This document discusses protecting loved ones. It poses the question "How can we help protect those we love?" and provides the author's name, Fred Gipson, and notes he writes historical fiction. It asks the big question of how to help protect loved ones in 3 sentences or less.
This document provides guidance for students to learn about and retell traditional tales. It defines traditional tales as stories that have been passed down orally between generations. Students will read and compare traditional tales, predict endings, and watch presentations of tales from other cultures. They will practice retelling tales using different voices, expressions, and volumes for various characters. The goal is for students to use storytelling techniques to make their retellings engaging.
An onomatopoeia is a word that imitates or suggests the source of the sound that it makes. The document provides examples of onomatopoeic words like splash, boom, honk, moo, neigh, clap, waah, quack, shhh, ruuff, and meow that mimic the sounds made by things like water, thunder, cars, cows, horses, babies, ducks, kids, dogs, and cats. It includes a poem and exercises to help identify onomatopoeic words.
The document defines the subject of a sentence as the naming part that tells you who or what the sentence is about. It instructs the reader to ask "who is this sentence about?" when reading a sentence to identify the subject, which is usually the words preceding the action verb. An example is provided where the subject of the sentence "the dog chased the postman" is "the dog".
The document discusses different types of figures of speech used to compare two unlike things. It defines a simile as a comparison using like or as, and provides examples such as "her smile was like the sun." A metaphor directly states a comparison without like or as, for example "she is a rose." The document also discusses acrostic poems where the letters in a name are used to inspire descriptive words or phrases, and provides examples of acrostic poems for the names Troy and Ruth.
This document discusses phonograms, which are groups of letters that make a single sound. It provides examples of common English digraphs like "ch", "ck", "qu", "ph", "sh", "tch", "th", and "wh" and demonstrates each with a word where it is used, such as "chin", "black", "queen", "phone", and "whistle". The document also mentions counting phonemes in words and naming syllable types.
This document provides information about syllables including definitions, examples of words with different numbers of syllables, and rules for dividing words into syllables. It includes practice exercises where the reader is asked to read aloud words divided into syllables. The document covers topics such as prefixes, suffixes, consonant patterns, and vowel sounds to help determine syllable breaks. Practice words include ones with 2-5 syllables. The goal is to help readers learn to accurately divide words into syllables.
This document provides an overview of the key elements of narrative writing, including characters, setting, plot, beginning, middle, and end. It discusses common story features like problems and resolutions. It also gives examples of different types of characters, settings, and potential story hooks or openings. The purpose is to teach students about crafting narratives by exploring different components of stories.
This document discusses articles and adjectives in the English language. It defines articles as words that indicate whether a noun refers to a specific or general thing. There are two types of articles: definite articles like "the" which refer to specific nouns, and indefinite articles like "a" or "an" which refer to general nouns. Adjectives are words that describe or modify nouns, and there are different types including descriptive, demonstrative, possessive, and indefinite adjectives. The document provides examples to illustrate the usage of these parts of speech.
This document provides guidance for students to learn about and retell traditional tales. It defines traditional tales as stories that have been passed down orally between generations. Students will read and compare traditional tales, predict endings, and watch presentations of tales from other cultures. They will practice retelling tales using different voices, expressions, and volumes for various characters. The goal is for students to use storytelling techniques to make their retellings engaging.
An onomatopoeia is a word that imitates or suggests the source of the sound that it makes. The document provides examples of onomatopoeic words like splash, boom, honk, moo, neigh, clap, waah, quack, shhh, ruuff, and meow that mimic the sounds made by things like water, thunder, cars, cows, horses, babies, ducks, kids, dogs, and cats. It includes a poem and exercises to help identify onomatopoeic words.
The document defines the subject of a sentence as the naming part that tells you who or what the sentence is about. It instructs the reader to ask "who is this sentence about?" when reading a sentence to identify the subject, which is usually the words preceding the action verb. An example is provided where the subject of the sentence "the dog chased the postman" is "the dog".
The document discusses different types of figures of speech used to compare two unlike things. It defines a simile as a comparison using like or as, and provides examples such as "her smile was like the sun." A metaphor directly states a comparison without like or as, for example "she is a rose." The document also discusses acrostic poems where the letters in a name are used to inspire descriptive words or phrases, and provides examples of acrostic poems for the names Troy and Ruth.
This document discusses phonograms, which are groups of letters that make a single sound. It provides examples of common English digraphs like "ch", "ck", "qu", "ph", "sh", "tch", "th", and "wh" and demonstrates each with a word where it is used, such as "chin", "black", "queen", "phone", and "whistle". The document also mentions counting phonemes in words and naming syllable types.
This document provides information about syllables including definitions, examples of words with different numbers of syllables, and rules for dividing words into syllables. It includes practice exercises where the reader is asked to read aloud words divided into syllables. The document covers topics such as prefixes, suffixes, consonant patterns, and vowel sounds to help determine syllable breaks. Practice words include ones with 2-5 syllables. The goal is to help readers learn to accurately divide words into syllables.
This document provides an overview of the key elements of narrative writing, including characters, setting, plot, beginning, middle, and end. It discusses common story features like problems and resolutions. It also gives examples of different types of characters, settings, and potential story hooks or openings. The purpose is to teach students about crafting narratives by exploring different components of stories.
This document discusses articles and adjectives in the English language. It defines articles as words that indicate whether a noun refers to a specific or general thing. There are two types of articles: definite articles like "the" which refer to specific nouns, and indefinite articles like "a" or "an" which refer to general nouns. Adjectives are words that describe or modify nouns, and there are different types including descriptive, demonstrative, possessive, and indefinite adjectives. The document provides examples to illustrate the usage of these parts of speech.
The document provides instructions for changing declarative statements into questions. It explains that to change a statement with a helping verb into a question, the helping verb is moved before the subject and the period is changed to a question mark. It also outlines rules for changing statements with main verbs into questions: use "does" for singular present tense subjects, "do" for plural present tense subjects, and "did" for past tense subjects, changing the verb to its simple form. Examples are given to demonstrate applying these rules to change statements into questions.
This document discusses identifying nouns and verbs. It defines a noun as a person, place, thing, or animal and a verb as an action word. It encourages finding the nouns and verbs in sample sentences through activities like songs and provides examples of finding both the noun and verb in sentences like "The frog jumped high." The document ends by listing the resources used to create it.
The document provides instructions for sounding out and reading words that follow common phonetic patterns. It includes lists of words containing the following phonetic families: short vowel sounds like "at"; consonant blends like "bl"; vowel digraphs like "ack"; final consonant blends like "op"; and vowel-consonant-e patterns like "ake". The reader is prompted to read down each list aloud to practice their phonics skills.
Here are some examples of how text features could help understand an article:
Table of Contents: The table of contents lists the major sections and their page numbers, allowing me to quickly navigate to the parts most relevant to my interests or information I want to find.
Headings: Headings break the text into sections and indicate the topic of each part, helping me understand how the information is organized and what to expect.
Pictures/Illustrations: Images can convey information visually and clarify processes or concepts that may be difficult to explain with words alone.
Captions: Captions provide context for pictures, explaining who or what is shown and any other important details not stated in the surrounding text.
Glossary:
The document discusses syllables and how to identify the number of syllables in words. It provides examples of common words like "jump", "pencil", "carefully", and asks the reader to identify the number of syllables. It concludes by asking the reader how many syllables are in their own name.
The document provides an overview of poetry, including its key elements and devices. It defines what a poem is and discusses where poems can be found. It also explains common poetry terms like verse, stanza, rhyme, rhythm, and figurative language such as similes, metaphors, and idioms. Examples are given for many of these terms.
This document discusses suffixes, which are word parts added to the end of base words that change the word's meaning. It provides examples of common suffixes like -able, -er, -ish, -less, -ness, and -ful and their meanings. The document also gives examples of words that contain suffixes and exercises for identifying suffixes and their meanings in words.
This document provides a list of words containing the /wh/ sound along with sample sentences and phrases using those words to help teach reading. It includes words like whale, wheat, wheel, whisk, whip, and whistle. Students are instructed to read each word with their teacher. Examples of phrases using the words include "to whisper softly" and "wheels of the bus." Sample sentences spotlighting the words include "What is your name?" and "Cars have wheels." The document aims to help students learn words containing the /wh/ sound.
The document provides information about rhyme schemes in poetry. It explains that rhyme scheme refers to the pattern of rhyming sounds at the ends of lines. Each new rhyming sound is assigned a letter, with the first line of a poem being "a". If a sound repeats, it is given the same letter. The rhyme scheme continues through the entire poem, not restarting in each stanza. Examples of rhyme schemes are then provided for several poems.
A character's motivation comes from internal forces like love, fear, jealousy, or anger that drive them to act in certain ways. Understanding a character's motives provides insight into their actions, thoughts, and feelings. A character's motivation influences their actions, which can then reveal traits about their character. Motivations may include fear, guilt, greed, anger, revenge, or a desire for peace and success.
Homophones are words that sound the same but are spelled differently and have different meanings. Understanding homophones can help increase your vocabulary. Examples are blew/blue, foul/fowl, ball/bawl, read/reed, rain/rein, bough/bow. A worksheet provides sentences using some of the homophones to practice distinguishing their meanings. The document relates to language arts and technology objectives about increasing sight words, using reference materials, and using multimedia tools to present ideas.
A possessive noun shows ownership or possession of something. It is formed by adding 's to most singular nouns, like "the girl's shirt." For plural nouns ending in s, only an apostrophe is added, such as "the sisters' names." Plural nouns not ending in s take 's, as in "the children's artwork." Possessive nouns identify who or what the modified noun belongs to.
This document provides guidance on making inferences and includes examples using excerpts from the book "Virus on Orbis 1". It explains that making an inference involves combining what is seen in the text with prior knowledge to draw conclusions and predictions. Students are asked to make inferences about bumper stickers on a car and characters in a book excerpt. The purpose is to prepare students for the TAKS reading test through a cross-curricular lesson developed by the school librarian.
When Antonio walked into the classroom, he accidentally bumped into the door frame and then tripped over a chair and fell face down. Based on these events, Antonio is described as clumsy.
The document discusses finding synonyms for words. It explains that a synonym is a word with a similar or the same meaning. It uses the word "evening" as an example, looking it up in the dictionary and then a thesaurus to find synonyms like "dusk". Students are then asked to find synonyms for other words in their journals to practice.
The document lists words that contain common phonetic sounds like "er", "ir", and "ur". For the "er" sound words, it provides examples like eraser, fern, nerve, father, sister, brother, and hammer. For the "ir" sound words, it provides examples like circle, shirt, birthday, girl, bird, and skirt. Finally, for the "ur" sound words, it provides examples like fur, hamburger, purple, turnips, burn, and purse. The document appears to be providing examples of words for children to learn and practice different phonetic sounds.
Character traits help readers understand why fictional characters act the way they do, predict their future actions, and comprehend their relationships. Authors bring characters to life through direct descriptions using adjectives or indirect examples of what characters say, think, feel, look like, and how others perceive them to help readers feel a certain way about each character.
The two dogs are different in size, color, and other features. The smaller dog has short brown fur while the larger dog has long white fur. Overall, the assistant prefers the larger dog as a pet due to its gentle demeanor.
The document discusses different types of verbs including action verbs, present tense verbs, past tense verbs, future tense verbs, and helping verbs. It provides examples of each type of verb and notes how their forms may change depending on tense. It also lists some online games and activities related to verbs.
There are 4 types of sentences: declarative sentences that make statements, imperative sentences that give commands or requests, interrogative sentences that ask questions, and exclamatory sentences that express strong feelings or surprise. Each type of sentence has a specific purpose and ends with a specific punctuation mark - declarative sentences end with a period, imperative sentences end with a period or exclamation mark, interrogative sentences end with a question mark, and exclamatory sentences end with an exclamation mark.
This document provides a summary of the novel "Island of the Blue Dolphins" by Scott O'Dell. It describes how the story follows a young girl named Karana who lives on an island with her family until Russian hunters arrive, causing tensions over sharing resources. An argument between the groups escalates, leading to consequences that force Karana to spend 18 years as the island's sole inhabitant. The summary recommends reading the book for its simplicity yet interesting and adventurous story, which depicts isolation from a native point of view.
A young girl lives on an island with her brother Ramo and other native people. When a group called the Aluets come to hunt otter, they fail to share the resources as promised, so the chief goes to confront them. The girl is eventually left as the only person on the island. She searches for her brother and finds that he has declared himself the new chief. Later, both the Aluets and another ship arrive at the island, and the girl interacts with them before ultimately leaving the island.
The document provides instructions for changing declarative statements into questions. It explains that to change a statement with a helping verb into a question, the helping verb is moved before the subject and the period is changed to a question mark. It also outlines rules for changing statements with main verbs into questions: use "does" for singular present tense subjects, "do" for plural present tense subjects, and "did" for past tense subjects, changing the verb to its simple form. Examples are given to demonstrate applying these rules to change statements into questions.
This document discusses identifying nouns and verbs. It defines a noun as a person, place, thing, or animal and a verb as an action word. It encourages finding the nouns and verbs in sample sentences through activities like songs and provides examples of finding both the noun and verb in sentences like "The frog jumped high." The document ends by listing the resources used to create it.
The document provides instructions for sounding out and reading words that follow common phonetic patterns. It includes lists of words containing the following phonetic families: short vowel sounds like "at"; consonant blends like "bl"; vowel digraphs like "ack"; final consonant blends like "op"; and vowel-consonant-e patterns like "ake". The reader is prompted to read down each list aloud to practice their phonics skills.
Here are some examples of how text features could help understand an article:
Table of Contents: The table of contents lists the major sections and their page numbers, allowing me to quickly navigate to the parts most relevant to my interests or information I want to find.
Headings: Headings break the text into sections and indicate the topic of each part, helping me understand how the information is organized and what to expect.
Pictures/Illustrations: Images can convey information visually and clarify processes or concepts that may be difficult to explain with words alone.
Captions: Captions provide context for pictures, explaining who or what is shown and any other important details not stated in the surrounding text.
Glossary:
The document discusses syllables and how to identify the number of syllables in words. It provides examples of common words like "jump", "pencil", "carefully", and asks the reader to identify the number of syllables. It concludes by asking the reader how many syllables are in their own name.
The document provides an overview of poetry, including its key elements and devices. It defines what a poem is and discusses where poems can be found. It also explains common poetry terms like verse, stanza, rhyme, rhythm, and figurative language such as similes, metaphors, and idioms. Examples are given for many of these terms.
This document discusses suffixes, which are word parts added to the end of base words that change the word's meaning. It provides examples of common suffixes like -able, -er, -ish, -less, -ness, and -ful and their meanings. The document also gives examples of words that contain suffixes and exercises for identifying suffixes and their meanings in words.
This document provides a list of words containing the /wh/ sound along with sample sentences and phrases using those words to help teach reading. It includes words like whale, wheat, wheel, whisk, whip, and whistle. Students are instructed to read each word with their teacher. Examples of phrases using the words include "to whisper softly" and "wheels of the bus." Sample sentences spotlighting the words include "What is your name?" and "Cars have wheels." The document aims to help students learn words containing the /wh/ sound.
The document provides information about rhyme schemes in poetry. It explains that rhyme scheme refers to the pattern of rhyming sounds at the ends of lines. Each new rhyming sound is assigned a letter, with the first line of a poem being "a". If a sound repeats, it is given the same letter. The rhyme scheme continues through the entire poem, not restarting in each stanza. Examples of rhyme schemes are then provided for several poems.
A character's motivation comes from internal forces like love, fear, jealousy, or anger that drive them to act in certain ways. Understanding a character's motives provides insight into their actions, thoughts, and feelings. A character's motivation influences their actions, which can then reveal traits about their character. Motivations may include fear, guilt, greed, anger, revenge, or a desire for peace and success.
Homophones are words that sound the same but are spelled differently and have different meanings. Understanding homophones can help increase your vocabulary. Examples are blew/blue, foul/fowl, ball/bawl, read/reed, rain/rein, bough/bow. A worksheet provides sentences using some of the homophones to practice distinguishing their meanings. The document relates to language arts and technology objectives about increasing sight words, using reference materials, and using multimedia tools to present ideas.
A possessive noun shows ownership or possession of something. It is formed by adding 's to most singular nouns, like "the girl's shirt." For plural nouns ending in s, only an apostrophe is added, such as "the sisters' names." Plural nouns not ending in s take 's, as in "the children's artwork." Possessive nouns identify who or what the modified noun belongs to.
This document provides guidance on making inferences and includes examples using excerpts from the book "Virus on Orbis 1". It explains that making an inference involves combining what is seen in the text with prior knowledge to draw conclusions and predictions. Students are asked to make inferences about bumper stickers on a car and characters in a book excerpt. The purpose is to prepare students for the TAKS reading test through a cross-curricular lesson developed by the school librarian.
When Antonio walked into the classroom, he accidentally bumped into the door frame and then tripped over a chair and fell face down. Based on these events, Antonio is described as clumsy.
The document discusses finding synonyms for words. It explains that a synonym is a word with a similar or the same meaning. It uses the word "evening" as an example, looking it up in the dictionary and then a thesaurus to find synonyms like "dusk". Students are then asked to find synonyms for other words in their journals to practice.
The document lists words that contain common phonetic sounds like "er", "ir", and "ur". For the "er" sound words, it provides examples like eraser, fern, nerve, father, sister, brother, and hammer. For the "ir" sound words, it provides examples like circle, shirt, birthday, girl, bird, and skirt. Finally, for the "ur" sound words, it provides examples like fur, hamburger, purple, turnips, burn, and purse. The document appears to be providing examples of words for children to learn and practice different phonetic sounds.
Character traits help readers understand why fictional characters act the way they do, predict their future actions, and comprehend their relationships. Authors bring characters to life through direct descriptions using adjectives or indirect examples of what characters say, think, feel, look like, and how others perceive them to help readers feel a certain way about each character.
The two dogs are different in size, color, and other features. The smaller dog has short brown fur while the larger dog has long white fur. Overall, the assistant prefers the larger dog as a pet due to its gentle demeanor.
The document discusses different types of verbs including action verbs, present tense verbs, past tense verbs, future tense verbs, and helping verbs. It provides examples of each type of verb and notes how their forms may change depending on tense. It also lists some online games and activities related to verbs.
There are 4 types of sentences: declarative sentences that make statements, imperative sentences that give commands or requests, interrogative sentences that ask questions, and exclamatory sentences that express strong feelings or surprise. Each type of sentence has a specific purpose and ends with a specific punctuation mark - declarative sentences end with a period, imperative sentences end with a period or exclamation mark, interrogative sentences end with a question mark, and exclamatory sentences end with an exclamation mark.
This document provides a summary of the novel "Island of the Blue Dolphins" by Scott O'Dell. It describes how the story follows a young girl named Karana who lives on an island with her family until Russian hunters arrive, causing tensions over sharing resources. An argument between the groups escalates, leading to consequences that force Karana to spend 18 years as the island's sole inhabitant. The summary recommends reading the book for its simplicity yet interesting and adventurous story, which depicts isolation from a native point of view.
A young girl lives on an island with her brother Ramo and other native people. When a group called the Aluets come to hunt otter, they fail to share the resources as promised, so the chief goes to confront them. The girl is eventually left as the only person on the island. She searches for her brother and finds that he has declared himself the new chief. Later, both the Aluets and another ship arrive at the island, and the girl interacts with them before ultimately leaving the island.
This document provides a lesson plan on vocabulary words that will be encountered in the novel "Island of the Blue Dolphins". The lesson plan includes standards, an overview describing how vocabulary will be taught and differentiated for different students, and a review of the vocabulary words. Pictures are provided to help illustrate each word's meaning. The vocabulary words include: headland, companions, pursued, lessened, bow, seeping, lacking, fiber, idly, dozed, tides, and sandspit. References are listed at the end.
This document contains vocabulary words and definitions from the book "Island of the Blue Dolphins" for 5th grade students. It lists 8 vocabulary words: gnawed, headland, kelp, lair, ravine, shellfish, and sinew. Following each word is a short definition and example sentences are provided to demonstrate the meaning of each underlined word.
This document provides context and summaries about George Orwell's dystopian novel Nineteen Eighty-Four. It discusses how Orwell was inspired by his experiences witnessing totalitarian regimes in Spain, Germany, and the Soviet Union. It then summarizes some of the key aspects of the novel, including its depiction of a totalitarian society called Oceania led by Big Brother, the use of surveillance and propaganda to control citizens, and Winston Smith's acts of rebellion through his diary and relationship with Julia. The document also analyzes some of the novel's major themes around censorship, language control, erasing history and memory, and the human desire for truth and freedom in opposition to totalitarian rule.
This document discusses how emojis, emoticons, and text speak can be used to teach students. It provides background on the origins of emoticons in 1982 as ways to convey tone and feelings in text communications. It then suggests that with text speak and emojis, students can translate, decode, summarize, play with language, and add emotion to language. A number of websites and apps that can be used for emoji-related activities, lessons, and discussions are also listed.
1) The document provides an overview of lesson plans and activities for the week, including reviewing vocabulary, phonics, comprehension skills and spelling.
2) It asks questions about how students can help each other in dangerous situations and work together.
3) The document concludes by previewing a story about Abraham Lincoln working with others to solve problems.
- The document outlines the objectives, subject matter, procedure, and activities for a 45-minute lesson plan on nouns and their kinds
- The lesson plan includes motivating activities to introduce nouns, presenting examples of different types of nouns, analyzing noun usage in sentences, and practicing changing sentences from singular to plural
- Students are asked to categorize example words as people, places, animals, things or ideas. They also practice identifying singular and plural verbs used with nouns.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
Here are the sentences with commas inserted for items in a series:
Martina brushed her hair, put on her pajamas, and went to bed.
She fell asleep and dreamed that she was a princess, she kissed a frog, and she rescued her prince.
The document provides information about adjectives and adverbs:
- Adjectives describe nouns and answer questions like "which" or "what kind". Adverbs describe verbs, adjectives, and other adverbs and answer questions like "how".
- Common adjectives tell readers qualities like color, size, or number. Adverbs tell how an action was done, when, where, or to what extent.
- Comparative adjectives/adverbs (-er, -ly) compare two things, while superlative (-est, -ly) compare more than two. The document also cautions about proper use of words like "good", "well", "bad", and "bad
This document provides information about a reading passage. It identifies the genre as a Pourquoi Tale and notes that the author is Retold by MaryJoan Gerson. It poses the big question of how people have explained the pattern of day and night.
This document provides information about an upcoming reading test. It will assess the story "Story Test" and include questions about the classroom webpage and reading quizzes. Students will also take an AR test. The document gives details about an upcoming assessment for students.
The document discusses figurative language and its importance in developing a deep understanding of narratives and poetry. It defines various types of figurative language like similes, metaphors, personification and symbolism. Examples and practice activities are provided to help students recognize these literary devices. The goal is for students to be able to identify, evaluate and incorporate figurative language in their reading and writing.
The document provides information about a book titled "Because of Winn-Dixie" by Kate DiCamillo, which is classified as realistic fiction. It also lists vocabulary words and spelling words related to short vowels for a lesson. The document outlines an instructional plan that addresses concepts like sequence, summarizing, vocabulary, grammar, spelling and diversity.
1. The document provides guidance for teaching students to decode and spell multisyllabic words with more than three sounds in a syllable using the Wilson Reading System.
2. It includes lessons on syllable division rules, sound cards, concepts for reading and spelling longer words by dividing them into syllables, and examples of words and nonsense words.
3. The lessons conclude with quick drills, dictation exercises, and a discussion of the schwa sound in vowels.
The document discusses different aspects of reading comprehension including what reading is, what we read, how we read, why we read, and when we read. It also lists some common parts of speech like nouns, verbs, pronouns, adjectives, adverbs, prepositions, conjunctions and interjections. It provides examples and definitions of each part of speech.
Persuasive Texts: The language of persuasion by Jeni MawterJeni Mawter
Children's and Young Adult Author and Writing Teacher Jeni Mawter shares her knowledge and insights in persuasive writing techniques.
Suitable for NAPLAN students.
The document provides information about a story called "Grace and the Time Machine" including that it was written by Mary Hoffman and is a play. It also lists vocabulary words that will be used in the story and questions related to using imagination. The questions focus on what can be accomplished through imagination.
Lesson14 Robust Vocabulary - The Stranger - Storytown 4th GradeVicki Paris
The document introduces vocabulary words for 4th grade students, including their definitions and examples of use in sentences. It provides lessons over multiple days that reinforce the meanings of the words through activities like creating word webs and discussing how the words were used in a story. Students are asked to use the vocabulary words in their own writing and share with classmates.
This document provides information about the genre, author, and big question of the reading selection. It is a fantasy by author Lynne Cherry that asks the big question of how living things are connected. It provides a schedule and list of vocabulary words to guide instruction for the week, including words like canopy, dangle, and pollinate. It also gives an overview of the daily lessons which will focus on building concepts, generalizing, story structure, vocabulary, grammar, spelling and protecting the environment.
1) The document describes a lesson plan for teaching a story to children. It includes activities like pre-reading vocabulary, reading the story aloud, asking discussion questions, and describing characters.
2) The lesson plan focuses on the story "The Little Red Hen" and includes activities where children act out sounds animals make in the story.
3) Later activities teach about sentence types like commands and exclamations through examples from the story.
1. The document summarizes a lesson plan about teaching the story "The Little Red Hen" to elementary school students.
2. It includes activities like acting out animal sounds, sequencing events in the story, and describing characters.
3. The lesson also teaches about different types of sentences like commands and exclamations through activities with pictures.
1. The document provides instructions and examples for writing rhymes and jingles.
2. Students are asked to analyze a poem, discuss sensory elements, and write their own short rhymes.
3. The document includes activities where students practice reciting rhymes, rewriting rhyming words, and completing lines of rhymes.
This document provides an outline for a third grade literacy lesson plan. The lesson covers vocabulary, phonics, fluency, comprehension, conventions, and writing. Students will learn r-controlled vowel sounds, high-frequency words, and the difference between facts and opinions. In writing, they will work on using voice in narrative nonfiction texts and write about the work of rescue workers helping others. Comprehension and fluency will be practiced through main selection readings and discussions.
This document defines 9 words: Aggressive, Detect, Dubiously, Frustration, Imprinted, Materialize, Migration, Secretive, and Tolerated. It provides short definitions or explanations of each word's meaning.
This document explains how to multiply fractions. It shows that when multiplying fractions, the sizes of the fractional parts change rather than staying the same size as with addition and subtraction. Examples are provided of multiplying different fractions like 1/2 x 1/2 = 1/4, 1/2 x 3/4 = 3/8, and 2/3 x 4/5 = 8/15. Practice problems are also given for the student to try multiplying different fractions.
This document explains how to multiply fractions. It shows that when multiplying fractions, the sizes of the fractional parts change rather than staying the same size as with addition and subtraction. Examples are provided of multiplying different fractions like 1/2 x 1/2 = 1/4, 1/2 x 3/4 = 3/8, and 2/3 x 4/5 = 8/15. Practice problems are also given for the student to try multiplying different fractions.
This document contains vocabulary words and definitions from the book "Island of the Blue Dolphins" for 5th grade students. It lists 8 vocabulary words: gnawed, headland, kelp, lair, ravine, shellfish, and sinew. Following each word is a short definition and examples of how to use the word in a sentence are provided.
This document provides vocabulary words and definitions for a 5th grade unit on the book Frindle. It includes 8 vocabulary words: acquainted, assignment, essential, expanded, guaranteed, procedures, reputation, and worshipped. Short definitions are provided for each word. There are also 8 multiple choice questions that test understanding of the vocabulary words in different contexts.
The document provides vocabulary words and definitions related to a fifth grade unit on beaches. It includes words like driftwood, sea urchins, algae, tweezers, hammocks, and lamented. Matching questions are then provided to test the understanding of each underlined word by providing multiple choice options for a synonym.
The document is about a 5th grade unit on music in Harlem. It introduces vocabulary words related to musical instruments like bass clarinet, and defines words like forgetful, fidgety, jammed, nighttime, and secondhand. It then has students match the underlined words to their meanings, such as identifying that bass refers to the largest, lowest-sounding stringed instrument.
King Midas is granted a wish by Dionysus which results in everything he touches turning to gold, including his food and drink. This causes Midas considerable distress until he is able to cleanse himself of the power by washing in the river Pactolus. Dionysus lifts the curse and Midas learns that wealth is not the most important thing in life.
The document provides vocabulary words and definitions related to a beach unit for 5th grade students. It includes words like driftwood, sea urchins, algae, tweezers, hammocks, and lamented. Example sentences are given to show the context of each word. Multiple choice questions are also included to test understanding of each underlined vocabulary word.
This document discusses two ways to classify triangles: by their sides and by their angles. Triangles can be classified by their sides as scalene if no sides are the same length or isosceles if at least two sides are the same length. Triangles can be classified by their angles as acute if all angles are less than 90 degrees, right if one angle is 90 degrees, or obtuse if one angle is greater than 90 degrees. Examples are given of classifying triangles under each system.
La perseverancia es necesaria para triunfar en la vida. No te conformes con los triunfos fáciles y sigue esforzándote cada día para superar las adversidades, ya que es la forma de acrecentar tu carácter y distinguirte de los demás. Repite cada día que vencerás gracias a tu perseverancia.
La perseverancia es necesaria para triunfar en la vida. No te conformes con los triunfos fáciles y sigue esforzándote cada día para superar las adversidades, ya que es la forma de acrecentar tu carácter y distinguirte de los demás. Repite cada día que vencerás gracias a tu perseverancia.
Amid the constant barrage of distractions and dwindling motivation, self-discipline emerges as the unwavering beacon that guides individuals toward triumph. This vital quality serves as the key to unlocking one’s true potential, whether the aspiration is to attain personal goals, ascend the career ladder, or refine everyday habits.
Understanding Self-Discipline
The Fascinating World of Bats: Unveiling the Secrets of the Nightthomasard1122
The Fascinating World of Bats: Unveiling the Secrets of the Night
Bats, the mysterious creatures of the night, have long been a source of fascination and fear for humans. With their eerie squeaks and fluttering wings, they have captured our imagination and sparked our curiosity. Yet, beyond the myths and legends, bats are fascinating creatures that play a vital role in our ecosystem.
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Despite their importance, bats face numerous threats, from habitat destruction to climate change. Many species are endangered, and conservation efforts are necessary to protect these magnificent creatures.
In conclusion, bats are more than just creatures of the night; they are a vital part of our ecosystem, playing a crucial role in maintaining the balance of nature. By learning more about these fascinating animals, we can appreciate their importance and work to protect them for generations to come. So, let us embrace the beauty and mystery of bats, and celebrate their unique place in our world.
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9. Build Concepts
Setting
Visualize
Build Background
Vocabulary
Fluency: Model Characterization/Dialogue
Grammar: Four Kinds of Sentences
Spelling: Adding –ed and -ing
Animals and People
10.
11. Listen as I read “Munchkin.”
As I read, notice how I use
different tones of voice for the
two characters who speak.
Be ready to answer questions
after I finish.
12. Where does most of the action
in the story take place?
How does the setting
contribute to the conflict in the
story?
13. hero – someone admired for
bravery, great deeds, or noble
qualities
rescue – to save from danger
saved - protected from danger
14. (To add information to the graphic organizer, click on end
show, type in your new information, and save your changes.)
17. K (What do you W (What would you L (What did you
know?) like to learn?) learn?)
18.
19. lunging – moving forward
suddenly
nub – a lump or a small piece
romping – playing in a rough,
boisterous way
rowdy – rough; disorderly;
quarrelsome
20. slung – thrown , cast, or hurled
speckled - marked with many
small spots
21. chaparral – a dense thicket of
low bushes
poultice – a soft moist mass of
mustard, herbs, and other
substances applied to the body
squawling – crying; bawling
(Next Slide)
27. the dog answered the boys call
with a loud bark
The dog answered the boy’s
call with a loud bark.
why is old yeller loyal to his
family
Why is Old Yeller loyal to his
family?
28. Come away from there, Travis.
This is an imperative sentence.
It gives a command or makes a
request and ends with a period.
There are four kinds of
sentences.
29. A declarative sentence, or
statement, tells something. It
ends with a period.
Specially
trained dogs help
people with disabilities.
30. Aninterrogative sentence asks a
question. It ends with a question
mark.
What kinds of jobs can these
dogs go?
31. Anexclamatory sentence shows
strong feeling. It ends with an
exclamation mark.
How interesting this article is!
32. Animperative sentence gives a
command or makes a request. It
ends with a period. You is the
understood subject.
Readthis newspaper article
about some heroic canines.
33. An interjection is a word or a
group of words that expresses
strong feeling. It is not a
complete sentence. An
interjection is usually followed by
an exclamation mark.
Hooray! Wow! Super!
34. Where did you find your new
puppy?
interrogative
The animal shelter rescues many
abandoned pets.
declarative
35. What a wonderful job they do!
exclamatory
Visit the one in your neighborhood.
imperative
36. You will be amazed at the variety
of animals.
declarative
Do they have snakes and lizards at
the shelter?
interrogative
37. Call this number for that
information.
imperative
Oh, a pet snake would be terrific!
exclamatory
38. Would your little sister be
frightened?
interrogative
My sister Naomi has several
snakes of her own.
declarative
39. What kind of animal makes the
best pet
question mark
Many people are attracted to cats
period
40. Please consider this adorable little
puppy
period
What a difficult decision this is
exclamation mark
43. Question of the Day
How are animals
important in Arliss’s
life?
44. Word Endings
Setting
Visualize
Vocabulary
Fluency: Echo Reading
Grammar: Four Kinds of Sentences
Spelling: Adding –ed and -ing
Social Studies: Log Cabins
Animals and People
45.
46.
47.
48. Turn to page 27.
Notice how my voice changes for
the dialogue of different
characters.
Now we will practice together as
a class by doing three echo
readings of this page.
50. juana threw the stick to her dog
patches. The dog retrieve it quick
Juana threw the stick to her dog
Patches. The dog retrieved it
quickly.
please set the table for dinner
Please set the table for dinner.
51. A declarative sentence, or
statement, tells something. It
ends with a period.
An interrogative sentence asks a
question. It ends with a question
mark.
52. An imperative sentence gives a
command or makes a request. It
ends with a period. You is the
understood subject.
An exclamatory sentence shows
strong feeling. It ends with an
exclamation mark.
55. Question of the Day
What lesson does Arliss
learn about wild animals?
56. Setting
Visualize
Word Structure: Endings
Cause and Effect
Vocabulary
Fluency: Model Characterization/Dialogue
Grammar: Four Kinds of Sentences
Spelling: Adding –ed and -ing
Social Studies: Self-Sufficiency
Animals and People
57.
58.
59. Turn to page 34, first two
paragraphs.
Notice the concern and panic in my
voice as I read Mama’s call to
Travis.
Now we will practice together as a
class by doing three echo readings
of these paragraphs.
61. the boy and his friends paniked
when they seed the bear
The boy and his friends panicked
when they saw the bear.
chopping wood is difficult werk
Chopping wood is difficult work.
62. A declarative sentence, or
statement, tells something. It
ends with a period.
An interrogative sentence asks a
question. It ends with a question
mark.
63. An imperative sentence gives a
command or makes a request. It
ends with a period. You is the
understood subject.
An exclamatory sentence shows
strong feeling. It ends with an
exclamation mark.
64. Using different kinds of sentences
can make your writing more
interesting.
Review something you have written
to see if you can change declarative
sentences into other kinds of
sentences. Change words and
punctuation as necessary.
67. Question of the Day
What factors would you
want to consider in
getting your own dog?
68. Expository Nonfiction
Reading Across Texts
Content-Area Vocabulary
Fluency: Partner Reading
Grammar: Four Kinds of Sentences
Spelling: Adding –ed and -ing
Social Studies: Security Dogs
69.
70.
71. Turn to page 34, first two
paragraphs.
Read these paragraphs three
times with a partner. Be sure to
read with proper emotion. Offer
each other feedback.
73. does sophia enjoy washing the
dog
Does Sophia enjoy washing
the dog?
we were so frightened? That
snake were venomous
We were so frightened! That
snake was venomous!
74. A declarative sentence, or
statement, tells something. It
ends with a period.
An interrogative sentence asks a
question. It ends with a question
mark.
75. An imperative sentence gives a
command or makes a request. It
ends with a period. You is the
understood subject.
An exclamatory sentence shows
strong feeling. It ends with an
exclamation mark.
76. Test Tip: Focus on sentence meaning
rather than on single words or
punctuation marks when identifying
kinds of sentences.
You many confuse an exclamatory
sentences with an interrogative
sentence if they focus only on the
word how.
77. Example:
How big you’ve gotten!
(exclamatory)
How are you feeling today?
(interrogative)
81. Build Concept Vocabulary
Setting
Point of View
Word Endings
Grammar: Four Kinds of Sentences
Spelling: Adding –ed and -ing
Graphic Organizer
Animals and People
82. The setting is very important to the
events in some stories, while it may
be unimportant in other stories.
In general, the more a setting is
described and the more the
characters interact with the setting,
the more important the setting is to
the plot.
83. Point of view is the perspective
from which an author presents the
actions and characters in a story.
The two main points of view are first
person (the narrator is a character in
the story) and third person (the
narrator is not a character in the
story).
84. In first-person point of view, the
narrator refers to himself or herself
as I.
In third-person point of view, the
narrator refers to all the characters,
including himself or herself, as he,
she, or they.
85. You can use base words and word
endings to help determine the
meaning of unfamiliar words.
Identify the base word and ending
of each italicized word in the chart.
They use context clues, and if
necessary, a dictionary to determine
each word’s meaning.
86. Word Base Word Ending Meaning
“switched
Arliss hard”
“baby possum
that sulked”
“fished went
scooting”
“he was
trembling all
over”
87. Graphic organizers have many uses.
A KWL chart is a three-column chart in
which you list what you know, what you
want to know, and what you learned about
a topic.
K (What do you W (What would you L (What did you
know?) like to learn?) learn?)
88. Aweb diagram is a group of
connected circles or ovals. It is used
to highlight a central concept and
connect it to related details.
89. AVenn diagram consists of two
overlapping circles or ovals. It is used
to compare and contrast topics.
90. A time line shows a series of dates
and events in chronological order.
Events
Dates
91. AT-chart is an open, two-column
chart. It is often used to explore or
compare two topics.
93. please changed the cat’s
bandage david
Please change the cat’s
bandage, David.
i never feed my dog desert
I never feed my dog dessert.
94. A declarative sentence, or
statement, tells something. It
ends with a period.
An interrogative sentence asks a
question. It ends with a question
mark.
95. An imperative sentence gives a
command or makes a request. It
ends with a period. You is the
understood subject.
An exclamatory sentence shows
strong feeling. It ends with an
exclamation mark.