2019-2020 HISD @ H.O.M.E. Distance Learning English

2019-2020 HISD @ H.O.M.E. – Distance Learning

English Language Arts – Grade 5

Summer School – Week 1 – June 8-11, 2020

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

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Monday Word Study

Activity / Task

Spelling Suffixes -ion, -ian: Word Sort 1. Today you will practice spelling base words with the suffixes -ion and -ian the text Saving Snow Leopards. 2. Cut out and display the words. Read aloud each word and discuss its meaning. 3. Sort the words based on categories:

• Is it a root or base word?

• Is the suffix -ion or -ian?

Vocabulary Context Clues 1. Today you will understand

prefixes by using context clues to know the meaning of unknown words.

2. Read the tip on the right to understand how to correctly use prefixes for words in Saving Snow Leopards.

3. Ask yourself: o What does the

underlined word mean?

http://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/21808/HISD-Graduate-Vision.pdf





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Monday Reading

Workshop Activity / Task

Read Aloud Choose your own text or use the attached informational text How Whales Wing It to think about the author’s purpose of the text.

Reading Lesson

Determining Author’s Purpose

1. Today you will determine the author’s purpose of an informational text. 2. Read the text Saving Snow Leopards and pay close attention to the details to determine the reason the author wrote the text. 3. Use the graphic organizer below to help you determine the author’s purpose. 4. Determine the genre of the text. The genre of the text is…

• I can tell the genre is ______ because…

• Does the author give me facts or tell me a story?

5. As you read, think about what the author is trying to tell you. 6. Complete the graphic organizer below. 7. Explain what you learned about the author’s purpose through an Acrostic poem. Spell A-u-t-h-o-r or P-u-r-p-o-s-e on a blank sheet of paper. Write a word or phrase for each letter to tell what you learned about the text Saving Snow Leopards.

Independent Reading

Read independently for 20 minutes and think the about evidence that supports the author’s purpose? Why did the author write this selection? How can you tell?

Writing Workshop

Activity / Task

Writing Lesson

Response to Reading 1. Today you will select a response activity to respond to the informational text.

Resources • Houston Public Library KIDS Reading Lists

• HMH



http://houstonlibrary.org/kids-book-lists




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Tuesday Word Study

Activity / Task

Spelling Spelling Suffixes in Sentences 1. Today you will strengthen your understanding of the suffixes -ion, ian. 2. Use previously read text and word cards. 3. Complete the sentences below using the correction suffix – ion, ian.

Suffixes in Sentences

1. Kwan had the chance to select a new book from the catalogue. Kwan was happy with his select_____ (-ian, -ion). 2. I feel tense when I argue with my friends. The tens____ (-ian, -ion) was broken when everyone laughed. 4. How did your parents react to the news? Their react____ (-ian, -ion) was one of surprise. 5. The detective wondered whether the suspect would confess. The suspect gave a full confess______ (-ian, -ion)

6. Sylvia wanted to decorate her room. She decided that plants are a good decorat_____ (-ian, -ion) 7. Do you contribute to charity? Elaine made a large contribut_____ (-ian, -ion) to her favorite charity. 8. Rodney figured out how to connect the hose to the faucet. He made the connect____ (-ian, -ion) tight to prevent leaks. 9. Jalen has always loved music. He wants to be a professional music_____(-ian, -ion) someday.

Vocabulary Multiple Meaning Words 1.Today you will use context clues to decide the correct meaning of multiple meaning words. 2. Review the chart on the left before beginning. 3. Use the context clues to help you decide which word meaning is correct:

• Clues: I know __ is correct because…

• Clues: As used in this sentence, the word ______ means ______. 4. Think of another multiple meaning word and create two of your own sentences.

Multiple Meaning Words

1. From the deck of a boat, it’s exciting to see a humpback emerge from the ocean.

2. As a whale moves through the water, three forces act on the animal’s body and affect its movements. They are the same forces that act on an airplane wing and enable the plane to fly.

3. The singing suggests the

whales are gathering in those cold waters. The discovery could help save them.

Multiple Meaning Words are words that look

and sound the same but may not always

mean the same thing. Use the context to help

you decide which meaning is correct.






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Tuesday Reading


Read Aloud Choose your own text or use the attached informational text How Whales Wing It to think about the central idea and details of the text. What is the central idea of this text? What are the details that support the central idea?

Reading Lesson

Informational Text: Central Idea

1. Today you will use clues, such as the section heading and details to find the central idea in the text using the anchor chart below.

2. Use the tips and the Central Idea graphic organizer to write notes about central idea and details as you read. Ask yourself these questions:

• What is the central idea of the text?

• Which details does the author use to support central idea?

• Do you agree with the author’s central idea based on the supporting details? Why?

3. Read the text titled How Whales Wing It to complete the questions in the chart below.

Independent Reading

Read independently for 20 minutes and think the about evidence that supports the central idea. What is the central idea of this text? What are the details that support the central idea?

Writing Workshop

Activity / Task

Writing Lesson


• HMH







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Wednesday Word Study

Activity / Task

Spelling Prefixes in Sentences 1. Today you will spell and use prefixes correctly. 2. Review the meaning of the prefixes in-, un-, mis-, and dis-. 3. Sort the words in categories based on prefix. 4. Break the words down using the graphic organizer. 5. Use the words in sentences and spell them correctly.

Word Prefix New Word What Changed?

Vocabulary Root Word Parts

1. Today you will understand the meaning of root words and root parts. 2. Use the charts below to help you understand root word and parts. 3. Choose a root and write it in the middle of the graphic organizer. 4. Write the definition, related word and draw an image or symbol.

I know that big words come from

small words. Prefixes are at the

beginning of a word and it carries

clues to the meaning of the word

itself.






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Wednesday Reading


Read Aloud Choose your own text or use the attached informational text Saving Snow Leopards to think about the how the graphic and print features enhance a text.

Reading Lesson

Informational Text: Text and Graphic Features

1. When reading informational text, use the title, genre, and any

illustration to determine what you might learn from the text.

2. Read the text titled Saving Snow Leopards or you can choose

your own informational text with graphic features.

3. Use the text and the Text Features anchor chart to help you

complete the graphic organizer below.

Independent Reading

Read independently for 20 minutes and think the about the purpose of print and graphic features found within the text.

Writing Workshop

Activity / Task

Writing Lesson

Writing Time! 1.Today you will discuss and write a summary of the text. 2. Things to Remember: Read the entire text. Determine central idea. Identify supporting details. Avoid opinions and unimportant details. 3. Use the Summarize anchor chart to assist you with writing a summary. 4. Use your own notebook paper to complete your response in your own words.


• HMH

Challenge Yourself:

Saving Snow Leopards

Add a graphic or text

feature to the text

Saving Snow Leopards.







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Thursday Word Study

Activity / Task

Spelling Suffixes in Sentences 1. Today you will spell and use suffixes correctly in sentences. 2. Review the meaning of the suffixes -ful, -ly, -less, -ness, -ment. 3. Sort the word cards into the correct category based on the correct suffix. 4. Break each word apart in the graphic organizer below.

Vocabulary Context Clues - Dictionary Skills

1. Today, we will use dictionary skills to determine the correct meaning of a word in a text. 2. Use the steps on the diagram to the right to know how to use clues to help

you determine the best definition of a word. 3. For each of the 3 questions below, ask yourself… Which definition of the underlined word in the paragraph is correct?

A Definition 1 C Definition 3 B Definition 2 D Definition 4

ful= full of

less= without

ness = state

of

ment= action or state of

ly = in a way that is






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Thursday Reading


Read Aloud Choose your own text or use the attached informational text How Whales Wing It and Saving Snow Leopards to think about how these two texts are similar and different. Think about the characteristics of each.

Reading Lesson

Making Connections Across Texts

1. Today you will make connections by comparing two different informational texts.

2. Read the How Whales Wing It and Saving Snow Leopards to compare and complete the chart below.

3. Share the contrasts between the two texts. Explain the importance of being able to compare two texts.

4. Complete these questions once you have finished reading both texts: These two texts are alike because they both…

These texts are different because they both…

Making Connections Across Texts

Informational Text 1: How Whales Wing It Informational Text 2: Saving Snow Leopards

• What is the genre of the text? The genre of the text is…

• What is the genre of the text? The genre of the text is…

• What graphic features did the author include? The author included…

• What graphic features did the author include? The author included…

• How did the author organize the text? The author organized the text by…

• How did the author organize the text? The author organized the text by…

• What is the author’s purpose of the text? The author’s purpose of the text is…

• What is the author’s purpose of the text? The author’s purpose of the text is…

• What did you notice about the author’s craft? I noticed the author…

• What did you notice about the author’s craft? I noticed the author…

Independent Reading

Read independently for 20 minutes and think the about the how both texts connect. How are the two texts alike? Different?

Writing Workshop

Activity / Task

Writing Lesson

Reading Response: Using the text How Whales Wing It or Saving Snow Leopards to explain how these articles support the idea that new discoveries can lead to surprises? Use details from the article/s to support your answer.


• HMH







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How Whales Wing It by Anna Ouchchy

1 Whale watchers are amazed at how gracefully the humpback whale can move. From the deck of a boat, it’s exciting to see a humpback emerge from the ocean. As long as a big school bus and as heavy as eight elephants, the whale turns in the air.

2 Now scientists are studying the way humpback whales move, and they are using the results to do some surprising things—like creating better wind power.

A Whale of a Mistake?

3 The research started when Dr. Frank Fish was looking at a model of a humpback whale in a Boston shop. He noticed that the front, or leading edge, of the whale’s flipper was covered with little bumps. Dr. Fish studies the science of animal movement, and bumpy flippers just didn’t make sense to him.

4 Here’s why Dr. Fish thought the artist had it wrong. As a whale moves through the water, three forces act on the animal’s body and affect its movements. They are the same forces that act on an airplane wing and enable the plane to fly.

5 The first force is thrust, which moves the whale forward. The second force is drag, which slows the whale down. The third force is lift. As the whale angles a flipper upward, water pushing against the bottom side of the flipper creates lift, raising the flipper. A humpback uses lift under one flipper or the other to turn.

6 But the tilt of the flipper that creates lift also increases drag. In fact, if the whale keeps tilting the flipper, at some point the angle will create so much drag that the flipper will “stall,” or stop producing lift. So, the humpback is always changing the angles of its flippers to create the desired lift with the least drag.

7 Dr. Fish knew that the shape of a flipper or an airplane wing is important. Shapes that decrease drag will increase lift and delay stalling, and smooth, sleek surfaces seem to do this best.

8 In other words, bumpy flippers should slow a whale down. However, the artist was right: humpback flippers have bumps, or tubercles.

9 Dr. Fish was puzzled, but he knew that an animal’s special characteristics are usually helpful to the animal. What if science had it wrong and the bumps were the secret to how the humpback whale is able to swim so gracefully?

From Whales to Wind

10 To test his theory, Dr. Fish teamed up with engineers from Duke University and the U.S. Naval Academy. The team made models of whale flippers and tested them in a wind tunnel. The result was a surprise: flippers with bumps created more lift and less drag than sleek flippers.






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11 The secret seems to lie in the way tubercles break up the flow of air and water, creating tiny vortices, or swirls. As the whale moves through the water, these vortices roll up and over the flipper, improving lift.

12 The scientists wondered how they could apply their findings. “At first, we were thinking airplane wings,” says Dr. Fish. “Then we started thinking about windmills.”

13 Wind power is created by turbines, giant fan blades mounted on tall poles or towers. One problem for turbines is that

wind is not constant. Even in gusty places like North Dakota and Kansas, strong winds do not blow all the time. When the wind blows slowly, the turbine blades can stall, much like a whale flipper or an airplane wing.

14 Dr. Fish and businessperson Stephen Dewar started a new company. They add features that are like whale

tubercles onto the wind turbines. Because the attachments decrease drag and delay stall, these turbines keep turning even at low wind speeds. Dr. Fish hopes to apply the same technology to airplane wings and even ship and submarine rudders.

15 Dr. Fish loves the idea of using nature’s designs to invent new technologies. But he points out that the idea has been

around for more than 500 years, since the famous artist and scientist Leonardo da Vinci imagined new machines based on the shapes and movements of animals. Says Dr. Fish, “The possibilities are very exciting.”

HMH. Used with Permission.






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Saving Snow Leopards

1 At the age of 16, Kyle McCarthy cradled the limp body of a snow leopard. He had helped his father, Dr. Tom McCarthy, track the big cat among boulders in Mongolia and then use a drug to make it go to sleep. Dr. McCarthy put a radio collar on the sleeping animal before setting the cat free, unharmed.

2 “You can’t hold a snow leopard and not feel like that’s probably one of the peaks in your life,” says Kyle. “The animal is so powerful when it’s awake, so beautiful, and so rarely seen.”

3 Kyle became a wildlife biologist like his father. Years later, he traveled to Kyrgyzstan in central Asia to help protect snow leopards.

“Mountain Ghost”

4 The snow leopard is rarely seen by humans. This mysterious cat lives in 12 Asian countries among the world’s tallest mountains.

5 The snow leopard is smaller than the tiger, the lion, and the leopard of Africa and Asia. It weighs as much as a cheetah but is shorter and stockier. The cat’s compact shape and thick fur help keep it warm in glacier-chilled air. Dark markings color its light-gray coat, helping it hide in rocky places. Big paws make padding over snow easier. An extra-long tail provides balance on steep, rugged ground.

6 You might think the snow leopard would be safe living in such cold, distant places, but it faces many threats from humans. The cat has lost important stretches of habitat. (A habitat is a place that fills an animal’s needs—mainly food, shelter, and mates.) Mining, wars, and overgrazing by farm animals have all led to this loss of habitat. Protecting the Herd

7 The loss of habitat has meant less food for the leopards. Snow leopards eat wild goats and sheep. When farm animals eat too many plants, wild plant eaters can’t find enough food. Over time, the numbers of wild goats and sheep go down, and snow leopards have less to eat. Then the big cats eat farm animals, causing a big problem for farmers.

8 Groups are working to save the cats and benefit farmers at the same time. Some groups give farmers wire screens and wood to keep snow leopards from entering their stables at night. Some pay farmers for the animals they lose to snow leopards. In exchange, the farmers leave more room and plants for the wild goats and sheep.

9 Scientists guess that only 3,500 to 7,500 snow leopards are alive today, but they need better ways to count leopards before they will know.

10 Dr. Kyle McCarthy traveled to Kyrgyzstan to test ways of counting snow leopards. He camped in the mountains with






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Dr. Jennifer McCarthy (his wife) and other coworkers. They saw no leopards, but they hadn’t expected to. Instead, they looked for evidence the cats left behind, like scrapes (claw marks).

11 The team also used automatic cameras. The scientists placed cameras that can sense movement and heat along a mountain ridge. When a snow leopard neared one of these “camera traps,” the camera snapped its picture.

12 Each snow leopard’s spot pattern is different. Scientists compared patterns in the photos to recognize each cat and

realized the cameras had taken photos of 15 different snow leopards. A Near Miss

13 Shannon Kachel, Dr. Kyle McCarthy’s coworker, has searched for snow leopards in Tajikistan, where he almost saw one. “I was hiking along a ridgeline in the late afternoon and came around the corner of a rock outcropping to find a site with snow leopard signs all around,” Kachel says. “I could see and hear where the cat had knocked some rocks loose as it ran away from me, but even though I waited until it was nearly dark, I never saw the cat.”

14 Most people will never see a snow leopard, yet it has a right to live, Dr. Kyle McCarthy says. “It’s too remarkable to think about losing.”

HMH. Used with Permission.



Documents

2019-2020 HISD @ H.O.M.E. Distance Learning English