Presentation Transcript

1. Check Your Progress Theme 1

   Mrs. Williams
2. We can read and sort words by their vowel sound.
3. Activate Prior Knowledge Why do you think this theme is called Nature’s Fury? Which selection looks the most exciting? Why? How might Night of the Twisters and Blizzard! be similar to some of the other selections in Nature’s Fury?
4. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. alert n.  A warning signal. The fire alarm rang the alert, and all the students filed out of the building. 
5. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. flickering adj.  Shining unsteadily. It was a damaged wire that made the lightbulb flicker. 
6. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. reception n.  The act of converting electrical signals into sound or light, as in a radio or TV. A radio or a cell phone often gets no reception inside a tunnel. 
7. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. bolting   To move suddenly. The horse bolted out of the barn and galloped across the field. 
8. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. lull   n.  A calm period. The inning ended and brought a brief lull to the exciting game. 
9. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. huddled   v.  Crowd together. The puppies huddled against their mother's stomach. 
10. Sequence of Events Sequence of events in a story refers to the order in which story events happen. Authors sometimes use signal words such as at first, then, next, after, and finally to help readers figure out the order in which events happen. First, we covered the table with newspapers. Next, we got our paints and brushes ready. After we decided what to paint, we painted our pictures. Finally, we cleaned up the paint supplies.
11. We can identify sequence words and use them to put events in order.
12. Storm Sequence We can identify sequence words and use them to put events in order. PB pg. 62
13. Categorize and Classify A category is a group of things or ideas that are alike. To classify means to put items into groups according to their similarities. earthquake, volcano, tornado, hurricane, blizzard, tsunami, and monsoon
14. Using a Thesaurus An earthquake shook the building. shake: quiver, rattle, shiver, shudder, tremble, vibrate Antonyms: rest, keep still Look up these words in a thesaurus and write sentences using each synonym correctly: earthquake building cold We can create sentences with vivid vocabulary by using a thesaurus.
15. Base Words A base word is a word to which word parts such as prefixes and suffixes can be added. Recognizing base words can help you figure out unfamiliar words. If it snows today we can go sledding. I hope it will be snowing tomorrow. I hope tomorrow is a snowy day.
16. More Base Words Cierra’s dad is an ambulance driver. He has driven to many hospitals. He has had years of training. He answers each call quickly. We can determine the base words and identify how the suffix has changed the meaning of the word.
17. We can determine the base words and identify how the suffix has changed the meaning of the word.
18. Check Your Progress Theme 1 Mrs. Williams
19. Kinds of Sentences We can create different sentence types. Declarative - A declarative sentence makes a statement. A declarative sentence ends with a period. Example: The house will be built on a hill. Interrogative - An interrogative sentence asks a question. An interrogative sentence ends with a question mark. Example: How did you find the card? Exclamatory - An exclamatory sentence shows strong feeling. An exclamatory sentence ends with an exclamation mark. Example: The monster is attacking!
20. We can create different sentence types. Imperative - An imperative sentence gives a command. Example: Cheryl, try the other door. Sometimes the subject of an imperative sentence (you) is understood. Example: Look in the closet. (You, look in the closet.)
21. Different Kinds of Sentences You will get 4 sticky notes. On each sticky note write one of the types of sentences: declarative, interrogative, imperative, exclamatory. Switch with a partner and they will have to hang the sentences on the appropriate poster. We can create different sentence types.
22. Base Words We can determine the base words and identify how the suffix has changed the meaning of the word.
23. Text Organization Authors organize text information in different ways. An author could base his or her text organization on main ideas, or the most important ideas in a selection. The author could also organize text information based on sequence of events, or the order in which events happen.
24. Text Organization We can identify how a paragraph is organized. We have many activities on Field Day. We have a soccer game, and a three-legged race. We also get to eat a picnic lunch. How is this paragraph organized? We start Field Day with a volleyball game. Next we have a three-legged race. Then we do arts and crafts activities. After that, we eat a picnic lunch and have a sing along. Finally, we end the day with a soccer game. How is this paragraph organized? Extra Support pg. 27 Main idea and details Sequence of events
25. We can identify how a paragraph is organized.
26. Text Organization We can identify how a paragraph is organized. You will be working with a partner to make a giant flow map poster (pyramid). You will use a nonfiction book to pick out these items: Topic 2 Headings Main idea Details 1 Caption At the bottom of your pyramid you will be expected to summarize what you read.

27. Check Your Progress Theme 1

    Mrs. Williams Day 2
28. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. immense adj.  Very large. Even when I tipped back my head, I could barely see the top of the immense skyscraper. 
29. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. floes n.  A mass of floating ice. When spring came, the ice broke apart and the river was filled with dangerous floes. 
30. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. treacherous adj.  Dangerous. The steep cliff was a treacherous climb. 
31. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. ominous adj.  Signaling trouble or danger. Jackie's pain in her ankle was an ominous sign for her upcoming race. 
32. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. stranded To leave in a difficult position. We ran out of gas in the middle of the harbor and were stranded there for three hours, waiting for help. 
33. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. desperate adj.  Willing to do or try anything. Desperate to pass the test, he spent the entire weekend studying. 
34. Storm Sequence We can identify sequence words and use them to put events in order. PB pg. 62
35. Syllabication A syllable is a word part with one vowel sound. In VCCV pattern, syllables usually break between the two consonants. method In VCV patterns, if the first vowel has a long sound break before the consonant. climate talent
36. We can divide a word into syllables.
37. Syllabication Syllabication We can identify the correct way to divide a word into syllables. 1 2 3 observation o/bser/va/tion ob/serv/a/tionob/ser/va/tion volcanic vol/ca/nicvo/lcan/icvol/can/ic eruption e/ru/ption e/rup/tioner/up/tion mysterious mys/te/ri/ousmys/ter/i/ous my/ster/i/ous spectacular spec/ta/cu/larspe/ctac/u/larspec/tac/u/lar
38. Guide Words We can identify the entry words on a dictionary page when the guide words are given. The words listed in a dictionary are are called entry words . These words are arranged in alphabetical order. Guide words usually appear at the top of a dictionary page to help locate entry words.
39. Dictionary Definitions He trimmed some limbs off the tree. trim (trim) 1.make tidy by clipping: Barbers trim men’s beards. 2. remove or reduce by cutting: Trim the pie crust. 3. decorate: We will trim the Christmas tree. We can determine which definition of a word is being used by using context clues.
40. Check Your Progress Theme 1 Mrs. Williams
41. A word root is a part of a word that has meaning but cannot stand alone. Word root: rupt Mount St. Helens erupted.
42. Word root: struct The lava was destructive.
43. Add these words to the graphic organizer and tell each words meaning.
44. Conjunctions We can determine which definition of a word is being used by using context clues. Warren Faidley photographs tornadoes. Warren Faidley photographs lightning. A thuderstorm might occur in August. A hurricane might occur in August. Warren Faidley photographs tornadoes and lightning. A thunderstorm or a hurricane might occur in August.
45. Compound Sentences The air is hazy. A storm to the west is blocking the sunlight. He tries to photograph a tornado. The light isn’t good enough for the picture. The air is hazy and a storm to the west is blocking the sunlight. He tries to photograph a tornado, but the light isn’t good enough for the picture. We can create compound sentences using conjunctions.
46. We can create compound sentences using conjunctions.
47. We can identify the correct conjunction to use in a sentence.
48. We can identify the correct conjunction to use in a sentence.
49. Circle the key words that tell whom or what the question is asking about. Underline the key words that the question is asking me to do.
50. Decide where I might find the answer in the text. Skim the selection looking for the key words that we picked out in step 1. (106D & 106F) Places in Earthquake Terror: p. 29: Jonathan is left in charge of his younger sister; pp. 33–35: Jonathan realizes what is happening and rushes to help his sister; pp. 38–40: Jonathan, his sister, and Moose seek protection huddled under a tree trunk; Places in Night of the Twisters: p. 106C: Dan is left in charge of his younger brother; p. 106D: Dan hurries to help his brother; p. 106H: Dan, his brother, and Arthur seek safety huddled in the basement shower.
51. When You Are Finished After you finish your Progress Monitoring Test: Make sure your name, date, and assignment are written clearly on the top left of the paper. Turn your test paper to the reading basket. Finish your Mountain Language. Read a book of your choice.
52. Connecting and Comparing Vivid verbs: verbs show action Example: instead of yelling, howling Sensory details: -The words that appeal to your 5 senses: Sight, sound, touch, taste, smell Figurative Language -similes', metaphors, idioms