Unit One Theme: The Big Idea
How can learning help us grow?
Weekly Concept: Storytime
What can stories teach you?
What stories have inspired you? What new discoveries have you made after reading stories? What else can you learn from stories? Have students discuss in pairs or groups.
- Model using the Concept Web to generate words and phrases related to stories. Add students’ contributions.
- Have partners continue the discussion by sharing what they have learned about stories. They can complete the Concept Webs, generating additional related words and phrases.
Define: If a part of your body ached , it was hurt or felt sore.Example: My head ached and hurt when I had a bad cold.Ask: When has your head ached?
CLASS PRESENTATION ROUTINEVisual Glossary
- Select the vocabulary word.
- Discuss the visual with students.
- View the words with animation by clicking on the play icon.
- Click on the sound icon to listen to the context sentence.
- Click on the routine tab.
- Read together with students the definition and example sentence.
- Read the question. Ask partners to discuss the word.
- Ask partners to share with the class what they discussed.
|concentrate||When you concentrate, you think very carefully about what you are doing.|
|discovery||When a discovery is made, something that was hidden or unknown is found.|
|educated||An educated person has a great deal of knowledge.|
|effort||A person works hard to finish a task that takes effort.|
|improved||When a person has improved, he or she has become better at something.|
|inspired||When you inspire another person, you encourage that person to do something good.|
|satisfied||A satisfied person is pleased with the way something happened.|
Vocabulary Strategy: Synonyms
Reading Writing Workshop Book
“Bruno’s New Home”
Note Taking Read page 23 together. As you read, model how to take notes. I will think abut the Essential Question as I read and note key ideas and details. Encourage students to note words they don’t understand and questions they have.Page 23: Reread the first paragraph together. Model visualizing for students.I read that Bruno shivered. It is cold and windy, and leaves blow through the trees. I can visualize Bruno with his arms crossed as he shivers. He must be very, very cold.Ask: How do details from the illustration add to the description of the setting in the text? The illustration supports the description of the setting. The text tells me that it is almost winter. I can see that Bruno is wearing a hat and a scarf, and he is shivering from the cold.Tell students that writers often use nonliteral, colorful language when describing a character or a setting to make a story more vivid and interesting. Have students review the first paragraph to find examples of nonliteral language. Say: The text says the “leaves danced around the trees.” I know that leaves do not really dance. The writer must be using dance to make the description of falling leaves more interesting and easier to visualize.
Reading Comprehension Strategy: Visualize
Comprehension Skill: Character
Fragments Vs. Sentences
short a, short i sounds
1. Clap your hands after the play.2. We had a tent to camp outside.3. The student raised her hand.4. The stamp came with an inkpad.5. Carrots are a tasty snack.6. Let clean dishes dry on the rack.7. Inez grabs her bike handles.8. The dog wags her tail when she is glad.9. His dad paid the phone bill.10. I miss the summer weather.11. The button made a click.12. The kitten had pink paws.13. Kevin was sick with the flu.14. Her grin showed her nice teeth.15. I could not lift the big box.