Transcript Unit 1 , Week 1

Unit 1 , Week 1
The Mystery of the Missing Lunch
Miss Foster’s 4th Grade
eMINTS4ALL Classroom
Vocabulary
• assignments: a task to be completed
• consideration: taking time to think about something
• allergies: physical symptoms caused by the bodies over
reaction to something.
• accuse: to say that a person did something wrong.
• suspicious: to be mistrustful.
• evidence: things used to prove if something is true.
• consume: something you use, or eat.
Vocabulary: Words in Context
assignments, suspicious, consideration, evidence,
allergies, consumes, accuse
• We thought that his alibi sounded reasonable not at all
_____________.
• He showed ________ when he shared his lunch with a
child who needed one.
• There was little _________________ left by the lunch
thief.
• The teacher handed out several ____________ for us during
vacation.
• I was so surprised that she could _______ so many cookies!
• She cannot ______ anyone of taking her lunch since she
lost it.
• Todd’s ________ made him sneeze in the fall.
Vocabulary : Words in Context
• When you cannot figure out the meaning of a
word with context clues, you should look the
word up in a dictionary.
• Good readers read all the definitions of a word to
see which one best fits in the context
Vocabulary : Words in Context
• Look up the following words to determine the
correct meaning , for the context of the sentence.
The girl looked at her team apologetically after she missed the goal.
Both of my cousins have become vegetarians.
Does he have an alibi for the time when the jewels were stolen?
The team searched for the culprit who had taken their baseball.
Is your name on the list of potential band members?
Madge confirmed the state’s population by checking an almanac.
Using a Dictionary
Using Guide Words
Vocabulary : Story Words
• scientific method: a tool that scientist use
to find answers to questions.
• secure: to close off an area in order to
preserve any possible evidence.
• survey: careful inspection of a place.
• testify: to make an official statement about
what you know.
Fluency: Intonation/ Pausing
• Good readers learn to read groups of words together in
phrases.
• A comma means to pause and a punctuation mark means
to stop. Read the sentences below, listen carefully to your
pauses and intonation as you read.
On his way back to his desk, Ramon passed the
library corner. He stopped. What was that
scratching sound? Could there be a mouse in the
classroom? Mice eat anything.
Phonics: Short Vowel Sounds
Short Vowel
Example
a
cash, ran, had,flat
e
bell, shelf, wealth
i
mill, grim, build
o
dock, plot, copper
u
culprit, plum, crunch
Phonics / Short Vowels
Comprehension/Make Inferences
and Analyze
• Authors do not always tell the reader everything
that is happening in a story. A good reader uses
their own prior knowledge and details that the
author does not include to make inferences, or
draw a possible conclusion.
• To make inferences , readers analyze , or think
critically about , the characters’ experiences and
compare these to their own experiences
Comprehension/Make Inferences
and Analyze
• The critical reader
Comprehension/ Problem and
Solution
• A story usually presents a problem that the
main character tries to solve.
• The turning point of the story comes when
the character gets information that helps
him or her reach a solution to the problem.