Objectives:• You will:• Practice recognizing contractions.• Practice recognizing base words

and affixes, including suffixes –ly and –ing and the prefix un-.

• Recognize words with /oi/ spelled oy.

• Recognize words ending in –le with long and short vowels.

Word Knowledge

can’t aren’t it’s that’scan’t aren’t it’s that’s

they’ll they’re we’ll I’llthey’ll they’re we’ll I’ll– The above words are contractions.

• Tell your partner what two words that make up each contraction.

– can + not– are + not– it + is– that + is– they + will– they + are– we + will– I + will

Contractions are word sandwiches!!!

What is the same with these words?

building camping sleepingbuilding camping sleeping• The words have the suffix –ing

added to them.– What is the base word to each of

these words?• building = build• vamping = camp• sleeping = sleep

– How does the suffix –ing change the words meaning?

• It changes it to a verb that is happening right now.

Word Knowledgegently probably friendly brightlygently probably friendly brightly• These words have the suffix –ly.These words have the suffix –ly.

– Identify the base words:Identify the base words:• gently = gentlegently = gentle• probably= probableprobably= probable• friendly=friendfriendly=friend• brightly=brightbrightly=bright

– How does the suffix –ly change the How does the suffix –ly change the words meaning?words meaning?

• TheThe suffix –ly changes the word from an adjective to a verb. It means “in a way”.

Word KnowledgeWord Knowledgecomfortable uncomfortable steady

unsteady• These words have the prefix un-

added to them.– Un- means not.– Note that adding the suffix un- makes

an antonym of the base word.

Word Knowledgevoices point royal poison

destroy• These words are found in “Two

Days in May.”– They have the /oi/ sound spelled _oy

and oi.• voices point royal poison destroy

Word Knowledge• Read the following sentences and find the

contractions, words with the suffix –ly, and words with the prefix un-.

• “They probably smelled your garden,” he explained.

• The Pigeon Lady came up to Peach and me and said, “Oh, girls, aren’t they wonderful!”

• I could see that the people made them uncomfortable and it helped me appreciate that these really were wild animals.

– Contractions—can’t, aren’t– Suffix –ly—probably– Prefix un---uncomfortable

Word Knowledge

• Screaming and shouting can destroy people’s voices.

– Which spelling words in the above sentence contain the /oi/ sound spelled _oy and oi?

• Destroy, voices

• Have you ever seen deer up close?

• What about other types of large wildlife?

• How can people help wild animals they find stranded in cities?

• How might growing cities affect wildlife?

• When cities grow, animals sometimes loose their natural habitats (homes).

Build Background

Now Showing:

• “Animal Profiles: North American Deer” (16 minutes)

Build Background• We will be reading a

fictionalized account of a true story. This means that the basic events are true but the characters, names, and dialogue was made up by the author.

• Cities grow each year. As they grow, animals are impacted. This is called Urban Sprawl.

• Development versus conservation of land is a big debate in America.

““Plants and Animals: Plants and Animals:

Victims of Sprawl”Victims of Sprawl”

Now Showing:Now Showing:

Preview and Prepare• Let ‘s read aloud: the title, the author and

illustrator. • Now let’s browse the first page or two of the

story.• Who are the main characters?• Look at the illustrations in the selections.• Make sure you make predictions about the text

to help monitor your comprehension.• Look for: clues, problems, such as unfamiliar

words.• Now let’s look at the focus questions.

– How do you think deer find their way into the city?– What can be done to protect the deer in the city?

CluesClues ProblemsProblems WonderingsWonderings

Deer grazing in the courtyard How did the deer get city garden. there?

Student Observation

Two Days in MaySelection

Vocabularydoesbucks

territory

organization

population

relocates

does

Those are probably females, or does.

female deer

At the park last weekend, we saw two does on the nature trail.

bucks male deer

The males are called bucks

Two bucks were with the family of deer we saw.

territory an area belonging to a group

They’re looking for territory of their own

Many different animals have methods for marking their territory.

territory

relocates

moves to a different place

When a species habitat is destroyed, it relocates to another area or dies out.

I remember reading a few months back about an organization that rescues and relocates animals that are stranded or injured.

organizationa group; association;

societyI remember reading a few months back about an organization that rescues and relocates animals that are stranded or injured.

My neighbors belong to an organization that conserves wilderness areas.

populationthe total number of inhabitants of a

given areaThe problem is population growth

In the last five years, the population of this city has tripled.

“Two Days in May”• Focus Questions:• How do you think deer find

their way into the city?• What can be done to protect

the deer in the city?

“Two Days in May” (First Read)

• While we are reading the selection, we will:

• ask questions to make sure we understand what we are reading.

• make connections between what we are reading and what we already know.

• summarize the main ideas of the story to stay focused on the important information

 

            

              

        

             t

-rex in: summarize

proust, ...940 x 587 - 51k - png

www.qwantz.com

Summarize

562 x 423 - 46k - jpg

www.sarasotamiddleschool.com

.

.

. summarize the

previous meeting.300 x 312 - 57k - jpg

Asking QuestionsAsking Questions

• I wonder how those deer got there? Maybe this is not a big city.

• Fire escapes and apartment buildings are usually found in large cities.

• Is this a big city or a small town near the country? Let’s keep reading to find out.

grazinggrazingto feed on growing to feed on growing

grass and grass and pasturage, as do pasturage, as do cattle, sheep, etccattle, sheep, etc

courtyardcourtyardAn open space

surrounded by walls or buildings, adjoining or within a building such as a large house or housing complex.

hooveshoovesthe entire the entire

foot of a foot of a horse, horse, donkey, donkey, sheep, sheep, etc.etc.

nervousnervoushighly excitable;

unnaturally or acutely uneasy or apprehensive; worried

Making Making ConnectionsConnections

• Good readers think Good readers think about what they about what they are reading and try are reading and try to connect the to connect the characters and characters and events in a story to events in a story to real life. real life.

• Does this page Does this page make you think of make you think of anything in your anything in your life? life?

solemnlysolemnlyserious or earnestserious or earnest

doesdoesfemale deerfemale deer

bucksbucksmale deermale deer

Asking QuestionsAsking Questions• Why does the animal Why does the animal

control officer want to control officer want to shoot the deer? Let’s shoot the deer? Let’s continue reading to continue reading to find out. find out.

territoryterritory

an area belonging to a group

protestprotest

object to object to

peacefulpeacefulfree from war, free from war,

strife, strife, commotion, commotion, violence, or violence, or disorder disorder

rescuesrescuesto free or deliver from to free or deliver from

confinement, violence, confinement, violence, danger, or evil danger, or evil

relocatesrelocatesTo move to or establish in a new To move to or establish in a new

place place outfitoutfit

any company, any company, person, or person, or groupgroup

SummarizeSummarize• Sometimes stopping to think about the

important things that have happened so far in a story helps me better understand what I am reading.

• So far, Sonia woke up and saw deer grazing in her garden. Then her father called animal control. Animal control wanted to kill the deer, so all the neighbors decided to stand near the deer to keep them from being killed. One neighbor called a group that rescues wild animals.

Inquiry & Investigation

• Let’s work on our unit investigations.

• Groups will meet to discuss questions you have about the story we just read.

• Complete Inquiry Journal, page 44 on disappearing habitats for city wildlife.

• Spelling – This week, we will spell words with the /oi/ sound.– boy enjoy broil oil boil soil coil coin join

destroy poison royal point voices • Pretest p. 34

• Vocabulary Skill Words: Homophones

deer new here tail way

Word Analysis

English Language Conventions

• Let’s read Language Arts Handbook page 270 to review when question marks and exclamation points are used.– Question marks are used in interrogative

sentences. – Exclamation points are used in exclamatory

sentences and interjections.

• Now, let’s complete Comprehension and Language Arts Skills Workbook pages 48-49 for more practice with question marks and exclamation points.

Writing Process Strategies

•Getting Ideas: Explaining a Process

• Read Language Arts handbook, pgs. 98-100, on explaining a process.– The people in the story “Two Days in May” took

several steps in order to save the deer’s lives. When I want to explain a process, I will remember to do it in the order it happens.

– Taking care of a pet involves a lot of steps. What are some of the things you have to do to take care of a pet.

• Think of something you know how to do well. Write your ideas in your Writer’s Notebook.

Writing Process Strategies

Assessment Rubric Total point value: 10 The main idea is clearly stated. (2 points) The steps to the process are easy to follow

and understand. (2 points) The word choice and sentence length fits the

audience.(2 points) The final copy is clean, neat, and legible. (2

points) Mechanics-punctuation, spelling, and

capitalization is correct. (2 points)

Developing Oral Language

can’t aren’t it’s that’scan’t aren’t it’s that’sthey’ll they’re we’ll I’llthey’ll they’re we’ll I’llbuilding camping sleepingbuilding camping sleepinggently probably friendly brightlygently probably friendly brightly• I need a volunteer to choose a word and I need a volunteer to choose a word and

call out the word in the line.call out the word in the line.– For example, line 1, word 3.For example, line 1, word 3.

• Next, raise your hand if you can read Next, raise your hand if you can read that word.that word.– It’s It’s is correct!is correct!

• Let’s continue with another volunteer.Let’s continue with another volunteer.

comfortable uncomfortable steady comfortable uncomfortable steady unsteadyunsteady

voices point royal poison destroyvoices point royal poison destroy• I need a volunteer to choose one of the I need a volunteer to choose one of the

above words and put it in a sentence.above words and put it in a sentence.• Next, I need another volunteer to Next, I need another volunteer to

continue point to another word and put continue point to another word and put it in a sentence.it in a sentence.

Developing Oral Language

“Two Days in May”• Focus Questions:

– How do you think deer find their way into the city?

– What can be done to protect the deer in the city?

“Two Days in May”• When I read this story I will:

– Make connections between the selection and your own life.

– Ask questions to clarify difficult– parts.– Summarize key events to help me understand the story.

anxiouslyanxiously

worriedworried

organizationorganizationa group; association; society

rotaterotateto turn around to turn around

alertalertfully aware and attentive; fully aware and attentive;

wide-awake; keen wide-awake; keen

appreciateappreciateto value or regard highly to value or regard highly

populationpopulationthe total number of inhabitants of a

given area

solutionsolutionthe act of solving a problem or question

Making ConnectionsMaking Connections

• This part of the story This part of the story reminds me of a time reminds me of a time when I was little and when I was little and went camping with my went camping with my family. We brought lots family. We brought lots of blankets because it of blankets because it was cold outside. We all was cold outside. We all slept snuggled under the slept snuggled under the blankets outside. The blankets outside. The blankets were warm, but I blankets were warm, but I remember the wind remember the wind feeling cold on my nose. feeling cold on my nose.

• Does this part of the Does this part of the story remind anyone of a story remind anyone of a real experience they have real experience they have had? had?

Asking QuestionsAsking Questions• I have questions about this I have questions about this

part of the story. Is part of the story. Is someone from the someone from the organization going to get organization going to get there in the morning? How there in the morning? How will they move the deer? will they move the deer? Where will they move Where will they move them?them?

• Let’s keep reading to see if Let’s keep reading to see if our questions are our questions are answered.answered.

Answering QuestionsAnswering Questions

• I see now that the rescue I see now that the rescue organization got there in organization got there in the morning. They had to the morning. They had to tranquilize them to put tranquilize them to put them in the crates. I still them in the crates. I still wonder where they will wonder where they will take them. Let’s keep take them. Let’s keep reading to see if we can reading to see if we can find out. find out.

SummarizingSummarizing

• Let’s stop here to make Let’s stop here to make sure we understand sure we understand everything that’s everything that’s happened in the story so happened in the story so far. Who would like to far. Who would like to summarize the story summarize the story here. here.

• Sonia saw deer in her Sonia saw deer in her garden. Then her dad garden. Then her dad called animal control, and called animal control, and animal control wanted to animal control wanted to shoot the deer. The shoot the deer. The neighbors wanted to save neighbors wanted to save the deer and called an the deer and called an organization to come and organization to come and rescue them. The neighbors rescue them. The neighbors stayed outside all night with stayed outside all night with the deer to make sure they the deer to make sure they were OK. Then the rescue were OK. Then the rescue organization got there and organization got there and took the deer out of the took the deer out of the city. The organization city. The organization found a home in the woods found a home in the woods for the deer.for the deer.

Discussing Strategy Use

• What connections did you make between the story and to your own life?

• What questions did you ask yourself as you read the story?

• Did you pause to summarize as you read the story? When?

Discussing the Selection

• Let’s use handing off to answer these questions:

• Why were the deer looking for food in the city?

• How did the neighbors save the deer?

• How did the neighbors work together to save the deer?

• Write your responses in your response journal.

• Remember to use the Discussion Starters!!!

Theme Connections• In your Writer’s Notebook complete

the questions on page 181.– Why couldn’t Sonia’s garden in the city

make a good home for the deer?– “Two Days in May” is based on a true

story. Why are more and more deer coming to the cities?

– Compare the deer in this story to the wildlife in the other stories you have read.

• Also, complete Inquiry Journal p. 31.– What did you learn about City Wildlife

from reading “Two Days in May”?– Add your concept to the Concept/Question

Board.

Group Work...

Meet the Author• With your partner, please read the top half

of page 180 to learn about the author of “Two Days in May”, Harriet Peck Taylor.– Why do you think Taylor chooses animals as the

subjects of her stories?• Maybe she likes the reactions of animals as

opposed to those of humans.

– How might camping or other outdoor activities help to inspire Taylor?

• While she was camping, she made observations about animals and nature that she likes to share.

– How does Taylor put her advice about writing into practice?

• She wants people to write about things they love just like she writes about animals and nature.

Meet the IllustratorWith your partner, please read the bottom half of page

180 to learn about the illustrator, Leyla Torres.

– How could the writers of other children’s books have been like “teachers” to Torres when she had never met them?

• By reading their work, she learned how to write and illustrate books.

– How might Torres’s parents have helped inspire her to illustrate children’s books?

• Maybe they brought books with illustrations home from the school for her to read.

– In what ways do you think the library in New York City was different from the library in Bogota?

• The library in New York City was probably a lot bigger and had many more books in it that the library she went to in Bogota.

Word Analysis

Spelling: Spelling: • Let’s review Sound/Spelling Card Let’s review Sound/Spelling Card

43: coil43: coil– What are the different ways to What are the different ways to

spell the /oy/ sound?spell the /oy/ sound?• oi and _oyoi and _oy

Word Analysis• Vocabulary: Homophones

deer• A hoofed animal

dear• Greatly loved or respected

– Sometimes words sound the same, but are spelled differently and have different meanings. These words are called homophones—homo = same, phone = sound

• Let’s complete Spelling and Vocabulary Skills Workbook pages 42-43 for more practice with homophones.

English Language Conventions

• Lets review question marks and exclamation points as end punctuation for sentences.

• What end punctuation goes at the end of these sentences?– Don’t you like peanut butter

• ( question mark; interrogative)– Would you please stop doing that

• (exclamation point; exclamatory)– Ouch

• (exclamation point; interjection)

• Now, YOU try it!– Find examples of exclamation points in “Two

Days in May.” Most are found in dialogue.

Writing Process Strategies

• Writer’s Craft: (purpose and audience)– Good writers communicate well because they

consider their purpose and audience.• Let’s read L.A. handbook, pages 194-197 for more

information on purpose and audience.• Let’s complete Comprehension and Language Arts

Skills Workbook pages 50 & 51 for more practice with audience and purpose

• Let’s review our ideas about explaining a process from yesterday.– Let’s discuss Chain of Events (transparency 10).– Remember when you explain a process, you need to

explain the steps in order. • Fill out Writer’s Workbook page 22.• Use the graphic organizer on Writer’s Workbook

page 23 to help you organize your ideas and the steps in your process.

Phonics and Fluency

bugle fable stable capablebubble cattle drizzle gentle

middletable wobbled maple thimbledazzle cable erasable

uncomfortable recycle

Cattle were grazing in the field.

A bugle led the band in beginning the song.

They had nervous tails, and eyes that were big and black and gentle.

Phonics and Fluency• Let’s clap the Let’s clap the

syllablessyllables::– bugle

• bu-gle– fable

• fa-ble– stable

• sta-ble– capable

• ca-pa-ble– bubble

• bub-ble– cattle

• cat-tle– drizzle

• driz-zle– gentle

• gen-tle– middle

• mid-dle

– table• ta-ble– wobbled• wob-bled– maple• ma-ple– thimble• thim-ble– dazzle• daz-zle– erasable• e-ras-a-ble– uncomfortable• un-com-fort-a-ble– recycle• re-cy-cle

Phonics and Fluency

• Cattle were grazing in the field.

• A bugle led the band in beginning the song.

• They had nervous tails, and eyes that were big and black and gentle.– Find the –le words and tell if they are long or

short vowels.• cattle-short

• bugle-long

• gentle-short

“Two Days in May”• Cause and Effect helps readers

identify what causes events to happen or what causes characters to act in certain ways.– As you read the story, look for

cause and effect examples.– Look for ways how the

characters in the story worked together to achieve a goal.

Cause and Effect—page 167

Sonia called for Sonia called for

her mother to her mother to

come look out the come look out the

window.window.

Sonia saw deer eating theSonia saw deer eating the

lettuce in her garden.lettuce in her garden.

SOSO……

BECAUSE

BECAUSE……

Cause and Effect—Page 167

They were eating theThey were eating the

lettuce.lettuce.The deer smelledThe deer smelled

the garden.the garden.

SO…SO…

BECAUSE…

BECAUSE…

Cause and Effect—page169

The pigeon lady fedThe pigeon lady fed

pigeons in front of Mr.pigeons in front of Mr.

Smiley’s laundromat, Smiley’s laundromat,

which angered him.which angered him.

They were not onThey were not on

speaking terms.speaking terms.

BECAUSE…BECAUSE…

SO…SO…

Cause and Effect—page 169

The deer were inThe deer were in

danger in the danger in the

city because their city because their

home was in the home was in the

woods.woods.

Sonia’s father wentSonia’s father went

to call animal controlto call animal control

officers.officers.

SO…SO…

BECAUSE…BECAUSE…

Cause and Effect—page 171

The animal controlThe animal control

officer wanted to officer wanted to

shoot the deer.shoot the deer.

The neighborsThe neighbors

started a peaceful started a peaceful

protest.protest.

BECAUSE…

BECAUSE…

SO…SO…

Supporting the Reading• Identifying causes and effects is an

important skill you can use with any type of reading, writing, or problem solving.– The effects are what happened.

– The causes explain why it happened.

• Some writers use clue words, called causal indictors to show cause and effect.– because

– so

– therefore

– in order to

– the reason

• Let’s complete Comprehension and Language Arts Workbook pages 46-47 for more practice with Cause and Effect.

Inquiry• We will continue to work on

our projects with our groups.– Make sure you add any new

concepts or questions to the Concept/Question Board.

Word Analysis

• Let’s review our Spelling words found on page 44 of our Spelling Book.– Let’s all say the word voices.

• It has the /oi/ sound.

– Think of things with the /oi/ sound found in your kitchen.

– Foil, oil, oysters

• Let’s complete Spelling and Vocabulary Skills Workbook page 44 for more practice with spelling words with the /oi/ sound.

Word Analysis• Vocabulary

tails• Find the sentence with tails on page 167 of

“Two Days in May.– What does tails mean?

• the hindmost part of an animal

tales• Find the definition for tale in the

dictionary.– What does tales mean?

• Stories, old fables

• These two words are homophones. They sound the same, but are spelled differently, and have different meanings.

English Language Conventions

• Read L.A. Handbook, pg. 270 on using question marks and exclamation points.•The end punctuation marks goes

inside quotation marks.

• Now, you will work with a partner to write sentences using question marks and exclamation points. •Then, I will ask for volunteers to

write their sentences on the board.

Writing Process Strategies

• Let’s read Writer’s Workbook, page 23 on drafting.

• Use your graphic organizer to write the 1st draft of your process.– Remember to write the steps of your

process in order.

Developing Oral Language

bugle fable stable capablebubble cattle drizzle gentle middletable wobbled maple thimbledazzle cable erasable

uncomfortable recycle

• I need a volunteer to choose one of the above words and put it in a sentence.

• Next, let’s try to extend the sentence using the above words.

Riddle Time! bugle fable stable capablebubble cattle drizzle gentle middletable wobbled maple thimbledazzle cable erasable uncomfortable

recycle

• Use one of the above words and make a riddle. Then call on someone to answer your riddle– Example: This is a large tree.

• Maple

“Two Days in May”• Cause and effect helps readers

identify what causes events to happen or what causes characters to act in certain ways.– As you read the story, continue

to look for cause and effect examples.

– Look for ways how the characters in the story worked together to achieve a goal.

Cause and Effect—page 173

They stayed with the deer all night.(Effect)

The people made them feel uncomfortable.(Cause)

So…

The neighbors wanted to keep the deer from being hurt.(Cause)

Because…

The deer slept cautiously.(Effect)

The deer were uncomfortable

.(Effect)

They are wildlife and not used to being around people.(Cause)

Since…

Cause and Effect—page 175

There is no habitatleft for the deer.

Since…

We’ve built housesand highways wherethere were forestsand streams.

Sonia’s mother

had to leave.

So…She could put Dannyto bed.

Cause and Effect—page 177

Sonia woke up withthe city noises buzzing in her ears.

Because…She slept outside allnight in the city.

Carl Jackson shot the deer with tranquilizers

So… He could put them He could put them

in the crates.in the crates.

Cause and Effect—page 179

A cheer went up from the crowd.

Because… The deer were rescued.

Mr. Smiley and thePigeon Lady talkedto each other.

Because… They had shared animportantexperience together.

Checking Comprehension

• Why did the deer end up in the city?– They were looking for food in the city

probably because their habitat had been destroyed.

• What was so remarkable about what the neighbors did?– They took the time to protect wildlife.

They made a difference by participating in a peaceful protest.

• How did the experience help the neighbors?– The neighbors got to spend time

together and some that had not been getting along even had a chance to talk and make up.

Two Days in MaySelection Vocabulary

doesbucks

territory

organization

population

relocates

territory an area belonging to a group

They’re looking for territory of their own

Many different animals have methods for marking their territory.

relocates

moves to a different place

When a species habitat is destroyed, it relocates to another area or dies out.

I remember reading a few months back about an organization that rescues and relocates animals that are stranded or injured.

organizationa group; association;

societyI remember reading a few months back about an organization that rescues and relocates animals that are stranded or injured.

My neighbors belong to an organization that conserves wilderness areas.

populationthe total number of inhabitants of a

given areaThe problem is population growth

In the last five years, the population of this city has tripled.

Selection Vocabulary

•doesdoes•bucksbucks•territoryterritory•relocates relocates •organizatioorganizationn•populationpopulation

Draw a line from the vocabulary word to its picture.

• A story’s setting is the time and place in which the events in a story take place.

• Description of the physical surroundings, what people wear, and how they act can all be clues to a story’s setting.– Let’s discuss the setting in “Two Days in May.”

– The setting was in Chicago in 1996.• What clues from the story support this

information?

settingsetting

Inquiry• To take good notes, you need to:

– Use a different page for each kind of information on the investigation question or problem.

– Create a heading for each kind of information.

– Summarize an author’s ideas n your own words. Use key phrases and abbreviate when possible.

– Use quotation marks when it is imprtant to use the author’s exact words.

– Take notes on only the most important information about the problem.

– Write neatly and clearly.

NotetakingNotetaking

Inquiry• Ted Rand no longer accepts portrait

commissions so that he can spend his time illustrating children’s books. “The technical freedom, the opportunity to work for a great variety of styles, the people I work with, the common goal of getting children to read, all these combine to put this at the top of my list.” Rand attended the Cornish School in Seattle. “The Ghost Eye” was named a 1986 Children’s Choice Book.– Raise your hand if you can identify the

most important points of the above paragraph.

• Complete Inquiry Journal, pages 49 and 50 for more practice with notetaking.

NotetakingNotetaking

Word Analysis• Spelling: The /oi/ sound

– Let’s complete Spelling and Vocabulary Skills Workbook page 45 to learn strategies for spelling words with the /oi/ sound.

Word AnalysisVocabulary

Long A SoundLong A Sound

wayway

_ay_ay

weighweigh

_eigh_eigh

a directiona direction heaviness; heaviness;

test of weighttest of weight

Homophones are words that sound the same, but have different

spellings and different meanings.

HOMOPHONESHOMOPHONES

English Language Conventions

Interacting: Asking questionsInteracting: Asking questions

• We interact with others in order to share, We interact with others in order to share, to have fun and to learn.to have fun and to learn.

• In order to do all these things, we should In order to do all these things, we should be able to ask each other questions and be able to ask each other questions and respond to questions with appropriate respond to questions with appropriate answers.answers.

• Asking and answering questions takes a Asking and answering questions takes a lot of thought.lot of thought.

• Before we speak, we should carefully Before we speak, we should carefully think about what we want to say, and think about what we want to say, and how we are going to say it.how we are going to say it.

English Language Conventions

Interacting: Asking questionsInteracting: Asking questions• In pairs, take turns asking one another In pairs, take turns asking one another

questions about “Two Days in May”, or questions about “Two Days in May”, or about the following topics:about the following topics:

• Why did the deer leave the woods?Why did the deer leave the woods?– Food supply is low; space is shrinkingFood supply is low; space is shrinking

• What are the terms for a female deer, What are the terms for a female deer, male deer, and a baby deer?male deer, and a baby deer?– Doe, buck and fawnDoe, buck and fawn

• Ask questions carefully and listen and Ask questions carefully and listen and answer questions thoughtfully.answer questions thoughtfully.

Writing Process Strategies

• Let’s look at transparency 17 on revising: Adding Copy.•Forgetting a step makes it difficult

for readers to follow your explanation.

•Accuracy of information is sometimes not verified.

•Unfamiliar words specific to the process being explained are sometimes left undefined.

•When the other sentences in a paragraph stray away from the main idea in the topic sentence, readers can get lost or lose interest.

Writing Process Writing Process StrategiesStrategies

• Revise your drafts of your explanation of a process. •Remember to use what you learned about organization of your explanation of a process.

•Use the revising and proofreading checklist on page 24 of your Writer’s Workbook.

Day Five…Day Five…• General Review –General Review – • Word KnowledgeWord Knowledge• Lesson AssessmentLesson Assessment (Reading 2.1,

2.2 & 3..3 )

– “Two Days in May” pp. 18-21 (TG p. 133I)

•Spelling pelling – The /ow/ sound (E.L.C. 1.8)

– Unit 2 Assessment 5 p. 35

• VocabularyVocabulary Assessment Unit 2,lesson 3

pg. 21 (Reading 1.2, 1.3 & 1.4)

Word Knowledgecan’t aren’t it’s that’scan’t aren’t it’s that’sthey’ll they’re we’ll I’llthey’ll they’re we’ll I’llbuilding camping sleepingbuilding camping sleepinggently probably friendly brightlygently probably friendly brightlycomfortable uncomfortable steady unsteadycomfortable uncomfortable steady unsteadyvoices point royal poison destroyvoices point royal poison destroy

• They probably smelled your garden,” he explained.• The Pigeon Lady came up to Peach and me and said,

“Oh, girls, aren’t they wonderful!”• I could see that the people made them uncomfortable

and it helped me appreciate that these really were wild animals.

• Screaming and shouting can destroy people’s voices.

Phonics and Fluencybugle fable stable capablebubble cattle drizzle gentle

middletable wobbled maple thimbledazzle cable erasable

uncomfortable recycle

• Cattle were grazing in the field.• A bugle led the band in beginning

the song.• They had nervous tails, and eyes

that were big and black and gentle.

Two Days in MaySelection Vocabulary

doesbucks

territory

organization

population

relocates

does

Those are probably females, or does.

female deer

At the park last weekend, we saw two does on the nature trail.

bucks male deer

The males are called bucks

Two bucks were with the family of deer we saw.

territory an area belonging to a group

They’re looking for territory of their own

Many different animals have methods for marking their territory.

territory

relocates

moves to a different place

When a species habitat is destroyed, it relocates to another area or dies out.

I remember reading a few months back about an organization that rescues and relocates animals that are stranded or injured.

organizationa group; association;

societyI remember reading a few months back about an organization that rescues and relocates animals that are stranded or injured.

My neighbors belong to an organization that conserves wilderness areas.

populationthe total number of inhabitants of a

given areaThe problem is population growth

In the last five years, the population of this city has tripled.

Selection Vocabulary

•doesdoes•bucksbucks•territoryterritory•relocates relocates •organizatioorganizationn•populationpopulation

Draw a line from the vocabulary word to its picture.

Listening• Now, we will listen to the

selection on CD.

Assessments• Comprehension—”Two Days in

May”—Unit 2 Assessment, pages 18-19

• Vocabulary—”Two Days in May”—Unit 2 Assessment, page 21

• Spelling—The /el/ Sound—Unit 2 Assessment, page 35

Inquiry• Concept/

Question Board– Post questions

you have about the story.

– Post questions you may have about the story before reading it, if they were unanswered.

– Bring in items, newspaper articles, and stories about city wildlife.

Concept

?Question?

English Language ConventionsEnglish Language Conventions

• Let’s practice using cursive h and k:

• H h h h h h h h h h h h h h h h

• K k k k k k k k k k k k

• Raise your hand in order to come to the board

and trace the letters h and k.

• Practice writing rows of hs and ks in your Writer’s Notebook.

• Write the words, block, here and

neighborhood to practice your letter formation.

Writing Process Strategies

• Let’s read Writer’s Workbook, page 25 on editing/proofreading.

• Use the checklist on Writer’s Workbook page 25 to help you edit and proofread your rough draft.

• Make a neat final copy on a clean sheet of paper.

Assessment Rubric:Total point value: 10

The main idea is clearly stated. (2 points)

The steps to the process are easy to follow and understand. (2 points)

The word choice and sentence length fits the audience.(2 points)

The final copy is clean, neat, and legible. (2 points)

Mechanics-punctuation, spelling, and capitalization is correct. (2 points)