Unit 1, Week 5 The Raft

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Unit 1, Week 5The Raft

• ONeal Elementary
• eMINTS Classroom

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Vocabulary

• scattered- spread or thrown about in various
  places
• cluttered- appearing crowed with items
• disgusted- showing a feeling of strong dislike
• downstream- in the same direction as the current
  of a stream
• raft- a flat boat made of logs fastened together
• nuzzle- to touch or rub with the nose
• Practice Sites Quia Matching Quia Cloze

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Vocabulary Words in Contextnuzzle scattered
disgusted cluttered raft downstream

1. The raft had drawings of animals ________ around.
2. Grandmas house was __________ with art supplies,
   sketches, books, and fishing tackle in every
   available space.
3. The raft floated _________ with the current.
4. At first, Nicky felt ________ with the plan for
   his summer he wanted to stay with his dad.
5. At the end of the summer, Nicky thought of the
   _____ as a gift that opened up a new world for
   him.
6. The fawn put its head down to _________ the moss
   as it tried to find a tender bit to eat.

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VocabularyStory Words

• tackle box- a container that holds fishing
  supplies
• snorkel- a mask with a curved breathing tube worn
  for looking just under the surface of the water
• bobber- a fishing float
• cattails- tall, thin plants with brown, buzzy
  flowers
• otter- a furry animal that lives in or near water
• Bayous- slow streams that flow in marshes or
  lowlands
• swamp- an area of wetlands, rich in minerals,
  plantlife, and trees
• guide- a person who leads others on a tour
• Ancient- relating to the past

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Vocabulary Paragraph Clues

• Sometimes there are no context clues in the
  sentence in which a word appears, but the writer
  includes clues elsewhere in the paragraph.
• The table was cluttered. On one side were
  glasses, forks, knives and dishes from breakfast.
  On the other side were piles of paper and stacks
  of books.
• A great blue heron alighted on the raft. After
  she landed, she preened her feathers as if she
  knew she was going to be drawn. The bird took
  great care to make her coat smooth and neat.
• Practice Site Context Clues

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Phonics Long o

• In words with /o/ sounds, the long o can be
  spelled
• o-C-e, as in mole
• ow, as in own
• oa, as in coat
• o when followed by certain blends such as st
  (most) or ld (gold)

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Comprehension Make Inference and Analyze

• Good readers of fiction analyze how the
  setting----the time and place of the
  story----helps determine what is and is not
  possible in the plot.
• Readers also make inferences about the ways in
  which the setting of a story influences what a
  character feels or does.

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Comprehension Character, Setting, Plot

• The authors choice of the setting is very
  important to a story. The more specific or
  unusual the setting, the more closely tied to the
  plot and the characters experiences will be to
  that setting.
• You may begin your analyses of the setting by
  looking at any illustrations the story might
  have. Then you can identify the location of the
  story by looking for the details that tell where
  it takes place and the time by looking for the
  details that tell when.

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Comprehension Plot

• The plot of a story is the sequence of events
  that takes place in a story
• A plot can present a problem or conflict for a
  character and the steps he or she takes to
  resolve it.
• An author can use the plot to show how a
  character changes from beginning of a story to
  the end.

Practice Plot
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Setting
Event
Characters Reaction
Event
Characters Reaction
Event
Characters Reaction
Practice Site Setting
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Text Features Maps

• Maps are drawings of geographic locations such as
  a city, state, or park. Maps may include some or
  all of the following parts
• labels- identify cities, states, rivers, or other
  land features
• compass rose- shows directions north, south,
  east, and west.
• distance scale- helps readers figure out
  distances
• inset map- an enlargement of a small section of
  the map

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Compass Rose
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inset map
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labels
Distance Scale
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Comprehension SettingWriting The Constitution

• The delegates that wrote the Constitution met in
  the Pennsylvania State House or, as people were
  already beginning to call it, Independence Hall.
  it was here that Thomas Jefferson had first read
  his Declaration of Independence to many of the
  same men who were now gathering to write the
  Constitution.
• Behind the building was a garden, or mall, as it
  was called. The trees on the mall were small
  then, and they didnt give much shade in the hot
  sun of the summer.
• Across the street was the city jail, a stone
  prison, four stories high. Many of the people
  were in there because they could not pay their
  depts. As the delegates walked to work, the
  inmates of the jail would stick out their hats on
  long poles and beg for money.
• You can still visit Independence Hall today, and
  it looks very much the same. It is a graceful
  red brick building with tall windows.

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George WashingtonFluency Practice Pacing/Tempo

• George Washington was the most famous delegate
  at the Convention. After the Revolution, many
  people thought General Washington would make
  himself king. People loved him and respected
  him. He was really our first national hero.
• He was a proud man, and prickly. He had a
  quick temper and could burst into a rage and
  bellow like a bull. He was fearless.
• He was fifty-five at the time of the
  Convention, but he had more energy than men half
  his age. He loved to ride his horses at top
  speed. He could dance for three hours at a time.
• He wore false teeth made of ivory, not wood,
  and they didnt fit very well. His false teeth
  made it hard for him to talk, so sometimes he
  didnt like to speak in public. But he loved to
  be with people, and he loved to listen.

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Complete the chart by writing a word or words in
each empty circle that describe what George
Washington was like.
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Comprehension Character

• Alexander Hamilton
• Alexander Hamilton was a delegate from New York
  State. He was born in the West Indies. He was
  probably one of the smartest young men at the
  Convention. Some people at the Convention said
  he was too smart for his own good. He would go
  on to become our first secretary of the treasury.
  
• Hamilton was small and good-looking. Men at that
  time wore tight pants called breeches that ended
  at the knee. They also wore stockings, sometimes
  of silk. lSometimes men with skinny calves put
  bags of sand under their stockings to look like
  muscles. Ocassionally, the sandbags would leak
  over the floor and the ladies woul giggle, but
  Hamilton never had need of sandbags in his
  stockings.

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Comprehension Character

• James Madison
• James Madison is often called the father of the
  Constitution. He was short, five feet six. No
  bigger than half a piece of soap, said a man
  who knew him. He had pale blue eyes and brown
  hair.
• He never had to work for a living. His father
  had built up an estate of thousands of acres with
  many slaves in Virginia.
• Most wealthy young men in the South were expected
  to ride, hunt, and drink. But Madison loved to
  read. He was shy.
• He thought of himself as sickly, He went from
  one high-pressure job to another. He was a
  politician until his death at age eighty-five.

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Comprehension Character

• Ben Franklin
• Benjamin Franklin couldnt resist trying out new
  ideas. Many of his new ideas were about science.
  He invented the lightning rod, bifocals, and the
  Franklin stove.
• He also thought of new political ideas. He
  helped write the Declaration of Independence.
• By 1787, he was an old man, in his eighties. he
  was so sick that he didnt think he could do much
  at the Convention, but he knew he was needed. He
  had to be carried to the Convention in a chair on
  four long poles carried by four convicts who he
  hired from the jail for the day. It was the
  first sedan chair ever seen in this country.