Transcript Story PowerPoint

What About Me?
How would we get what we need without money?
Title:
What About Me?
Author:
Ed Young
Genre:
Fable
Small Group
Timer
Spelling Words
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pennies
inches
plants
families
bodies
glasses
wishes
pockets
lists
copies
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parties
bunches
crashes
supplies
pencils
accidents
libraries
mysteries
carpenters
merchants
Vocabulary
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carpenter
carpetmaker
knowledge
marketplace
merchant
plenty
straying
thread
More Words to Know
 stunned
 wanderer
 barter
 exchange
 precious
Big Question:
When would hard work be the way to
strike it rich?
 Monday
 Tuesday
 Wednesday
 Thursday
 Friday
Monday
Question of the Day
How would we get what we
need without money?
Today we will learn about:
 Build Concepts
 Sequence
 Summarize
 Build Background
 Vocabulary
 Fluency: Appropriate Pace/Rate
 Subjects and Predicates
 Plurals –s, -es
 Getting What We Need
Monday
Fluency:
Model
Fluency:
Model Appropriate Pace/Rate
 Listen as I read “The Story of Money.”
 Notice how I read at a steady rate that is
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neither too slow or too fast.
Reading too slowly may cause you to lose the
thread of the story.
Reading too quickly may cause you to skip words
and ideas.
Be ready to answer questions after I finish.
What happened soon after people learned how to
give themselves a permanent supply of food?
What clue words does the author use to show
sequence?
Build Concept Vocabulary:
barter, exchange, precious
Value
Getting
What We
Need
Trade
Places
Sequence
Turn to page 42.
Build Background:
Compare “barter” and “money use.”
barter
money
Vocabulary: Word Rating Chart
Word
carpenter
carpetmaker
knowledge
marketplace
merchant
plenty
straying
thread
stunned
wanderer
Know
Have Seen
Don’t Know
Vocabulary Words
carpenter – someone whose work is
building and repairing things made
of wood
 carpetmaker – a person who makes
carpets and rugs for floors
 knowledge – what you know
 marketplace – a place where people
meet to buy and sell things
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Vocabulary Words
merchant – someone who buys and
sells goods for a living
 plenty – a full supply
 straying – wandering
 thread – a thin string made of
strands of cotton, silk, wool, or
nylon, spun and twisted together
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Other Vocabulary Words
stunned – thoroughly shocked or
confused
 wanderer – someone who travels
aimlessly from place to place
 barter – to trade by exchanging one kind
of goods for other goods without using
money
 exchange – to give something to someone
in return for something else; trade
 precious – having great value
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carpenter
carpetmaker
marketplace
merchant
thread
Monday
Grammar:
 what do peple need
 What do people need?
 the puppys needs a pen
 The puppies need a pen.
Grammar: Subjects and Predicates
 The boy was stunned.
 The subject of this sentence is
The boy.
 The predicate is was stunned.
Grammar: Subjects and Predicates
 A sentence has a subject and a
predicate.
 The subject is the sentence part
that tells whom or what the
sentence is about.
 All the words in the subject are
called the complete subject.
Grammar: Subjects and Predicates
 The predicate is the sentence
part that tells what the subject
is or does.
 All words in the predicate are
called the complete predicate.
Grammar: Subjects and Predicates
 In the following sentence, the
complete subject is underlined
once.
 Most people learn something each
day.
 Now the complete predicate is
underlined.
 Most people learn something each
day.
Grammar: Subjects and Predicates
Find the complete subject of each sentence.
 We find knowledge in many
places.
 We
 The students in our class ask lots
of questions.
 The students in our class
 The library has books about many
subjects.
 The library
Grammar: Subjects and Predicates
Find the complete subject of each sentence.
 Teachers help students with their
lessons.
 Teachers
 Books about animals are my
favorite.
 Books about animals
Grammar: Subjects and Predicates
Find the complete predicate of each sentence.
 The class studied whales.
 studied whales
 The school librarian knows all
about caves.
 knows all about caves
 James read about pirates.
 read about pirates
Grammar: Subjects and Predicates
Find the complete predicate of each sentence.
 People learn about animals at the
zoo.
 learn about animals at the zoo
 The garden has many kinds of
trees.
 has many kinds of trees
Monday
Spelling:
Spelling Words
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pennies
inches
plants
families
bodies
glasses
wishes
pockets
lists
copies
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parties
bunches
crashes
supplies
pencils
accidents
libraries
mysteries
carpenters
merchants
Tuesday
Question of the Day
Why do you think fables are
often about people who
travel from place to place?
Today we will learn about:
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Plurals
Word Structure
Sequence
Summarize
Author’s Purpose
Develop Vocabulary
Fluency: Choral Reading
Subjects and Predicates
Plurals –s, -es
Barter System
Vocabulary Strategy for Compound
Words
Turn to page 44.
What About Me?
Pages 46 – 53
Tuesday
Fluency:
Fluency: Choral Reading
 Turn to page 49.
 As I read, notice the rate I’m
reading—not too fast and not too
slow.
 Now we will practice together doing
three choral readings of page 49.
Tuesday
Grammar:
 the carpets is beautifull
 The carpets are beautiful.
 the woman needs supplys for
the carpet
 The woman needs supplies for
the carpet.
Grammar: Subjects and Predicates
 The subject is the part of the
sentence that tells whom or what
the sentence is about.
 The predicate is the part of the
sentence that tells what the
subject is or does.
Tuesday
Spelling:
Spelling Words
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pennies
inches
plants
families
bodies
glasses
wishes
pockets
lists
copies
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parties
bunches
crashes
supplies
pencils
accidents
libraries
mysteries
carpenters
merchants
Wednesday
Question of the Day
Why do think it is important
for children to read or listen
to fables?
Today we will learn about:
 Sequence
 Summarize
 Word Structure
 Develop Vocabulary
 Fluency:
Appropriate Pace/Rate
 Subjects and Predicates
 Plurals –s, -es
 Natural Resources
What About Me?
Pages 54 - 61
Wednesday
Fluency:
Fluency: Punctuation and Pace
 Turn to page 50.
 As I read, notice how I pause at
punctuation and read at a good
pace—not too fast and not too slow.
 Now we will practice together doing
three echo readings of page 50.
Wednesday
Grammar:
 did the boy get his wishs
 Did the boys get his wishes?
 he lerned sumthing from a
wise men
 He learned something from a
wise man.
Grammar: Subjects and Predicates
 Sometimes you can give readers
better pictures by adding words
to subjects and predicates:
 The cat ran.
 The scared cat ran under the
porch.
Wednesday
Spelling:
Spelling Words
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pennies
inches
plants
families
bodies
glasses
wishes
pockets
lists
copies
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parties
bunches
crashes
supplies
pencils
accidents
libraries
mysteries
carpenters
merchants
Thursday
Question of the Day
What is the difference
between what we need and
what we want?
Today we will learn about:
 Short Vowels VCCV
 Proverbs
 Reading Across Texts
 Content-Area Vocabulary
 Fluency: Parent Reading
 Subjects and Predicates
 Plurals –s, -es
 Experiment with Trade
Social Studies in Reading
Pages 62 - 63
Thursday
Fluency:
Fluency: Partner Reading
 Turn to page 50.
 We will partner read this page aloud
three times.
 Read at an appropriate rate and
offer each other feedback.
Thursday
Grammar:
 now the man bring carpets too
sell
 Now t he man brings carpets
to sell.
 a carpenter make things out of
would
 A carpenter makes things out
of wood.
Grammar: Subjects and Predicates
 Test Tip:
 A test may ask you to identify
the subject of a sentence.
 The subject may include more
than one person, place or thing.
 Be sure to include the complete
subject.
 Jay and I can hike.
 Subject: Jay and I
Thursday
Spelling:
Spelling Words
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pennies
inches
plants
families
bodies
glasses
wishes
pockets
lists
copies
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parties
bunches
crashes
supplies
pencils
accidents
libraries
mysteries
carpenters
merchants
Friday
Question of the Day
How would we get what we
need without money?
Today we will learn about:
 Build Concept Vocabulary
 Sequence
 Word Choice
 Word Structure
 Listen to a Description
 Subjects and Predicates
 Plurals -s, -es
 Alphabetical Order
 Getting What We Need
Sequence
 Sequence is the order in which
things happen in a story—what
happens first, next, and last.
 Sometimes a writer uses clue
words such as first, so, then, and
after.
Word Choice
 Authors choose their words
wisely.
 Their choice of words often
contributes to the tone of the
story.
 Additionally, readers benefit by
learning new words.
Word Choice
 Pay attention to words the author
uses and how they add to the
writing.
 Use the reading experience to
increase vocabulary.
Word Structure:
Compound Words
 You can use word structure to determine
the meaning of compound words.
 List compound words you find in “What
About Me?”
 Create a chart showing the compound
word, the two smaller words that make
it, and the definition of the word.
Word Structure
Word
Word
Structure
Meaning
Compound Words
Compound Word
Its Two Small Words
applesauce
apple + sauce
bluebird
blue + bird
doormat
door + mat
snowball
snow + ball
Its Meaning
crushed, saucy
apples
a bluefeathered bird
a mat by a
door
a ball of snow
Friday
Grammar:
 the man brung the goats hair
to the spinner
 The man brought the goat’s
hair to the spinner.
 everyone was hapy at the end
 Everyone was happy at the
end.
Friday
Spelling:
Spelling Words
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pennies
inches
plants
families
bodies
glasses
wishes
pockets
lists
copies
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parties
bunches
crashes
supplies
pencils
accidents
libraries
mysteries
carpenters
merchants
Plurals
 Plural words name more than one thing.
 flips, wishes, pennies
 Are these words singular or plural?
 How do you know?
 Most words can be made plural by just
adding –s.
 To make words that end with s, ss, ch,h,
x, or z plural, add –es.
Plurals
 To find the singular form of many words,
just cover the final s or es.
 But some singular words change when
they become plural.
 To make words that end in a consonant
and y plural, we change y to i.
 To find the singular form, we need to
change the i back to y.
 penny - pennies
Plurals
Explain how each plural was formed.
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peaches
students
guesses
cities
families
boxes
lessons
dishes
 My brothers put the
groceries in the car.
 Our lunchboxes are
filled with sandwiches.
 My buddies and I rode
ponies at the fair.
Short Vowels in VC/CV Words
 We studied short vowel sounds in VC/CV
words.
 Read this sentence to yourself. Raise
your hand when you know which words
have the VC/CV pattern.
 If you expect success, you will get it.
 Divide each word into syllables.
 Do the vowels in the first syllables stand
for long or short sounds?
Short Vowels in VC/CV Words
 Read this sentence to yourself. Raise
your hand when you know which words
have the VC/CV pattern.
 Their mission was to take supplies to
the space station.
 Divide each word into syllables.
 Do the vowels in the first syllables stand
for long or short sounds?
Short Vowels in VC/CV Words
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challenge
number
picnic
mellow
lesson
basket
sudden
shallow
signal
written
plenty
shudder
 As soon as we heard
thunder, we took shelter
in the house.
 The contest winner will
get a nice prize.
 Rabbits are a common
sight in our yard.
 I just cannot find that
lost mitten.
Alphabetical Order
 Name places you have seen
words in alphabetical order.
 Arranging words in
alphabetical order makes
them easier to find, especially
when there are many words.
 Let’s review how to
alphabetize a list of words.
Alphabetical Order
 Look at the first letter in
each word. Think about the
letters in the alphabet.
Which letter comes first?
The word that begins with
that letter comes first
alphabetically.
 Continue to think about the
letters in the alphabet. Look
at the first letter in the
words and place them in order
according to the alphabet.
Alphabetical Order
 If there is more than one
word that begins with the
same letter, use the second
letter to order the words.
For example, cat comes
before cost because a comes
before o.
Review Games
Spelling City:
Spelling Words
Vocabulary Words
Other Vocabulary Words
We are now ready to
take our story tests.
 Story test
 Classroom webpage,
 Reading Test
 AR
 Other Reading Quizzes
 Quiz #