Check Your Progress Theme 1

Mrs. Williams

We can read and sort words by their vowel sound.

Activate Prior Knowledge• Why do you think this theme is

called Nature’s Fury?

• Which selection looks the most exciting? Why?

• How might Night of the Twisters and Blizzard! be similar to some of the other selections in Nature’s Fury?

• n.  A warning signal. The fire alarm rang the alert, and all the students filed out of the building. 

alertS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• adj.  Shining unsteadily. It was a damaged wire that made the lightbulb flicker. 

flickeringS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• n.  The act of converting electrical signals into sound or light, as in a radio or TV. A radio or a cell phone often gets no reception inside a tunnel. 

receptionS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

•   To move suddenly. The horse bolted out of the barn and galloped across the field. 

boltingS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

•   n.  A calm period. The inning ended and brought a brief lull to the exciting game. 

lullS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

•   v.  Crowd together. The puppies huddled against their mother's stomach. 

huddledS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

Sequence of Events• Sequence of events in a story refers to the

order in which story events happen. Authors sometimes use signal words such as at first, then, next, after, and finally to help readers figure out the order in which events happen.

First, we covered the table with newspapers. Next, we got our paints and brushes ready. After we decided what to paint, we painted our pictures. Finally, we cleaned up the paint supplies.

We can identify sequence words and use them to put events in order.

Storm SequenceFirst, a storm The people in the

selection go

Then,At the end of the selection,

PB pg. 62

We can identify sequence words and use them to put events in order.

Categorize and Classify• A category is a group of things or

ideas that are alike.• To classify means to put items into

groups according to their similarities.

earthquake, volcano, tornado, hurricane, blizzard, tsunami, and monsoonSevere Types of Weather Events Caused by Forces Inside the

Earth

Using a ThesaurusAn earthquake shook the building.

shake: quiver, rattle, shiver, shudder, tremble, vibrate Antonyms: rest, keep still

Look up these words in a thesaurus and write sentences using each synonym correctly:

earthquakebuildingcold

We can create sentences with vivid vocabulary by using a thesaurus.

Base WordsA base word is a word to which word parts such as prefixes and suffixes can be added. Recognizing base words can help you figure out unfamiliar words.

1. If it snows today we can go sledding.

2. I hope it will be snowing tomorrow.

3. I hope tomorrow is a snowy day.

More Base Words

1.Cierra’s dad is an ambulance driver.

2.He has driven to many hospitals.

3.He has had years of training.

4.He answers each call quickly.

We can determine the base words and identify how the suffix has changed the meaning of the word.

We can determine the base words and identify how the suffix has changed the meaning of the word.

Check Your Progress Theme 1• Mrs. Williams

Kinds of Sentences

• Declarative - A declarative sentence makes a statement. A declarative sentence ends with a period.

Example: The house will be built on a hill.• Interrogative - An interrogative sentence asks a

question. An interrogative sentence ends with a question mark.

Example: How did you find the card?• Exclamatory - An exclamatory sentence shows

strong feeling. An exclamatory sentence ends with an exclamation mark.

Example: The monster is attacking!

We can create different sentence types.

• Imperative - An imperative sentence gives a command.

Example: Cheryl, try the other door.

• Sometimes the subject of an imperative sentence (you) is understood.

Example: Look in the closet. (You, look in the closet.)

We can create different sentence types.

Different Kinds of Sentences1. You will get 4 sticky notes.

2. On each sticky note write one of the types of sentences: declarative, interrogative, imperative, exclamatory.

3. Switch with a partner and they will have to hang the sentences on the appropriate poster.

We can create different sentence types.

Base Words

Base Word -ing -ed Plural

hurried

whisper

surprising

squeezes

flop

terrified

We can determine the base words and identify how the suffix has changed the meaning of the word.

Text Organization• Authors organize text information in different

ways. An author could base his or her text organization on main ideas, or the most important ideas in a selection. The author could also organize text information based on sequence of events, or the order in which events happen.

Text OrganizationWe have many activities on Field Day. We have a soccer game, and a three-legged race. We also get to eat a picnic lunch.

How is this paragraph organized?

We start Field Day with a volleyball game. Next we have a three-legged race. Then we do arts and crafts activities. After that, we eat a picnic lunch and have a sing along. Finally, we end the day with a soccer game.

How is this paragraph organized?

Extra Support pg. 27

Main idea and details

Sequence of events

We can identify how a paragraph is organized.

We can identify how a paragraph is organized.

Text OrganizationYou will be working with a partner to make a giant

flow map poster (pyramid). You will use a nonfiction book to pick out these items:

• Topic• 2 Headings

– Main idea– Details

• 1 Caption

At the bottom of your pyramid you will be expected to summarize what you read.

We can identify how a paragraph is organized.

Check Your Progress Theme 1

Mrs. WilliamsDay 2

• adj.  Very large. Even when I tipped back my head, I could barely see the top of the immense skyscraper. 

immenseS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• n.  A mass of floating ice. When spring came, the ice broke apart and the river was filled with dangerous floes. 

floesS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• adj.  Dangerous. The steep cliff was a treacherous climb. 

treacherousS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• adj.  Signaling trouble or danger. Jackie's pain in her ankle was an ominous sign for her upcoming race. 

ominousS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• To leave in a difficult position. We ran out of gas in the middle of the harbor and were stranded there for three hours, waiting for help. 

strandedS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• adj.  Willing to do or try anything. Desperate to pass the test, he spent the entire weekend studying. 

desperateS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

Storm SequenceFirst, a storm The people in the

selection go

Then,At the end of the selection,

PB pg. 62

We can identify sequence words and use them to put events in order.

Syllabication• A syllable is a word part with one vowel sound.• In VCCV pattern, syllables usually break

between the two consonants.

method

• In VCV patterns, if the first vowel has a long sound break before the consonant.

climate talent

We can divide a word into syllables.

Syllabication

1 2 3

observation o/bser/va/tion ob/serv/a/tion ob/ser/va/tion

volcanic vol/ca/nic vo/lcan/ic vol/can/ic eruption e/ru/ption e/rup/tion er/up/tionmysterious mys/te/ri/ous mys/ter/i/ous my/ster/i/ous

spectacular spec/ta/cu/lar spe/ctac/u/lar spec/tac/u/lar

SyllabicationWe can identify the correct way to divide a word into syllables.

Guide Wordslifeless-light rice-ride scarf-schedule boost-border

life rich scare boot

lieutenant ricotta scent boor

ligature ridge schema borax

lie riddle schlump bottle

lift ribbon scenic boreal

The words listed in a dictionary are are called entry words .

These words are arranged in alphabetical order.

Guide words usually appear at the top of a dictionary page to help locate entry words.

We can identify the entry words on a dictionary page when the guide words are given.

Dictionary DefinitionsHe trimmed some limbs off the

tree.

trim (trim) 1.make tidy by clipping: Barbers trim men’s beards. 2. remove or reduce by cutting: Trim the pie crust. 3. decorate: We will trim the Christmas tree.We can determine which definition

of a word is being used by using context clues.

Check Your Progress Theme 1• Mrs. Williams

A word root is a part of a word that has meaning but cannot stand alone.

• Word root: ruptMount St. Helens erupted.

e =

“out of”

rupt = “break” or

“burst”

erupt = “to burst out”

• Word root: structThe lava was destructive.

de =

“undo”struct= “build”

destructive = “unbuilding” or “destroying”

Word Roots

rupt

word

meaning

word

meaning

struct

word

meaning

word

meaning

Add these words to the graphic organizer and tell each words meaning.

destruction instructor reconstruct

bankrupt corruption disruptive

ConjunctionsWarren Faidley photographs tornadoes. Warren Faidley photographs lightning.

A thuderstorm might occur in August. A hurricane might occur in August.

Warren Faidley photographs tornadoes and lightning.

A thunderstorm or a hurricane might occur in August.

We can determine which definition of a word is being used by using context clues.

Compound SentencesThe air is hazy. A storm to the west is blocking the sunlight.

He tries to photograph a tornado. The light isn’t good enough for the picture.

The air is hazy and a storm to the west is blocking the sunlight.

He tries to photograph a tornado, but the light isn’t good enough for the picture.

We can create compound sentences using conjunctions.

We can create compound sentences using conjunctions.

We can identify the correct conjunction to use in a sentence.

We can identify the correct conjunction to use in a sentence.

1. Circle the key words that tell whom or what the question is asking about.2. Underline the key words that the question is asking me to do.

1. Decide where I might find the answer in the text. 2. Skim the selection looking for the key words that we picked out in

step 1. (106D & 106F)

Places in Earthquake Terror: p. 29: Jonathan is left in charge of hisyounger sister; pp. 33–35: Jonathan realizes what is happeningand rushes to help his sister; pp. 38–40: Jonathan, his sister, andMoose seek protection huddled under a tree trunk; Places inNight of the Twisters: p. 106C: Dan is left in charge of his youngerbrother; p. 106D: Dan hurries to help his brother; p. 106H: Dan,his brother, and Arthur seek safety huddled in the basement shower.

When You Are FinishedAfter you finish your Progress

Monitoring Test:1. Make sure your name, date, and

assignment are written clearly on the top left of the paper.

2. Turn your test paper to the reading basket.

3. Finish your Mountain Language.4. Read a book of your choice.

Connecting and Comparing• Vivid verbs:

–verbs show action–Example: instead of yelling, howling

• Sensory details:

-The words that appeal to your 5 senses: Sight, sound, touch, taste, smell

• Figurative Language

-similes', metaphors, idioms