s Finish Our Story Map! Setting: Rory’s backyard in the summer Characters: Rory Derek Bolivia Mrs. Dunn (Rory’s mom) Plot Events (Section 1 Pages 27-29) Rory waits for Derek to return from camp. Rory worries about their friendship. Story Map (Section 2 Pages (30-33) Derek, Bolivia, and Rory put together a puzzle. Rory and Bolivia tell Derek about their lemonade stand. Section 2 Pages (30-33) CONTINUED Derek and Rory decided to have a pizza eating contest. Rory’s mom ordered one pizza, and Bolivia ordered the other. Section 3 Pages (34-40) The boys are eating a lot of pizza, but they are getting full. Bolivia is snacking on vegetables and watching them. Section 3 Pages (34-40) When the boys are full after five slices of pizza, Bolivia eats five slices of pizza. The contest is a three way tie.

76 Summarize “Hot and Cold Summer” Use your STORY MAP to help you write a summary about “The Hot and Cold Summer.” A good summary of a REALISTIC FICTION story includes: o The main ideas o Important details o A brief description of the characters and setting o The most important events, in the order in which they happened Use your STORY MAP to help you write a summary about “The Hot and Cold Summer.” A good summary of a REALISTIC FICTION story includes: oToThe main ideas oIoImportant details oAoA brief description of the characters and setting oToThe most important events, in the order in which they happened

77 Summary: “Hot and Cold Summer” This story takes place in Rory’s backyard during the summertime. In the beginning, Rory is worried about his friendship with Derek. Derek had been away at camp for the summer. Rory and Boliva became great friends while Derek was gone. When Derek came home, Rory realized they were still friends. Rory, Derek and Boliva were hanging out in Rory’s backyard, when the boys decided to have a pizza eating contest. Rory's mom bought them one pizza, and Bolivia bought the other with her lemonade stand money. While the boys challenged each other, Bolivia munched on some vegetables. When the boys had finally ate enough, five slices, Boliva took a shot at it. Boliva ate five slices as well. The contest ended in a three way tie. The friends learned a valuable lesson about friendship, and the silliness of bragging.

78 Day 2 : Vocabulary Review Rate a Situation:Page 46 in your book! Unhappy Happy Work with your partner. Take turns reading aloud each sentence and pointing to the spot on the word line that would show how happy or unhappy you would feel!  Y You and a friend made a pact to stick together.  You just had a great idea for a business venture.  A challenging task was foisted on you.  Your favorite relative became annoyed at you.

79 Day 2:Fluency: Accuracy Page 47 in your book. Partner Reading When you read with ACCURACY, you read each word correctly. Work with your partner, and choose a paragraph from “The Hot and Cold Summer.” Read it aloud as your partner is tracking. Ask your partner if you skipped any words or read words incorrectly. Then switch roles. Reread the paragraph until you can read it with complete accuracy. (Until you made zero mistakes)

80 Math Connection Bolivia and Rory made $6.05 from their lemonade venture. Imagine the two friends did sell lemonade. Here is what you know: oRoR ory and Boliva spent $2.05 on supplies. oToT hey charged $0.25 per cup of lemonade. oIoI f they made $6.05, how many cups did they sell? I Know: Rory and Boliva spent $2.05 on supplies. They charged $0.25 per cup of lemonade. I need to know: If they made $6.05, how many cups did they sell? See if you can find the answer! TOTAL INCOME:$6.05 COST OF SUPPLIES: -$2.05 TOTAL PROFIT:$4.00 PRICE PER CUP: $0.25 $4.00 divided by $0.25 = 16 cups Answer: Rory and Bolivia sold 16cups of lemonade.

81 That’s all for today folks! That’s all for today folks!

82 cr_ptr_ _dtw_n f_lmspl_tdr_ _d g_mch_ckbr_nd gr_mp_stbr_ck cr_ptr_ _dtw_n f_lmspl_tdr_ _d g_mch_ckbr_nd gr_mp_stbr_ck Day 3:Spelling Practice and Apply: Objective- Students will learn to correctly spell words with short vowels. Lesson 1: Spelling Words: Words with Short Vowels Let’s fill in the blank with the correct short vowel! Practice Book Page 5

83 Grammar Time!

84 Day 3:Daily Proofreading 1.A stingg. 2.Paid half the chec for the pizza. 1.A sting by a bee hurts. (missing predicate) 2.Boliva paid half the check for the pizza. (missing subject) 1.A stingg. 2.Paid half the chec for the pizza. 1.A sting by a bee hurts. (missing predicate) 2.Boliva paid half the check for the pizza. (missing subject)

85 Day 3:Grammar Objective- Students will identify and use declarative and interrogative sentences.

86 Day 3:Grammar Objective- Students will identify and use declarative and interrogative sentences. Let’s learn a song together! Four Types of Sentences (sung to “Down by the Station”) We will learn the next 2 verses today! Declarative sentences All make a statement: I visited my cousin. Clouds are in the sky. Declarative sentences All make a statement: Today is Friday. We hope to bake a pie. Interrogative sentences All ask a question: Where is your raincoat? Do you know the time? Interrogative sentences All ask a question: When will the game start? Did you lose a dime?

87 Time to Practice! Let’s try a few together! Together, we are going to decide if the following sentences are fragments or interrogative sentences. Think first! Then, when I snap, answer: INTERROGATIVE SENTENCE, or FRAGMENT Get ready… Get set… GO! 5. The boy’s ball. Answer:FRAGMENT 1. The meeting. Answer: FRAGMENT 2. Are you going to study for the test? Answer:INTERROGAVTIVE SENTENCE 3. Did you make a new friend at school? Answer:INTERROGATIVE SENTENCE 4. Went to the grocery store. Answer:FRAGMENT

88 On your own sheet of paper, turn each sentence FRAGMENT or DECLARATIVE SENTENCE into an INTERROGATIVE SENTENCE. Let’s try a few together first! On your own sheet of paper, turn each sentence FRAGMENT or DECLARATIVE SENTENCE into an INTERROGATIVE SENTENCE. Let’s try a few together first!

89 1.Carlos walks to school. (DECLARATIVE) You write:Does Carlos walk to school? (INTERROGATIVE) 2.The bus stop. (FRAGMENT) You write:Where is the bus stop? (INTERROGATIVE) 1.Carlos walks to school. (DECLARATIVE) You write:Does Carlos walk to school? (INTERROGATIVE) 2.The bus stop. (FRAGMENT) You write:Where is the bus stop? (INTERROGATIVE)

90 #Name Date Lesson 1 Grammar: INTERROGATIVE SENTENCES 1.In the gym. 2.play soccer after school. 3.the driver 4.We ate lunch outside today. 5.in the store. #Name Date Lesson 1 Grammar: INTERROGATIVE SENTENCES 1.In the gym. 2.play soccer after school. 3.the driver 4.We ate lunch outside today. 5.in the store. Your Turn Label your paper!

91 Day 3: Practice Book Page 2 Complete this sheet, and place it in the grammar drawer! Take your time! Use your best writing! Complete this sheet, and place it in the grammar drawer! Take your time! Use your best writing!

92 Have you ever made a pact with a friend? What was it?

93 Focus Skill: Reinforce the skill Character’s Traits and Motivations Objectives:Students will analyze character’s traits and motivations. Students will make inferences regarding a character’s traits, motivations, and actions.

94 Why might a character brag or show off? Why might a character brag or show off?  To impress a friend.  To try to look good.  Etc. These would be a character’s MOTIVATIONS or “reasons” for bragging or showing off. TTo impress a friend. TTo try to look good. EEtc. These would be a character’s MOTIVATIONS or “reasons” for bragging or showing off.

95 Character’s Traits and Motivations Traits A character’s traits show what he or she is like. These traits are revealed by what the character thinks, does, and says. Motivations Motivations are the reasons a character acts a certain way.

96 Turn to page 32 in your book. Read this along with me. Why does Rory’s mother offer to buy a pizza for dinner? (What was her motivation to buy a pizza?) Turn to page 32 in your book. Read this along with me. Why does Rory’s mother offer to buy a pizza for dinner? (What was her motivation to buy a pizza?) Character’s Traits and Motivations

97 Turn to page 32 in your book. Read this along with me. Why does Rory’s mother say that one pizza is enough? (What was her motivation for saying this?) Turn to page 32 in your book. Read this along with me. Why does Rory’s mother say that one pizza is enough? (What was her motivation for saying this?) Character’s Traits and Motivations

98 Turn to page 32 in your book. Read this along with me. Why doesn’t Rory’s mother scold Bolivia for ordering a second pizza? (What was her motivation?) Turn to page 32 in your book. Read this along with me. Why doesn’t Rory’s mother scold Bolivia for ordering a second pizza? (What was her motivation?) Character’s Traits and Motivations

99 What can you tell about Rory’s mother, based on what she does and says? (What are her traits, based on what she does and says?) She is thoughtful because she orders the children pizza. She is a little strict because she said one pizza is enough. She is fair because she doesn’t scold Bolivia. Make sure you give reason (details from the story), as to why you chose these traits. What can you tell about Rory’s mother, based on what she does and says? (What are her traits, based on what she does and says?) She is thoughtful because she orders the children pizza. She is a little strict because she said one pizza is enough. She is fair because she doesn’t scold Bolivia. Make sure you give reason (details from the story), as to why you chose these traits. Character’s Traits and Motivations

100 W Why is Rory pretending to read comics as he sits in a lounge chair at the beginning of the story? Why does Derek go straight over to Rory’s house when he gets home? At first, Rory had ignored Bolivia because she is a girl, but Derek made friends with her. What does this show about Derek. Practice Book Page 3 Analyze Character’s Traits and Motivations

101 Day 3: Reinforce Word Meanings 1.What pact had the boys made when Bolivia first arrived? 2.Why did Rory feel queasy about Derek’s return from camp? 3.What might Rory and Derek feel Bolivia foisted on them? 4.How successful was Rory’s and Bolivia’s business venture? 5.Why might Rory’s mother have been annoyed with Bolivia? 6.What did Bolivia really mean when she told Derek she wouldn’t think of depriving him of the pizza? 1.What pact had the boys made when Bolivia first arrived? 2.Why did Rory feel queasy about Derek’s return from camp? 3.What might Rory and Derek feel Bolivia foisted on them? 4.How successful was Rory’s and Bolivia’s business venture? 5.Why might Rory’s mother have been annoyed with Bolivia? 6.What did Bolivia really mean when she told Derek she wouldn’t think of depriving him of the pizza?

102 Objectives:Students will learn to understand features of literary text. Read the title and look at the illustrations (pictures) “Secret Talk” is a poem about friendship. We remember from our READ ALOUD that… POEMS… are written in verse may repeat words or phrases often include rhythm and rhyming words Objectives:Students will learn to understand features of literary text. Read the title and look at the illustrations (pictures) “Secret Talk” is a poem about friendship. We remember from our READ ALOUD that… POEMS… are written in verse may repeat words or phrases often include rhythm and rhyming words

103 Listen, as I read the poem aloud. Listen, as I read the poem aloud.Now, read the poem with me. What rhyming words do you hear? What does the poem seem to be saying about friendship?

104 What do the two friends do together? What do the two friends do together? How is the poem’s ending similar to its beginning?

105 Have you ever had a friend you felt so comfortable with that you didn’t need to talk? What kinds of things did you do together? Have you ever had a friend you felt so comfortable with that you didn’t need to talk? What kinds of things did you do together?

106 Comparing Texts: What can Rory and Derek’s contest teach you about being boastful? Compare the friendships in “The Hot and Cold Summer with the friendship in “Secret Talk” What is one lesson that “The Hot and Cold Summer” teaches about friendship?

107 Objectives: Students will demonstrate characteristics of fluent, effective reading, and will read aloud with accuracy. Turn in your books to page 36 Follow along with me as I read Move your fingers (TRACK) under the words that I am reading out loud. Good readers: Read with Accuracy (They read all words correctly) Choral Read Fluency: “Accuracy”

108 That’s all for today folks! That’s all for today folks!

109 Day 4:Spelling Objective- Students will learn to correctly spell words with short vowels. 1.pact11. dread 2.brand12. spend 3.brick13. past 4.crop14. plot 5.Broad15. check 6.tread16. split 7.film17. sting 8.else18. strap 9.gram19. task 10.gum20. twin Listen very carefully as I read each word. Pay attention to the sounds you hear before and after the vowel in each word.

110 Day 4:Spelling (continued) brand /br/ blend comes before the vowel. /nd/ blend comes after the vowel. check /ch/ sound comes before the vowel. /k/ sound comes after the vowel. Two consonants are used to make the /k/ sound in the word check c and k ck sound like /k/. Practice Book Page 6

111 Grammar Time!

112 Day 4:Daily Proofreading 1.Did Rory spennd all the money. 2.Derek gave a brod smile 1.Did Rory spend all the money? 2.Derek gave a broad smile. 1.Did Rory spennd all the money. 2.Derek gave a brod smile 1.Did Rory spend all the money? 2.Derek gave a broad smile.

113 Day 4:Grammar Objective- Students will identify and use declarative and interrogative sentences. Let’s learn a song together! Four Types of Sentences (sung to “Down by the Station”) Let’s review the first two verses! Declarative sentences All make a statement: I visited my cousin. Clouds are in the sky. Declarative sentences All make a statement: Today is Friday. We hope to bake a pie. Interrogative sentences All ask a question: Where is your raincoat? Do you know the time? Interrogative sentences All ask a question: When will the game start? Did you lose a dime?

114 Day 4:Grammar Objective- Students will identify and use declarative and interrogative sentences. A declarative sentence end with a period. An interrogative sentence ends with a question mark. Complete Practice Book Page 3 Objective- Students will identify and use declarative and interrogative sentences. A declarative sentence end with a period. An interrogative sentence ends with a question mark. Complete Practice Book Page 3

115 Day 4: Practice Book Page 3 Grammar-Writing Connection Directions:Read this part of a student’s rough draft, and answer the questions that follow. (1) i went to visit my grandparents over the summer. (2) I missed my friends a lot at first (3) Then I found out that there were many things to do for fun. (4) Hiking, biking, and gardening. (5) Do you know what happened. (6) I didn’t want to when the visit was over leave. Directions:Read this part of a student’s rough draft, and answer the questions that follow. (1) i went to visit my grandparents over the summer. (2) I missed my friends a lot at first (3) Then I found out that there were many things to do for fun. (4) Hiking, biking, and gardening. (5) Do you know what happened. (6) I didn’t want to when the visit was over leave.

116 What are some synonyms for annoyed? What are some antonyms?

117 Synonyms and Antonyms Objectives: Students will use synonyms and antonyms to determine meaning and extend word knowledge, and locate synonyms and antonyms in a thesaurus.

118 A synonym is a word that means the same thing a another word. An antonym is a word that means the opposite of another word. You can sometimes use synonyms or antonyms to help you figure out the meaning o f a new word.

119 You can sometimes use s ynonyms or antonyms to help you f igure out the meaning of a new word. If you want to find additional synonyms and antonym for a word, you can look the word up in a THESAURUS. Synonyms for hotAntonyms for hot sweltering sizzling scorching cold freezing frigid

120 If you are not sure what colossal means, reread the first sentence. These sentences are about a large pizza. Colossal must mean large. If you are not sure what engaging means, reread the first sentence. These sentences talk about how the puzzle is boring. Engaging must mean the opposite of boring, fun. If you are not sure what colossal means, reread the first sentence. These sentences are about a large pizza. Colossal must mean large. If you are not sure what engaging means, reread the first sentence. These sentences talk about how the puzzle is boring. Engaging must mean the opposite of boring, fun. Thesaurus Entry: large, adj. 1. big, huge, colossal, gigantic, massive Synonym Clue: We ordered a large pizza, I didn’t think we could eat the colossal pie. Synonym Clue: We ordered a large pizza, I didn’t think we could eat the colossal pie. Antonym Clue: “This puzzle is boring,” Bolivia said. “Let’s find something engaging to do instead. Antonym Clue: “This puzzle is boring,” Bolivia said. “Let’s find something engaging to do instead. Synonyms and Antonyms

121 Synonyms and Antonyms as context clues GUIDED PRACTICE Let’s decide together if the pairs of words in each sentence are synonyms or antonyms… Boliva was hungry. Rory was ravenous, too. Bolivia ate a large amount of vegetables, but Derek ate a meager handful.

122 Practice and Apply Knowing many synonyms and antonyms can help you improve your writing. (You never want to use the same words over and over) Select three of these words from “The Hot and Cold Summer.” Write a synonym and an antonym for each word. Don’t be afraid to use a THESAURUS. WHEN YOU’VE FINISHED COMPLETE PRACTICE BOOK PAGE 4 Plenty Empty answer Changed Opened gradually

123 Day 4: Extend Word Meanings 1.If one country breaks a pact with another country, what might be the result? 2.Which would make you more queasy, competing in a spelling bee or diving off the high board into a swimming pool? Why? 3.How would you feel if friends of your family came to visit and foisted their four-year-old child on you for the day? 4.What new venture might you like to start someday? Why? 5.Describe a time when you were annoyed by a sound? 6.What is one effect of depriving a garden of water?

124 Speaking and Listening Objectives: Students will introduce and describe a character, and they will use details to explain what a character is like. Students will also understand a character description presented orally. In small groups this week, we completed a Character description. Now, we are going to work on giving an oral presentation. I am going to assign each of you a partner. You will magically transform into the character that you chose to write about. You are going to introduce each other to the class, as if you are the characters in your descriptions. Objectives: Students will introduce and describe a character, and they will use details to explain what a character is like. Students will also understand a character description presented orally. In small groups this week, we completed a Character description. Now, we are going to work on giving an oral presentation. I am going to assign each of you a partner. You will magically transform into the character that you chose to write about. You are going to introduce each other to the class, as if you are the characters in your descriptions.

125 Speaking and Listening Introducing a Character: – I will give each of you some note cards. – On each card, write each trait you wish to describe, and the words or actions of the character that describe this trait. – Organize the note cards in a logical way. – First card should be your character introduction sentence… Such as: “I would like to introduce ____________.” – Last card should be a conclusion sentence… Such as:“Let’s give__________ a round of applause for visiting us.”. Introducing a Character: –I–I will give each of you some note cards. –O–On each card, write each trait you wish to describe, and the words or actions of the character that describe this trait. –O–Organize the note cards in a logical way. –F–First card should be your character introduction sentence… Such as:“I would like to introduce ____________.” –L–Last card should be a conclusion sentence… Such as:“Let’s give__________ a round of applause for visiting us.”.

126 What can you tell about Rory’s mother, based on what she does and says? (What are her traits, based on what she does and says?) She is thoughtful because she orders the children pizza. She is a little strict because she said one pizza is enough. She is fair because she doesn’t scold Bolivia. Make sure you give reason (details from the story), as to why you chose these traits. What can you tell about Rory’s mother, based on what she does and says? (What are her traits, based on what she does and says?) She is thoughtful because she orders the children pizza. She is a little strict because she said one pizza is enough. She is fair because she doesn’t scold Bolivia. Make sure you give reason (details from the story), as to why you chose these traits. Character’s Traits and Motivations Here is an example from our story We did this together!

127 Speaking Strategies – Speak slowly, clearly, and loudly enough so that everyone in the room can hear you. – Make eye contact with your audience – Use gestures to help you introduce your character and tell what he or she is like. –S–Speak slowly, clearly, and loudly enough so that everyone in the room can hear you. –M–Make eye contact with your audience –U–Use gestures to help you introduce your character and tell what he or she is like.

128 Listening Strategies – Focus on the speaker so you do not get distracted. – Sit quietly and listen attentively to the speaker. – Wait until the speaker has finished before asking questions. – Ask questions to clarify anything you did not understand. –F–Focus on the speaker so you do not get distracted. –S–Sit quietly and listen attentively to the speaker. –W–Wait until the speaker has finished before asking questions. –A–Ask questions to clarify anything you did not understand.

129 Objectives: Students will demonstrate characteristics of fluent, effective reading, and will read aloud with accuracy. Turn in your books to page 36 Put your finger on the beginning of the first sentence. I will read the sentence first, and then you read the sentence after me. (ECHO ME) Track with your finger as I read, and slide your finger back to the beginning of the same sentence to track as you read. Good readers: Read with Accuracy (They read all words correctly) Echo-Read Fluency: “Accuracy”

130 That’s all for today folks! That’s all for today folks!

131 Day 5:Spelling Objective- Students will learn to correctly spell words with short vowels. Lesson 1: Spelling Words: Words with Short Vowels STUDY STUDY!! TEST WILL BEGIN IN 5 MINUTES! 1.pact11. dreadChallenge Words: 2.brand12. spend21. gingerly 3.brick13. past22. ditch 4.crop14. plot23. pleasure 5.broad15. check24. penguin 6.tread16. split25. lecture 7.film17. sting 8.else18. strap 9.gram19. task 10.gum20. twin

132 Grammar Time!

133 Day 5: Daily Proofreading 1.Great to have friends like Derek and Bolivia 2.Did Rory dredd Derek’s return. 1.It is great to have friends like Derek and Bolivia. 2.Did Rory dread Derek’s return ? 1.Great to have friends like Derek and Bolivia 2.Did Rory dredd Derek’s return. 1.It is great to have friends like Derek and Bolivia. 2.Did Rory dread Derek’s return ?

134 Day 5: Practice Book Page 6 Complete this sheet, and place it in the grammar drawer! Take your time! Use your best writing! Complete this sheet, and place it in the grammar drawer! Take your time! Use your best writing!

135 If you could start a summer business venture, what would you do or sell?

136 Use a Dictionary: A dictionary is a reference book that contains the definitions, or meanings, of entry words. All the entry words are written in alphabetical order. The definition comes after the entry word. Guide words are pairs of words listed at the top of each page. They help you find the entry word you are looking for!


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