2. Good Morning Today is Friday, October 23, 2015 Bell work 1.Turn in your HOMEWORK (Stapled, Name, and Number on the right side of the bookshelf) Daily Folder & Weekly Folder 2.Turn in your Student Compact, Reading Fair sheet, and Junior Librarian sheet 3.Reading Bell Work Friday 4.Turn in Math Bellwork on the Bookshelf to the left 5.New Math Bellwork on Horseshoe table - Monday 6.Finish any UNFINISHED TESTS. 7.Turn in your Math Workstations and Strategy Book 8.Text Structure Writing 9.Finished with your book? Recommend the book to your classmates and then swap it out 10.Enjoy your book!! Activity Science Activity Science 1

3. Morning Meeting Today is October 23rd We go to Science today for Activity. You have 1 minute to greet one another around your desk. Important dates and information – Ms. Hicks will be out of the class from 1-3 Choose 3 people to share about something. After they have shared, choose 2 people to respond to the person sharing. Quote of the Day: 2 8:40

4. Making Meaning Non-fiction Supplement 8:45

5. Journal Entries 1.Writing about Reading 8/13 2.STOP and JOT 3.Think Pair Write 8/24 4.Reading Comprehension Strategies 5.Text Features 8/25 6.Opinion Writing 8/26

6. Try another! Chronological order Compare and contrast Cause and effect Problem and solution Main idea Why was the Great Chicago Fire so disastrous? After all, Chicago had fire departments and fire alarms. One reason for the terrible fire is that the alarm malfunctioned. The local fire company noticed the fire by accident as it was returning from another fire. As another problem, a watchman who saw the flames directed other fire companies to a location that was nearly a mile away from the fire. Because of these two problems, a fire that could have been controlled rapidly spread across the city.

7. Can you find the text structure? Chronological order Compare and contrast Cause and effect Problem and solution Main idea Chicago changed in many ways after the fire. Before the fire, most of the buildings were less than five stories high. The buildings that were constructed after the fire, however, were some of the first skyscrapers in the country. Before the fire, most of the houses were made of wood. After the fire, people chose to build their houses out of stone or brick. There were changes in where people lived, as well. The poor people in the city lived close to the center of the city before the fire. After the fire, they moved into neighborhoods that were farther away from the downtown area.

8. Can you find the text structure? Compare and contrast Chicago changed in many ways after the fire. Before the fire, most of the buildings were less than five stories high. The buildings that were constructed after the fire, however, were some of the first skyscrapers in the country. Before the fire, most of the houses were made of wood. After the fire, people chose to build their houses out of stone or brick. There were changes in where people lived, as well. The poor people in the city lived close to the center of the city before the fire. After the fire, they moved into neighborhoods that were farther away from the downtown area.

9. Can you find the text structure? Compare and contrast Notice how this paragraph is comparing Chicago BEFORE the fire to Chicago AFTER the fire Chicago changed in many ways after the fire. Before the fire, most of the buildings were less than five stories high. The buildings that were constructed after the fire, however, were some of the first skyscrapers in the country. Before the fire, most of the houses were made of wood. After the fire, people chose to build their houses out of stone or brick. There were changes in where people lived, as well. The poor people in the city lived close to the center of the city before the fire. After the fire, they moved into neighborhoods that were farther away from the downtown area.

10. Can you find the text structure? Compare and contrast Notice how this paragraph is comparing Chicago BEFORE the fire to Chicago AFTER the fire Chicago changed in many ways after the fire. Before the fire, most of the buildings were less than five stories high. The buildings that were constructed after the fire, however, were some of the first skyscrapers in the country. Before the fire, most of the houses were made of wood. After the fire, people chose to build their houses out of stone or brick. There were changes in where people lived, as well. The poor people in the city lived close to the center of the city before the fire. After the fire, they moved into neighborhoods that were farther away from the downtown area.

11. One more paragraph! By Monday night, the town of Chicago was burning. People described it as terrible, but amazing. The flames were brighter than anything people had ever seen. The harsh winds swept the fire across the city with terrible speed. For many who watched, it was a sight to remember for the rest of their lives. Chronological order Compare and contrast Cause and effect Problem and solution Main idea

12. One more paragraph! By Monday night, the town of Chicago was burning. People described it as terrible, but amazing. The flames were brighter than anything people had ever seen. The harsh winds swept the fire across the city with terrible speed. For many who watched, it was a sight to remember for the rest of their lives. Main idea Notice the main idea

13. One more paragraph! By Monday night, the town of Chicago was burning. People described it as terrible, but amazing. The flames were brighter than anything people had ever seen. The harsh winds swept the fire across the city with terrible speed. For many who watched, it was a sight to remember for the rest of their lives. Main idea Notice the main idea The rest of the sentences explain the main idea.

14. Let’s Compare! Let’s see how we learn different information on the same topic just by how it is organized! We are going to read about peanuts. I want you to read each paragraph and as a pair decide how you think it is organized. Then, discuss how the information changes due to its text structure.

18. How about these two?? (A)Wildfires can cause the destruction of trees and forests. Nonetheless, there are several benefits to wildfires. Some trees can only reproduce after a fire. Certain pine tress cones are sealed with something called pitch. A pinecone’s seeds can only be released after a fire has melted away the pitch. Aspen and birch tree seeds will also only sprout roots following a fire. Also, ash remaining after a fire adds nutrients to the soil. Deer and other animals feed on new grasses and shrubs that grow after forest fires. These are a few of the benefits of a wildfire. (B)Most wildfires are caused by humans. People who live in or near the woods in fire-prone areas should follow certain guidelines to help prevent the spread of wildfires. First, homeowners should use non- flammable roof and deck materials on their homes. They should trim their trees regularly. There should be at least a five foot opening between neighboring trees. Further, there should be no tree limbs within ten feet of the ground. This will reduce the chance that flames will travel to the top of the trees. Finally, homeowners should keep the lawn well-watered and cut short.

19. Day 5- But in the real world of text… Often times when we read informational text, signal words aren’t always there. Sometimes we just have to look at the overall passage and see what the author seems to be implying. Let’s read a short article about food.

21. Fast Food is not a healthy way to eat. Eat fresh colorful food from nature. Ask “Am I eating the rainbow?”

22. Summarizing When we summarize nonfiction we have to include some basics. This is why being able to understand text structures help! Nonfiction Summary Tips: Include- Title of article/text Main Idea/ Topic Sentence Look for text structure and make sure to include elements of that structure (problem AND solution(s), Causes and Effects etc…*This is where we find the important ideas. Delete repeated information (just state the important stuff once) Include information that is only about the author’s purpose for the topic of that paper.

23. Problem Solution *What is the topic? How can we create a topic sentence from that topic? *What is the author trying to get across to us? (what’s the point?) *What is the When we write about text, we have to name the text!

24. Let’s create a summary. The article “What’s on your plate?” is about making good food choices. The author states that eating fast food is not a healthy choice. A better choice would be to eat colorful food from nature that includes grains, proteins, fruits and vegetables. One way to remember to do this is to look at your plate each time you eat and ask, “Am I eating the rainbow?”

25. Time to SHOW OFF YOUR BRAIN! Each group will have an article. As a group decide what the overall text structure is. Then, create the organizer that matches that text structure to pull out important information. Finally, summarize the article based on the information they pulled out.

26. Lexile These are the structures of the articles

27. A NOTE FOR TEACHERS IF you want to continue text structure into next week and use the books and articles you have about scientists, you could have kids create a Text Structure Magazine. This early in the year, I would have them work in groups (Ideally of 5). The magazine project is as follows: Assign each group a scientist as the topic of the magazine ( I believe we have articles and books on Jane Goodall, Louis Pasteur etc…) Each magazine has to have 5 articles. Each of those articles has to be written with a different text structure in mind-description, problem & solution, chronological, cause & effect, and compare & contrast. Each of the following features must also be in the magazine. At least 2 pictures (printed or drawn) Captions for each picture A diagram, map, timeline, OR chart (choose one or more of these) Types of print (bold, italics, highlighted) *each member of the group takes one of the text structures and creates an article for the magazine Example- Jane Goodall is the topic. There could be an article about how she got started in science chronological (good place for a timeline), an article about her work with gorillas (description), an article about why she chose gorillas (problem/solution) etc… You don’t have to use scientists, but I believe most people have these books from their original unit books.

28. A NOTE FOR TEACHERS Since kids will be reading text to find information. Have them read and jot down notes, then use their chosen organizer to put information they gathered. That will help them when it is time to write. For example, if I was assigned cause/effect. I would read about Jane Goodall and then if I found out what caused her to choose gorillas, I would fill out my organizer with that information, so I would be able to write my article.

30. Being a Writer

31. Out of Classroom! Lunch 11:05 – 11:30 Recess 11:30 – 11:50 Activity 11:55 – 12:45

33. 5.NBT.5 I can fluently add and subtract multi-digit whole numbers using standard algorithm. 32

34. Bell work 33

35. 34 8:40 Station A: Teacher Table Station B: Independent Practice SHOW YOUR WORK!! page 253 problems If you finish early: 1.Which estimate makes the most sense? 2.Single Digit Division with cards Station C: Fluency SHOW YOUR WORK !! 1.Galactic products 2.Multiplication Quick Draw (3 digit x 2 digit) ** I will grade 4 problems Station D: Teacher’s Choice SHOW YOUR WORK!! 1.Divide and Conquer 2.Double Dutch Treat * I will grade 4 problems

36. Science Scientific Method Bean Experiment