Transcript Competition and Cooperation

City Wildlife
Unit 2: Open Court
Lesson 2 - City Critters
Objectives
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You will:
recognize compound words,
Recognize homophones,
Recognize base words and the suffix -tion
and –ly,
• Practice recognizing /er/ spelled ur and ir
• Practice recognizing /or/ spelled or and ore
• Recognize open syllables with long vowels.
Word Knowledge
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Fairgrounds grasslands wildlife butterflies
Great
grate
blue
blew
Right
write
waste
waist
Migrate migration observe
observation
Easily
especially differently particularly
Before
short
bird forget urban
Word Knowledge
• City parks are great places to go bird-watching,
especially in the early spring and fall.
• We like to grate cheese on our pasta.
• “If you’re concerned about pollution or waste, looking
at wildlife is one way to learn about it.”
• A pigeon is a bird that lives in urban areas.
What do these words have in common?
• Fairgrounds grasslands wildlife
butterflies
The words are compound words. What two
words make up each compound word?
Fair + grounds,
grass+ lands,
wild + life
Butter + flies
Do the two words put together help us
understand the meaning of each word?
What is the same with these words?
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Great
grate
blue
blew
Right
write
waste
waist
These words are homophones.
Homophones are words that sound the same but have
different meanings and usually different spellings.
• Give examples of other homophones you know.
• Let’s read each pair and give the meaning of the words.
• Now, let’s put the words in sentences.
What is the spelling pattern in the next set of words?
• Migrate migration observe observation
• The suffix –tion is added to the base words.
• Use each word in a sentence.
• How did the word change when –tion was
added?
What’s the secret pattern between these words?
• Easily especially differently particularly
• The suffix –ly is added to base words.
• Let’s identify the base words.
• What spelling changes took place when
we added –ly?
• Let’s say each word and clap the
syllables.
What do these words have in common?
• Before short
bird forget urban
• These are words from our story.
• Notice the /er/ sound is spelled ur
and ir.
• The /or/ sound is spelled or and ore.
Please read the sentences and find the
homophones:
• City parks are great places to go bird-watching,
especially in the early spring and fall.
• We like to grate cheese on our pasta.
• “If you’re concerned about pollution or waste, looking
at wildlife is one way to learn about it.”
• Waste/waist
• Great/grate
Please read the sentences
and find the suffixes –tion or -ly:
• City parks are great places to go birdwatching, especially in the early spring and
fall.
• We like to grate cheese on our pasta.
• “If you’re concerned about pollution or waste,
looking at wildlife is one way to learn about
it.”
• Especially, pollution
Please read the sentences
and find the plural nouns:
• City parks are great places to go birdwatching, especially in the early spring and
fall.
• We like to grate cheese on our pasta.
• “If you’re concerned about pollution or waste,
looking at wildlife is one way to learn about
it.”
• Parks, places, scientists, falcons,
laboratories
Now, let’s identify any synonyms, prefixes
• Tony stopped and made believe his sneaker was
untied to see what King was going to do.
• “Well, come on, man,” King whispered, and they
started down the street.
• Just after the friends passed some apartments, they
came to a vacant lot.
• Synonyms: stopped/discontinued,
untied/undone, started/began, some/several,
vacant/bare/empty
• Prefixes: untied-not tied.
Now, let’s read the following sentence together:
• A pigeon is a bird that lives in urban areas.
• Let’s identify the words in the sentence that
have the /er/ sound.
• Bird, urban
Prior Knowledge
• Think of animals you already know that live in
cities.
• Animals include birds, fish, and insects.
• Think of animals that are not pet and write
your ideas on the Concept/Question board.
• Can you think of any other articles or stories
you read that were about animals that live in
cities?
Background Information
• While large books are divided into sections,
nonfiction selections in magazines are called
articles or expository text.
• The article we will read is an expository text
written by Richard Chevat.
• It was published in a magazine called 3-2-1
Contact.
• Critter means creature or animal.
Preview and Prepare
(Reading 2.6 pp. 126O-126P)
• 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.
Set Purpose (Focus Question)
• What is your purpose for reading this
selection? Write it down.
• Maybe, you want to learn more about
expository text.
• Look for what animals are considered
wildlife.
• You may also set other reading goals.
Student Observation
• Clues
Problems
Wonderings
• Headings=
what story is about
peregrine
I wonder what the
title “Scientists’
Helpers” means?
Selection Vocabulary
Reading 1.3, 1.5 p. 126P
Trans 11
• Biologist skyscraper urban migrating
laboratories observation
(Transparency 11)
• 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
Selection Vocabulary
Reading 1.4
p. 126P
Biologist
Skyscraper
Urban
Migrating
Laboratories
observation
Trans 11
Selection Vocabulary
Reading 1.4
p. 126P
Trans 11
• Biologist: person who studies how people, other animals, or
plants live and grow (page 127)
• Skyscraper: very tall building found in the city (pg.127)
• Urban: having to do with a city or city life (page 127)
• Migrating: moving from one place to another, usually when the
seasons change (page 128)
• Laboratories: places where scientific studies and experiments
are done (page 128)
• Observations: watching and looking, being careful to notice
details (page 131)
City Critters: Wild Animals Live in Cities, Too
Te. 114Q-R (first reading-orally pgs. 126--131)
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When I read this story I will:
Monitor my reading speed.
Ask Questions to clarify difficult
parts.
Summarize the story in own words.
Listen/Speak 1.1,1.2
City Critters: Wild Animals Live in Cities, Too
Te. 114Q-R (first reading-orally pgs. 126--131)
• Focus Questions:
• What can scientists learn about a city
when they study its wildlife?
• How can city communities help
protect their wildlife?
Discussing Strategy Use
TG 122
• How did you clarify confusing
passages?
• What questions did you ask yourself as
you read the story?
• Did you summarize as you read the
story? When?
Discussing Strategy Use
TG 131A Reading 2.5, 3.1
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Let’s use handing off to answer these questions:
What is the difference between pets and wildlife?
How have various animals adapted to city life?
What does habitat mean?
What can scientists learn from studying city wildlife?
How can people protect city wildlife?
Write your responses in the orange section of your
writer’s notebook.
Investigating Concepts Beyond the Text
TG 133A
Inquiry
• In this activity, you will get with your
group and complete Inquiry Journal,
pages 37-38.
• Your goal is to find information that will
help the class increase our
understanding of city wildlife.
Language Arts Day 1
Word Analysis
(TE. P. 133F)
• Spelling – This week, we will spell
words with the /er/ or /or/ sound.
• Before short bird forget urban
• Pretest p. 28
• Vocabulary Skill Words (specific words)
• Scientist biologist skyscraper exhaust habitats
English Language Conventions
Grammar, Usage, and Mechanics
(TG p. 133F Eng. Lang. Conv. 1.6)
• Commas are a way to create pauses in a
sentence.
• Commas are used in a list of more than two
items—a series.
• I like peas, broccoli, and spinach.
• You can go Monday, Wednesday, or Friday.
• We have to clean our rooms, return our library
books, and eat dinner.
English Language Conventions
Grammar, Usage, and Mechanics
(TG p. 133F Eng. Lang. Conv. 1.6)
• Let’s read L.A. handbook, page 271 for proper
use of commas in a series.
• Complete Comprehension and Language
Arts Skills book, pages 32-33.
Writing Process Strategies
Getting Ideas: Summary Paragraph
TG p. 133F (writing 1.1, 1.4)
Read Language Arts handbook, pgs. 80-83
and learn about summaries.
I liked the article ‘City Critters: Wild Animals Live in
Cities, Too,’ and I’d like to tell friends what the article
is about. I will tell the main idea and a couple of
other important ideas to remember.
Let’s list ideas for summary paragraphs.
Write your ideas for your summary paragraph in your
Writer’s Notebook.
Writing Process Strategies
Getting Ideas: Summary Paragraph TG p. 133F (writing 1.1, 1.4)
 Total point value: 10
 Main idea is the topic sentence of each paragraph.
(2 points)
 Information is written in student’s own words.
 (2 points)
 Student’s opinions are not included.(2 points)
 The final copy is clean, neat, and legible. (2 points)
 Mechanics-punctuation, spelling, and capitalization
is correct. (2 points)
Word Knowledge-Day 2 (TG p. 126L)
• Great grate
blue
blew
• Right write
waste
waist
Raise your hand and choose one of
the homophones above.
Put the word in a sentence.
We will try to put all of the words in a
sentence.
Word Knowledge-Day 2 (TG p. 126L)
• Great
• Right
grate
write
blue
waste
blew
waist
I need a volunteer to choose a word from
the list.
Now, I will select another student to
pronounce the word and use it in a
sentence.
If you pronounce it correctly, you can go to
the board and point to the next word.
Day 3 Second Reading (choral) pgs. 126-131
Reading 2.1
• Comprehension Skills – Drawing Conclusions
• What does drawing conclusions mean?
• Readers draw conclusions, using what they already
know together with what they learn about characters
and events, to understand the total picture in a story.
• As you read the story, try to keep track of the
wildlife you read about in this selection.
• Track how and why they live in the city.
“City Critters: Wild Animals live in Cities,
Too”
Second Reading-Checking Comprehension, pg. 131 (reading 2.3)
Why is this selection called “City Critters?”
It’s about wild animals that live in our cities.
Where are some places that wild animals live in
the city?
Falcons can live in nests on skyscrapers.
Raccoons can live in parks and sewers.
“City Critters: Wild Animals live in Cities,
Too”
Second Reading-Checking Comprehension, pg. 131 (reading 2.3)
• How can wild animals in the city help
scientists?
• Scientists study these animals to find out
how pollution and waste will affect people.
• How do scientists help some wild animals
that live in cities?
• The build special places for them to live.
Concept/Question Board
TE p. 133B
• 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.
Language Arts Day 2
Word Analysis
(TE. P.133G) ELC 1.8
Here is Sound/Spelling card 29 .
Repeat after me: bird. Listen for the /er/ sound.
Repeat after me: sort. Listen for the /or/ sound.
Corner, door, murmur, forest, horn, return, store,
first, surprise, story
Sort the words by the /er/ sound and the /or/ sound
/or/ = corner, door, forest, horn, store, story
/er/ = murmur, return, surprise
100
Language Arts Day 2
Word Analysis
(TE. P.133G) ELC 1.8
Vocabulary: levels of Specificity and Categories
• Scientist
• Words become clearer when they are divided into
specific categories.
• There are different types of scientists in “City
Critters.”
• Let’s complete Spelling Book page 30 and 31
to learn more about categories.
100
English Language Conventions Grammar,
Usage, and Mechanics (TG p. 133G E.L.C., 1.6)
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Read page 271 on commas in a series.
Name three or more types of animals that live in the city.
Come up with a sentence using the series of animals.
Raccoons, falcons, and beetles live in the city.
Assignment: Identify the animal series on pages 124, 126 and
128 of “City Critters: Wild Animals Live in Cities, Too.”
• You have eight minutes to complete this activity. Begin!
Writing Process Strategies
Prewriting- Summary Paragraph
TG p. 133G (Writing 1.1, 1.4)
Let’s review our ideas for summary paragraphs from yesterday.
Let’s Read Writer’s Workbook, page 10 on prewriting summary
paragraphs.
Now look at transparency 13, on Expository structure.
You don’t need to fill in all of the blanks for a summary
paragraph.
Fill out your audience and purpose on page 10 of your
Writer’s Workbook.
Assignment: Complete Writer’s Workbook, page 11.
Day 3-Phonics and Fluency
Open Syllables with long vowels
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TE 126M
Repeat the words. They have open syllables with long vowels.
Silent
bacon rival
total
Music
hotel area
China
Eagle
omit
protect
Label
puppet zebra balcony
The piano player made beautiful music.
We were silent while the teacher spoke.
Our grasslands area is home to all these birds.
Day 3-Phonics and Fluency
Open Syllables with long vowels
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TE 126M
Say each word and clap the syllables:
Si-lent
ba-con ri-val to-tal
Mus-ic
ho-tel ar-ea Chi-na
Eag-le
o-mit pro-tect
What vowel sound did you hear at the end of the first
syllable?
• Why did the vowel have the long sound?
• Open syllables end with a single vowel that usually as the
long sound.
Day 3-Phonics and Fluency
Open Syllables with long vowels
TE 126M
Label puppet zebra balcony
The words above alternate between open and closed syllables.
In closed syllables, the single vowel is followed by a consonant.
Let’s read the words again and clap the syllables:
La-bel
pup-pet
ze-bra
bal-cony
What vowel sound is heard in each syllable?
Day 3-Phonics and Fluency
Open Syllables with long vowels
TE 126M
• The piano player made beautiful music.
• We were silent while the teacher spoke.
• These sentences have open syllables.
• Identify the open syllables and use the words with open
syllables in a new sentence.
Day 3-Phonics and Fluency
Open Syllables with long vowels
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TE 126M
Our grasslands area is home to all these birds.
This sentence is from our selection.
Identify the words with long vowels.
Grasslands, home, these
Reading and Responding
(day 4)
• Meet the Author (Read Pg. 132)
• Richard Chevat writes while his wife is at work and
his children are at school. Why do you think it would
be a good idea for a writer to create while no one
else is around?
• Maybe there aren’t any distractions. He can put his
undivided attention into what he is trying to create.
Reading and Responding
(day 4)
• Meet the Author (Read Pg. 132)
• After growing up in New York City, why do
you think Richard Chevat would want to
write a story called “City Critters”?
• Maybe he loves animals and is very
interested in the world around him. He
loves the fact that there is wildlife even in
a bustling city, and he wants others to be
aware also.
Theme Connections
Reading 3.4 -TE. 133
In your Writer’s Notebook (orange section)
complete the questions on page 133.
Also, complete Inquiry Journal p. 29.
Selection Vocabulary
Reading 1.4
p. 126P
Biologist
Skyscraper
Urban
Migrating
Laboratories
observation
Trans 11
Selection Vocabulary
Reading 1.4
p. 126P
Trans 11
• Biologist: person who studies how people, other animals, or
plants live and grow (page 127)
• Skyscraper: very tall building found in the city (pg.127)
• Urban: having to do with a city or city life (page 127)
• Migrating: moving from one place to another, usually when the
seasons change (page 128)
• Laboratories: places where scientific studies and experiments
are done (page 128)
• Observations: watching and looking, being careful to notice
details (page 131)
Forming Conjectures, TE. 133c
A conjecture is a hypothesis without proof or
evidence.
Conjectures may be confirmed, or proved
wrong by the evidence.
Work on page 39 of your Inquiry Journal.
Note: Conjectures can and should change
over the course of your investigation.
Day 3 Language Arts (Spelling) p.
133H
Eng. Lang. Conv. 1.8
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What words with the /or/ sound rhyme with fort?
Sort, sport, torte
Complete page 32 of your Spelling Book.
Vocabulary (Specific categories):
Scientist
biologist
The –ist ending means “someone who studies
something.”
• Biology means “ the study of life.”
• A biologist is a scientist who studies living things.
• What are some other types of scientists?
• Paleontologist, botanist, zoologist
Day 3 English Language Conventions
Eng. Lang. Conv. 1.6 TG. p. 133H
Read L.A. Handbook, pg. 271 on commas in a series.
I use a blackboard, chalk, and eraser to teach.
When it gets cold it can snow, the snow can turn to ice, and
the ground can get slippery.
If I study hard I will get good grades, my parents will be
proud of me, I’ll get a raise in my allowance, and I’ll be able
to buy the bike I want.
Write a paragraph on two places you would
like to travel.
Include series of what you expect to find in
each place.
Writing Process Strategies Day 3
Drafting : Summary Paragraph (TG 133H)
Let’s read Writer’s Workbook, page 11 on drafting a summary
paragraph.
Expository writing explains or informs readers.
This form of writing can be organized in different ways depending
on the subject that the writer is explaining.
Using examples gives readers a clear picture of your main idea.
Explaining reasons or causes helps readers understand your
main idea by answering why.
Stating specific facts that support the main idea helps readers
believe what you write.
Writing Process Strategies Day 3
Drafting : Summary Paragraph (TG 133H)
Let’s read L.A. Handbook, pgs. 78-79 on expository writing.
Now let’s complete comprehension and Language Arts Skills
book, pages 34-35 on organizing expository writing.
Assignment: Turn the information on your graphic organizer
(Writer’s Workbook, pg. 11) into your first draft.
Developing Oral Language, p. 126N
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Silent
bacon
rival total
Music
hotel area China
Eagle
omit protect
Label
puppet
zebrabalcony
Choose any of the words above and make a
riddle out of the word.
• Example: I’m a large bird. What am I?
• Eagle!
Developing Oral Language, p. 126N
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Silent
bacon rival total
Music
hotel area China
Eagle
omit protect
Label
puppet
zebra balcony
The country of
has a Great Wall.
China
The
has black and white stripes.
zebra
The word
means quiet.
silent
Literary Elements fiction vs. nonfiction
Day 4 TG p. 123D Reading 3.1
Nonfiction articles give the reader
information about something that is fact.
Fiction stories are made up stories.
Realistic Fiction stories tell imaginary
stories about things that possible could
actually have happened.
Fantasy stories tell about imaginary
events that could never happen
(ex: animals talking with each other).
Literary Elements fiction vs. nonfiction
Day 4 TG p. 123D Reading 3.1
Let me read aloud summaries of library books.
Raise your hands if you can help me
categorize each book.
Is it fiction, nonfiction, realistic fiction or
fantasy?
Why do you think this book is
?
What clues help you determine the kind of
book I read to you?
Create titles of imaginary fiction and nonfiction
books. Add them to your writer’s notebook.
Science Connection Day 4
TG p. 131F
Listen/speak 1.8; Science 3.a, 3.d
In “City Critters,” we learned about the
habitats of various types of urban
wildlife. The creatures thrive in habitats
that meet their needs for survival.
In groups, chose one type of plant or
animal out of the many you have
observed in an urban setting.
Conduct research on the animal and
present your findings to the class.
Day 4 Spelling /er/ and /or/ sound
p. 133I
• Let’s use the Rhyming strategy to complete
our spelling activities today.
• Let’s complete Spelling Book, pg. 33.
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Vocabulary: (Specific Categories)
Scientist
Biologist (a type of scientist)
Urban biologist
Find urban in the dictionary.
Like a city, to do with a city
• How does urban biologist relate to the words scientist and
biologist?
• It is a specific type of biologist, therefore a scientist.
English Language Convention Day 4 TG 133I
listen/Speak 1.7
Speaking: speaking clearly
When we read or speak aloud, we must be very careful of how
we pronounce words.
We should use clear, specific words to tell others our ideas.
We should not speak too quickly, and we should use an
appropriate volume.
We can change the tone of our voices to make our speech more
exciting.
When we read or speak of an exciting moment, we lift the pitch
of our voices.
Excitement: I got an A!
English Language Convention Day 4 TG 133I
listen/Speak 1.7
Speaking: speaking clearly
Our voice goes “uphill.”
We can also make our voices go “downhill” when reading or
speaking a sad comment.
Sadness: I forgot my bookbag.
With your partner, take turns reading a few lines from “City
Critters: Wild Animals Live in Cities, Too.”
Take your time pronouncing the vocabulary, and change your
tone to fit the lines you are reading.
Writing Process Strategies:
Day 4 Revising: Summary Paragraph
TG 133I Writing 1.1, 1.4
Let’s read Writer’s Workbook, page 12 on revising
a summary paragraph.
Now, let’s look at transparency 23, Revising:
organization.
When you include your own opinions, your writing
is no longer a summary; it is a response to fiction
or nonfiction.
When you add information not found in the text,
you are no longer writing a summary; it becomes
an informational report.
Do not copy information word for word; put it in
your own words.
Writing Process Strategies:
Day 4 Revising: Summary Paragraph
TG 133I Writing 1.1, 1.4
Revise your drafts on paper.
Revise your writing using what you learned about
organization of expository writing.
Complete the checklist and proofreading marks on
page 12 of your Writer’s Workbook.
Day Five…
• General Review –
• Word Knowledge
• Lesson Assessment
(Reading 2.1, 2.2 & 3..3 )
– “City Critters: Wild Animals Live in Cities,
Too” pp.6-9 (TG p. 133I)
• Spelling – The /er/ and /or/ sound
(E.L.C. 1.8)
– Unit 2 Assessment 2 p. 29
• Vocabulary Assessment Unit 2,lesson 2
p. 9
(Reading 1.2, 1.3 & 1.4)
Selection Vocabulary
Reading 1.4
p. 114P
Crops
decorated
vacant
mound
patch
Trans 10
Selection Vocabulary
Reading 1.4
p. 114O
Trans 10
• Crops: plants grown for food or to sell to make
money (pg. 115)
• Decorated: made beautiful by adding fancy things
(pg. 119)
• Vacant: empty; abandoned (pg. 119)
• Mound: small hill or pile of dirt, rocks, or other
material (pg. 120)
• Patch: an area different from what is around it (pg.
121)
Raccoon Poetry,
pg. 134-135 Rding. 3.5
• Focus question:
• What are some characteristics of
raccoons?
• How can raccoons be referred to as
both annoying and admirable?
• Let’s read the Poem on pages 134-135.
Investigating Concepts Beyond the
Text
TG 126B Workshop time
• 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 (Penmanship)
• Let’s practice using cursive m and x:
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•
m m m m m m m m m mm
x x x x x xx x x x x xx
• Raise your hand in order to come to the board and trace the
letters m and x.
• Practice writing rows of ms and
xs in your Writer’s Notebook.
• Write the words, example, animals,
practice your letter formation.
and exhaust to
Writing Process Strategies Editing/Proofreading/Publishing
(Day 5) Writing 1.1, 1.4
Let’s read Writer’s Workbook, pg. 13 on editing/proofreading.
Look for the correct use of commas in a series.
Assignment: Edit your summary paragraph.
Use the checklist on Writer’s Workbook, pg. 13 to help you.
Make a neat final copy in your best cursive handwriting.
Writing Process Strategies
Getting Ideas: Summary Paragraph TG p. 133F (writing 1.1, 1.4)
 Total point value: 10
 Main idea is the topic sentence of each paragraph.
(2 points)
 Information is written in student’s own words.
 (2 points)
 Student’s opinions are not included.(2 points)
 The final copy is clean, neat, and legible. (2 points)
 Mechanics-punctuation, spelling, and capitalization
is correct. (2 points)
Investigating Concepts Beyond the
Text
TG 377B
• Concept/Question Board
• Post questions you had 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 City wildlife.
• You can sign out and read books from the
concept/question board (for in class only).