Transcript Slide 1

Family Times
Daily Questions
Prior Knowledge
Generalize
Vocabulary
Context Clues
Predictions
Guided Comprehension
Drawing Conclusions
Mood
Independent Readers
Think Dress Codes
Additional Resources
Language Skills
Study Skills
Genre: Play
Vocabulary Strategy: Context
Clues
Comprehension Skill: Generalize
Comprehension Strategy: Story
Structure
Question of the Week:
How do people adapt to a new school?
Daily Questions:
What challenges does Stormi face as a new student?
What do Stormi’s experiences teach her about making
friends?
Why do many students dislike dress codes?
Daily Fix It
Language Skills
Day 1
Practice Book
Spelling
Day 2
Page 73
Strategy
Day 3
Page 74
Page 73
Day 4
Page 75
Page 74
Day 5
Page 76
Page 75
Transparency:
Indefinite and
Reflexive Pronouns
Page 76
Writing Workshop
Reading Writing Connection
Writer’s Craft
Writing Prompt
Editing and Revising
Language Skills
Language Skills
Day 1
Daily Fix It
1. A knew house seem strange at first.
A new house seems strange at first.
2. The movers unloaded the van, by
theirselves.
The movers unloaded the van by themselves.
Day 2
Daily Fix It
Language Skills
1. Ryan is hospitible to both freinds and
strangers.
Ryan is hospitable to both friends and
strangers.
2. Michigan avenue stores are fashionable .
And we often shop there.
Michigan Avenue stores are fashionable, and
we often shop there.
Day 3
Daily Fix It
Language Skills
1. Ever girl in the scout troop made a
birdhouse by hisself.
Every girl in the scout troop made a birdhouse
by herself.
2. They learned how to hamer nails into
would safely.
They learned how to hammer nails into wood
safely.
Day 4
Daily Fix It
Language Skills
1. This locker is more harder to open than last
years locker.
This locker is harder to open than last year’s
locker.
2. Do you carry all yur books to every class.
Do you carry all your books to every class?
Day 5
Daily Fix It
Language Skills
1. Ms. Roman told Jeff to help yourself to the
pizza he ate three slices.
Ms. Roman told Jeff to help himself to the
pizza. He ate three slices.
2. Because Jordan is responsable, he can
use the computor.
Because Jordan is responsible, he can use
the computer.
Language Skills
Language Skills
Language Skills
Language Skills
Language Skills
Spelling Strategy
Divide and Conquer
It’s easier to remember how to
spell words if you break them into
parts first. Draw a line between the
word and its suffix. Study the word
on part at a time.
Language Skills
Language Skills
Language Skills
Language Skills
Language Skills
Language Skills
Language Skills
Writing Prompt
Pretend you are an advice
columnist for your school paper. A
new fifth grader has asked you for
advice on how to make new
friends. The student has told you his
or her interests. Write a letter of
advice to this student.
Language Skills
Editing/Revising Checklist
 Are the conclusions in my letter
logical?
 Have I used indefinite and
reflexive pronouns correctly?
 Did I spell words that end with –
ible and –able correctly?
Activate Prior Knowledge
Making Friends
Generalize
• To generalize is to make a broad statement or
rule that applies to several examples.
• Active readers pay close attention to what
authors tell them about story characters and
make generalizations about those characters as
they read.
Support from text
Generalization
Support from text
Support from text
Story Structure
Active readers notice story structure. They
note the problem characters must deal with
and the rising action, climax, and outcome.
Generally, authors identify the problem at
the start. They work through the problem as
the action rises in the middle, and then solve
it with the climax and outcome.
Story Structure
Complete a story sequence chart.
Climax
Resolution
Conflict
Make a generalization about Stormi based on how she solves her
problem.
Write:
1.Read “Thirty Pounds of Trouble.”
Make a graphic organizer similar to
the one above about the story’s
main character, Tag.
2. Use your graphic organizer to
decide whether you would like a dog
like Tag and tell why.
Word Rating Chart
Word
Cavities
Combination
Demonstrates
Episode
Profile
Strict
Know
Have Seen
Don’t Know
Cavities
Hollow places; holes in teeth
caused by decay.
Combination
A series of numbers or letters dialed in
opening a certain kind of lock.
Demonstrates
Shows how a thing is done.
Episode
One part of a story that is published or
broadcast in several parts, one at a
time.
Profile
Low profile, moderate attitude or
position, deliberately chosen in order to
avoid notice.
Strict
Very careful in following a rule or making
others follow it.
More Words to Know:
Audacious: Rudely bold
Digressed: Turned aside from the
main subject in taking or writing
Scintillating: Sparkling; flashing
Practice Lesson Vocabulary
Are cavities found in your mouth?
If a teacher demonstrates an experiment, is it assigned?
Is Mr. Morgan strict about writing e-mail messages in school?
True/False
A combination helps you find your locker.
A television episode is one show from a season.
Keeping a low profile means you want people to notice
you.
Vocabulary Strategy
Context Clues:
Sometimes when you are reading, you come across a word you do not
know. You can use the context – the words and sentences around the
word – to find clues to its meaning.
1. Reread the sentence in which the unknown word appears. Does the
author give you a clue, such as a synonym?
2. If not, read the sentences around the sentence with the unknown word.
Does the author give clues, such as examples or explanations?
3. Put the clues together and decide what you think the word means.
4. Try the meaning in the sentence. Does it make sense?
As you read “Trouble in TV Land,” look for context clues that help you figure
out the meanings of the vocabulary words.
Genre: Play
A play is a story written to
be acted out for an
audience. As you read,
imagine the actors
speaking the lines and
acting out the action.
How will Stormi
do in her new
school?
Preview and Predict
Preview the selection title and
illustrations and predict what
you think the title means. Use
your lesson vocabulary in your
discussion.
Guided Comprehension:
What have you learned so far about Stormi?
What generalization can you make about how Stormi feels about starting a
new school?
What conclusion can you draw about the relationship between Stormi and
her friends in Chicago?
In Scene II, why do you think the author includes the scenes with Stormi’s
friends in Chicago?
Do you think Stormi will like her new school and make new friends?
What happens when Hannah tries to find out more about Stormi? Why does
Stormi respond that way?
Describe Hanna based on what you learn about her on pp. 468-469?
Think about the main character and her problem. Does this play remind you
of any other stories you’ve read?
Guided Comprehension Continued
Summarize what happened to Stormi since she started her new school.
What generalization can you make about Stormi’s friends from their e-mails?
What caused Stormi to say her second day at school was worse than the first?
Use the context clues to determine the meaning of passion on p. 473?
Use Context clues to determine the meaning of hospitable on p. 474.
Why do you think Hannah continues to be friendly to Stormi even after Stormi is
rude to her and her friends?
Make a generalization about Hannah and her friends. Support it with details
from the play.
Compare and contrast Stormi’s friends in Chicago with her new friends.
Describe an experience you had with being the new person in a group. How
did it feel? What did you do?
Drawing Conclusions
Drawing conclusions means
forming reasonable opinions after
thinking about the facts and
details of what they have read.
Draw conclusions about how
Stormi feels when she’s introduced
to eh class.
Mood
The atmosphere or feeling of a story is its mood.
The mood of a story may be hilarious, thoughtful, sad, eerie, dreamlike, and
so on. The possibilities include every emotional state.
An author creates mood through characters, setting, and descriptive
details of the story.
Describe the mood of Scene II on pp. 466-499 of The Stormi Giovanni Club.
Discuss Stormi’s state of mind and identify details that the author gives
about her old friends in Chicago before agreeing on the mood of the
scene.
Write about the mood of Scene IV. Use the following questions to help with
responses.
1. What change in the main character helps you identify the mood?
2. What descriptive details are clues to the mood?
SUMMARY
This nonfiction selection is about what it is like to
be the new student at school. It provides a lot of
good suggestions of what new students can do
to make the transition to a new school less
difficult. It also talks about what other students
can do to welcome the new student.
COMPREHENSION QUESTIONS
PAGE 6 What are some simple things you can
do to make a new student feel at home?
PAGE 6 What are some different feelings that
might be a reaction to change?
PAGE 12 In addition to changing schools, what
major change is Marcus having to get used to?
PAGE 15 What are some of the ways you can
say goodbye?
SUMMARY
This story is about a young boy, Joey, and his family
who have moved many times. He gets some very
good advice from his mother about making friends
and adapting to the new area. Each time he moves,
he has to get to know a new school and make new
friends. While difficult at first, the boy learns to adapt
well to all the moves by learning to trust himself.
COMPREHENSION QUESTIONS
PAGE 4 Why did Joey have to move around so
often?
PAGE 6 What ocean is San Francisco on?
PAGE 8 Why was Joey’s sister more upset than he was when the family was
going to move away from San Francisco?
PAGE 15 What sports does Joey play while he’s in London?
PAGE 16 When Joey moves back to the United States, how does he keep in
touch with his friend Jarvis?
PAGE 20 What was Joey’s father looking forward to in Maine?
SUMMARY
Drew hates going to school, has very few friends, and
hates lying about how he feels about school. Then
Nathaniel, a boy he met at the beach the summer before,
moves to town. Nathaniel tries to become friends with
Drew, but Drew is embarrassed by him and rejects
Nathaniel at first. By the end of
the story, their friendship is patched and Drew feels better
about school.
COMPREHENSION QUESTIONS
PAGES 4–6 List all of the reasons you can find in the first
chapter of the story that Drew doesn’t like school.
PAGE 8 What did Drew think of Nathaniel after spending time with him at the
beach?
PAGES 17–18 When Nathaniel has lunch with Soraya instead of Drew, what
emotion does Drew feel?
PAGE 21 What happens when Julie tries to make dinner for their guests?
PAGES 24–25 Why was Drew embarrassed by his purple basketball?
24–27 What happens between Drew and Nathaniel while they are playing
basketball?
Genre: Newspaper Article
A newspaper article tells readers about current events, issues, people, and
places of interest.
News articles should report facts – actual events and quotations.
Text Features:
A news article begins with a headline that gives readers an idea of what the
article is about.
A dateline, which gives the day the article appeared, often follows the
headline.
Before reading, scan the headline and illustrations to see what the article is
about.
Look back at The Stormi
Giovanni Club and this
newspaper article. Make
a list of problems that the
students In these
selections face during a
typical day at school.
What can you learn about the article from the
headline?
What can you learn about the article from the
illustrations?
What is the author’s purpose or purposes?
How is a rule o kind of generalization?
Write some advice on
how to successfully deal
with each of these
problems. Combine your
results with classmates’
advice. Assemble a
book of advice on how
to get along in school.
Additional Resources
Pronouns Powerpoint