Day 1:
Spelling
• Objective- Students will learn to correctly spell words with short vowels.
Lesson 1: Spelling Words: Words with Short Vowels
1. pact
2. brand
3. brick
4. crop
5. broad
6. tread
7. film
8. else
9. gram
10.gum
11. dread
12. spend
13. past
14. plot
15. check
16. split
17. sting
18. strap
19. task
20. twin
Challenge Words:
21. gingerly
22. ditch
23. pleasure
24. penguin
25. lecture
Decoding/ Word Attack
Closed Syllable Patterns
• Objective- Students will use knowledge of syllable
patterns to decode multi-syllable words.
summer
sum/mer
2 syllables
•
•
sandwich
sand/wich
2 syllables
The
When
How
consonant
syllables
many Syllables
pair
break
ndbetween
in are
sandinstands
two
summer?
consonants,
together inthe
the
How many Syllables are in sandwich?
first syllable.
syllable isThe
usually
syllables
pronounced
are broken
with
after
a short
this vowel
sound.
consonant
blend. the word be divided?
Where should
Where
should
the syllable
word bepattern.
divided?
This
is called
a closed
Closed Syllable Patterns
Independent
Practice
Guided Practice
contestant
seventeen
sheltering
comical
Find two
examples
of multisyllabic
con/test/ant
sev/en/teen
shel/ter/ing
com/i/cal
words
with the
3
syllables
3syllables
syllablespattern
closed 3syllable
In
your
Storytown
textbook.
Let’s try to break these words into syllables together!
Grammar Time!
Grammar Time!
Always label your paper
# Name
Date
Lesson 1 Grammar: Daily Proofreading
Day 1: Daily Proofreading
1. The boys made a packed no to speak to Bolivia.
2. The friends spilt a pizza in half.
1. The boys made a pact not to speak to Bolivia.
2. The friends split a pizza in half.
Day 1:
Grammar
• Objective- Students will identify sentence fragments and use complete sentences
A
HAS TWO PARTS:
and
The SUBJECT tells who or what did something:
Sue’s dog is brown.
Ask the question who is brown?
Answer: Sue’s dog (SUBJECT)
The PREDICATE tells what is or what has happened:
Sue’s dog is brown
Ask the question Sue’s dog what?
Answer: is brown (PREDICATE)
Day 1:
Grammar
• Objective- Students will identify sentence fragments and use complete sentences
Let’s
Chorus:
Parts of a Sentence
(sung
to
“The
Mulberry
Bush”)
learn a song together!
AInpredicate
subject
a sentence,
hasincludes
ayou
pronoun
will
a verb,
get
or noun,
that
a subject
tells of
who
and
thethe
asubject
predicate.
sentence
in one
is about:
or more words:
The
A subject
happycrowd
noisy
and
crowd
a predicate,
could
beganbetoheard.
shout.
The
could
joinhappy
tobemake
heard
crowd
a sentence.
is the
is the
predicate.
subject.
If a sentence does not contain
a
and a
It is a
SENTENCE FRAGMENT
We
when we write!
Juan ran around the track in record time.
Is a COMPLETE SENTENCE because it has both
a SUBJECT
(Juan) Who or what
and a
PREDICATE
(ran around the track in record time) Did what?
Swam in the pool.
Is a SENTENCE FRAGMENT
because
A SUBJECT IS MISSING
It does not tell us WHO or WHAT swam in the pool.
Time to Practice!
On your own sheet of paper, tell me if the
sentence is a COMPLETE SENTENCE or a
SENTENCE FRAGMENT.
After, you have done this, make each SENTENCE
FRAGMENT a COMPLETE SENTENCE.
Let’s try a few together first!
1. Science is my favorite subject at school.
You write:
COMPLETE SENTENCE
2. The bus stop.
You write:
SENTENCE FRAGMENT
The bus stop is beside the flag pole.
Your Turn
Label your paper!
#Name
Date
Lesson 1 Grammar: Complete Sentences and Fragments
1. In the gym.
2. play soccer after school.
3. the driver
4. We ate lunch outside today.
5. in the store.
In the first paragraph of a story, you
learn that a man who lives near a
swamp is building a wall around his
house. What are some different
reasons why he might be doing this?
Objectives:
Students will listen critically to oral communication.
Students will respond appropriately to oral
communication.
We are going to listen to a poem about friendship.
POEMS…
are written in verse
may repeat words or phrases
often include rhythm and rhyming words
Read Aloud
When listening to a poem, enjoy the rhythm
and the rhyme, and try to understand the
poem’s message.
GOOD READERS…
“Set a purpose for reading.”
I’ll listen to this poem to understand the poet’s message.
Read Aloud
GOOD READERS…
“Read each word accurately when reading aloud.”
Follow along as I read the poem aloud.
Be a friend. You don’t need money;
Just a disposition sunny;
Just the wish to help another
Get along some way or other;
Just a kindly hand extended
Out to one who’s unbefriended; 1
Just the will to give or lend,
This will make you someone’s friend.
1.
To befriend someone means to act as a
friend to that person. An unbefriended
person has no friends.
Be a friend. You don’t need glory.
Friendship is a simple story.
Pass by trifling errors blindly, 2
Gaze on honest effort kindly,
Cheer the youth who’s bravely trying,
Pity him who’s sadly sighing;
Just a little labor spend
On the duties of a friend.
2.
A trifling error is a small mistake.
How does the poet advise the reader
to deal with their friends’ mistakes?
Be a friend. The pay is bigger
(Though not written by a figure) 3
Than is earned by people clever
In what’s merely self-endeavor.
You’ll have friends instead of neighbors
For the profits of your labors;
You’ll be richer in the end
Than a prince, if you’re a friend.
3.
What does the poet mean when he
says that the pay that a friend gets is
“not written by a figure”?
What is the poet’s message?
You get a lot
by being a friend!
Why might it be better to have friends
instead of just having neighbors?
Friends care about you,
while neighbors may not.
Focus Skill:
Character’s Traits and Motivations
Objectives:
Students will analyze
character’s traits and
motivations.
Students will make
inferences regarding a
character’s traits,
motivations, and actions.
Character’s Traits and Motivations
A story is made up of characters, a setting, and plot events.
Characters
• Characters are the people or
animals in a story.
• Characters have reasons for
acting as they do.
Character’s Traits and Motivations
Traits
• A character’s traits show what he
or she is like.
• A reader can tell what kind of
person a character is by thinking
about his or her traits.
Character’s Traits and Motivations
Motivations
• Motivations are the reasons a character
acts a certain way.
• Sometimes authors state a character’s
motivations; other times readers must
use what the character says, does, and
thinks to figure out the character’s
motivations.
Character’s Traits and Motivations
“Thinking about a character’s traits and
motivations will help you figure out why a
character took a certain action in the story.”
Character
Traits
Motivations
Actions
Character’s Traits and Motivations
Page 23
Character:
James
Traits:
bragging, jealous
Motivations:
James wants to win
at the science fair.
Actions:
James tells Paul his
project is boring.
James brags about his science project. When
James realizes that Paul’s project is better than his,
he tries to persuade Paul not to enter the science fair.
James's bragging shows that he is boastful. What he
says to Paul shows that he is jealous.
Character’s Traits and Motivations
Page 23
• Do you think James really believes that model
solar systems are boring?
• Why does James say it is boring?
• The reason (motivation) James told Paul that
his project was boring, was because James
wanted to win the science fair. James didn’t
want Paul to enter the contest!
Character’s Traits and Motivations
Practice and apply to your real life:
Think about the kinds of things people say or do
when they are boastful or jealous. What are
their reasons (motivations) for their actions?
Focus Skill: Lesson 1
Use Story Structure
Objectives:
Students will use
strategies to monitor
reading comprehension.
Students will use story
structure to identify key
events.
Use Story Structure
• What are the different parts of a story?
Characters:
The people or animals in a story
The main character is the person the
story is mostly about.
Setting:
Where and when a story takes place
The setting may change as the story
unfolds.
Plot events:
The things that happen in a story
Often, the plot involves a problem
the main character must solve.
Use Story Structure
You can use a
STORY MAP
To keep track of story elements
As you read
Story Map
Setting
•
•
•
Plot Events
Characters
Use Story Structure
It was the morning of Bella’s first day at
her new school. “I don’t like meeting new
people,” Bella grumbled at breakfast. “It’s so
hard to do! Everyone else will have friends
already, and I don’t know anyone.” She
slumped over her bowl of cereal.
“Hurry up Bella,” Her mother called, “It’s
time for you to catch the bus!” With a sigh,
Bella got up, grabbed her bag, and headed
out the door.
*The main character is Bella. The setting is her house
on the morning of the first day of school. Bella’s
problem is that she doesn’t know anyone at her new
school, and she is afraid that she won’t make friends.
Use Story Structure
On the bus, Bella found a seat next to a
window. As the bus started moving, she heard
someone shouting, “Wait for me!” A girl with
long, red hair was running on the sidewalk.
She waved frantically at the bus. No one
except Bella seemed to notice.
“Please stop! Someone needs to get on!”
Bella called to the driver. The bus screeched to
a stop, and the girl climbed aboard. She
plopped into the seat next to Bella and
grinned. “Thanks for getting the bus to stop.
You saved my day,” she said. “My name is
Magda. What’s yours?”
Use Story Structure
Story Map
Setting
Setting
Bella’s house on the
morning of the first
day of school
The school bus
••
••
••
Characters
Main Character: Bella
Bella’s Mother
Magda
PlotEvents
Events
Plot
Bella doesn’t know anyone at her new school, and she is
afraid that she won’t make any friends.
After Bella got on the bus, she noticed someone shouting
for the bus to stop. Bella urged the driver to stop.
A girl named Magda thanked Bella for helping her not miss
the bus, and sat beside Bella on the bus.
Day 1: Introduce Vocabulary
pact
ADescribe
pact is ana pact
agreement
you could
between
countries
in
makepeople
with aorfriend.
which they promise to do
certain
things.
queasy
IfWhat
you feel
queasy
have ato
might
causeyou
a person
sick feeling
in your stomach.
feel queasy?
foisted
IfWhat
something
foisted on
might aisteenager
have
you, itfoisted
is given
you brother
ontoa younger
whether
you want it or not.
or sister?
venture
What
venture
would be
A newnew
venture
is a project
to start
that isgood
exciting
andduring
even summer
risky.vacation?
annoyed
To bemight
annoyed
to beit is
How
a catmeans
show that
somewhat
angry about
annoyed?
something.
depriving
IfWhat
someone
is
depriving
you
would happen to a plant
of something,
the
person
is
that you are depriving of
keeping
you
from
having
it.
sunlight and water?
PARTNER TIME!
With your partner,
Read: Trading Chores pg. 24-25
Partner A will read one sentence.
Partner B will read the next sentence.
Repeat until you have read all of the text.
1. What is the pact between Charlie and Tyler?
2. Why does Tyler feel queasy?
3. What chance of success do you think Uncle Stan’s
business venture has? Explain.
4. Why is Charlie annoyed at Tyler?
5. How do you think Tyler feels about depriving
Charlie of a ride to the ball game?
6. Why is the task of driving Charlie to the game
foisted on Liz?
Vocabulary Challenge
Look and listen for VOCABULARY WORDS
in different places, such as in advertisements
and in television shows. Keep track of
any words you find!
WHO IS READY TO COMPLETE THE CHALLENGE?
That’s all for today folks!
Spelling Words
Day
Spelling
1. pact
6.
tread2:
16. split
Each
of your spelling
words11.
hasdread
a short vowel
sound.
2. brand
7. film
12. spend
17. sting
3. brick1: Spelling
8. else
13. pastwith Short
18. strap
Lesson
Words: Words
Vowels
4. crop
9. gram
14. plot
19. task
5. broad
10. gum
15. check
20. short
twinvowels
Objective- Students
will learn to correctly
spell words with
The short e sound
The
short
o
sound
can
be
spelled
ea
short a short e short i short o short u
inspelled
thread. oa
canasbe
pact
brand
gram
past
strap
task
tread
else
dread
spend
check
brick
film
spilt
sting
twin
crop
broad
plot
gum
as in broad.
Practice Book
Page 4
Grammar Time!
Day 2:Daily Proofreading
1. Cesar walked. To see a fillm.
2. He bought gumm. At the store.
1. Cesar walked to see a film.
(They were sentence fragments)
2. He bought gum at the store.
Day 2: Grammar
• Objective- Students will identify and use declarative sentences.
The club meets in the tree.
A
A
expresses a complete thought.
begins with a
and ends with a
.
This sentence is a
It is a complete sentence that
begins with a
and ends with a
.
Day 2: Grammar
• Objective- Students will identify and use declarative sentences.
Four Types of Sentences
(sung to “Down by the Station”)
We will only learn the first 2 verses today.
Let’s
learn
a song together!
Declarative
sentences
Declarative
sentences
makeaastatement:
statement:
AllAllmake
I visited
my cousin.
Today
is Friday.
Clouds
in theasky
We
hopeare
to bake
pie..
Time to Practice!
Let’s try a few together!
Think
first!
My brother made a new friend at school.
ready…
2.5.3.4.Get
I The
will
study
forgrocery
the test.store.
Went
1.
boy’s
The
to
meeting.
the
ball.
Together,Then
we, are
decide if the
whengoing
I snap,to
answer:
Answer:
DECLARATIVE
SENTENCE
following
sentences are
fragments or
DECLARATIVE
SENTENCE,
or
FRAGMENT
Answer:
DECLARATIVE
SENTENCE
Answer:
Answer:
Answer:
FRAGMENT
FRAGMENT
FRAGMENT
declarative
sentences.
Get set…
GO!
Your Turn!
#Name
Date
Label your paper!
Turn the FRAGMENTS into
Lesson 1 Grammar: Declarative Sentences
DECLARATIVE SENTENCES!
1. Ate pizza
2. Sue’s dog
3. To the store
Day 2: Practice Book Page 1
Complete this sheet, and place it
in the grammar drawer!
Take your time!
Use your best writing!
Which character from “The Hot
and Cold Summer” would you
most like to have as a friend?
Why?
Lesson1: Hot and Cold Summer.
• Objective: To recognize distinguishing features
of realistic fiction.
Before we read let’s talk about the
GENRE
Of our story.
hey
GOOD
GOOD READERS…
READERS…
Comprehension
Strategy:
“Use Story
Structure”
Make
predictions,
or “reason”
“guesses”
about
Take
Practice
Book
Page
2, what
and
Set
aout
purpose,
or
for
reading.
Genre: Realistic Fiction
Aswill
we26read,
weabout.
will in
fillof
our
story
map.
Story
Map
the
text
Read
the
genre
information
on page
tobe
yourself,
aout
“whisper
voice.”
Based
on
what
we
previewed
the
story:
Characters
WeSetting
can Imake
predictions, and preview the story by
know the introduction is about friendship. In
This will
help us keep track
the 27.
reading
title, and
introduction
onofpage
real life,the
friendships
canthe
change.
One purpose
for reading
characters,
setting,
and
plot
events.
a setting
that
is a real
place. together!
read
is to find
out ifLet’s
Rory,
Derek,
and Bolivia’s friendship will
Plot
Events
characters
that
are
just
likefrom
realhappen
people.
change
when
Derek
returns
camp.in the story?
What
do
you
think
might
will
help usus
remember,
or
thatpredictions
could reallyThis
happen.
• can events
We
use our
to help
set a purpose,
or
“comprehend”
what
we read.
• They are “reason”
to read
this like
story
because…
made up stories,
that
seem
they
could
happen in real life!
fill out the story map as we read …
Realistic fiction stories have…
•
Connecting the plot and setting:
This story’s setting is Rory’s backyard
during summer. Derek has been away at
camp. Rory worries whether he and
Derek will still be friends when Derek
returns. Rory’s feeling of worry may
affect the plot of events.
Plot Events: (Pages 27-29)
Rory waits for Derek to return from
1.
Why is Rory worried?
Remember:
camp.
theirtakes
friendship.
A story’s setting is whereRory
andworries
whenabout
a story
place,
2.
on what
youplot
know
so far,
and isBased
important
to the
of events.
howStory
has Bolivia
On our
Map:affected Derek
Rory’s friendship?
So farand
we have…
Characters: Rory
Setting: Rory’s backyard in the summer (Be Specific)
On your Story Map: Practice Book Page 2
Story Map
Setting:
Characters:
Rory’s backyard in the
summer
Rory
Plot Events
(Section 1 Pages 27-29)
Rory waits for Derek to return from camp.
Rory worries about their friendship.
3.
Was Rory right to worry so much about Derek? Why or why
not?
4.
What kind of person is Derek? How can you tell?
5.
Do you think that all three characters will remain friends?
What details from the story support your answer?
Let’s add to our Story Map.
We need to go ahead and sum up what we’ve read!
Story Map
Setting:
Characters:
Rory’s backyard in the
summer
Rory
Derek
Bolivia
Plot Events
(Section 21 Pages 30-33)
27-29)
Derek,
Bolivia,
Rorytoput
together
a puzzle.
Rory waits
forand
Derek
return
from camp.
Rory
Boliviaabout
tell Derek
about their lemonade
Roryand
worries
their friendship.
stand.
6. Why do you think Derek and Rory brag about their
pizza eating abilities?
7. What can you tell about Bolivia based on the way she
acts?
8. Have you ever said that you could do something you
weren’t sure you could do, just to impress someone?
Explain what happened.
Let’s add to our Story Map.
We need to go ahead and sum up what we’ve read!
Story Map
Setting:
Characters:
Rory’s backyard in the
summer
Rory
Derek
Bolivia
Mrs. Dunn (Rory’s mom)
Plot Events
Section
(Section
2 Pages
21Pages
(30-33)
(30-33)
CONTINUED
(Section
Pages
27-29)
Derek
Derek,
andwaits
Bolivia,
Roryfor
decided
and
Rory
totoput
have
together
a pizza
eating
a puzzle.
contest.
Rory
Derek
return
from camp.
Rory’s
Rory
mom
and
Bolivia
ordered
tell
one
Derek
pizza,
about
and Bolivia
their lemonade
ordered the other.
Rory
worries
about
their
friendship.
stand.
Remember: staying focused on the plot events will
help you understand what is going on in
the story.
Derek and Rory are going to have a pizza-eating contest. We
will keep on reading to find out who wins.
6. Why do you think Derek and Rory brag about their
pizza eating abilities?
7. What can you tell about Bolivia based on the way she
acts?
8. Have you ever said that you could do something you
weren’t sure you could do, just to impress someone?
Explain what happened.
9. How can you tell that both
Derek and Rory are feeling
confident that they can eat a
whole pizza?
10. What is Bolivia’s role in the
contest?
11. How is Bolivia different from
Rory and Derek?
12. How do you think the boys are feeling as they
reach for their fourth slice?
13. Why do you think Bolivia says, “I wouldn’t think
of depriving you,” when the boys offer her a slice
of pizza?
14. Who do you think is enjoying the pizza-eating
contest the most?
Focus Strategy:
Use Story Structure
“Story Map”
• When you write plot events in your story map, do not include every
single thing that happens in the story.
• You only need to include the most important events.
Example:
When writing about the contest,
Don’t write:
“Bolivia ate a carrot stick. Derek finished his first slice. Derek picked up
his second slice. Rory picked up his second slice. Bolivia ate a celery
stick.”
Instead, tell about the main events in one or two sentences!
Let’s add to our Story Map.
We need to go ahead and sum up what we’ve read!
Story Map
Setting:
Characters:
Rory’s backyard in the
summer
Rory
Derek
Bolivia
Mrs. Dunn (Rory’s mom)
Plot Events
Section
(Section
2 Pages
213Pages
(30-33)
CONTINUED
(Section
Pages
27-29)
Section
Pages(30-33)
(34-40)
Derek
Derek,
andwaits
Bolivia,
Rory
decided
and
have
together
a pizza
eating
a puzzle.
Rory
for
Derek
return
from
camp.
The
boys
are eating
aRory
lottotoofput
pizza,
but they
arecontest.
getting full.
Rory’s
Rory
mom
and
Bolivia
ordered
tell
one
Derek
pizza,
about
andand
Bolivia
theirwatching
lemonade
ordered
the other.
Rory
about
their
friendship.
Bolivia
isworries
snacking
on
vegetables
them.
stand.
15. Why does Bolivia wait until the
boys are full before she takes a
piece of pizza?
16. What does Bolivia do that
surprises Derek and Rory?
17. Compare the way Rory feels on
page 40 with the way he felt at
the beginning of the story.
18. After reading page 40, did the
story turn out as you predicted?
Let’s Finish Our Story Map!
Story Map
Setting:
Characters:
Rory’s backyard in the
summer
Rory
Derek
Bolivia
Mrs. Dunn (Rory’s mom)
Plot Events
Section
3Pages
Pages(30-33)
(34-40)
Section
(Section
2 Pages
213Pages
(30-33)
CONTINUED
(Section
27-29)
Section
Pages
(34-40)
When
are
after
five
slices
pizza,
Boliviafull.
eats
Derek
Derek,
andthe
Bolivia,
Rory
decided
and
Rory
have
together
a pizza
eating
aofpuzzle.
Rory
waits
for
Derek
return
from
camp.
The
boys
areboys
eating
afull
lottoto
ofput
pizza,
but they
arecontest.
getting
five slices of pizza.
Rory’s
Rory
mom
and
Bolivia
ordered
tell
one
Derek
pizza,
about
andand
Bolivia
theirwatching
lemonade
ordered
the other.
Rory
about
their
friendship.
Bolivia
isworries
snacking
on
vegetables
them.
The
contest is a three way tie.
stand.
Summarize “Hot and Cold Summer”
• Use your STORY MAP to help you write a
summary about “The Hot and Cold Summer.”
A good summary of a REALISTIC FICTION story includes:
o The main ideas
o Important details
o A brief description of the characters and setting
o The most important events, in the order in which they
happened
Summary: “Hot and Cold Summer”
This story takes place in Rory’s backyard during the summertime. In
the beginning, Rory is worried about his friendship with Derek. Derek had
been away at camp for the summer. Rory and Boliva became great friends
while Derek was gone. When Derek came home, Rory realized they were still
friends. Rory, Derek and Boliva were hanging out in Rory’s backyard, when
the boys decided to have a pizza eating contest. Rory's mom bought them
one pizza, and Bolivia bought the other with her lemonade stand money.
While the boys challenged each other, Bolivia munched on some vegetables.
When the boys had finally ate enough, five slices, Boliva took a shot at it.
Boliva ate five slices as well. The contest ended in a three way tie. The
friends learned a valuable lesson about friendship, and the silliness of
bragging.
Day 2 : Vocabulary Review
Rate a Situation: Page 46 in your book!
Unhappy---------------------Happy
 You and a friend made a pact to stick together.
Work with your partner.
 You just had a great idea for a business venture.
 A challenging
task was foisted
on you.
Take
turns reading
aloud
each sentence
and pointing to the spot on the word line
 Yourwould
favoriteshow
relative how
becamehappy
annoyedorat unhappy
you.
that
you would feel!
Day 2:
Fluency: Accuracy Page 47 in your book.
Partner Reading
• When you read with ACCURACY, you read each word
correctly.
• Work with your partner, and choose a paragraph from “The
Hot and Cold Summer.”
• Read it aloud as your partner is tracking.
• Ask your partner if you skipped any words or read words
incorrectly.
• Then switch roles.
• Reread the paragraph until you can read it with complete
accuracy. (Until you made zero mistakes)
Math Connection
I Know:
and Boliva spent $2.05 on supplies.
Bolivia and Rory
Rory
made $6.05 from their
lemonade venture. Imagine the two friends
They charged $0.25 per cup of lemonade.
did sell lemonade.
I need to know: If they made $6.05, how many cups did they sell?
Here is what you know:
See if you can find the answer!
PER CUP:
o Rory
and Boliva spent
on supplies.
TOTAL
INCOME:
$6.05$2.05 PRICE
$0.25
$4.00 divided by $0.25 = 16 cups
o They charged $0.25 per cup of
lemonade.
Answer:
TOTAL PROFIT:
$4.00
Rory and Bolivia sold 16
COST OF SUPPLIES: -
$2.05
o If they made $6.05, how many cups cups
did they
sell?
of lemonade.
That’s all for today folks!
Day 3: Spelling
Lesson 1: Spelling Words: Words with Short Vowels
Practice and Apply:
Objective- Students will learn to correctly spell words with short vowels.
Let’s fill in the blank with the correct short vowel!
cr_p
tr_ _d
tw_n
f_lm
spl_t
dr_ _d
g_m
ch_ck
br_nd
gr_m
p_st
br_ck
Practice Book Page 5
Grammar Time!
Day 3:Daily Proofreading
1. A stingg.
2. Paid half the chec for the pizza.
1. A sting by a bee hurts. (missing predicate)
2. Boliva paid half the check for the pizza.
(missing subject)
Day 3: Grammar
• Objective- Students will identify and use declarative and interrogative sentences.
How do you like the lemonade?
An
An
asks a question.
begins with a
and ends with a
.
This sentence is an
It is a complete sentence that
begins with a
and ends with a
.
Day 3: Grammar
• Objective- Students will identify and use declarative and interrogative sentences.
Four Types of Sentences
(sung to “Down by the Station”)
Let’s learn
a thesong
together!
We will learn
next 2 verses
today!
Interrogative
Declarative
Interrogativesentences
sentences
sentences
All
Allask
make
askaaquestion:
aquestion:
statement:
IWhen
Today
Where
visitedwill
isismy
Friday.
your
the
cousin.
game
raincoat?
start?
Clouds
We
Did
Do hope
youare
know
lose
toinbake
athe
the
dime?
sky
atime?
pie. .
Time to Practice!
Let’s try a few together!
Think first!
Get
ready…
you
make
new
atdecide
school?
The
Went
The
boy’s
meeting.
to
grocery
store.
Together,
wethe
are
going
if the
Then
,aball.
when
I friend
snap,to
answer:
2.3.5.4.1.Did
Are
you
going
to
study
for
the
test?
following sentences are fragments or
INTERROGATIVE
SENTENCE,
or FRAGMENT
Answer:
INTERROGATIVE
SENTENCE
interrogative
sentences. SENTENCE
Answer:
INTERROGAVTIVE
Answer:
Answer:
Answer:
FRAGMENT
FRAGMENT
FRAGMENT
Get set…
GO!
On your own sheet of paper, turn each sentence
FRAGMENT or
DECLARATIVE SENTENCE into an
INTERROGATIVE SENTENCE.
Let’s try a few together first!
1. Carlos walks to school.
(DECLARATIVE)
You write:
Does Carlos walk to school?
(INTERROGATIVE)
2. The bus stop.
(FRAGMENT)
You write:
Where is the bus stop?
(INTERROGATIVE)
Your Turn
Label your paper!
#Name
Date
1.
2.
3.
4.
5.
Lesson 1 Grammar: INTERROGATIVE SENTENCES
In the gym.
play soccer after school.
the driver
We ate lunch outside today.
in the store.
Day 3: Practice Book Page 2
Complete this sheet, and place it
in the grammar drawer!
Take your time!
Use your best writing!
Have you ever made a
pact with a friend? What
was it?
Focus Skill: Reinforce the skill
Character’s Traits and Motivations
Objectives:
Students will analyze
character’s traits and
motivations.
Students will make
inferences regarding a
character’s traits,
motivations, and actions.
Why might a character brag or show off?
To impress a friend.
To try to look good.
Etc.
These would be a character’s MOTIVATIONS or “reasons” for
bragging or showing off.
Character’s Traits and Motivations
Traits
• A character’s
traits show what
he or she is like.
• These traits are
revealed by what
the character
thinks, does, and
says.
Motivations
• Motivations are the
reasons a character
acts a certain way.
Character’s Traits and Motivations
Turn to page 32 in your
book.
Read this along with me.
Why does Rory’s mother
offer to buy a pizza for
dinner?
(What was her motivation
to buy a pizza?)
Character’s Traits and Motivations
Turn to page 32 in your
book.
Read this along with me.
Why does Rory’s mother
say that one pizza is
enough?
(What was her motivation
for saying this?)
Character’s Traits and Motivations
Turn to page 32 in your
book.
Read this along with me.
Why doesn’t Rory’s
mother scold Bolivia for
ordering a second pizza?
(What was her motivation?)
Character’s Traits and Motivations
What can you tell about Rory’s mother,
based on what she does and says?
(What are her traits, based on what she does and says?)
•She is thoughtful because she orders the children pizza.
•She is a little strict because she said one pizza is enough.
•She is fair because she doesn’t scold Bolivia.
Make sure you give reason (details from the story), as to
why you chose these traits.
• Analyze
W Character’s Traits and Motivations
• Why is Rory pretending to read comics as he sits in a
lounge chair at the beginning of the story?
• Why does Derek go straight over to Rory’s house when
he gets home?
• At first, Rory had ignored Bolivia because she is a girl,
but Derek made friends with her. What does this show
about Derek.
Practice Book Page 3
Day 3: Reinforce Word Meanings
1. What pact had the boys made when Bolivia first arrived?
2. Why did Rory feel queasy about Derek’s return from camp?
3. What might Rory and Derek feel Bolivia foisted on them?
4. How successful was Rory’s and Bolivia’s business venture?
5. Why might Rory’s mother have been annoyed with Bolivia?
6. What did Bolivia really mean when she told Derek she wouldn’t
think of depriving him of the pizza?
Objectives:
Students will learn to understand features
of literary text.
Read the title and look at the illustrations (pictures)
“Secret Talk” is a poem about friendship.
We remember from our READ ALOUD that…
POEMS…
are written in verse
may repeat words or phrases
often include rhythm and rhyming words
What rhyming words do you hear?
What does the poem seem to be saying about friendship?
Now, read
Listen,
as I the
readpoem
the with
poemme.
aloud.
How is do
the the
poem’s
ending
similar do
to its
beginning?
What
two
friends
together?
Have you ever had a friend you felt so
comfortable with that you didn’t need to talk?
What kinds of things did you do together?
Comparing Texts:
• What can Rory and Derek’s contest teach you
about being boastful?
• Compare the friendships in “The Hot and Cold
Summer with the friendship in “Secret Talk”
• What is one lesson that “The Hot and Cold
Summer” teaches about friendship?
Choral Read
Fluency: “Accuracy”
Objectives:
Students will demonstrate characteristics of fluent,
effective reading, and will read aloud with accuracy.
Turn in your books to page 36
• Follow along with me as I read
• Move your fingers (TRACK) under
the words that I am reading out
loud.
• Good readers:
Read with Accuracy
(They read all words correctly)
That’s all for today folks!
Day 4: Spelling
• Objective- Students will learn to correctly spell words with short vowels.
Pay attention
to
the
sounds
you
hear
before
and
after
the
vowel
in
each
Listen very carefully as I read each word.
word.
1. pact
2. brand
3. brick
4. crop
5. Broad
6. tread
7. film
8. else
9. gram
10.gum
11. dread
12. spend
13. past
14. plot
15. check
16. split
17. sting
18. strap
19. task
20. twin
Day 4: Spelling (continued)
• brand
/br/ blend comes before the vowel.
/nd/ blend comes after the vowel.
• check
/ch/ sound comes before the vowel.
/k/ sound comes after the vowel. Two consonants are
used to make the /k/ sound in the word check c and k
ck sound like /k/.
Practice Book Page 6
Grammar Time!
Day 4:Daily Proofreading
1. Did Rory spennd all the money.
2. Derek gave a brod smile
1. Did Rory spend all the money?
2. Derek gave a broad smile
.
Day 4: Grammar
• Objective- Students will identify and use declarative and interrogative sentences.
Four Types of Sentences
(sung to “Down by the Station”)
Let’s learn
a song
Let’s review
the first twotogether!
verses!
Interrogative
Declarative
Interrogativesentences
sentences
sentences
All
Allask
make
askaaquestion:
aquestion:
statement:
IWhen
Today
Where
visitedwill
isismy
Friday.
your
the
cousin.
game
raincoat?
start?
Clouds
We
Did
Do hope
youare
know
lose
toinbake
athe
the
dime?
sky
atime?
pie. .
Day 4: Grammar
• Objective- Students will identify and use declarative and interrogative sentences.
A declarative sentence end with a period.
An interrogative sentence ends with a question mark.
Complete
Practice Book Page 3
Day 4: Practice Book Page 3
Grammar-Writing Connection
Directions:
Read this part of a student’s rough draft,
and answer the questions that follow.
(1) i went to visit my grandparents over
the summer. (2) I missed my friends a lot at first (3) Then I
found out that there were many things to do for fun.
(4) Hiking, biking, and gardening. (5) Do you know what
happened. (6) I didn’t want to when the visit was over leave.
What are some synonyms
for annoyed? What are
some antonyms?
Synonyms and Antonyms
• Objectives:
• Students will use synonyms
and antonyms to determine
meaning and extend word
knowledge, and locate
synonyms and antonyms in
a thesaurus.
Synonyms and Antonyms
• A synonym is a word that means the same
thing a another word.
• An antonym is a word that means the
opposite of another word.
• You can sometimes use synonyms or
antonyms to help you figure out the meaning
of a new word.
Synonyms and Antonyms
• You can sometimes use synonyms or antonyms to
help you figure out the meaning of a new word.
• If you want to find additional synonyms and
antonym for a word , you can look the word
up in a THESAURUS.
Synonyms for hot
sweltering
sizzling
scorching
Antonyms for hot
cold
freezing
frigid
Synonyms and Antonyms
Thesaurus Entry:
large, adj.
1. big, huge,
colossal, gigantic, massive
• If you are not sure what colossal means, reread the first sentence.
These sentences are about a large pizza. Colossal must mean large.
Synonym Clue:
We ordered a large pizza,
I didn’t think we could eat the colossal pie.
• If you are not sure what engaging means, reread the first sentence.
These sentences talk about how the puzzle is boring. Engaging must
mean the opposite of boring, fun.
Antonym Clue:
“This puzzle is boring,” Bolivia said.
“Let’s find something engaging to do instead.
Synonyms and Antonyms as context clues
GUIDED PRACTICE
Let’s decide together if the pairs of words
in each sentence are
synonyms or antonyms…
• Boliva was hungry. Rory was ravenous, too.
• Bolivia ate a large amount of vegetables, but
Derek ate a meager handful.
Practice and Apply
• Knowing many synonyms and antonyms can help you
improve your writing.
(You never want to use the same words over and over)
•
Select three of these words from “The Hot and Cold Summer.”
•
Write a synonym and an antonym for each word.
•
Don’t be afraid to use a THESAURUS.
WHEN YOU’VE FINISHED COMPLETE PRACTICE BOOK PAGE 4
Plenty
Empty
answer
Changed
Opened
gradually
Day 4: Extend Word Meanings
1. If one country breaks a pact with another country, what might be the result?
2. Which would make you more queasy, competing in a spelling bee or diving off
the high board into a swimming pool? Why?
3. How would you feel if friends of your family came to visit and foisted their fouryear-old child on you for the day?
4. What new venture might you like to start someday? Why?
5. Describe a time when you were annoyed by a sound?
6. What is one effect of depriving a garden of water?
Speaking and Listening
•
Objectives:
Students will introduce and describe a character, and they will
use details to explain what a character is like. Students will
also understand a character description presented orally.
In small groups this week, we completed a
Character description.
Now, we are going to work on giving an oral
presentation.
I am going to assign each of you a partner.
You will magically transform into the character that
you chose to write about.
You are going to introduce each other to the class,
as if you are the characters in your descriptions.
Speaking and Listening
• Introducing a Character:
– I will give each of you some note cards.
– On each card, write each trait you wish to describe, and the words
or actions of the character that describe this trait.
– Organize the note cards in a logical way.
– First card should be your character introduction sentence…
Such as:
“I would like to introduce ____________.”
– Last card should be a conclusion sentence…
Such as:
“Let’s give__________ a round of applause for
visiting us.”
.
Character’s Traits and Motivations
Here is an example from our story
We did this together!
What can you tell about Rory’s mother,
based on what she does and says?
(What are her traits, based on what she does and says?)
•She is thoughtful because she orders the children pizza.
•She is a little strict because she said one pizza is enough.
•She is fair because she doesn’t scold Bolivia.
Make sure you give reason (details from the story), as to
why you chose these traits.
Speaking Strategies
– Speak slowly, clearly, and loudly
enough so that everyone in the room
can hear you.
– Make eye contact with your audience
– Use gestures to help you introduce
your character and tell what he or
she is like.
Listening Strategies
– Focus on the speaker so you do not get
distracted.
– Sit quietly and listen attentively to the
speaker.
– Wait until the speaker has finished before
asking questions.
– Ask questions to clarify anything you did not
understand.
Echo-Read
Fluency: “Accuracy”
Objectives:
Students will demonstrate characteristics of fluent,
effective reading, and will read aloud with accuracy.
Turn in your books to page 36
• Put your finger on the beginning of
the first sentence.
• I will read the sentence first, and
then you read the sentence after
me. (ECHO ME)
• Track with your finger as I read,
and slide your finger back to the
beginning of the same sentence to
track as you read.
• Good readers:
Read with Accuracy
(They read all words correctly)
That’s all for today folks!
Day 5: Spelling
• Objective- Students will learn to correctly spell words with short vowels.
Lesson 1: Spelling Words: Words with Short Vowels
STUDY STUDY!! TEST WILL BEGIN IN 5 MINUTES!
1. pact
2. brand
3. brick
4. crop
5. broad
6. tread
7. film
8. else
9. gram
10.gum
11. dread
12. spend
13. past
14. plot
15. check
16. split
17. sting
18. strap
19. task
20. twin
Challenge Words:
21. gingerly
22. ditch
23. pleasure
24. penguin
25. lecture
Grammar Time!
Day 5: Daily Proofreading
1. Great to have friends like Derek and Bolivia
2. Did Rory dredd Derek’s return.
1. It is great to have friends like Derek and
.
Bolivia
2. Did Rory dread Derek’s return?
Day 5: Practice Book Page 6
Complete this sheet, and place it
in the grammar drawer!
Take your time!
Use your best writing!
If you could start a
summer business
venture, what would
you do or sell?
Use a Dictionary:
• A dictionary is a reference book that contains
the definitions, or meanings, of entry words.
• All the entry words are written in alphabetical
order.
• The definition comes after the entry word.
Guide words are pairs of words listed at the
top of each page. They help you find the entry
word you are looking for!