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City Wildlife

City Wildlife. Unit 2: Open Court MAKE WAY FOR DUCKLINGS. Objectives. You will: Practice recognizing word families, Recognize adjective synonyms, Recognize verb synonyms, Practice recognizing /el/ spelled le Practice recognizing open syllables with vowel diagraphs. Word Knowledge.

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City Wildlife

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  1. City Wildlife Unit 2: Open Court MAKE WAY FOR DUCKLINGS

  2. Objectives • You will: • Practice recognizing word families, • Recognize adjective synonyms, • Recognize verb synonyms, • Practice recognizing /el/ spelled le • Practice recognizing open syllables with vowel diagraphs

  3. Word Knowledge • Satisfy satisfied satisfaction satisfactory • Decide decided undecided decision • Enormous gigantic tremendous immense • Beckoned signaled motioned gestured • People turtles little waddle

  4. Word Knowledge • Just as the ducks were getting ready to start on their way, a strange enormous bird came by. • The ducks climbed out on the bank and waddled along. • The policeman raised one hand to stop the traffic, and then beckoned with the other for Mrs. Mallard to cross over. • Some people can whistle many tunes.

  5. What do these words have in common? • Satisfy satisfied satisfaction satisfactory • Decide decided undecided decision • All the words in line 1 have the same base word. • Satisfy • All the words in line 2 have the same base word: • Decide • How has the base word change the part of speech when the prefix or suffix was added?

  6. What is the same with these words? • Enormous gigantic tremendous immense • Beckoned signaled motioned gestured • The words in each line are synonyms. What’s a synonym? • Synonyms are words that have similar meaning. • Use each word from line 1 in a sentence. • What part of speech are the words in line 1? • Adjectives!

  7. What is the same with these words? • Beckoned signaled motioned gestured • Use the above words in a sentence and tell your partner. • What part of speech are the above words? • _ _ _ _ s • Verbs!

  8. What is the spelling pattern in the next set of words? People turtles little waddle • These words are found in “Make Way for Ducklings.” • Notice the final /el/ sound. What is its’ spelling? • Le is correct!

  9. Please read the sentences and find the words that have prefixes and suffixes: • Just as the ducks were getting ready to start on their way, a strange enormous bird came by. • The ducks climbed out on the bank and waddled along. • The policeman raised one hand to stop the traffic, and then beckoned with the other for Mrs. Mallard to cross over. • Getting, climbed, waddled, raised, beckoned

  10. Please read the sentences and find the words that contain the /el/ sound: Some people can whistle many tunes. People, whistle

  11. Prior Knowledge • Think of animals you already know that live in cities. • Animals include birds, fish, and insects. • Think of animals that are not pet and write your ideas on the Concept/Question board. • Can you think of any other articles or stories you read that were about animals that live in cities?

  12. Background Information • Why might ducks live in a city? • This story is an example of fantasy-a story that could not happen in the real world. The people and animals in a fantasy have characteristics that are unreal. • In this story, the city and places within the city that are mentioned are real. • Can you name any fantasy stories you read?

  13. Preview and Prepare (Reading 2.6 pp. 136O-136P) • 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. 46) • Now let’s look at the focus question.

  14. Set Purpose (Focus Question) • What is your purpose for reading this selection? Write it down. • Maybe, you want to learn more about fantasy stories. • Think about what advantages and disadvantages faced by animals in a city. • You may also set other reading goals.

  15. Student Observation • Clues Problems Wonderings • Ducks dither Why are the talking like ducks in the people city?

  16. Selection Vocabulary Reading 1.3, 1.5 p. 136P Trans 12 • Enormous delighted cozy bursting responsibility beckoned (Transparency 12) • 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

  17. Reading 1.4 p. 136PTrans 12 • Enormous • delighted • cozy • Bursting • Responsibility • beckoned Selection Vocabulary

  18. Selection Vocabulary Reading 1.4 p. 136PTrans 12 • Enormous: very, very, large: huge (page 137) • Delighted: very happy; pleased (page 137) • Cozy: warm, and comfortable (page 139) • Bursting: filled and overflowing with strong emotion (page 139) • Responsibility: important job; duty (page 140) • Beckoned: make a sign or signal to someone to have them come closer (page 142)

  19. Make Way for Ducklings Te. 136Q-R (first reading-orally pgs. 136-143) • When I read this story I will: • Monitor my reading speed. • Ask Questions to clarify difficult • parts. • Predict what the story is about by browsing the illustrations and captions.

  20. Make Way for Ducklings Te. 136Q-R (first reading-orally pgs. 136-143) • Focus Questions: • How can an environment be both safe and dangerous for its wildlife? • How do various types of city wildlife adapt to their environments? • What role do people play in protecting the natural environment?

  21. Discussing Strategy Use TG 142 • What predictions did you make? • What questions did you ask yourself as you read the story? • Did you summarize as you read the story? When?

  22. Discussing Strategy Use TG 143A Reading 2.5, 3.1 • Let’s use handing off to answer these questions: • What were Mr. and Mrs. Mallard looking for? Why? • What choices did they make? Why? • How did people threaten their safety? • How did people help them? • What were the advantages and disadvantages of city life for the Mallard family? • Write your responses in the orange section of your writer’s notebook.

  23. Investigating Concepts Beyond the Text TG 133A Inquiry • What dangers did the Mallard family faced in the story? • How come some people caused danger for the ducks and others helped them? • Predator means hunter. • One advantages for animals living in the city includes not having predators. • Complete Inquiry Journal, page 40 on wildlife dangers.

  24. Language Arts Day 1 Word Analysis (TE. P. 145F) • Spelling – This week, we will spell words with the /el/ sound. • People turtles little waddle whistle • Pretest p. 30 • Vocabulary Skill Words (synonym helpers) • Bank responsibility beckoned dither molt

  25. English Language Conventions Grammar, Usage, and Mechanics (TG p. 143F Eng. Lang. Conv. 1.6) • Commas in dialogue set off the words of a speaker from other words in the sentence. • Use a comma to offset dialogue . • “Trina wants green beans,” said Dad. • Tom answered, “I want broccoli.” • “We could have both,” Mom suggested. • Let’s read L.A. handbook, page 274 (examples). • . Complete Comprehension Book, pg. 38 and 39

  26. Writing Process Strategies Getting Ideas: Book Reviews TG p. 143F (writing 1.1, 1.4) • Read Language Arts handbook, pgs. 92-94 and learn about fictional book reviews. • I liked the book ‘Make Way for Ducklings,’ and I would like to recommend it to other teachers and students. I f I give reasons and details from the story to support my opinions, I may convince others to read the book. • Write your ideas for your summary paragraph in your Writer’s Notebook.

  27. Writing Process Strategies Getting Ideas: Book Reviews Rubric TG p. 143F (writing 1.1, 1.4) • Total point value: 10 • There is a topic sentence of each paragraph. (2 points) • The main idea is clearly stated in the first paragraph. (2 points) • Opinions are supported with examples.(2 points) • The final copy is clean, neat, and legible. (2 points) • Mechanics-punctuation, spelling, and capitalization is correct. (2 points)

  28. Word Knowledge-Day 2 (TG p. 136L) - Enormous gigantic tremendous immense • Beckoned signaled motioned gestured Raise your hand and choose one of the words above. • Put the word in a sentence. • Who can use another form of the words in a sentence?

  29. Word Knowledge-Day 2 (TG p. 136L) • Large tiny hard create • Raise your hands if you can give synonyms for each of the words on the board.

  30. Day 2 Second Reading (choral) pgs. 136-143Reading 2.1 • Comprehension Skills – Fantasy and Reality • What does fantasy and reality mean? • A fantasy is a story about something that could not possibly happen I real life. These stories may have make-believe characters such as monsters, fairies or talking animals. • Unlike fantasy, realistic fiction tells about something that could happen in real life. • As you read the story, try to keep track of the fantasy and reality in the selection. • Track how and why they live in the city.

  31. “Make Way for Ducklings” Second Reading-Checking Comprehension, pg. 143 (reading 2.3) Why is city life so important in this story? It’s a story about a family of ducks who settle in the pond near the Public Garden in Boston. What do the events in the story have to do with the title? The policeman helps Mrs. Mallard and her ducklings cross the busy streets so they can get to the Public Garden. He stops the traffic so the cards “make way” for the ducklings.

  32. “Make Way for Ducklings” Second Reading-Checking Comprehension, pg. 143 (reading 2.3) • Why do you this this story is a fantasy? • It’s a fantasy because the animals talk and act the way that people do.

  33. “Make Way for Ducklings” Second Reading-Checking Comprehension, pg. 143 (reading 2.3) • Let’s identify examples of fantasy and reality from ‘Make Way for the Ducklings’ • Fantasy: Mr. and Mrs. Mallard looked for a good place to live. • Reality: The two ducks flew around the city. They built a nest by a pond.

  34. “Make Way for Ducklings” Second Reading-Checking Comprehension, pg. 143 (reading 2.3) • Let’s practice what we learned about fantasy and reality. • Let’s Complete Comprehension Book page 36 together. • For homework, complete page pg. 37.

  35. Supporting the Reading TE. 143C and D • When we identify different types of writing, it helps us predict and understand a story. • Let’s investigate about fantasy and reality (Transparency 50).

  36. Concept/Question Board TE p. 143B • Let’s use the Concept/Question board to: • Post questions we have about the story that have not been answered yet. • Post articles about city wildlife. • Answer our story focus question.

  37. Language Arts Day 2 Word Analysis (TE. P.145G) ELC 1.8 Say and listen for the /el/ sound: candle candle Little burn angle car tore battle jungle Let’s sort the words for final /el/ sound and other sounds: FINAL /el/ sound: Little angle battle jungle Other final sounds: Burn car tore

  38. Day 2 Vocabulary Reading 1.4 • What is the meaning of this word: bank ? • Synonyms are words with nearly the same meaning. • Shore is a synonym for bank. • Shore and bank can both mean land along the edge of water.

  39. Day 2 Vocabulary Reading 1.4 • Knowing the synonyms for a word can help you understand a word’s meaning. • Let’s learn more about synonyms by completing page 34 in our Spelling Book. • For homework, complete page 35 of your Spelling book.

  40. English Language Conventions Grammar, Usage, and Mechanics (TG p. 145G E.L.C., 1.6) • Lets review commas in dialogue: • “Is it snowing outside?” Jennifer asked. • Brian said to Jorge, “Please pass the ketchup.” • “Watch out!” called Anita. • Barbara answered, “No, I can’t come over right now.” • Find three examples of commas in dialogue from pages 136-138 of “Make Way for the Ducklings.” • NOTE: When the quote is exclamatory or an interjection, an exclamation point is used instead of a comma.

  41. Writing Process Strategies Prewriting- Summary Paragraph TG p. 145G (Writing 1.1, 1.4) • Let’s review our ideas about book reviews from yesterday. • Let’s Read Writer’s Workbook, page 13 on prewriting a fiction book review. • Fill out your audience and purpose on page 14 of your Writer’s Workbook. • Assignment: Complete Writer’s Workbook, page 15.

  42. Day 3-Phonics and Fluency Open Syllables with vowel digraphs TE 136M • Repeat the words. They have open syllables with digraphs. • Hay play daily free • Sea season pea Beacon • Lie vie cocoa Joe • Hue quiet trailer degree • Hot cocoa by a fire is a nice treat. • When the radio is too loud, the dog barks. • All day long they follow the swan boats and eat peanuts.

  43. Day 3-Phonics and Fluency Open Syllables with vowel digraphs TE 136M • Vowel digraphs are words with two vowels blended together to create a single long vowel sound. • Identify the two letters that make up each long vowel sound. • Hay play daily free • Now, let’s get volunteers to come up and point the diagraphs: • Sea season pea Beacon • Sea season pea Beacon • Lie vie cocoa Joe • Lie vie cocoa Joe • Hue quiet trailer degree • Hue quiet trailer degree

  44. Day 3-Phonics and Fluency Open Syllables with vowel digraphs TE 136M • Let’s point out the words with the long vowel sound: • Hot cocoaby a fire is a nice treat. • When the radio is too loud, the dog barks. • Identify the above word with an open syllable and vowel diagraph: • cocoa

  45. Day 3-Phonics and Fluency Open Syllables with vowel digraphs TE 136M • What’s the difference between a vowel and a vowel digraph? • A vowel digraph has two vowels blended together to make one vowel sound. • What is an open syllable? • Open syllables are words having syllables that end in vowels. • Identify the words with open syllables in the following sentence: • All day long they follow the swan boats and eat peanuts. • Day, peanuts

  46. Day 3-Phonics and Fluency Open Syllables with long vowels TE 126M Label puppet zebra balcony • The words above alternate between open and closed syllables. • In closed syllables, the single vowel is followed by a consonant. • Let’s read the words again and clap the syllables: • La-bel pup-pet ze-bra bal-cony • What vowel sound is heard in each syllable?

  47. Reading and Responding (day 3) • Meet the Author(Read Pg. 144) • Robert Mccloskey thought he wanted to be an inventor when he was a child. What does being an inventor have to do with being a writer and illustrator? • Maybe one must be creative in all three situations. They all require imagination to create new ideas.

  48. Reading and Responding (day 3) • Meet the Author(Read Pg. 144) • When Robert McCloskey decided to write and illustrate this story, he actually bought four ducks to watch. Do you think this was a good idea? • Maybe by spending so much time with ducks Mr. McCloskey learned many things about them. It is important to remember to take good care of animals. • If buying animals for research, you must still be able to provide a good and safe home for the animals when research is complete.

  49. Reading and Responding (day 3) • Meet the Author(Read Pg. 144) • Winning a Caldecott medal is an important honor for illustrators. Robert McCloskey has won two Caldecott awards. • How might winning an award affect the illustrator? • An award lets an illustrator know others appreciate and enjoy looking at his or her illustrations.

  50. Theme Connections Reading 3.4 -TE. 145 • In your Writer’s Notebook (orange section) complete the questions on page 145. • Also, complete Inquiry Journal p. 30. • Write down what you learned about how Make Way for Ducklings helped you learn about City Life.

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