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Skills Block

Skills Block. Week of 5/9/11. LA.5.1.4.1 : Understanding spelling patterns LA.5.1.6.11 : use meaning of familiar roots and affixes derived from Greek and Latin to determine meanings of unfamiliar complex words. Objectives. Identify and sort r influenced vowel sounds

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Skills Block

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  1. Skills Block Week of 5/9/11

  2. LA.5.1.4.1: Understanding spelling patternsLA.5.1.6.11: use meaning of familiar roots and affixes derived from Greek and Latin to determine meanings of unfamiliar complex words

  3. Objectives • Identify and sort r influenced vowel sounds • Identify words with the root “log” • Practice sorting words, and hunting for new ones. • Learn to create a new document; use right, center and left justification; and indent new paragraphs. They will also learn to save a document to both a server and a flash drive. • Will change the page layouts on their documents. Saving documents under a new name.

  4. Essential Questions • What do we know about r-influenced vowels? What does the root word “log” mean? • How do you auto-summarize a document?

  5. Day 1Intro: To identify r influenced vowels. Administer pre-test.

  6. Day 1Work: Vocabulary:What does “log” mean?

  7. Day 1Closing: • What did the root word mean? • Homework discussion • Spelling: sort the words into the original columns. Write a sentence to explain why the words belong in each column. • Vocabulary: Complete the final column of the KIM chart for each word.

  8. Day 2 Intro: Sorting the words together • Write the sound sorting categories onto the board, and sort the words with student help. • Explain that students will need to hunt for new words that fit this pattern. We will replace words we know with these new, harder, words.

  9. Day 2 Work: Word hunt

  10. Day 2 Closing and Homework: • Add words to the chart above. • Homework: • Spelling: Sort new words into columns. • Vocabulary: Write sentences with the 1st 5 words. Be sure to include a context clue to help the reader understand what the word means.

  11. Day 3 Intro: Working with Word • http://www.microsoft.com/education/autosummarize.aspx • Explain that we will be learning how to Auto-summarize a document. This will really help us in preparing our annotated bibliographies! • Next, click on the link below, and open the document.

  12. Day 3 Work: Create the autosummary • Using the document from the class website, create an auto-summary like the one in the video. • Conversation: Level 1 to work with your partner • Help: Partners raise their hands to get help • Activity: Create an auto-summary like the one in the video • Movement: No movement at all. • Participation: Save your completed document to the new folder on the server with both names in the file.

  13. Day 3: Closing • Did you complete all steps (right justification for name, left justification for paragraph, indent paragraphs and quotations, save to server, save to flash drive)? • What steps require more practice? • Homework • Spelling: Clap and Snap your spelling words. • Vocabulary: Write sentences with the other 5 words. Be sure to include context clues.

  14. Day 4: Opening • Review spelling and vocabulary procedures. • Review expectations with the Senteo clickers.

  15. Day 4 Work Period: • Complete the vocabulary test using the senteo clicker. • Complete spelling test with partner. • Place the completed spelling test into the wire basket.

  16. Day 4 Closing: • Discuss troubles we’ve had this week with the return to spelling and vocabulary procedures.

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