Transcript Unit 1 , Week 1

Unit 1 , Week 1
O’Neal 4th Grade
Vocabulary
• assignments: a task to be completed
• consideration: taking time to think about something
• allergies: physical symptoms caused by the bodies over
reaction to something.
• accuse: to say that a person did something wrong.
• suspicious: to be mistrustful.
• evidence: things used to prove if something is true.
• consume: something you use, or eat.
Vocabulary: Words in Context
assignments, suspicious, consideration, evidence,
allergies, consumes, accuse
• We thought that his alibi sounded reasonable not at all
_____________.
• He showed ________ when he shared his lunch with a
child who needed one.
• There was little _________________ left by the lunch
thief.
• The teacher handed out several ____________ for us during
vacation.
• I was so surprised that she could _______ so many cookies!
• She cannot ______ anyone of taking her lunch since she
lost it.
• Todd’s ________ made him sneeze in the fall.
Vocabulary : Words in Context
• When you cannot figure out the meaning of a
word with context clues, you should look the
word up in a dictionary.
• Good readers read all the definitions of a word to
see which one best fits in the context
Vocabulary : Words in Context
• Look up the following words to determine the
correct meaning , for the context of the sentence.
The girl looked at her team apologetically after she missed the goal.
Both of my cousins have become vegetarians.
Does he have an alibi for the time when the jewels were stolen?
The team searched for the culprit who had taken their baseball.
Is your name on the list of potential band members?
Madge confirmed the state’s population by checking an almanac.
Using a Dictionary
Using Guide Words
Vocabulary : Story Words
• scientific method: a tool that scientist use
to find answers to questions.
• secure: to close off an area in order to
preserve any possible evidence.
• survey: careful inspection of a place.
• testify: to make an official statement about
what you know.
Fluency: Intonation/ Pausing
• Good readers learn to read groups of words together in
phrases.
• A comma means to pause and a punctuation mark means
to stop. Read the sentences below, listen carefully to your
pauses and intonation as you read.
On his way back to his desk, Ramon passed the
library corner. He stopped. What was that
scratching sound? Could there be a mouse in the
classroom? Mice eat anything.
Phonics: Short Vowel Sounds
Short Vowel
Example
a
cash, ran, had,flat
e
bell, shelf, wealth
i
mill, grim, build
o
dock, plot, copper
u
culprit, plum, crunch
Comprehension/Make Inferences
and Analyze
• Authors do not always tell the reader everything
that is happening in a story. A good reader uses
their own prior knowledge and details that the
author does not include to make inferences, or
draw a possible conclusion.
• To make inferences , readers analyze , or think
critically about , the characters’ experiences and
compare these to their own experiences
Comprehension/Make Inferences
and Analyze
• The critical reader
Comprehension/ Problem and
Solution
• A story usually presents a problem that the
main character tries to solve.
• The turning point of the story comes when
the character gets information that helps
him or her reach a solution to the problem.
As you read this mystery, fill in any information you learn about the
setting, main characters, plot, problem, and, finally, the solution:
Title
Author
What is the setting of this story
(time and place)?
Who are the main characters?
Write down something
important about each character.
What is the problem in this
story?
What was the solution to the
problem (usually the solution is
the climax)?
By: _________
What is the plot (what is
happening in this story)?
Make as a foldable (six boxes using
first for title)
Day 1 Reflection
• What is the meaning of consideration as it
is used on page 18? What context clues
helped you define the word? Use two
details or examples from the story to
support your answer.
Day
2
Reflection
Sequence: Put the following events from the story in the proper ordering by
cutting and gluing.
• _____Emily says that Josh, Tina, and Margaret
wouldn't eat a salami sandwich.
• _____ Ramón eliminates Beverly and Grace from the
list since they are too short to reach the shelf.
• _____Ramón García noticed his lunch was missing.
• _____Three kittens are found amidst the remains of a
salami sandwich.
• _____Ramón finds a torn piece of his lunch bag.
• _____Ramón asked about the yellow stain on Jack's
shirt.
• _____Ramón's teacher gives him money so he can eat
lunch.
• _____Mr. Gordon asks if anyone has seen a stray cat.
Day 3 Reflection
• How did Emily decide that Josh, Tina, and
Margaret would not have stolen Ramón's
sandwich? (You must use text based
answers.)
Day 4 Reflection
Using your leveled reader, fill in any information you learn about the setting, main
characters, plot, problem, and, finally, the solution:
Title:
Author:
What is the setting of this story
(time and place)?
Who are the main characters?
Write down something
important about each character.
What is the problem in this
story?
What was the solution to the
problem (usually the solution is
the climax)?
By: _________
What is the plot (what is
happening in this story)?
Make as a foldable (six boxes using
first for title)
Day 5 Reflection
• If you were asked to solve a mystery,
develop a plan on how you would solve it.
Home to School Connection
1. Read the following excerpt from the text to your teacher. You must focus on pronouncing each word correctly.
Take your time and do a great job. Your teacher will then discuss any words that may have been difficult for
you. Record your time in the space provided.
2. Read the following excerpt from the text to yourself. Record your second time in the space provided. Ask
yourself: Do I understand what happened in the text?
3. Read the following excerpt from the text to a classmate. Record your third time in the space provided. Ask
yourself: Is my fluency speed improving?
4. Read the following excerpt from the text to a parent or sibling. Record your fourth time in the space provided.
Have them sign in the space provided. This will let your teacher know that you completed the fourth step of
your fluency practice.
Fluency Goal: Your fluency goal for this excerpt is to cut your time in half from your first reading to your fourth
reading. If you do not complete your goal, you need to continue reading this excerpt until you accomplish that
goal. When you have reached your goal, write down the main idea (one sentence) of your excerpt on the line
provided. You will read this excerpt to your teacher one final time.
On his way back to his desk, Ramón passed the library corner. He
stopped. What was that scratching sound? Could there be a mouse in the
classroom? Mice eat anything.
Looking around, he saw poor Ted was still blowing his nose. Then he
spotted something! Pieces of torn brown paper lay on the floor near Ted's
desk. Ramón picked them up. Immediately, he noticed that there were
ink markings on the papers. He placed them together, like puzzle pieces,
to form the picture of a smiley face. Ramón recognized it at once. It was
the same smiley face his mom had drawn on his lunch bag that morning!
This was a very important clue. Whoever had taken his lunch had torn up
the evidence!
124 words
First Read:__________
Second Read:__________
Third Read:__________
Fourth Read:__________
Parent Signature:_______________________