1 / 15

Skills Block

Skills Block. Week of 5/16/11. 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 ambiguous vowel patterns

kalinda
Download Presentation

Skills Block

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Skills Block Week of 5/16/11

  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 ambiguous vowel patterns • Identify words with the root “pac” and “cap” • Practice sorting words, and hunting for new ones. • Typing practice

  4. Essential Questions • What do we know about ambiguous vowels? What do the root words “pac” and “cap” mean? • What additional practice do we need to improve our typing?

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

  6. Day 1: Work Period. Vocabulary

  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 • Explain that we will be learning how to create graphs using an on-line graph builder. This will really help out with science fair. • Next, click on the link below, and follow the steps, using the sample data from the practice Excel file. • http://nces.ed.gov/nceskids/createagraph/

  12. Day 3 Work: Create the autosummary • Using the Excel file from the class website, create a graph like the one we made in class together. Then, use the data you have collected to create a graph for science fair. • 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 graphto the new folder on the server with both names in the file.

  13. Day 3: Closing • What do you still need in order to complete your graphs? • 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 & Closing: • Complete the vocabulary test using the senteo clicker. • Complete spelling test with partner. • Place the completed spelling test into the wire basket.

More Related