Transcript A Symphony of Whales by: Steve Schuch Genre: Fiction Vocabulary Strategy: Context Clues Comprehension Skill: Generalize Comprehension Strategy: Answer Questions.

A Symphony of Whales
by: Steve Schuch
Genre: Fiction
Vocabulary Strategy: Context Clues
Comprehension Skill: Generalize
Comprehension Strategy: Answer Questions
QUESTION OF THE WEEK
• How can people help animals that are in
danger?
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• I want you to set a purpose for reading based
on the title.
• Listen for generalizations about the author's
life and experiences.
• Am I reading too fast, too slow, or fluently?
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LISTENING COMPREHENSION
• What generalization does the author make
about summer in the Philadelphia area?
• Who or what caused the deaths of so
many black rhinos in Africa?
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BUILD CONCEPT VOCABULARY
• Let’s start a web to build concepts and
vocabulary related to this week's lesson and the
unit theme.
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BUILD CONCEPT VOCABULARY
• My family had a cottage that stood on pilings
in the New Jersey salt marsh, within sight of
the ocean.
• Salt marsh means low-lying watery ground
near the ocean or other bodies of salt water
• Where should we place salt marsh on our web?
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BUILD CONCEPT VOCABULARY
• I loved Africa, but I seemed to be getting no
closer to realizing my dream of becoming a
field biologist.
• Field biologist is an expert in the study of life
and living things who spends a lot of time
outside where animals or organisms live or
grow
• Where should we place field biologist on our
web?
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BUILD CONCEPT VOCABULARY
• Poachers were killing more and more rhinos.
• Poachers are people who hunt or fish
illegally.
• Where should we place poachers on our web?
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Objectives:
• Identify and make generalizations.
• Answer questions to identify and make
generalizations.
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Generalize
• Name three kinds of dogs you are familiar
with. I will write your responses on the
board. How many legs, tails, and ears do
dogs have? How do dogs communicate?
Now that we have the information under
the name of each dog, I challenge you to
think about how the dogs are alike.
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Generalization
 A generalization often sums up
information or states the main idea.
 As we read, we should ask
ourselves questions about
information we do not
understand. Answering these
questions can help us make
generalizations.
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Let’s read pg. 354
• Now let’s read
The title of the selection is "Songbirds of the Sea." I
wonder what animal it refers to. From the picture, I
know the selection is about whales. They must be the
songbirds mentioned in the title.
• The author says that beluga whales make lots of
noise. This could be a generalization, but there's no
clue word. What if I say, All beluga whales make lots
of noise? The sentence still makes sense, so it must
be a generalization.
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Let’s do WB page 133
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WB page 133
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Let’s BEGIN A WEB about whales.
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Multisyllabic Word Routine
1 Tell students to look for chunks in words with no
meaningful parts. They should say each chunk slowly and then
say the chunks fast to make a whole word.
2 Think aloud to demonstrate breaking a word into
chunks, saying each chunk slowly, and then saying the chunks
fast to make a word.
3 Provide examples of long words with no
meaningful parts. Help students chunk the words.
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Vocabulary Slides
Borrowed from Jennifer Greeson
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Say It!
• anxiously
• bay
• blizzard
• channel
• chipped
• melody
• supplies
• surrounded
• symphony
More Words to
Know
neighboring
waterproof
yelping
anxiously
uneasily; with
fear of what
might happen
bay
a part of a sea or lake
surrounded by land
blizzards
blinding snowstorms with
very strong, cold winds
channel
a body of water joining two
larger bodies of water
chipped
to cut or break off a thin piece of
something
melody
a pleasing or easily
remembered series of
musical notes; tune
supplies
the food and equipment necessary for
an army exercise, camping trip, and so
on
symphony
a long, complicated musical
composition for an orchestra
The men chipped at the wood
using an ax.
The men chipped at the wood
using an ax.
The violin player was ready
to perform the symphony.
Ted waited anxiously for his
test to be graded.
Ted waited anxiously for
his test to be graded.
In Antarctica there are
blizzards every day.
In Antarctica there are
blizzards every day.
Jason could see the boats in
the bay from his window.
John and Sue were
surrounded by ants.
John and Sue were
surrounded by ants.
Students go shopping for
school supplies at the
beginning of each school
year.
Students go shopping for
school supplies at the
beginning of each school
year.
It would be a hard task to
swim the length of a
channel.
It would be a hard task to
swim the length of a
channel.
Can you remember the
melody after I sing the
tune?
Can you remember
the melody after I
sing the tune?
Thank you Jennifer Greeson
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Small Group Time
• Read leveled readers
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FLUENCY
• MODEL PACING YOUR READING As
you read "Fiddler Crabs to Rhinos," show
students how to pace their reading and
read at the appropriate speed. After you
read the first paragraph, draw students'
attention to the speed at which you read.
Provide contrast by reading too fast and
too slowly and discuss effectiveness of
reading at the right pace.
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Language Objectives:
• Define and identify present, past, and
future tenses. Use present, past, and
future tenses in writing.
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Daily Fix-it
–Beautyful blue whales lives
in the cold ocean waters.
Beautiful blue whales live in the cold ocean
waters.
–Theyre the bigest animals
in the world.
They’re the biggest animals in the world.
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READING-GRAMMAR CONNECTION
• That is the voice of Narna,the whale.
• The dogs stopped short.
• But you will know the way home.
The verb in the first sentence is in
present tense,the verb in the second
sentence is in past tense, and the verb
in the third sentence is in future tense.
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Present, past, and future verbs.
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Present, past, and future verbs.
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Present, past, and future verbs.
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Writing objectives:
• Identify the characteristics of a news story.
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READING-WRITING CONNECTION
 A Symphony of Whales is about the rescue of whales by
using music.
 The story includes facts about whales and a rescue
mission.
 You will write a news story using a variety of sentences
and 5 Ws and How.
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READING-WRITING CONNECTION
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Modeling
• The writer has used sentence variety to
make the article interesting. Sentence
beginnings, such as on April 18 and at the
same time, change the rhythm and sound
different from sentences that begin with a
subject and verb. In the middle of longer
sentences, the writer has put a short
sentence. Different sentence lengths and
a quote add variety and interest.
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Spelling Objective:
• Spell words with suffixes -ly, -ful, -ness,
-less.
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Generalization about
spelling words with suffixes
• When adding -ly, -ful, -ness, or -less,
most base words stay the same: safely.
When the base word ends in y, change y
to i: beautiful. Adding suffixes usually does
not change the pronunciation of the base
word.
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Self-check your work!
• 1. beautiful
9.
• 2. safely
10. suddenly*
• 3. kindness
11. wireless
• 4. finally*
12. quietly*
• 5. spotless
13. fairness
• 6. worthless
14. cheerful
• 7. illness
15. painful
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8. helpful
daily
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GREAT JOB!