DOL level 4 week 30

1. DOL level 4 week 30 • Analogy • seed : sunflower - _______tulip 2. tickle : _______ - giggle : yelp 1. larry has chose them shoes 2. gloria has brung mother a box of candy bulb pinch

2. Pledge

3. Fluency 6 min. reading solution

4. Objectives day 1 Students will recognize homophones. Study Greek roots in words

5. Word Structure day 1 est sad poor angry quick quickest saddest poorest est est angriest est Line 1 earliest est worst best hungriest est hungry early Line 2 fierce mild active Line 3 lazy to apart part Line 4 id solid sol hol low hollow together gě ther

6. Line 3 fierce mild active lazy Word Structure day 3 The words in each pair are antonyms, which means they are opposite in meaning. Think of other antonyms to match each pair. Possible Answers: ferocious, gentle; lively, idle

7. Vocabulary lesson 4 borders locals demand Utah and Idaho border on each other. We are all locals of Taylorsville The demand is so large they can charge more money for it. plural for border: An artificial line where one country or state ends and another begins. plural for local: A person who has been living in a place for a long time. the desire for a product or a service

8. Vocabulary lesson era ditches desperate We live in a computerized era. Get a good education or you might have to dig ditches. The bird is desperate for water. plural of ditch: a long narrow pathway cut in the ground to drain water ready to take large risks with little hope of success a period in history; usually several years long

9. Transparency 34

10. Purpose Big Idea How did machines get America moving?

11. Meet the AuthorAnn Heinrichs Theme Connections • Why did clearing grasslands lead to the Dust Bowl? • What happened on Black Sunday? • What do the Dust Bowl migrants have in common with the immigrants in “Immigrant Children”? • The Dust Bowl was partly due to changes people made to the ecology of the Plains. What other selection warns against people changing an ecosystem? • Why do you think Woody Guthrie, Dorothea Lange, ad John Steinbeck chose the Dust Bowl as subjects for their art? • What other kinds of events cause people to migrate from one state to another.

12. Inquiry Process day 3 Collecting Facts and Ideas Determine whether the information you are gathering is accurate and whether it is fact or opinion. Only accurate, factual information can be used when seeking to support, refute, or modify your conjectures.

13. WritingRevising day 3 Avoid these pitfalls • Telling too little about the book. You might choose not to reveal the ending of a story, but you must describe the story well enough for others to decide whether thy want to read it. • Being to vague. Describing a book as “good” does not help readers decide whether to read it. You must support your opinions with details from the book.

14. Objectives day 1 Students will Learn about sentence tenses. Learn how to correct run-on sentences and sentence fragments. Learn about complex sentences. Learn how to ask questions to find information. Learn how to use an effective voice.

15. Grammar, Usage, and MechanicsCorrecting Run-Ons and Fragments Day 3 The farm was devastated winds blew away the soil. Some farmers would not The first sentence is a run-on sentence. The second sentence is a fragment. The run-on sentence contains more than one complete thought and has no internal punctuation or conjunctions. To correct a run-on sentence, add the appropriate punctuation or break the sentence into two or more sentences. A fragment does not express a complete thought and is missing a subject, a predicate, or both. To correct a fragment, add the missing part of the sentence. Guided Practice: Someone identify a run-on sentence or sentence fragment in his or her writing.

16. Spelling

17. SpellingAntonyms day 3 • Skills Practice 2 page 113