Unit 1 , Week 1

1
Unit 1 , Week 1

• ONeal 4th Grade

2
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.

3
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.
• Todds ________ made him sneeze in the fall.

4
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

5
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 states population by
  checking an almanac.
• Using a Dictionary
• Using Guide Words

6
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.

7
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.

8
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
9
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

10
Comprehension/Make Inferences and Analyze

• The critical reader

11
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.

12
As you read this mystery, fill in any information
you learn about the setting, main characters,
plot, problem, and, finally, the solution
Title Author By _________ What is the setting of this story (time and place)? Who are the main characters? Write down something important about each character.
What is the plot (what is happening in this story)? What is the problem in this story? What was the solution to the problem (usually the solution is the climax)?
13
Day 1 Reflection

• What is the meaning of consideration as it is
  used on page 18? What context clues helped you
  define the word? Use two details or examples from
  the story to support your answer.

14
Day 2 Reflection
Sequence Put the following events from the
story in the proper ordering by cutting and
gluing.

• _____Emily says that Josh, Tina, and Margaret
  wouldn't eat a salami sandwich.
• _____ Ramón eliminates Beverly and Grace from the
  list since they are too short to reach the shelf.
• _____Ramón García noticed his lunch was missing.
• _____Three kittens are found amidst the remains
  of a salami sandwich.
• _____Ramón finds a torn piece of his lunch bag.
• _____Ramón asked about the yellow stain on Jack's
  shirt.
• _____Ramón's teacher gives him money so he can
  eat lunch.
• _____Mr. Gordon asks if anyone has seen a stray
  cat.

15
Day 3 Reflection

• How did Emily decide that Josh, Tina, and
  Margaret would not have stolen Ramón's sandwich?
  (You must use text based answers.)

16
Day 4 ReflectionUsing your leveled reader, fill
in any information you learn about the setting,
main characters, plot, problem, and, finally, the
solution
Title Author By _________ What is the setting of this story (time and place)? Who are the main characters? Write down something important about each character.
What is the plot (what is happening in this story)? What is the problem in this story? What was the solution to the problem (usually the solution is the climax)?
17
Day 5 Reflection

• If you were asked to solve a mystery, develop a
  plan on how you would solve it.

18
Home to School Connection

• 1. Read the following excerpt from the text to
  your teacher. You must focus on pronouncing each
  word correctly. Take your time and do a great
  job. Your teacher will then discuss any words
  that may have been difficult for you. Record
  your time in the space provided.
• 2. Read the following excerpt from the text to
  yourself. Record your second time in the space
  provided. Ask yourself Do I understand what
  happened in the text?
• 3. Read the following excerpt from the text to a
  classmate. Record your third time in the space
  provided. Ask yourself Is my fluency speed
  improving?
• 4. Read the following excerpt from the text to a
  parent or sibling. Record your fourth time in
  the space provided. Have them sign in the space
  provided. This will let your teacher know that
  you completed the fourth step of your fluency
  practice.
• Fluency Goal Your fluency goal for this excerpt
  is to cut your time in half from your first
  reading to your fourth reading. If you do not
  complete your goal, you need to continue reading
  this excerpt until you accomplish that goal.
  When you have reached your goal, write down the
  main idea (one sentence) of your excerpt on the
  line provided. You will read this excerpt to
  your teacher one final time.
• On his way back to his desk, Ramón passed the
  library corner. He stopped. What was that
  scratching sound? Could there be a mouse in the
  classroom? Mice eat anything.
• Looking around, he saw poor Ted was still
  blowing his nose. Then he spotted something!
  Pieces of torn brown paper lay on the floor near
  Ted's desk. Ramón picked them up. Immediately,
  he noticed that there were ink markings on the
  papers. He placed them together, like puzzle
  pieces, to form the picture of a smiley face.
  Ramón recognized it at once. It was the same
  smiley face his mom had drawn on his lunch bag
  that morning!
• This was a very important clue. Whoever had
  taken his lunch had torn up the evidence! 124
  words
• First Read__________ Second Read__________
  Third Read__________ Fourth
  Read__________
• 
  
  
• 
  
  Parent Signature_______________________