Cooperation and Competition

Cooperation and Competition Unit 1: Open Court

Objectives • You will identify derivatives that build on root words with the suffixes –tion, -ing, and –or. • You will recognize and read blends of consonants with the letter r at the beginnings of words. • You will also recognize and read words with different spelling of the /er/ sound and with the /a/ sound spelled a. • Finally, you will develop fluency reading words and sentences aloud. Let’s begin!

Word Knowledge • Compete competitor competition competing • Broke Friday grade proud tripped • Soccer hurt whir pertain • Accident activity classroom absent ballot • Each competitor was proud. • She tripped while playing soccer. • The competition is on Friday. • There were many empty desks in the classroom because students were absent.

What do these words have in common? • Compete competitor competition competing • The words include the root word compete and some of it’s derivatives. • What does compete mean? • It means, “to try to win or gain something from another or others.” • Can I get you students to look the work up in your glossary? • How does the word’s origin compare with it’s meaning today? • What are the suffixes of compete used above and what do they mean? • -or (or –er) means doer, maker, or resident. The suffix –tion (or-son) means action, state, or result. The ending –ing is used to form nouns of verbs, • or to denote an action. • Can you think of other words that take these suffixes? • Elect, elector, election, electing • What is the root word and what are the meaning of the words?

What is the same with these words? • broke Friday grade proud tripped • The words contain consonant plus -r blends. • With your partner, come up with words that have a consonant plus –r word blends. • Here are some examples: • Driver, president, principal, friend.

What is the spelling pattern in the next set of words? • Soccer hurt whir pertain • The words illustrate different spellings for the /er/ sound. • Spellings for the /er/ sounds include er, ir, and ur. • Look around the room. Can you see any words with the /er/ sound?

What’s the secret pattern between these words? • Accident activity classroom absent ballot • The words contain the /a/ sound spelled a, no matter where it appears in the syllable. • Can you think up any other examples?

Please read the following sentences together: • Each competitor was proud. • She tripped while playing soccer. • Can someone remember the words that have /er/? • Competitor, and soccer are right! • Let’s do it again! • Each competitor was proud. • She tripped while playing soccer. • What about the words that contain blends with the letter r? • That’s correct: proud, competitor • What were the nouns in the sentence? • Competitor, soccer- Excellent!

Now, let’s read the following sentences together: • Accident activity classroom absent ballot • Each competitor was proud. • She tripped while playing soccer. • Which words had the root word compete? • Competitor, competition • What’s the function of these words? • They are subjects! Nice job folks…

One last line: Let’s read it,… today! • There were many empty desks in the classroom because students were absent. • Which words have the /a/ sound? • There were many empty desks in the classroom because students were absent. • That’s right!Classroom, absent

Background Information • The class president is often selected each year by fellow classmates. • The duties of a class president vary. • In my class, the class president is in charge of the playground balls and helping me set up for fun events.

Class President • Predict what the story might be about • Questions that come to mind. • Images that pop into my mind. (Visualize) • Summarize story in own words • Listen/Speak 1.1,1.2

Preview and Prepare (Reading 2.3 pp. 20M-20N) • Let ‘s read aloud:the title, the author and illustrator. • Now let’s browse the first page or two of the story. • Who are the main characters? • Look at the illustrations in the selections. • Make sure you make predictions about the text to help monitor your comprehension. • Look for: clues, problems, such as unfamiliar words (trans. 54) • Now let’s look at the focus question.

Student Observation • Clues Problems Wonderings • “Vote for Cricket” Pronunciation of Julio Who is running for office?

Set Purpose (Focus Question) • What qualities do good leaders have? • If you were running for class president, what would your strategy be for winning the election?

Selection VocabularyReading 1.3, 1.5 p. 20N Trans 1 • Election campaign represent candidate confidence (Transparency 1) • What do these words mean? • Context clues, word structure (root word, prefix & suffix), apposition, prior knowledge • Add vocabulary words to your Writers’ Notebook in the Vocabulary Words section • Vocabulary words and the definitions

Selection VocabularyReading 1.4 p. 20NTrans 1 • Election • campaign • represent • candidate • confidence

Selection VocabularyReading 1.4 p. 20NTrans 1 • Election: how people vote for someone to serve in an office or approve an idea (page 20) • Nomination: to select someone for office (pg. 20) • Second: to support one’s vote (pg. 20) • Bore: to drill (pg. 22) • Campaign: an organized effort to accomplish a purpose (pg 23) • Represent: speak or act for someone else (pg 24) • Confidence: belief in one’s ability to do something (pg.27) • Parliamentary procedure: the government rules of voting (pg. 29) • Move: to request or ask for (pg. 32)

Investigating Concepts Beyond the Text TG 35A Workshop time • What do you know already about competition and cooperation. During the next six weeks we will read stories and discuss aspects of competition and cooperation. • Please complete Inquiry Journal, pg. 5. • Let’s share our findings later on.

Investigating Concepts Beyond the Text TG 35A Workshop time • What are some examples of cooperation and competition? • Let’s list some in our Inquiry Journal, pg. 8. • Come up with two questions for the Concept/Question board about competition and cooperation. • Let’s share our findings later on.

Language Arts Day 1Word Analysis (TE. P. 35F) • Spelling – The /a/ sound can be found by looking at the lamb card. This lesson focuses on the /a/ sound. • Accident activity classroom absent ballot • Pretest p.26 • Vocabulary Skill Words • Nomination second bore move campaign

English Language ConventionsGrammar, Usage, and Mechanics (TG p. 35F Eng. Lang. Conv. 1.0, 1.4) • Nouns • A noun is a word that names any person, place, thing or idea. • A common noun names any person, place, thing, or idea. A common noun is lower case unless it begins a sentence. • A proper noun names a particular person, place, or thing. A proper noun is always capitalized. • Most of the time, a singular noun can be made plural by adding –s. Other nouns are made plural by adding –es (tax—taxes), changing y to i and adding –es (celebrity-celebrities), or changing f to v and adding –es (elf—elves), or completely changing its form (man—men).

English Language ConventionsGrammar, Usage, and Mechanics (TG p. 35F Eng. Lang. Conv. 1.0, 1.4) • Use Language Arts Handbook pp 342-342 • Comprehension and Language Arts Skills Book p. 4-5 (Independent Practice)

Writing Process Strategies TG p. 35F (writing 1.0) • Decisions Before Writing • Language Arts Handbook pp. 20-21 • Inspiration • Before I begin writing, I am going to ask myself some questions.: • Has a specific topic been assigned or is it limited in any way? • What do I want to focus on for my topic? • Let’s narrow the topic: • I’ve been assigned to write about cooperation and competition in sports. Ill focus on the cooperation and competition that I see on my soccer team. • Guided Practice –Brainstorming: Let’s complete a Main Idea Web (LA-transparency 1) and write down key questions about our topic.

Word Knowledge-Day 2 (TG p. 20L) • Compete competitor competition competing • Broke Friday grade proud tripped • Soccer hurt whir pertain • Accident activity classroom absent ballot • Raise your hand if you can make up a sentence with one of the words from word line 1. • Now, I need a second volunteer to raise their hand if they can extend the sentence by answering the question Who? What? Where? When? Why? or How? • Let’s repeat this activity using words from line 2. • Broke Friday grade proud tripped • Let’s repeat this activity using words from line 3. • Soccer hurt whir pertain

Selection Vocabulary (Review)Reading 1.2, 1.5 p. 20N Trans 1 • Election campaign represent candidate confidence (Transparency 1) • What do these words mean? • Context clues, word structure (root word, prefix & suffix), apposition, prior knowledge • Review vocabulary words from your Writers’ Notebook (in the Vocabulary Words section) • Vocabulary words and the definitions

Reading RecommendationsSecond Read Day 2(reading 1.1 p.20O-20P) • Making Predictions - causes reader to analyze information given about story events and characters in the context of how it may logically connect to the story’s conclusion. • Predicting-causes readers to analyzes information given about story events and characters in the context of how it may logically connect to the story’s conclusion. • Summarizing-prompts readers to keep track of what they are reading and to focus their minds on important information. • Students read pages 20-32 (Day 2) • Read aloud using fluency with appropriate expression, pacing, and intonation.

Investigating Concepts Beyond the Text TG 35A Workshop time • What are some examples of cooperation and competition? • Let’s list some in our Inquiry Journal, pg. 8. • Come up with two questions for the Concept/Question board about competition and cooperation. • Let’s share our findings later on.

Language Arts Day 2Word Analysis (TE. P.35G) ELC 1.5, Reading 1.0 • Spelling –Word Sort: Sort the spelling words by the number of syllables in each word. • Vocabulary: Read the following sentence: Her explanation made the instructions so lucid that I immediately understood what to do. • Have you see the underlined word before? • Does the word look like any other word you know? • How is the word used in a sentence? • Lucid means clear. You can find clues about word meanings by determining how words are used in a sentence and recalling other forms and uses of the words. • Guided Practice: Spelling Book, pg. 2 and 3 • Let’s complete page 2 together. Page 3 is for homework.

English Language Conventions Grammar, Usage, and Mechanics(TG p. 35G E.L.C., 1.0,1.4) • Review: Nouns • A noun is a word that names any person, place, thing or idea. • A common noun names any person, place, thing, or idea. A common noun is lower case unless it begins a sentence. • A proper noun names a particular person, place, or thing. A proper noun is always capitalized. • Most of the time, a singular noun can be made plural by adding –s. Other nouns are made plural by adding –es (tax—taxes), changing y to i and adding –es (celebrity-celebrities), or changing f to v and adding –es (elf—elves), or completely changing its form (man—men). • Assignment: Look for common and proper nouns in The Class President. Hint: The proper nouns are mainly names of students and teachers.

Writing Process Strategies TG p. 35F (Writing 1.0) • Decisions Before Writing • Think about the differences between a letter you might write to a younger cousin and a letter you might write to a favorite author. • How would they be different? • Purpose and audience help you make decisions about the form of writing you select. • Let’s read Language Handbook, pgs. 264 to 264. • Independent Practice –Imagine a writing idea. Determine the following:1. topic, 2. purpose, 3. audience, 4. writing form. • Let’s use the concept map (LA transparency 2) to map our decisions.

Investigating Concepts Beyond the TextTG 35B Workshop time • Concept/Question Board • Post questions you have about the story. • Post questions you may have about the story before reading it, if they were unanswered. • Bring in items, newspaper articles and stories about competition, and cooperation. • You can sign out and read books from the concept/question board (for in class only).

Selection Vocabulary Reading 1.4 p. 20NTrans 1 • Election: how people vote for someone to serve in an office or approve an idea (page 20) • Nomination: to select someone for office (pg. 20) • Second: to support one’s vote (pg. 20) • Bore: to drill (pg. 22) • Campaign: an organized effort to accomplish a purpose (pg 23) • Represent: speak or act for someone else (pg 24) • Confidence: belief in one’s ability to do something (pg.27) • Parliamentary procedure: the government rules of voting (pg. 29) • Move: to request or ask for (pg. 32)

Discussing Strategy Use TE.p. 32 • Which confusing passages did you clarify by reading on or by rereading? • How often did you summarize as you read? • What kinds of questions did you ask as you read? • How did the strategies help you better understand the selection?

Discussing the Selection TE. P 33A Reading 2.3 Listen/Speak 1.1 • Handing-Off - Whole group discussion Routine Card 1 (5. Handing-Off) • Let’s go over rules for handing off. • How does it connect to competition and cooperation? • What have you learned that is new? • What did you find interesting? • What is important here? • What was difficult to understand? • What information surprised you? • Whey would someone want to read this? • Record your personal responses to the selection in your Writers Notebook.

Student Observation • Clues Problems Wonderings • “Vote for Cricket” Pronunciation of Julio Who is running for office?

Second Read day 3 p.20-32 Reading 2.1 • Comprehension Skills – Drawing Conclusions • Checking Comprehension p. 33 • How is Cricket affected the competition? • Which characters put the most effort into cooperation? Explain. • Of Cricket, Lucas, and Julio, do you think the best person won the election? Why?

Second Read Day 3 • Student Anthology pp. 20-32 • Comprehension Skills • Main Idea and Details

Supporting the Reading(TE p. 221C- Reading 2.3) • Comprehension Strategies: Summarizing • Good readers summarize to track of what they are reading and to focus on important points in a text. Subheadings in a text aid in summarizing. They alert students who are reading the text for the first time to the important ideas in their reading. • Guided Practice – find and write the subheads in “Medicine: Past and Present” • Independent Practice: In your social studies book Chapter 3 find the subheads and summarize the section under each heading.

Inquiry, TE. 35C Let’s discuss ideas about cooperation and competition so far. What have you learned? Of the ideas discussed in class about cooperation and competition, describe which ones you found most interesting. -Complete Inquiry Journal, pg. 9.

Reading and Responding (day 4) • Inquiry Journal p.6 • Record your ideas and impressions about the selection.

Day 3 (p. 35H ) • Spelling – /a/ sound: The spelling pattern for the /a/ sound, which is a, no matter where the letter is located. • Guided Practice • Spelling and Vocabulary Skills- pg. 4 • Vocabulary – Discovering word Meaning Use your previous knowledge to determine word meaning. What are some other ways to determine word meaning? (e.x. look at meaning outside of text). Let’s make a list: What about: -encyclopedias, reference books, glossaries, the internet, the teacher, and other adults?

Day 3 English Language Conventions(TG. p. 35H Eng. Lang. Conv. 1.4) • Making Singular Nouns Plural and Capitalization– • Read Lang. Arts Handbook pp. 342-343 • Capitalize names of places (cities, states, school, street names). • Capitalize family members’ names and titles. • Let’s compare: We saw Aunt Paula, to Paula is my aunt. • Independent Practice in Writing • Write a paragraph about a trip you would like to take and whom you would take with you. Include at least four names of places or people.

Writing Process Strategies Day 3 (TG 20H) • Decisions Before Writing • Imagine that you are going to write about two different student candidates who are running for fifth grade class president. • Your purpose wil be to examine the two candidates and provide straightforward information about them for your audience. • Choose the best form of writing to use: -Personal Narrative, play, or informational report. The answer is : informational report. Informational reports are write to tell people something. Read Language Arts Handbook, pages 94-95. Compare and Contrast: Let’s compare two things using a Venn Diagram (LA. Transparency 3). Guided Practice: Select two subjects. Compare them using a Venn Diagram in your writer’s notebook. Add ideas about your subjects.

Reading and Responding (day 4) • Meet the Author/Illustrator • Johanna Hurwitz knew she wanted to be a writer from the time she was ten years old, but she didn’t have a book published until she was in her thirties. What does that tell you about her? • Johanna Hurwitz said,”It seems all my fiction has grown out of real life experiences.” In what ways could writing from her own experiences make her a better writer? • Richard Hull worked as an art director with a magazine before becoming a teacher or illustration. How do you think these different experiences have helped him to illustrate a story?

Cooperation and Competition