Transcript Urban Roosts: Where Birds Nest in the City

City Wildlife
Unit 2: Open Court
Lesson 4: Urban Roosts
Objectives
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You will:
Practice recognizing compound words.
Practice recognizing related words.
Recognize words with /s/ spelled sc.
Recognize vivid verbs
Recognize words with the /ow/ sound
spelled ou and ow.
Word Knowledge
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Windswept
Cupcake
Crevice
Chirping
Flowerpot
skyscraper storefront streetlights
mailbox
nighthawk rooftops
cavities nooks
crannies cracks
hissing
screeching
gurgle
house throughout surrounds found
• Pigeons build nests on a ledge, or on a windowsill,
or in a flowerpot out on a fire escape, or in the curve
of a storefront letter.
• Today, the pigeon flourishes all over the United
States in the nooks and crannies of our cities.
• As baby barn owls grow, they huddle together,
hissing and slurping, as they wait for their parents to
return with food.
• Plants can be found in a flowerpot inside a house.
What do these words have in common?
• skyscraper storefront streetlights Windswept
• Cupcake
mailbox
nighthawk rooftops
• Tell your partner what two words that make up each
compound word.
• Also, tell them if the words help you understand each
compound word.
What is the same with these words?
• Crevice cavities nooks
crannies cracks
• The words are related to each other.
• What other words can you think of that are related to
these words?
What is the same with these words?
• Chirping
hissing
screeching
gurgle
• These words are called vivid verbs for noises
animals make.
• With your neighbor use each word in a sentence.
• What are some other examples of vivid verbs?
What is the spelling pattern in the next set of words?
• Flowerpot house throughout surrounds found
• These words are found in “Urban Roosts.”
• Notice the /ow/ sound. What are the spellings?
• Ow and ou are correct!
Please read the sentences and find the pattern
• Which words are compound words?
• Pigeons build nests on a ledge, or on a windowsill,
or in a flowerpot out on a fire escape, or in the curve
of a storefront letter.
• Windowsill, flowerpot
• Which words below are related words?
• Today, the pigeon flourishes all over the United
States in the nooks and crannies of our cities.
• nooks/crannies
Please read the sentences and
find the pattern
• Which words below are vivid verbs?
• As baby barn owls grow, they huddle
together, hissing and slurping, as they
wait for their parents to return with food.
• Flourishes, huddle, hissing
Please read the sentences
and find the words that contain the /ow/ sound:
• Plants can be found in a flowerpot
inside a house.
Flowerpot, house
• Think about what you learn about city
wildlife from the “City Critters” selection.
• What do you already know about birds’
roosts (nesting grounds) in the city.
• This selection has factual information.
• This is known as expository text.
• Expository text is about anything that is
true. Social studies and science books
contain expository text.
(Reading 2.6 pp. 148O-148P)
• Let ‘s read aloud: the title, the author and illustrator.
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Now let’s browse the first page or two of the story.
Who are the main characters?
Look at the illustrations in the selections.
Make sure you make predictions about the text to
help monitor your comprehension.
• Look for: clues, problems, such as unfamiliar words
(trans. 46)
• Now let’s look at the focus question.
• What is your purpose for reading this
selection? Write it down.
• Maybe, you want to learn more about
expository text.
• Think about ways birds build homes in
the city.
• You may also set other reading goals.
• Clues
Problems Wonderings
• Nonfiction
eaves
City birds sleep
where?
• Expository text
Where do city
birds go when it
rains?
Reading 1.3, 1.5 p. 148P
Trans 13
• Abandoned originally species
cavity
suburbs clamor(Transparency 13)
• What do these words mean?
• Context clues, word structure (root word,
prefix & suffix), apposition, prior knowledge
• Add vocabulary words to your Writers’
Notebook in the Vocabulary Words section
Reading 1.4
p. 148P
Trans 13
•Abandoned
•originally
•species
•cavity
•Suburbs
•clamor
Reading 1.4
p. 136P
Trans 12
• Abandoned: left behind or unused; either unprotected,
unneeded, or unwanted (pg. 150)
• Originally:
at first, in the beginning (pg. 151)
• Species:
kind or type of plant or animal that scientists
group together because the plants or
share many of the same characteristics
animals
(pg. 151)
• Cavity:
hollow place or hole (pg. 151)
• Suburbs:
area of homes, stores, and businesses that are
near or right next to a city or urban area (pg. 154)
• Clamor:
loud noise, usually for a long time (pg. 158)
Te. 148Q-R (first reading-orally pgs. 155-161)
• When I read this story I will:
• Monitor my reading speed.
• Ask Questions to clarify difficult
• parts.
• Summarize key events to help me
understand the story..
Te. 136Q-R (first reading-orally pgs. 148-154)
• Focus Questions:
• Many different species of birds survive
in busy cities. How is this possible?
• Do you think that people or wildlife
adapt more easily to their
environments? Why?
TG 163A
Inquiry
• Pigeons choose buildings that might
remind them of cliffs and canyons.
• The snowy owl chooses airport landing
fields because it is like the tundra.
• Complete Inquiry Journal, page 44 on
natural habitats for animals in the city.
(TE. P. 163F)
• Spelling – This week, we will spell
words with the /ow/ sound.
• Flowerpot house throughout
surrounds
found
• Pretest p. 32
• Vocabulary Skill Words (context)
• Urban crevice debris species migrate
(TG p. 163G Eng. Lang. Conv. 1.7)
• Common nouns versus proper nouns:
• Proper nouns name particular places: cities, states,
countries, parks and buildings.
• Santa Cruz (city)
• Florida (state)
• Italy (country)
• Washington Park (park)
• Sears Tower (building)
Getting Ideas: Responding to Fiction
TG p. 163F (writing 1.1, 1.4)
Read Language Arts handbook, pgs. 89-91.
I like the selection Urban Roosts. After I
read it, I felt like going bird watching in the
city! I liked that Barbara Bash wrote about
common birds and unusual ones. I would
like to write my response to this story so that
others will want to read it, too.
Write your ideas for your response to
nonfiction in your Writer’s Notebook.
Getting Ideas: Response to Nonfiction Rubric
TG p. 143F (writing 1.1, 1.4)
 Total point value: 10
 There is a topic sentence. (2 points)
 There is at least one supporting detail for the topic
sentence. (2 points)
 Opinions are supported with examples.(2 points)
 The final copy is clean, neat, and legible. (2 points)
 Mechanics-punctuation, spelling, and capitalization
is correct. (2 points)
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Windswept skyscraper
Crevice
cavities
Chirping
hissing
Flowerpot house
storefront streetlights
nooks
crannies
cracks
screeching
gurgle
throughout surrounds found
• I need a volunteer to come up to the screen and
point to a word in any of the above lines.
• Next, raise your hand if you can read that word.
• Cupcake
mailbox
nighthawk
rooftops
I need a volunteer to choose one of
the above words and put it in a
sentence.
Next, I need another volunteer to
continue a story by putting another
word above in a sentence.
Te. 136Q-R (first reading-orally pgs. 148-154)
• Focus Questions:
• Many different species of birds survive
in busy cities. How is this possible?
• Do you think that people or wildlife
adapt more easily to their
environments? Why?
Te. 148Q-R (first reading-orally pgs. 155-161)
• When I read this story I will:
• Monitor my reading speed.
• Ask Questions to clarify difficult
• parts.
• Summarize key events to help me
understand the story..
TG 160
• What predictions did you make?
• What questions did you ask yourself as
you read the story?
• Did you summarize as you read the
story? When?
TG 143A Reading 2.5, 3.1
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Let’s use handing off to answer these questions:
What types of birds live in the city?
Where do birds live in a city?
Why do different types of birds choose different
spots to live?
• What advantages does living in a city provide for
birds?
• Write your responses in the orange section of your
writer’s notebook.
Reading and Responding
(day 2)
• Meet the Author (Read Pg. 162)
• When Barbara Bash set out to illustrate a story
about birds in a city environment, she traveled to
New York to get ideas for her illustrations.
• How would this help her with her illustrations?
• Maybe it helped her better understand the city
environment of New York City.
Reading and Responding
(day 2)
• Meet the Author (Read Pg. 162)
• Barbara Bash first learned to draw letters, then
worked at creating fancy lettering, called caligraphy,
and finally decided to try writing and illustrating
books for children.
• How do you think spending so much time learning
to carefully letter the alphabet may have helped her
become a better illustrator?
• Maybe it taught her to pay close attention to detail.
Reading 3.4 -TE. 163
In your Writer’s Notebook (orange section)
complete the questions on page 163.
Also, complete Inquiry Journal p. 30.
Write down what you learned about how
‘Urban Roosts’ helped you learn about City
WildLife.
TE p. 160B
• Let’s use the Concept/Question board to:
• Post questions we have about the story
that have not been answered yet.
• Post articles about city wildlife.
• Answer our story focus question.
Word Analysis
Spelling Card 39 say cow
(TE. P.163G) ELC 1.8
cow
Sound around clown stout drown
Sort the above words by sounds:
/ow/ spelled ou:
Sound, around, stout
/ow/ spelled ow:
Clown, drown
100
Reading 1.4
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Species (pg. 151)
Think of related words for species.
Animals, science, biology
The concept of a word is its’ general idea.
Birds are a type of species, a grouping of
animals.
• Complete Spelling Book, pages 38 and 39.
(TG p. 163G E.L.C., 1.7)
• Lets review capitalization of places
and proper nouns.
• Raise your hands if you know names
of cities, states, countries, buildings,
and parks.
• Let’s look at pages 158-161 of ‘Urban
Roosts’ for examples of proper nouns
naming places.
Prewriting- Responding to Nonfiction
TG p. 163G (Writing 1.1, 1.4)
Let’s review our ideas about responses of nonfiction
from yesterday.
Let’s Read Writer’s Workbook, page 18 on prewriting
a response to nonfiction.
Fill out your audience and purpose on page 18 of
your Writer’s Workbook.
Assignment: Complete Writer’s Workbook,
page 19.
Long vowels found in open syllables
/s/ spelled sc TE 148M (SPELLING CARD 19, 33-37)
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Repeat the words. They have long vowels with open syllables.
Pin fin
mat
tot
cut
Pine fine
mate tote
cute
Migrate
later
tiniest completely
Scene
scent scientist
scenario
The desert in Arizona is hot and dry.
She put the photograph on the wall.
These cavity nesters can slip into the tiniest spaces.
Long vowels found in open syllables
/s/ spelled sc TE 148M (SPELLING CARD 19, 33-37)
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Migrate
later
tiniest completely
These words contain open syllables.
Open syllables end in a vowel.
Let’s read the words again and clap the syllables:
Mi-grate
la-ter ti-ni-est
com-plete-ly
What are the vowel sounds in each syllable?
Mi-grate
=
i and a
La-ter
=
a and e
Ti-ni-est
=
i, I, and e
Com-plete-ly=
o,e and y
Long vowels found in open syllables
/s/ spelled sc TE 148M (SPELLING CARD 19, 33-37)
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Scene
scent scientist
scenario
These words have the /s/ sound spelled sc.
Let’s underline the sc spelling in each word:
Scene
Scene
Scent
Scent
Scientist
Scientist
Scenario
scenario
Long vowels found in open syllables
/s/ spelled sc TE 148M (SPELLING CARD 19, 33-37)
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The desert in Arizona is hot and dry.
She put the photograph on the wall.
Let’s clap the syllables and point to the long vowel sounds.
The de-sert in Ar-i-zo-na is hot and dry.
She put the photo-graph on the wall.
Long vowels?
Arizona
=
long a
• Photograph =
long o
Long vowels found in open syllables
/s/ spelled sc TE 148M (SPELLING CARD 19, 33-37)
• These cavity nesters can slip into the tiniest spaces.
• This sentence is from the selection.
• Let’s find the long vowel sounds.
Long vowel sounds?
These, cavity, tiniest, spaces
Now, let’s use them in a sentence with our partners.
(silent) pgs. 148-154
Reading 2.1
• Comprehension Skills – Cause and Effect
• What does cause and effect mean?
• Cause and effect helps readers identify what
causes events to happen or what causes
characters to act in certain ways.
• As you read the story, look for cause and
effect examples.
• Track how birds build their nests in the
city.
TG p. 143F Science 3c, 5e
In “Urban Roosts” we learned about the different
types of birds that live in the city.
Choose one type of plant, or creature in the city to
study.
Find out how they have to adapt (change) to survive.
For example, insects, adapt rapidly to chemical
sprays that are used to destroy them.
Also, bird’s feathers even change color to match the
color of smog pollution.
TG p. 143F Science 3c, 5e
What happens to wildlife that does not
change?
What happens to wildlife that adapts more
quickly than other species?
Present your findings in a a collage, a mobile,
a picture or a storybook.
Forming Conjectures, TE. 163c
Let’s discuss how our city wildlife research
is going.
Let’ meet in groups to discuss how the
project is going.
Start with your problem or question you
want to study.
Next, list the books or information you need
to complete your project.
Don’t forget to list your group members and
main jobs each person has to do.
Complete Inquiry Journals, page 45.
p. 163H
Eng. Lang. Conv. 1.8
• Let’s review our Spelling words found on page
40 of our Spelling Book.
• Think of words with a final /ow/ sound found around the classroom.
• Flower brown
sound
• Complete Spelling Book page 40.
TE. P. 163H
• urban
• Read the sentence with urban on page 148.
• Think of words from nearby sentences related to
urban. Let’s write those words next to
• Related Words:
• City, roost, building, habitat, town
• Urban is describing the place where birds nest.
• Urban is the idea of cities, buildings, and towns.
Eng. Lang. Conv. 1.7 TG. p. 163H
Read L.A. Handbook, pg. 276 on capitalizing
places.
Name a city, state, country, park or building you
want to visit. Write it down and explain why you
want to visit that place.
Name particular places in Fontana where birds
might want to roost (nest).
Now, write two or three sentences explaining
where birds might roost in Fontana.
Drafting : Response to Nonfiction (TG 163H) Writing
1.1, 1.4
Let’s read Writer’s Workbook, page 19 on drafting.
The topic sentence of a paragraph tells who or what
the paragraph is about and states the main idea of the
paragraph.
The first sentence in a paragraph is often the topic
sentence.
The topic sentence should graph readers’ attention
and make them want to read more.
Read L.A. handbook, page 182 on topic sentences.
Read Comprehension Book, pages 44-45 on topic
sentences.
Complete Writer’s Workbook, page 19 (response 1st
draft).
p. 148L
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Pin
fin
mat tot cut
Pine
fine
mate tote cute
Migrate later tiniest
completely
Scene scent scientist
scenario
I need a volunteer to choose one of the
above words and put it in a sentence.
• Next, let’s try to extend the sentence using
the above words.
Choose the best word to fit in the sentence,
p. 148L
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Pin
fin
mat tot
Pine
fine
mate tote
Migrate later
tiniest
Scene
scent
scientist
The shark has a ____ on its’ body.
fin
The ______ studies plants in a lab.
scientist
The word
means situation.
scenario
cut
cute
completely
scenario
• Let’s clap the syllables to the following
words:
• Pin
fin
mat tot cut
• Pine
fine
mate tote cute
• Mi-grate la-ter
ti-ni-est
com-plete-ly
• Scene scent
sci-en-tist scen-ar-io
(silent) pgs. 155-161
Reading 2.1
• Comprehension Skills – Cause and Effect
• What does cause and effect mean?
• Cause and effect helps readers identify what
causes events to happen or what causes
characters to act in certain ways.
• As you read the story, look for cause and
effect examples.
• Track how birds build their nests in the
city.
Second Reading-Checking Comprehension, pg. 161
(reading 2.3)
• What kind of city wildlife did you read
about in this selection?
• This selection is about different kinds of
birds in the city.
Second Reading-Checking Comprehension, pg. 143 (reading 2.3)
Where are some of the places that birds
roost in the city?
Some birds roost on window ledges and
on top of roofs. Others roost on
building ornaments, in cavities, under
train and highway overpasses and
under bridges.
Second Reading-Checking Comprehension, pg. 143 (reading 2.3)
Why do birds come to the city to live?
They can find places to live and food to
eat.
Reading 1.4
p. 136P
 Enormous
delighted
cozy
Bursting
Responsibility
beckoned
Trans 13
Day 4
TG p. 143E Reading 3.1
Writers make their text interesting by carefully
choosing details they add.
Details help readers imagine settings and actions,
helping them visualize and understand what they
read.
Details may take the form of vivid adjectives or verbs
or very precise step-by step instructions.
Attention to detail makes the difference between an
okay piece of writing and excellent, lively writing.
Day 4
TG p. 161D Reading 2.1
Reread “Urban Roosts” and pay attention to all of the
descriptive language.
Identify details that bring the story to life and write
down examples in your writer’s folder.
Example: sleekly built with powerful wings
When you finish, look in your writing folder for a
piece of writing that you can revise by adding
vivid, descriptive details.
Share your finished work with the class
(later this week).
Day 4
TG p. 161D Reading 2.1
What do you know about using an index?
An index is an alphabetical list of key words and
topics.
A topic may have a subtopic.
An index may refer readers to other topics.
Each key word may reference one or more pages.
Let’s work on Inquiry Journal, pages 46-47.
Is there a listing in the index for pigeons?
Yes
Day 4
TG p. 161D Reading 2.1
What are the subtopics under pigeon?
Babies, calls, descriptions, in the city, mating,
nests
On what pages would you find information about
pigeon babies?
Pages 49-50
What topics does the index refer you to under the
topic Pigeons?
Dove, passenger pigeon, racing pigeon.
Complete Inquiry Journal, pages 46-47.
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The following activities will help us learn the final /ow/ sound:
Complete Spelling Book, page 41.
crevice (pg. 152)
Find the context clues for crevice.
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Context Clues:
Disappear into, behind, spots
Look in the dictionary to find related words to crevice.
Related Words: ________, ___________, ________
What is the concept of crevice?
A place to hide, a small space, a crack
TG 163I
listen/Speak 1.8
Viewing: Using visual Aids
Visual aids make oral presentations more informative
and exciting.
They give the audience more information, and they
give them something to focus their attention on.
We can use many things for visual aides:
Simple objects, charts, or maps
Visual aids should be meaningful and related to your
presentation.
TG 163I
listen/Speak 1.0
Visual Aides
In partners, discuss what visual aides you would use to do a
presentation on birds.
Topic: Where birds live
• What
E visual aids could you use for this topic?
Pictures
or photos of places where birds live, a bird nest
n
What is a visual aid and how is it useful?
g
Why would visual aides be important for a class presentation?
l
The audience can see what kind of bird is being referred to;
i
something
to capture the audience’s attention
s
h
L
Writing Process Strategies:
Day 4 Revising: Response to Nonfiction
TG 163I Writing 1.1, 1.4
Let’s look at transparency 25 on revising:
sentence fluency.
When the other sentences in a paragraph
stray away from the main idea of the
paragraph, readers can get lost or lose
interest.
Giving opinions without supporting your
thoughts makes it difficult for readers to
believe your writing. Using details you are
unsure of can lead to inaccuracies.
Writing Process Strategies:
Day 4 Revising: Response to Nonfiction
TG 163I Writing 1.1, 1.4
Revise your drafts of your response to
nonfiction.
Revise your writing using what you learned
about organization of responses to
nonfiction.
Complete the checklist and proofreading
marks on page 20 of your Writer’s
Workbook.
Day Five…
• General Review –
• Word Knowledge
• Lesson Assessment
(Reading 2.1, 2.2 & 3..3 )
– “Urban Roosts” pp. 14-17 (TG p. 133I)
• Spelling – The /ow/ sound (E.L.C. 1.8)
– Unit 2 Assessment 4 p. 33
• Vocabulary Assessment Unit 2,lesson 3
pg. 17
(Reading 1.2, 1.3 & 1.4)
Reading 1.4
p. 136P
Trans 12
• Abandoned: left behind or unused; either unprotected,
unneeded, or unwanted (pg. 150)
• Originally:
at first, in the beginning (pg. 151)
• Species:
kind or type of plant or animal that scientists
group together because the plants or
share many of the same characteristics
animals
(pg. 151)
• Cavity:
hollow place or hole (pg. 151)
• Suburbs:
area of homes, stores, and businesses that are
near or right next to a city or urban area (pg. 154)
• Clamor:
loud noise, usually for a long time (pg. 158)
TG 136F
• Concept/Question Board
• Post questions you have about the story.
• Post questions you may have about the
story before reading it, if they were
unanswered.
• Bring in items, newspaper articles and
stories about competition, and cooperation.
• You can sign out and read books from the
concept/question board (for in class only).
English Language Conventions
• Let’s practice using cursive e and l:
•
eeeeeeeeeeeeeeeeeeeeee
•Llllllllllllllllll
• Raise your hand in order to come to the board and trace the
l
letters e and .
e
• Practice writing rows of s and ls in your Writer’s Notebook.
• Write the words, the,
formation.
long and dove to practice your letter
Writing Process Strategies Editing/Proofreading/Publishing
(Day 5) Writing 1.1, 1.4
Let’s read Writer’s Workbook, pg. 17 on editing/proofreading.
Assignment: Edit your book review.
Use the checklist on Writer’s Workbook, pg. 17 to help you.
Make a neat final copy in your best cursive handwriting.
Getting Ideas: Book Reviews Rubric
TG p. 143F (writing 1.1, 1.4)
 Total point value: 10
 There is a topic sentence of each paragraph.
(2 points)
 The main idea is clearly stated in the first paragraph.
(2 points)
 Opinions are supported with examples.(2 points)
 The final copy is clean, neat, and legible. (2 points)
 Mechanics-punctuation, spelling, and capitalization
is correct. (2 points)