unit 1 lesson 5 the tree house by lois lowry. objectives: you will: recognize base or root words and...

Unit 1 Lesson 5

The Tree House By Lois Lowry

Objectives: You will:

recognize base or root words and prefix re- and suffix -ion .

Recognize antonyms Recognize groups of related words. Spelling sound long a. Develop fluency reading words and

sentences. Recognize words with the short i sound

Day 1 Word Knowledge

outside inside shiny dullbeautiful ugly

open close down up widenarrow

What do these words have in common?

Antonyms or opposites.

board bored for four no know hole whole What do these words have in common? These are words that sound the

same but have different meanings. They are homophones.

hung rehung take retakemake remake

What do these words have in common?

Verbs with the prefix re- What does the prefix re- mean? again

trunktree branches wood What do these words have in common? They are related to trees. What other words could you add to

them? Leaves, buds, birds, nests, squirrels,

forest,etc.

into with lift visit window What do these words have in

common? Short sound of i, and they are

from the story.

Word Knowledge – SentencesUnit 1 – Lesson 3

Sentence 1: The boards were crooked, and the roof had holes where the pieces of wood didn’t quite meet.

Sentence 2: Chrissy wondered what Leah had inside her tree house.

Identify the word in sentence one that is a homophone.Hole, whole What do these words mean?In sentence 2 look for words that relate to the story.Tree house

Sentence 3: There was a little porch where you could sit with your legs dangling.

Find a word that has an antonym.

Little What is the antonym of this word?

big

Sentence 4: You can get fresh air if you lift open a window.

Can you find a word with a short vowel sound of i?

if, lift, window

Objective:Today we will learn new

words so that we can better understand what we read.

Magnificent

The bright colors make it a magnificent picture.

It was a magnificent tree house.

Magnificent dictionary

Page: 444 Very Beautiful,

Outstanding

Part of Speech: adjective

Antonym : modest

Synonym: glorious, splendid

Marvelous

The strawberry cake with ice cream filling tasted marvelous.

It was a marvelous tree house.

Marvelous dictionary Page: 453 Outstanding, Great,

Wonderful

Part of Speech: Adjective

Antonym : ordinary

Synonym: amazing, wondrous

beautiful dictionary

The yellow, orange, and red leaves look so beautiful in the sun light.

His beautiful painting hung on the wall.

Beautiful dictionary Page: 66 Lovely, Pleasing to look at

Part of Speech: Adjective

Antonym : ugly, plain

Synonym: attractive, lovely

peered She peered through

her window and saw that Leah’s father was there with Leah.

The little boy peered through the window to see down below.

Peered dictionary

Page: 548 Sneak a look at, glance

Part of Speech:Verb

Antonym : glance

Synonym: gaze, stare

height

The building was very tall, but the height didn’t bother me as I looked down through the window.

Do you know your height?

Height dictionary Page: 345 How tall something is

Part of Speech: Noun

Antonym : depth

Synonym: altitude, elevation

shutters A doorlike cover that opens and closes over a window

hingesA metal joint that attaches a door to its frame and lets the door move

danglingTo hang down loosely

Skill WordsBelonged: To have in one's possession

Paintbrush: a brush for applying paint, as one used in painting houses or one used in painting pictures.

Skill Words

Markers : One that marks or serves as a mark,

Spelling Words Pre testObjective review short I sound pick risk film grip brick stitch lift trick

window with into give live visit finish

Do workbook page 23-24

Day 1:Prior Knowledge

What is a tree house?

Does anyone have a tree house?

How is sharing important with your friends?

Is it hard to share sometimes?

Build Background This story is a realistic fiction story about two

friends who build tree houses and the problems they have.

The elements of realistic fiction are: Characters behave as people do in real life. The setting of the story is a real place or

could be. The events in the story could happen in real

life.

Preview and Prepare Let’s browse through the story

looking for any clues, problems, and wonderings you might have about the story.

Selection VocabularySelection Vocabulary

Student Observation

Clues Problems Wonderings

One girl shutters Why is there a

sitting by sign “Keep

herself. out?”

First Read pages 48-53 We are going to read our selection

using these comprehension strategies: Making connections Asking questions Visualizing

Language Convention Action Verbs

There are different types of verbs. An action verb tells about an action of something or someone in a sentence. Action can be seen or unseen.

Example: Seen action: The dog ran all the way

home. Unseen action: Alex forgot his library

book.

State –of-being verb A state-of-being verb does not tell about

an action. It tells about a condition or a state of being.

Example: Our friends were here for a visit.

Linking verb When a state-of-being verb connects

the subject of the sentence with a word in the predicate, the verb is a linking verb.

Example: I am a student. My aunt is a teacher. You are a good cook. John was helpful with the baby.

Verb phrase A verb phrase is one or more helping

verbs followed by the main verb. Helping verbs help the main verb express an action or state of being.

Example: She has won the race. Helping verb + main verb She could have won the race. Two helping verbs + main verb

Practice Verbs I am a teacher. Am is a linking verb; it links the noun teacher

to the subject I. They are both very tall. Are is the linking verb; it links the adjective

tall to the subject they. I am happy because we moved to New York

City. Am is a state-of-being verb. Moved is an

action verb. Do workbook page 27-28

Objectives: Day 2 You will:

Recognize antonyms Develop fluency reading words and

sentences.

Day 2 Word Knowledge on dark happy asleep big soft Give an antonym for each of the

following words. Then use them in a sentence.

Day 2 First Read pages 54-59

We are going to read our selection using these comprehension strategies:

Making connections Asking questions Visualizing

Discussion Questions Why did Chrissy and Leah stopped

talking to each other? How did they start talking to each other

again? How did the girls find a way to share

with each other? How did sharing make the tree houses

better?

Word sorting spelling short vowelsgive, best, dot this, that rot did rid us sat his went in tug frog

a e i o u

Vocabulary word structure

shutters In word structure a word can be broken into parts.

shut What does it mean? To close -er what does this suffix mean? Something that can______ _s What does adding s to a word do? Means more than one

Language Art: Verb Practice Find the verbs. We packed last month. I was sad at first. Packed is an action verb and was is a

state-of-being verb New York City is full of fun places to go.

We visited the Statue of Liberty last weekend.

Is is a state-of-being verb. Visited is an action verb.

Our family rents an apartment next to Central Park.

Rents is an action verb. My dad runs with our dogs in the park every

morning. Runs is an action verb. My dogs are my only friends in New York,

until I make new ones. Are is a state-of-being verb and Make is an

action verb.

Objectives: Day 3 You will:

Develop fluency reading words and sentences.

Review the spelling pattern of the long a sound

Use comprehension strategies such compare and contrast as they read the story the second time.

Review short vowel sounds

Phonics and Fluency agent April lady able table bail hail nail frail snail lake flake snake cupcake locate day say stay spray stray What is the vowel sound? What letters make the vowel sounds?

Circle the letters.

Phonics and Fluency 1. Jake will take the cake to the party. 2. Gail’s birthday is in May. 3. My grandpa had paint leftover. Identify words with the long a sound

spellings. take, cake, birthday, May, Jake Gail,

paint

Second Read pages 48-53 We are going to read our selection

using these comprehension strategies: Compare and Contrast: Readers

distinguish differences and similarities between two or more ideas, characters, settings, or events.

Compare and contrastWorkbook pages 26-27Chrissy’s and Leah’s Tree House

Chrissy’s Leah’s

Word Structure workbook pages 21-22, Read the following words and underline the

base or root words found with in the selection words.

Shutters hinges belonged markers paintbrush

What does er mean? Something that can___ What happens when you add s to a word? More than one What does markers mean? More than one thing that can mark.

Objectives: Day 4 You will:

Develop fluency reading words and sentences.

Review the spelling pattern of the long a sound

Use comprehension strategies such compare and contrast as they read the story the second time.

Review short vowel sounds

Phonics and Fluency fill in the blank.

agent April lady able table bail hail nail frail snail lake flake snake cupcake locate day say stay spray stray We eat breakfast at the kitchen____.

My father used a ____ to hang the picture. We adopted a _____ puppy from the humane society.

Dictation

line 1: ________ ________ ________

line 2: ________ ________ ________

Challenge Word: ___________________

Sentence:___________________________________________________________________________________________

Second Read pages 54-59 We are going to read our selection

using these comprehension strategies: Compare and Contrast: Readers

distinguish differences and similarities between two or more ideas, characters, settings, or events.

Compare and contrastChrissy’s and Leah’s, the characters in the story.

Chrissy’s Leah’s

Alphabetical Order Rules 1. When words start with different letters, use

the first letter of each word to put the words in ABC order.

Example: buddy friend pal 2. When the words start with the same first

letter, use the next letter that is different in each word to put the words in ABC order.

Example: soggy spoiled stoop

3. If the first word of a title is a, an, or the, do not use that word. Instead, se the first letter of the second word.

Example: “The Boy Who Didn’t Believe in Spring”

“A Cloak for the Dreamer” “The Tree House”

4. When you look up or list names, use the first letter of the person’s last name.

Ann Cameron Peter Burg Lois Lowry Practice with these words: vanilla

apple peach strawberry blueberry cinnamon pineapple chocolate

Day 5…General Review and test time