Trickster Tales.ppt

Document Sample
Trickster Tales.ppt Powered By Docstoc
					Animal Habitats




     Houghton Mifflin Theme Four
            Mr. Brumfield
    Lawnton Elementary, Grade Three
The Ways of Living Things
  From the poem by Jack Prelutsky

  There is wonder past all wonder
     In the ways of living things,
   In a worm’s intrepid wriggling,
  In the song a blackbird sings,…

      In a fish’s joyful splashing,
  In a snake that makes no sound
     In the smallest salamander
    There is wonder to be found.
What is a habitat?



 incredible




        http://www.bartleby.com/61/33/F0033300.html
Introductory letter from Bruce McMillan
 What is the difference between the habitat of a humpback
 whale and that of a flamingo?
Introductory letter from Bruce McMillan

    What kind of habitats are near your home?
   What kind of animals do you think live there?
                Comprehension Skill:




 In non-fiction writing there are often two types of details.

A fact is something that can be proved, often by checking a
reference source such as an encyclopedia.

An opinion is something that someone thinks, feels, and
believes. Opinions cannot be proved as true or false.
    Fact Versus Opinion
 What is the difference between fact and opinion?
 How can we tell the difference?
 What are some facts & opinions you could make about school?

       Facts about School               Opinions about School
Online Tutorial and Practice




  http://www.studyzone.org/testprep/ela4/a/facto
   pinionl.cfm
Fact and Opinion
 How well do you know High School Musical?




                         Link to Activity
Review and Practice




  http://pbskids.org/arthur/games/factsopinions/f
   actsopinions.html
Teacher Read Aloud


Puffins, Clowns of the Sea




                 By Ruth J. Luhrs
  Our Skill Focus is Fact and Opinion


 Read the following sentence.
 Underline the facts in blue.
 Underline the opinions in red.



“Their faces are chalk white and their eye
 markings make them look sad.”
Think about the Read Aloud

  Is it a fact or opinion that puffins like crazy
   bumblebees?
                  How do you know?


  Is it a fact or opinion that puffins grow new
   feathers every year?
                  How do you know?
         Skill: Fact or Opinion


 What is the difference between fact and opinion?

 Can you give me examples of facts and
  opinions?

 What we will see more of, facts or opinions, in
  this story?
   Explain your reasoning.
 Nights of Pufflings




Written & photographed by Bruce McMillan
              Vocabulary in Context

 Many ocean birds come ashore to nest along
  the coast.
 What do you think this word means?      What part of speech is this word?




                                      Can we write a sentence using the word?
    Do we know any synonyms?
              Vocabulary in Context

 Surrounding Iceland are many smaller
  uninhabited islands.
 What do you think this word means?      What part of speech is this word?




                                      Can we write a sentence using the word?
    Do we know any synonyms?
              Vocabulary in Context

 The birds lay their eggs in burrows they have
  dug among the cliffs.
 What do you think this word means?      What part of speech is this word?




                                      Can we write a sentence using the word?
    Do we know any synonyms?
              Vocabulary in Context

 Although the girl is trying to help the baby
  bird, it instinctively nips at her fingers.
 What do you think this word means?      What part of speech is this word?




    Do we know any synonyms?          Can we write a sentence using the word?
              Vocabulary in Context

 The birds lay their eggs in burrows they have
  dug among the cliffs.
 What do you think this word means?      What part of speech is this word?




                                      Can we write a sentence using the word?
    Do we know any synonyms?
   Vocabulary
 ashore           Coming on to the shore from the water

 burrows Holes or tunnels dug in the ground by animals
 instinctively    Doing something without thinking about it

 launching Throwing, sending something forcibly upward
 stranded          Left in a helpless or difficult position

 uninhabited          Having no people living there

 venture    To set out to do something possibly dangerous
     Applying the Vocabulary




ashore   burrows   launching   stranded   venture
Synonyms and Antonyms




Remember that a synonym is a word that means the
same, while an antonym is word that means the
opposite.
 Independent Vocabulary Practice
Read the Building Background
vocabulary article, “Exploring
Iceland”, on page 308 and 309.
 http://video.nationalgeographic.com/video/player/animals/birds-
 animals/seabirds/puffin_atlantic_lifecycle.html
 http://kids.nationalgeographic.com/Animals/CreatureFeature/Atlanticpuff
 in



  Complete the vocabulary chart on page 3 of
  your practice book.
Acrostic Learning
Science Link: Big Apple Birding
                      Using SQRR
Survey
Look at title, headings, captions, and pictures.

Questions
Ask yourself questions about what you notice.

Read
Look for the answers to your questions as you read.

Review
See if you can answer those questions you came up with
Reading Comprehension
             Making Inferences



 Why do you think Halla searches the sky for
  puffins?
Reading Comprehension
           Drawing Conclusions



 What does the fact that puffins spend most of
  their life at sea tell you about them?
Reading Comprehension
              Making Inferences



 Why do you think puffins come ashore on
  inhabited islands as well as uninhabited ones?
Reading Comprehension
           Drawing Conclusions



 Why don’t Halla and her friends look inside the
  burrows for the pufflings?
Reading Comprehension
             Author’s Viewpoint



 Why do you think the author explains how the
  parents puffins feed their chicks?
Reading Comprehension
              Author’s Viewpoint



 What is the author’s purpose in writing this story?
Reading Comprehension
           Drawing Conclusions



 Why don’t Halla and her friends look inside the
  burrows for the pufflings?
Reading Comprehension
           Drawing Conclusions



 Why don’t Halla and her friends look inside the
  burrows for the pufflings?
Reading Comprehension
           Drawing Conclusions



 Why do Halla and her friends need to find the
  pufflings before the cats and dogs do?
Reading Comprehension
           Noting Details



 How has living around people added to the
  dangers that pufflings face?
Reading Comprehension
              Making Inferences



 How do you think the village children feel
  about rescuing baby puffins?
Reading Comprehension
              Making Inferences



 How do you think the parents feel about their
  children being up late and staying out all
  night?
Reading Comprehension
             Making Inferences



 How do you think Halla feels when the nights
  of the pufflings are over?
Reading Comprehension
            Predicting Outcomes



 Who do you think will rescue the pufflings
  when Halla and her friends grow up?
Reading Comprehension
            Making Judgments



 Do you think that helping the pufflings is a
  good idea?
Nights of the Pufflings
Science Link


          Big Apple Birding
                        How to Use the SQRR Plan
                •Survey: Look at the titles, headings, and pictures
                •Question: Ask yourself about what you have seen
                •Read: Listen for answers to your questions
                •Review: Think about your questions & observations




               By Radha Permaul
Title:                  Questions        Review Answers
                        1.          1.


Headings:
                        2.          2.




Pictures and Captions   3.          3.
Reading Comprehension
           Drawing Conclusions



 Why will some of the birds in Central Park later
  fly as much as a thousand miles to Canada?
Reading Comprehension
              Making Inferences



 Why do you think the students don’t believe
  at the beginning of the field trip that there
  could be so many different kinds of birds in
  their city?
Reading Comprehension
        Compare and Contrast


  Mr. Morris refers to his field guide as his
   “detective book”.
  How is bird watching like being a detective?
Reading Comprehension
        Compare and Contrast


  How are the children in this article similar
   to the kids in Nights of the Pufflings?
  How are they different?
           Comprehension Skill:

Compare and Contrast
In reading we are often asked to
compare or contrast details.

A comparison is when you show
how things are alike or similar.

Contrasting is when you show how
things are different.
Why Compare & Contrast?




   http://www.readwritethink.org/materials/compcontrast/
    Practicing Our Skill
     Compare and Contrast




 http://www.studyzone.org/testprep/ela4/m
  /comparecontrastl.cfm
Teacher Read Aloud 2
                        In the Rain




                       By Lyle Prescott
Reading Comprehension
          Compare and Contrast



 What do people, birds, foxes, and butterflies all
  try to do in the rain?
 How is what they do different?
Reading Comprehension
         Compare and Contrast



 How is what some ants do in heavy rains
  different from what other animals do?
Reading Comprehension
          Compare and Contrast



 What is similar about what bluegill fish and
  some fishermen do when it rains?
 What is different?
Seal Surfer




Michael Foreman
  What do you know about seals?




Do we know anything about seal habitats?
Building Background
  Words We Will See
  What do you think each word means?
 basked
 buffeted
 horizon
 quay
 surf
 swell
 swooped
              Vocabulary in Context

 After basking in the sun I like to jump into the
  pool.
 What do you think this word means?      What part of speech is this word?




                                      Can we write a sentence using the word?
    Do we know any synonyms?
              Vocabulary in Context

 The strong winds buffeted the trees causing
  leaves and branches to fly everywhere.
 What do you think this word means?      What part of speech is this word?




                                      Can we write a sentence using the word?
    Do we know any synonyms?
             Vocabulary in Context

 There are lots of boats docked along the
  quay.
What do you think this word means?      What part of speech is this word?




                                     Can we write a sentence using the word?
   Do we know any synonyms?
   Vocabulary
 basked            rested in pleasant warmth

 buffeted         struck powerfully, blown about

 horizon the line where the sky seems to meet the sea or Earth
 quay      A dock where ships are loaded and unloaded

 surf        To ride on waves, often on a surfboard

 swell        A long wave that moves without breaking
 swooped        Moved with a sudden, sweeping motion
           Applying the Vocabulary




basked   buffeted   horizon   quay   surf   swell   swooped
 Using the Vocabulary
 buffeted   basked   quay   horizon    surf    swell     swooped


 Each June, sunbathers _______________ in the warm sun.

 Teenagers tried to ______ in the shallow water near the shore.

 Rubber floats bobbed up and down over each ocean _______..

 Seagulls flew overhead or _____________ down to the beach.

 Small boats loaded with fishnets were tied to the ___________.

 Soon the sun set below the ______________.

 How different the scene looked in winter, when strong winds
  and huge waves _______________ the empty beach.
 Vocabulary Part of Speech Sort




buffeted   basked   quay   horizon   surf   swell   swooped
       Independent Vocabulary Practice


  Read the Building
  Background
  vocabulary article on
  pages 44 and 45.



Complete the vocabulary chart on page 23 of
your practice book.
Seal Surfer Story Structure




                              Problem
Applying Our Skill: Compare & Contrast
  Use the Venn Diagram to compare and contrast Ben and the seal.




                  Ben                           The seal




         http://www.readwritethink.org/materials/compcontrast/map/
Reading Comprehension
           Drawing Conclusions



 Why is the seashore setting so important to
  this story?
Reading Comprehension
             Noting Details



 Why do you think it’s difficult for Ben to see
  the seal at the beginning of the story?
Reading Comprehension
              Making Inferences



 How do you think Ben feels about the sight of
  the mother seal and her pup?
 Why do you think so?
Reading Comprehension
             Making Inferences



 Why does the mother seal “push” her pups off
  the rocks on page 50?
Reading Comprehension
             Making Inferences



 Why do you think Ben goes down to the
  harbor to meet his granddad?
Reading Comprehension
              Author’s Viewpoint



 What mood does the author create when
  describing the people and the seal sharing the
  music on page 52?
Reading Comprehension
         Compare and Contrast



 How are the lessons that Ben and the young
  seal learn alike?
 How are they different?
Reading Comprehension
            Noting Details



 How is a storm at sea a threat to seals?
Reading Comprehension
           Making Judgments



 How would you describe the relationship
  between Ben and his grandad?
Reading Comprehension
             Author’s Viewpoint



 What lessons about nature do you think the
  author is trying to offer?
Reading Comprehension
         Compare and Contrast



 How are Ben and the seal alike as surfers?
 How are they different?
Reading Comprehension
              Noting Details



 Why is Ben in danger when he falls from his
  surfboard?
 How does the illustration on page 59 show this?
Reading Comprehension
           Drawing Conclusions



 When Ben returns to the shore the next spring,
  why do you think he is without his grandfather?
Reading Comprehension
             Noting Details



 How does Ben feel about seeing his seal friend
  and her pup return in the summer?
 How do you know?
Reading Comprehension
           Drawing Conclusions



 How does the return of the seal affect Ben’s
  outlook on the future?
Reading Comprehension
         Compare and Contrast



 Compare and contrast the illustrations on
  pages 52+53 with the pictures on 62+63.
Career Link

         I Work in the Ocean
   A Profile of an Underwater Photographer




                   How to Read a Magazine Article
              •Preview: Read the titles, headings, and pictures
              •Identify: Find the main idea of each paragraph
              •Reread: If you are confused, reread the section
              •Look: Pay attention to the information in the photos
              and captions.


                    By Kristin Ingram
  Preview               Main Ideas
Title:




Headings:




Pictures and Captions
Reading Comprehension
             Noting Details



 What kinds of projects does Norbert Wu enjoy
  most?
Reading Comprehension
          Drawing Conclusions



 Do you think Norbert is a good swimmer?
 Support your conclusion with reasoning.
Reading Comprehension
              Making Inferences



 What did Norbert do to get a photo of the
  blenny?
Reading Comprehension
              Noting Details



 What effects have pollution and over-fishing
  had on the oceans?
Reading Comprehension
            Making Judgments



 Explain which photograph from the article is
  your favorite.
                                 Comprehension Skill:

                                    Making
                                  Judgments
We often make judgments, deciding what we think is fair
or right. Usually a judgment is when we form an opinion.

A good judgment is one that involves:
    Considering all of the facts
    Looking at the different sides or opinions on the issue
    Considering your own personal experiences and beliefs
What is a judgment?
Practicing Our Skill:
      Making Judgments




 http://pbskids.org/arthur/games/yougotto
  bekidding/index.html
Teacher Read Aloud

Should You Help Baby Animals?




You need a piece of
scrap paper and a pencil
during this read aloud.

                  Borrowed from Ranger Rick
Think about the Read Aloud
  What are the three choices for dealing with
   the baby bird in question one?
   Choice One                Reason One




   Choice Two                Reason Two




   Choice Three              Reason Three
Should You Help Baby Animals?
Two Days in May




   Harriet Peck Taylor
Vocabulary in Context


                               The size of the deer
                              population in Yellowstone
                              National Park stays about
                              the same from year to year.




            What might the vocabulary word mean?
  Can you think of any synonyms (words that mean the same)?
Vocabulary in Context


                              The deer wander
                             freely through the woods
                             and fields of the park.



            What might the vocabulary word mean?
  Can you think of any synonyms (words that mean the same)?
Vocabulary in Context


                              Each group of deer
                              moves around within its
                              own territory.




            What might the vocabulary word mean?
  Can you think of any synonyms (words that mean the same)?
Vocabulary in Context


                               The deer spend their
                              days grazing on the
                              many kinds of grasses
                              and shrubs that grow in
                              the park.


            What might the vocabulary word mean?
  Can you think of any synonyms (words that mean the same)?
Vocabulary in Context


                           Even in winter there is
                           enough food and the deer
                           do not starve.




            What might the vocabulary word mean?
  Can you think of any synonyms (words that mean the same)?
Vocabulary in Context

                               The deer would be in
                              danger if they enter the
                              ranches and farms
                              surrounding the park.



            What might the vocabulary word mean?
  Can you think of any synonyms (words that mean the same)?
Vocabulary in Context


                            Hikers and campers in
                           Yellowstone National Park
                           appreciate the chance to
                           see deer in the wild.



            What might the vocabulary word mean?
  Can you think of any synonyms (words that mean the same)?
 Vocabulary
 appreciate               To enjoy and understand

 grazing                       Eating growing plants

 population The number of people or animals living in a place
 starve          To suffer or die from not having enough food

 surrounding                    On all sides of

 territory                      An area of land

 wander      To move from place to place without having a plan
          Applying the Vocabulary




grazing    population   starve      surrounding   territory   wander
                                 appreciate
Vocabulary Sort
 Noun, verb, adjective, or adverb?
Using the Vocabulary
      grazing      population starve        surrounding
              territory    wander         appreciate

 The size of the deer ______________ in the park has grown.

 The deer _____________ freely through the woods.

 Each group of deer moves around within its own ___________.

 The deer spend their days ________________ on grass.

 In winter there is still food, so deer do not ____________.

 The deer rarely enter the ranches _____________ the park.

 Hikers and campers in Yellowstone, ___________ the chance
  to see deer in their wild habitat.
       Independent Vocabulary Practice


  Read the Building
  Background
  vocabulary article on
  pages 70 and 71.



Complete the vocabulary chart on page 38 of
your practice book.
Reading Comprehension
           Drawing Conclusions



 Why would people have gathered to look at the
  deer in the garden?
Reading Comprehension
           Making Judgments



 Is the deer’s appearance in the garden
  believable?
 Why or why not?
Reading Comprehension
             Author’s Viewpoint



 What did the author mean when she wrote that
  the deer had “nervous tails”?
Reading Comprehension
              Making Inferences



 What did Norbert do to get a photo of the
  blenny?
Reading Comprehension
             Noting Details



 How does the author show you that this
  meeting of neighbors is unusual for the
  building?
Reading Comprehension
           Making Judgments



 Does the character Mr. Smiley have a good
  reason to be angry at the “Pigeon Lady”?
Reading Comprehension
             Author’s Viewpoint



 What does the narrator mean when she uses the
  metaphor, “I was all ears”?
Reading Comprehension
           Drawing Conclusions



 How did Papa feel about the animal control
  officer’s suggestion on how to solve the deer
  problem?
Reading Comprehension
               Making Inferences



 The neighbors formed a human chain around the
  deer.
 How and why does a human chain offer protection?
Reading Comprehension
           Drawing Conclusions



 Why do the neighbors call their actions a
  “peaceful protest”?
Reading Comprehension
             Noting Details



 When Mr. Benny called the wildlife rescuer he
  stated that it was an emergency.
 Why didn’t the rescuer come right away?
Reading Comprehension
              Author’s Viewpoint



 Why does the author have the wildlife rescuer
  unable to help immediately?
Reading Comprehension
Making Judgments




          What are the pros and cons of the
           neighbors plan to save the deer?
Reading Comprehension
            Making Judgments



 Is the animal control officers decision to wait
  until the people go home before shooting the
  deer a good solution?
Reading Comprehension
                Making Inferences



 If you were one of the deer, how might you be
  feeling?
 Is this question asking you to use personification?
Reading Comprehension
              Author’s Viewpoint



 What lesson is the author teaching us when she
  has the character Ana Sanchez offer pizza to the
  animal control officer?
Reading Comprehension
             Noting Details



 What do we learn about Steve Scully on page
  90?
Reading Comprehension
            Predicting Outcomes


 Based on the people’s reations at the end of
  the story, what do you think the neighborhood
  will be like from now own?
 Why is there a change in the neighbors’
  relationships?
Reading Comprehension
           Making Judgments



 Do you think that Sonia and her neighbors did
  the right thing in keeping the animal control
  officer from doing his job?
Reading Comprehension
            Predicting Outcomes



 What do you think the relationship between
  Mr. Smiley and the Pigeon Lady will be like
  from now?
Poetry Link




 1. Practice reading the poem in a clear voice
 2. Change the sound of your voice to help express
    the ideas of the poem.
 3. Pause a little at the end of each line. Pause
    longer at punctuation marks or new stanzas.
 4. Look up at your listeners whenever you can.
                Poetry Vocabulary
beats      Sounds that are the basic units of rhythm, used in
           poetry and music
lines
            Rows of words (like the sentences of poetry)

pattern      A repeated series of features or words

rhyme        To agree or correspond in sound

rhythm       A series of sounds that repeat in regular order

stanzas   Groups of lines that make up the parts of poems
                    (like paragraphs of poetry)
January Deer
I am a January deer,
so swift and light
the hard-packed snow does not even
crunch
beneath my hooves.
While others around me
sleep in silent caves
I run
Through the white world
with wide open eyes

Marilyn Singer
                              A flick of the wrist!


  Seal
                              Quicksilver-quick,
                              Softer than spray,
                              Down he plunges
                              And sweeps away;
See how he dives              Before you can think,
From the rocks with a zoom!   Before you can utter
See how he darts              Words like “dill pickle”
Through his watery room       Or “apple butter”
                              Back up he swims
Past crabs and eels
                              Past sting-ray and shark,
And green seaweed,            Out with a zoom,
Past fluffs of sandy          a whoop and a bark;
Minnow feed!                  Before you can say,
See how he swims              Whatever you wish;
With a swerve and a twist,    He plops at your side,
A flip of the flipper         With a mouthful of fish!
                                              William Jay Smith
Puffin Stuff
 See the little puffin,
 Living by the sea,
 Diving through the billows,
 Catching fish for tea

 Dozing in the sunshine,
 Nesting in the rocks,
 Feather black tuxedo,
 Little orange socks


 Joan Peronto
The Puffin
Upon this cake of ice is perched
The paddle-footed Puffin;
To find his double we have searched,
But have discovered- ‘Nuffin!



Robert William Wood
We scuffed through the woods
And didn’t see anything,
Anything big or small

            Under the Trees
Didn’t see a swallow
Or a cottontail to follow
Or a scamper or a whisk at all.

We sat in the woods
As quiet as anything,
Quiet and tucked away,

And out came a rabbit,
In his hoppy sort of habit,
And a chipmunk
And a robin
And a jay                         Aileen Fisher
Reading Comprehension
           Making Judgments



 Which puffin poem gives you a better
  understanding of the bird?
 Which is funnier?
Reading Comprehension
             Noting Details



 Which poem has the strongest sense of rhyme
  and rhythm?
Reading Comprehension
              Making Inferences



 Why do you think the people in Under the
  Trees finally see the animals they are looking
  for?
Reading Comprehension
             Noting Details



 What are some vivid adjectives you might use
  to describe a puffin?
Reading Comprehension
           Compare and Contrast



 The January Deer is “swift and light” and “runs
  through the world with wide-open eyes”.
 How does this compare with the description of the
  deer from Two Days in May on page 74?
   Let’s Write Our Own
      Animal Poem
Name of Animal: ___________________
Poem Title:
   __________________________________
   __________________________________
   __________________________________
   __________________________________
   __________________________________
   __________________________________
   __________________________________
   __________________________________
   __________________________________
   __________________________________
   _______________________
Use the poetry form that we have practiced in class to create
an animal poem of your own.


Remember to keep in mind rhyme and rhythm as well as
word choices that create mental pictures.
Paired Stories
We will read two stories to prepare for our theme
four tests. We will review and practice the following
reading skills:


   Fact versus Opinion
   Comparing and Contrasting
   Making Judgments
 Alejandro’s Gift
                                                     Predictions




What predictions can you make about the selections we will be reading?
Activating Prior Knowledge

What do we already know about the desert?
Let’s evaluate our understanding of the vocabulary:
              We know & use   We can understand   We don’t have a clue




 companion
 refresh
 cherished
 furrows
 dwellers
 drudgery
 shunned
        Vocabulary in Context
My mother was a wildlife photographer. She
cherished the time she spent photographing
the lions.


                  What does the vocabulary word mean?




                 What are some synonyms for this word?
         Vocabulary in Context
Lions are dwellers of the wide open plains.
They live on the dry African grasslands along
with many other animals.


                   What does the vocabulary word mean?




                  What are some synonyms for this word?
        Vocabulary in Context
All animals need water. A watering hole is a
great place to take photographs of. Animals
come from miles around to refresh themselves.


                  What does the vocabulary word mean?




                 What are some synonyms for this word?
        Vocabulary in Context
My mother could always tell when a lion was
around. If one was, the other animals shunned
the watering hole.


                  What does the vocabulary word mean?




                  What are some synonyms for this word?
         Vocabulary in Context
It is not safe to travel among wild animals
alone, my mother always traveled with at least
one companion.


                   What does the vocabulary word mean?




                  What are some synonyms for this word?
         Vocabulary in Context
Carrying heavy cameras through sand and
thorny brush can be drudgery, but my mom
said the wonderful photographs of animals in
their natural habitat was well worth it.

                  What does the vocabulary word mean?




                  What are some synonyms for this word?
    Helping Others Vocabulary

 companion
                                     friend
 refresh                       To make like new again

 cherished                          Well loved

 furrows           Long, narrow grooves or cuts in the ground

 dwellers            People or animals who live in a place

 drudgery               Hard, boring, or unpleasant work

 shunned                        Avoided on purpose
Applying the Vocabulary




 companion   refresh   cherished   furrows   dwellers drudgery shunned
  Reading Skill Comprehension

            Author’s Writing Skill

 What are some words the author uses to show
  how Alejandro feels about living in the desert?
  Reading Skill Comprehension

              Making Inferences

 Why might Alejandro actually feel lonelier after
  someone has visited him?
  Reading Skill Comprehension

              Compare & Contrast

 How is the setting in this story different from the
  setting in Nights of the Pufflings?

 How are the two settings alike?
  Reading Skill Comprehension

             Drawing Conclusions

 How does the squirrel act when it first visits the
  garden? Why does it act this way?
 Reading Skill Comprehension

              Making Inferences

 Why do you think seeing the squirrel makes
  Alejandro forget his loneliness?
  Reading Skill Comprehension

              Making Judgments

 Should the animals drink the water Alejandro is
  using to water his garden?

 Support your answer with reasoning.
  Reading Skill Comprehension

             Making Judgments

 Should wild animals eat food from people’s
  gardens, as they do in Two Days in May?

 Support your opinion.
  Reading Skill Comprehension

             Drawing Conclusions

 Alejandro starts to think that there is something
  more important than making himself less lonely.
  What do you think this is?
 Reading Skill Comprehension

           Making Generalizations

 What generalization can you make about all
  animals and water?
    Reading Skill Comprehension

               Fact and Opinion
   Which of these statements if a fact and which
    is an opinion?

A. There was something more important than just
   making himself less lonely.

B. Finding enough water was not a problem.
 Reading Skill Comprehension

              Fact and Opinion

 What opinion about helping wild animals do the
  authors of these two stories seem to share?
 Reading Skill Comprehension

               Noting Details

 Why does Alejandro think he must have done
  something wrong?
 Reading Skill Comprehension

           Compare and Contrast

 What problem do the animals in this story have?
 How does Alejandro try to help?
  Reading Skill Comprehension

                 Noting Details

 What signs tell Alejandro that the animals are
  using this new water hole?
 Reading Skill Comprehension

            Drawing Conclusions

 Are the desert animals Alejandro’s pets now?
  Why or why not?

 How do the animals make Alejandro feel less
  lonely?
 Reading Skill Comprehension
             Making Judgments
 What are some good ways to treat wild animals?
 What are some bad ways to treat them?
  Think and Compare
 Why did the author name this story Alejandro’s Gift?

 Did the “gift” turn out to be what you expected it would
  be, or something different?

 How is the way Alejandro helps the desert animals
  different from the way Halla helps the pufflings in her
  story?

 The desert animals help Alejandro feel less lonely.
  What are some other ways animals help people in
  stories from this theme?
The Living Desert




          By Suzanne Wilson
Let’s evaluate our understanding of the vocabulary:
           We know & use   We can understand   We don’t have a clue




   saguaro
   environment
   moisture
   tenants
   behavior
   cope
         Vocabulary in Context
My family lives in the desert. The environment
here is hot and dry.




                   What does the vocabulary word mean?




                  What are some synonyms for this word?
         Vocabulary in Context
Some desert animals hide in the shade or
come out only at night. This behavior helps
them stay cool.


                   What does the vocabulary word mean?




                  What are some synonyms for this word?
         Vocabulary in Context
People find ways to stay cool in the desert,
too. The tenants who live in our apartment
building got together and planted a garden.


                   What does the vocabulary word mean?




                   What are some synonyms for this word?
        Vocabulary in Context
We decided to grow saguaro and other
cactuses in the garden.




                 What does the vocabulary word mean?




                 What are some synonyms for this word?
       Vocabulary in Context
The saguaro’s thick skin holds in moisture.




                 What does the vocabulary word mean?




                What are some synonyms for this word?
         Vocabulary in Context
Saving water like this helps the cactus cope
with the hot, dry place it lives in. Our garden
almost never needs watering, so taking care of
it is easy!

                   What does the vocabulary word mean?




                  What are some synonyms for this word?
 Desert Vocabulary

 saguaro                A kind of tall cactus

 environment The place where people, animals, or plants live

 moisture                      wetness


 tenants         People or animals who live in a place

 behavior             The way a person or animal acts


 cope                          Deal with
            Applying the Vocabulary
                        Practice Book Page 56




saguaro   environment     moisture   tenants behavior   cope
  Reading Skill Comprehension

            Compare and Contrast

 How is a saguaro cactus like an apartment
  building?

 How is it like a restaurant?
 Reading Skill Comprehension

               Author’s Craft

 How does comparing a saguaro to an apartment
  building and a restaurant help people
  understand the saguaro’s importance?
  Reading Skill Comprehension

            Compare and Contrast

 How is the deserts animals’ habitat similar to
  and different from the seals’ habitat in Seal
  Surfer?
  Reading Skill Comprehension

               Drawing Conclusions

 What does the author mean by “air conditioning” on
  page 116?

 Why does the author compare the animals’ ears to air
  conditioning?

 How does this comparison help the reader?
  Reading Skill Comprehension

               Making Judgments

 Do you agree that the desert is “full of
  wonders”?

 Why or why not?
Comparing Two Stories



        1.

        2.

        3.

        4.
 Think and Compare
 Compare the way Alejandro helps the animals in the
  desert with the way the animals help themselves in
  “The Living Desert”.

 Both Alejandro and Ben want to be friends with the
  animals they meet. Are their reasons similar or
  different?

 Do you think people should be responsible for helping
  animals? Explain your reasoning, using examples
  from the books we have read or from your life.

 How do these stories show how animals depend on
  their habitats?
Language Arts Skills Review
             • Information & Study Skills


             • Syllabication


             • Word Endings (Suffixes)


             • Vocabulary


             • Writing Skills
       Language Arts Skills

       Information and Study Skills

 What should you keep in mind when you do
  research on the internet?
        Language Arts Skills

        Information and Study Skills

 Once you find an internet search engine to use,
  what should you do?
        Language Arts Skills

        Information and Study Skills

 What is the best topic to search under to find out
  what puffins eat?
        Language Arts Skills

         Information and Study Skills

 In searching the internet for puffin birds, which
  related topic are you like to come across?
        Language Arts Skills

        Information and Study Skills

 How is an electronic encyclopedia different from
  the Internet?

 Example: http://en.wikipedia.org/wiki/Puffin
       Language Arts Skills

                Syllabication

 How would you separate the syllables in the
  word justice?
_______________________________________
       Language Arts Skills

                Syllabication

 How would you separate the syllables in the
  word running?
_______________________________________
       Language Arts Skills

                Syllabication

 How would you separate the syllables in the
  word encyclopedia?
_______________________________________
       Language Arts Skills

                Syllabication

 How would you separate the syllables in the
  word seeking?
_______________________________________
       Language Arts Skills

                Word Endings

 Write the base word and ending for the word:



_______________________________________
       Language Arts Skills

                Word Endings

 Write the base word and ending for the word:



_______________________________________
       Language Arts Skills

                Word Endings

 Write the base word and ending for the word:



_______________________________________
       Language Arts Skills

                Word Endings

 Write the base word and ending for the word:



_______________________________________
       Language Arts Skills

                Word Endings

 Write the base word and ending for the word:



_______________________________________
        Language Arts Skills

                   Word Endings

 What does the underlined word mean in the sentence
  below:




_______________________________________
       Language Arts Skills

                Word Endings

 What is the meaning of the word:



_______________________________________
       Language Arts Skills

                Word Endings

 What is the meaning of the word:



_______________________________________
       Language Arts Skills

                 Vocabulary

 Which part of speech is run in this sentence?
         The dog ran by us so quickly.
_______________________________________
       Language Arts Skills

                 Vocabulary

 Which part of speech is run in this sentence?
        We were tired after our long run.
_______________________________________
       Language Arts Skills

                 Vocabulary

 Which part of speech is run in this sentence?
   She had at least three runs in her stocking.
_______________________________________
       Language Arts Skills

                 Vocabulary

 Which part of speech is run in this sentence?
        My brother hit his third home-run.
_______________________________________
       Language Arts Skills

                 Vocabulary

 Which part of speech is run in this sentence?
      I am so late I will have to run to class.
_______________________________________
        Language Arts Skills

                  Vocabulary

 Which form of the word run fits best?

  All of the __________ in gym makes me tired.
        Language Arts Skills

                  Vocabulary

 Which form of the word run fits best?

   In a grand slam, four _________ are gained.
        Language Arts Skills

                  Vocabulary

 Which form of the word run fits best?

    She is the fastest _________ in our class.
        Language Arts Skills

                  Vocabulary

 Which form of the word run fits best?

 Sylvia ________ faster than her brother in
 yesterday’s race.
          Language Arts Skills

                        Writing Skills

 What are the four types of sentences?




 How can you tell the different types of sentences apart?
       Language Arts Skills

                Writing Skills

 How can you change this sentence to a
  command?

       Can you help me with my homework?
       Language Arts Skills

                Writing Skills

 How can you change this sentence to a
  question?

  I wonder if you can help me with my homework.
       Language Arts Skills

                 Writing Skills

 How can you change this sentence to an
  exclamation?

   I don’t think I quite understand this homework.
       Language Arts Skills

                Writing Skills

 How can you change this question to a
  statement?

      Do you need help with your homework?
Time for Our Theme 3 Tests!

               Just remember to read the
               stories and every question
               carefully.


               Look back in the story to help
               you answer the questions.


               Use our reading skills and
               strategies to do well.


               Take your time!

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:23
posted:5/16/2012
language:English
pages:227
liningnvp liningnvp http://
About