ppt, Day 3, U5, W3 - Parkland School District

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LEAD 21
Unit 5
Week 3
Day 3
REINFORCE THE THEME

Page 26-27 Kumak’s Fish

Discuss the story’s events
Who is at the front of the line?
 What is he holding?
 Who are the people behind him?
 What are they doing?

VOCABULARY STRATEGY: DETERMINE
WORD RELATIONSHIPS
What strategies can we use to help us figure out
unfamiliar words?
 Readers can look at other words in the text with
similar or opposite meanings.


Page 5 Kumak’s Fish
Use word relationships like synonyms:
Kumak sees the frozen river. I’m not sure what
frozen river means. Then he says “the ice is still hard.”
Frozen river means “a river whose water has turned
into ice.”
READ AND COMPREHEND: DRAW
CONCLUSIONS


Authors don’t always tell readers everything they
need to know. They expect readers to put
information and ideas together. This is called
drawing conclusions.
Pg 14-15 Kumak’s Fish
In the text
Prior
Knowledge
Conclusion
The hooking
stick twitches
and spins
When fish eat
the bait, they
pull on the
line.
Kumak has caught a
big fish with the
hooking stick.
PREPARE TO READ: SOUND DEVICES


Authors often choose words that have special sounds
to help readers imagine what’s happening in a story.
Pg. 30 Kumak’s Fish
Find the word Whoosh! Say it together.
What other words are sound words?


Author’s also use sound by repeating certain words.
Why does the author repeat “it’s a good day for fish?”
READ TOGETHER

Reread Pg. 3-32 in Kumak’s Fish
What conclusion can you draw about
why Kumak’s family uses a sled pulled
by dogs?



What changes each time the author writes
“twitched this way,” “twitched that way,” and “went
around and around”? Why does the author repeat
these words?
How does the end of the story connect to the
Author’s note?
WORD WORK: PHONICS

/oi/ spelled oi, oy

Read the word point. What sound do you hear?

Read the following words:
boil, join, foil, noise, toy, joy
Read the word oil.
b+ oil =
f+ oil =
s+oil=
br+ oil=
I like soy sauce on rice.
Did you point out the toy you want?
We avoid using too much foil.
If you enjoy making noise, join a band.
WORD WORK

High Frequency Words:
Eyes, long, practice, prepared
Reread Decodable Reader 20 Jack’s Trip
Fluency: Practice Companion pg. 36
“Lady Bird”
GRAMMAR: PRONOUNS THAT SHOW
OWNERSHIP

My books are in your bag.
My and your are pronouns that show ownership.
They tell who owns an object.
 There are other pronouns that show ownership:
Find the pronouns that show ownership in
the following phrases:

his shoes
her pencil
our family
their house
That tree is losing its leaves.
WRITE A FABLE



Use the model fable The Prettiest Pet (writing
models chart, p. 36)
- What is porcupine’s problem?
Fables have problems that the characters need to
solve.
How is porcupine’s problem related to the lesson
“who you are inside is more important than how
you look”?
WRITE A FIRST DRAFT

Beginning:
Introduce the characters
It was a cold, wintry morning. Bear and
Ladybug were fast asleep in their beds. At 7am
their alarm clocks began to beep and buzz. It
was time to get up for school. Bear reached over,
turned off the alarm, and fell back asleep.
School could wait. He was so tired! Ladybug was
tired too, but she slowly stretched and climbed
out of bed.
What will happen next?
WRITE A FIRST DRAFT (CONT.)
Middle: Remember the lesson of the story and add
ideas to the draft.
Meanwhile at school, Bear and Ladybug’s
teacher, Mrs. Mouse was getting ready for the day.
She had a surprise for her students. The first one
to arrive at school would get to meet a very special
visitor. Mrs. Mouse hoped that the animals that
hibernate would be able to wake up and get to
school on time.
End: Write an end. Don’t forget to include the
lesson!

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