“How do weather and seasons affect our lives?

When the Moon is Full- pg. 8-9, 14-15,  How would you describe the moon in this picture?  What is the weather like?  What season do you think it is? Why?  Use the text to make a connection: How do weather and seasons affect our lives?

Writers use analogies to show readers how two things are similar, related, or connected.  The boy is quiet as a mouse. The writer is comparing a boy and a mouse.  Squirrel wraps her tail around her like a cloak. The writer is comparing a tail to a cloak.  Old man moon hides his face. The writer is comparing the moon to an old man.

Text structure is how the words and ideas of a text are organized. Authors use different text structures. Texts may be organized by:  Sequence: telling what happens in the order that things occur.  Compare and Contrast: showing how two topics are alike and different.  Problem and solution: telling about a problem and how it can be solved.  Description/definition: describing or defining examples of a topic

 The first part of When the Moon is Full is a group of poems. To identify text structure, I think about how the poems are organized.  The poems start with January and go through each month of the year. The text is organized by time order, or sequence.

 The theme is the Author’s message.  The poems in this selection are about what happens in nature during the year. One theme is Nature changes.  What are some other themes?  Reread pages 4-32 How did thinking about the theme help understand the poem? Think of the poem for your birthday month. How would YOU describe the full moon?

 Read the following sentences. Circle the spellings for the sound /oo/ At the zoo in July, Sue saw a mule chew blue food. I saw a new jar of glue in my room that I can use in the future.

 Word families are groups of words that end in the same letters and have the same ending sounds. ool p ool > pool c ool > cool f ool > t ool > Sch ool >

 Contractions with am, is, and are  Contractions are formed when two words are joined together and shortened.  An apostrophe signals where the letter or letters have been left out. I + am= I’m You + are = you’re He + is = he’s She + is = she’s It + is = We + are = They+ are = Is + not = Are + not =

High Frequency Word: Air, bear, building, fruit, wear, wears, who Reread Decodable Reader 17: A Day at the Paper Plane Factory Fluency: “Pecos Bill” (expression/ reading with emotion)

 Writing Model Chart pg 28 (practice companion pg. 281)  The paragraph begins with a topic sentence. The topic sentences tells what the author is describing.  Next are details about the playground, including what the author could see, hear, touch, and smell.  At the end, the writer includes a closing sentence that tells what she thinks about the topic.

Focus on describing topic, DON’T worry about making mistakes. Since I’m describing my cat, I’ll begin by saying that my cat is cute. Then I’ll explain why he’s cute.) My cat is really cute. He’s brown with black stripes. His nose is brown, too. He has some white on his chin and paws. He’s a little chubby, and his tail is long. When I reach out to pet his plush, thick fur, I sometimes feel his cold, wet, nose instead. When he’s sitting on my lap, he lets me touch his soft paws. My cat meows loudly when he wants something and purrs loudly when he’s happy. He smells like litter dust when it sticks to his fur. I think my cat is the best cat around! Why is this a good closing sentence?