Name Date

The Light of Understanding: Level SHere are this weeks Vocabulary WordsscientificdiscoveryconcentrationfascinatedbiologyresearchmagicaljournalOther words:___________, ______________________________________________, ______________________________________________, ______________________________________________, ______________________________________________, ___________________________________

Monday TuesdayMeet With Mr. O Meet with Mr. OThe Light of Understanding Cont. The Light of

Understanding/8 Complete vocabulary (pg. 2) /15 SW: Inflected Endings (p. 3)

Independent reading /15 HW: Inflected Endings (p. 4)Wednesday Thursday

Meet with Mr. O Meet with Mr. OCont. The Light of Understanding

Cont. The Light of Understanding

/8 SW: Creating Images (p. 5 ) /24 SW: Folktales (p. 7-8)/8 HW: Creating Images (p. 6 ) /24 HW: Folktales (p. 9-10)

Independent reading Independent readingFridayFinish Agenda, Weekly quizzes Literal /16 Inferential /16Please Note: Early finishers: Once you have completed you may begin Independent Reading.http://castlio.fhsd.k12.mo.us/jpelley/reading/Theme7.htm

The Light of Understanding: Level SVocabulary Words ___/

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Find the words and complete the matching

R J P K V W Y B Y R K C H N OC K O P C G F C X S B O C M DZ Y S U O U X X J P K N R V WR M R L R U M S D V Q C A O WD J O E O N R Q O G S E E A PU I E G V W A I E C E N S X BB N T O G O U L I J O T E D TY S V G V E C E P X G R R V FQ Q D U L Y N S G P S A D C LN Z Y X H T H G I G S T E Q FT M A G I C A L O D D I G I AR C O F Z X J B W F M O T X ZY M I S A U M N L F K N M Q PK C D E T A N I C S A F F O SM Q F E H D K A U S T W O S C

a. BIOLOGY to arouse the interest or curiosityb. CONCENTRATION of or pertaining to science or the sciencesc. DISCOVERY a daily record, of occurrences or experiencesd. FASCINATED mysteriously enchantinge. JOURNAL a branch of knowledge that deals with living organisms

and vital processes f. MAGICAL investigation into a subject in order to discover or revise

factsg. RESEARCH direction of attention to a single objecth. SCIENTIFIC the act or an instance of find out

CC.1.2.4.J Acquire and use accurately grade appropriate conversational, general academic, and domain‐specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. E04.B V.4.1.1 E04.B V.4.1.2.‐ ‐

The Light of Understanding: Level S Inflected EndingsSEATWORK- Tuesday ___/ 15

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Remember that adding –ed and –ing to a verb changes the tense or time of the action verb. Some words with inflected endings are dissolved and straining. Don’t forget that when a word ends in silent e, such as stare, drop the e and then add the ending.

Directions: Complete each sentence by adding the correct inflected ending to verb in parenthesis.

1) Mr. O’Hara was (hope) _______________ it wouldn’t snow.2) Mr. Walther was (run) _____________ away from his shadow.3) Lucie was (worry) ______________ that school was almost over.4) Jack was (study) ______________ very diligently for his test.5) Will was (concern) ______________ that the show was canceled.6) Patrick was (ride) ________________ home on the bus.7) Kyra (study) ________________ hard for her test too.8) Mr. Adlin (hurry) ________________ home to watch the Wiggles.9) Mr. Kardassis was (scare) ______________ of the Veggie Monster.10) Mr. OHara (decide) _________________ it was time to learn how to tie his shoes.

Think of five words in which you must alter the spelling of the base word when you add –ed and –ing. Fill them into the chart below.

Base word Add -ed Add -ing

CC.1.4.4.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. E04.D.1.1.1 E04.D.1.1.2 E04.D.1.1.3 E04.D.1.1.4 E04.D.1.1.5 E04.D.1.1.6 E04.D.1.1.7 E04.D.1.1.8 E04.D.1.2.1 E04.D.1.2.2 E04.D.1.2.3

The Light of Understanding: Level S Inflected

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EndingsHOMEWORK- Tuesday ___/ 15

Remember that adding –ed and –ing to a verb changes the tense or time of the action verb. Some words with inflected endings are dissolved and straining. Don’t forget that when a word ends in silent e, such as stare, drop the e and then add the ending.

Directions: Complete each sentence by adding the correct inflected ending to verb in parenthesis.

1) Alex was (inquire) _______________ about the hippo for sale.2) Mr. Walther was (make) _____________ his famous squid cake.3) Mr. Adlin (emerge) ______________ from his deep sleep.4) Jake was (watch) ______________ the alligator in his bed very carefully.5) Megan was (pet) ______________ her porcupine with great care.6) Jonah (pulverize) ________________ the rock with a sledgehammer.7) Jane (jump) ________________ under the desk to hide from her teacher.8) Henry was (flip) ________________ in gym class.9) Panav (fill) ______________ up the trash can.10) Mr. OHara was (decide) _________________ if it was safe to look under his bed.

Think of five words in which you must alter the spelling of the base word when you add –ed and –ing. Fill them into the chart below.

Base word Add -ed Add -ing

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CC.1.4.4.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. E04.D.1.1.1 E04.D.1.1.2 E04.D.1.1.3 E04.D.1.1.4 E04.D.1.1.5 E04.D.1.1.6 E04.D.1.1.7 E04.D.1.1.8 E04.D.1.2.1 E04.D.1.2.2 E04.D.1.2.3

The Light of Understanding: Level S Create ImagesSeatwork- Wednesday __8

As you read you should use the descriptions in the text to create images in your minds that help you picture what is going on in the story.

Reread the part where Mr. Jackson wanted Danny to know about Marie Curie.

Illustrate this selection. Please use at least four colors in your picture.

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CC.1.3.4.G Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

The Light of Understanding: Level S Create ImagesHomework- Wednesday __8

As you read you should use the descriptions in the text to create images in your minds that help you picture what is going on in the story.

Reread the part where Danny’s stomach sinks when no one else raises a hand.

Illustrate this selection. Please use at least four colors in your picture.

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CC.1.3.4.G Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

The Light of Understanding: Level S Genre: FolktalesSeatwork- Thursday

The Princess and the PeaOnce upon a time there was a prince who wanted to marry a princess; but she would have to be a real princess. He travelled all over the world to find one, but nowhere could he get what he wanted. There were princesses enough, but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess.

     One evening a terrible storm came on; there was thunder and lightning, and the rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old king went to open it.

     It was a princess standing out there in front of the gate. But, good gracious, what a sight the rain and the wind had made her look! The water ran down from her hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said that she was a real princess.

     Well, we'll soon find that out, thought the old queen. But she said nothing, went into the bed-room, took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty blankets on top of the mattresses.

     On this the princess had to lie all night. In the morning she was asked how she had slept.

     "Oh, very badly!" said she. "I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It's horrible!"

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     Now they knew that she was a real princess because she had felt the pea right through the twenty mattresses and the twenty blankets.

     Nobody but a real princess could be as sensitive as that.

     So the prince took her for his wife, for now he knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.

The Light of Understanding: Level S Genre: FolktalesSeatwork- Thursday __/ 24

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This story does contain some traditional elements that make the story part of the folktale/ fairytale genre at least three examples or situations that make this a folktale/ fairytale

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____________________________________________________________________________________________________________

CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences.

The Light of Understanding: Level S Genre: FolktalesHomework- Thursday

One day a Lion lay asleep in the jungle. A tiny Mouse, running about in the grass and not noticing where he was going, ran over the Lion's head and down his nose.

The Lion awoke with a loud roar, and down came his paw over the little Mouse. The great beast was about to open his huge jaws to swallow the tiny creature when "Pardon me, O King, I beg of you," cried the frightened Mouse. "If you will only forgive me this time, I shall never forget your kindness. I meant no harm and I certainly didn't want to disturb Your Majesty. If you will spare my life, perhaps I may be able to do you a good turn, too."

The Lion began to laugh, and he laughed and laughed. "How could a tiny creature like you ever do anything to help me? And he shook with laughter.

"Oh well," he shrugged, looking down at the frightened Mouse, "you're not so much of a meal anyway." He took his paw off the poor little prisoner and the Mouse quickly scampered away.

Some time after this, some hunters, trying to capture the Lion alive so they could carry him to their king, set up rope nets in the jungle. The Lion, who was hunting for some food, fell into the trap. Her roared and thrashed about trying to free himself but with every move he made, the ropes bound him tighter.

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The unhappy Lion feared he could never escape, and her roared pitifully. His thunderous bellows echoed through the jungle. The tiny Mouse, scurrying about far away, heard the Lion's roars. "That may be there very Lion who once freed me," he said, remembering his promise. And he ran to see whether he could help.

Discovering the sad state the Lion was in, the Mouse said to him, "Stop, stop! You must not roar. If you make so much noise, the hunters will come and capture you . I'll get you out of this trap."

With his sharp little teeth the Mouse gnawed at the ropes until they broke. When the Lion had stepped out of the net and was free once more, the Mouse said, "Now, was I not right?"

"Thank you, good Mouse," said the Lion gently. "You did help me even though I am big and you are so little. I see now that kindness is always worth while."

The Light of Understanding: Level S Genre: FolktalesHomework- Thursday

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After reading the passage please answer the questions below.

This folktale/ fairytale story does contain some elements that would not happen in real life. Give at least three examples or situations that make this that would not happen in real life.

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences.

The Light of Understanding: Level S Comprehension Questions /16 literal

/16 inferentialEach question is worth 4 points.

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1. Who was Marie Curie?___/4 lit

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why was Marie Curie working alone ?___/4 lit

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. According to Mr. Jackson, why do scientists want to know how things work?

___/4 lit________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What does Danny wish he could trade places with? ___/4 lit

______________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________

CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text. E04.B K.1.1.3‐

5. Why do you think Danny’s stomach sinks when no one raises a hand?

___/4 inf__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What did Mr. Jackson want Danny to know about Marie Curie?

___/4 inf__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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7. Why did Danny put Marie’s journal on his mom’s pillow?

___/4 inf__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Why do you think there was a hint of a smile on Marie’s face at the end of chapter 3?

___/4 inf__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences. E04.A K.1.1.1‐

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Tales From Near and Far: Level SComprehension Questions /16 literal

/16 inferentialEach question is worth 4 points.

9. What contest is being held between the two villages?

___/4 lit________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. How did Grandmother ?

___/4 lit________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. How are Nadira’s parents’ responses to the strange photo alike?

___/4 lit________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. What does Naveen think about the strange photo? ___/4 lit

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. Why do you Nadira’s hands shake when she picks up the strange photograph of her 11th birthday?

___/4 inf__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. Why do you think Nadira and Alexis exchange nervous glances when Grandma says that the old man who sold her the B-Day box could have appeared out of thin air?

___/4 inf____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

15. Why do you think Nadira should do with her B-Day Box?

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___/4 inf____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

16. Why do you Nadira’s parents think the photo was made on the computer?

___/4 inf____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Imagine if your body could change its shape and the things it could do. You might start out walking on the ground with two legs and then later develop wings to fly. Maybe you begin your life with gills and fins so you can breathe and swim under water and then later grow a set of lungs and legs so you could live on dry land. Does this sound like a fantastic and unbelievable story to you? It isn’t. In fact, there are animals that make these types of changes every day as part of a process called metamorphosis.The word “metamorphosis” comes from the Greek and means to transform. There are a lot of examples of this type of change. Frogs start out as eggs, then become tadpoles before becoming adults.

http://www.sadlier-oxford.com/phonics/homonym/homonyms.htm

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http://www.funbrain.com/whichword/index.htmlhttp://www.quia.com/mc/1055.htmlhttp://www.willoughby-eastlake.k12.oh.us/classroom/technology/4th_grade__language_arts.htm

HomonymsHomonyms, or homophones, are words that are pronounced the same but have different meanings. They are usually spelled differently.There are two or more homonyms in each sentence. Read the sentences carefully and then underline the homonyms. The first two sentences have been done for you.

1. The wind blew my blue shirt into the pool.2. Cheryl rode along as we rowed the boat from the island to the lakeside road.3. I’ve never seen such a

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beautiful scene.4. We want a site for our home that will be out of sight.5. The seam in the tent doesn’t seem to hold back the rain.6. Due to the dry weather, we do not see any dew on the grass.7. I knew they had a new gnu at the zoo.8. Some people know that you add to find the sum.9. They’re hanging their coats over there.10. I ate the eight cakes that were on my plate.11. How many ways can I tell him that he weighs too much?12. They banned the crude band from playing at the concert.

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13. She only won one ticket to the show.14. We must raze the old building before the sun’s rays can raise the temperature.15. We’ll find a tropical isle where I’ll walk down the aisle with my bride.16. You’re crazy if you pierce your ankle!

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