lesson 14 notes materials student assignments · lesson 14 notes materials science journal pennies,...

NotesLesson 14MaterialsScience Journalpennies, counters, or beans

BooksPhonics AdventuresReading WorkbookCWSScienceMGG

Student Assignments ❑ MATHEMATICS ❑ READING

___ Read and answer questions, “The Big Surprise,” Phonics ___Read “Oodles of Riddles,” pp. 92–93, Adventures___Identify action parts of sentences___Complete Reading Work Page 23, Reading Workbook ___Complete Reading Checkpoint

❑ COMPOSITION ___Complete Composition Activity 6, CWS___Check journal entry for voice ___Complete Composition Checkpoint

❑ SPELLING ___Identify words to match definitions___Complete Spelling Activities 8–9, CWS ___Complete Spelling Checkpoint

❑ SCIENCE ___ Read pp. 12–15, Science___ Complete data gathering activity for coin tosses___ Answer discussion questions ___Complete Science Checkpoint

❑ SCIENCE & COMPUTER SKILLS ___ Discuss how computers and their parts have been

designed for ease of use___ View the online lesson Desktop (length 12 minutes)___Discuss and take a tour of a computer desktop

❑ SOCIAL STUDIES ___ Identify map symbols___ Read and complete pp. 16–17, MGG___ Complete pp. 18–19, MGG ___Complete Social Studies Checkpoint

MathematicsComplete today’s Math Lesson in the separate Math Lesson Manual.

Reading Introduction: In today’s lesson your student will read a Language Arts Link about how to read riddles. In Phonics, he will practice reading words with the short vowels o, u, and e. Next, he will read a story to practice decoding words with the short vowels o, u, and e. He will answer questions about the story and will practice reading it fluently. Your student will identify the high-frequency words with double letters, and he will practice identifying the action part of a sentence.

VocabularyObjectives: to review high-frequency words; to identify and determine the meaning of multiple-meaning words

Word Wall: Have your student look at the words on the Word Wall, find all of the words with double letters, and read them. Then have him group the words

Notes

Lesson 14 • Calvert Education

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Noteswith double letters, such as ff and oo, and read them. For more practice, ask your student to think of another way to sort the week’s high-frequency words, such as words that have four letters or words that end in r.

Multiple-Meaning Words: Write the following on a piece of paper: Mrs. Brown lives in the barn out back. In the hospital she lay on her back. Explain that some words have more than one meaning. Discuss the meaning of back in each sentence.

Next, have your student look at the following sentences on p. 83 in Adventures. They dried off in front of a roaring fire. Warm and cozy but beginning to tire. Explain that tire is a word that has several meanings. Demonstrate how to use the sentence context to determine the meaning of tire by explaining that you know that a tire is found on a car. But that is not what tire means here. Tire can also mean “to need rest.” In the story, the animals borrow pajamas for the night, so tire in the sentence means “to need rest.”

Application: Review other multiple-meaning words from the story, such as sack on p. 84 and charged on p. 88.

Phonics Objective: to read words with the short vowels o, u, and e

Remind your student that when the single vowels o, u, or e are followed by one or more consonants in a word or syllable, the vowel usually has a short sound. Write trot, bump, and desk on a piece of paper. Have your student read each word. Write except and help your student divide the word into syllables, ex / cept.

Directed ReadingObjectives: to apply the phonics/decoding strategy; to decode words in context; to reread to build fluency

Have your student preview “The Big Surprise” in Phonics by looking at the pictures. Have him find words with the short o, u, and e vowels on p. 41. (Mom, Pop, red, went, on, fun) Then have your student read “The Big Surprise” independently.

Comprehension: Discuss the following questions with your student. Have him answer in complete sentences.

1. When do the Lane children clean the house? (They clean the house when Mom and Pop go on a trip.)

2. What are the children’s jobs? (Ben mops. Dot and Bob make beds. Sis sweeps. Ned dusts, and Todd scrubs windows.)

3. What happens because Dot forgets to close windows? (The wind makes a mess of everything they cleaned.)

Build Fluency: Read aloud p. 46. Point out the quotation marks. Explain that Sis speaks the words between these marks. Have your student read the same text. Ask what clues help the reader know how Sis would say each sentence. (The exclamation mark signals that the words should be read with strong feeling; the question mark signals a question.) Have your student choose two other pages

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Notes with dialogue and reread them with him until he can read the text naturally and with good expression.

ComprehensionObjective: to read riddles

Language Arts Link: Introduce the article “Oodles of Riddles” by reading aloud the title on p. 92 of Adventures. Explain that it is about riddles. Point out that to be funny, riddles usually play with word sounds and meanings in unexpected ways.

Next, read the riddles on p. 92 and have your student guess the answers. Explain that the photographs give clues about the answers. Point out the use of word play in number one, and discuss the two meanings of squealer.

Now, take turns reading the riddles on p. 93 and guessing the answers. Ask your student to explain the play on words. Then ask the following questions.

4. (Making Judgments) Which riddle did you enjoy most? (Answers will vary.)

5. (Compare and Contrast) In what ways are “Oodles of Riddles” and Mrs. Brown Went to Town alike? (Both show animals being silly, and both are funny.)

Grammar Objective: to identify the action part of a sentence

Write the following sentences on a piece of paper or chalkboard:The hens lay eggs .

Pigs roll in the mud .

Have your student read each sentence and underline the action part. (lay eggs; roll in the mud)

Application: Have your student complete Reading Work Page 23: Animal Actions in Reading Workbook for additional practice.

Complete Reading Checkpoint

Composition Objectives: to write in a personal voice; to recognize voice; to compare formal and informal uses of English

Introduction: Explain to your student that every writer’s work should show his or her personality and way of looking at things. This is known as a writer’s voice.

Instruction: Read the following journal entries to your student. Tell him that if Yak and Mouse had each written a journal entry, this is how they might sound.


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NotesYak’s Journal Entry

Today Mrs . Brown went into the hospital . I think she got bit by a dog or a bear or something . She sent us a note . I’m not sure, but I think the note said we could do whatever we wanted . So, the cow, pigs, ducks, and I had a great idea . We decided to move into Mrs . Brown’s house . Of course, we moved in just to keep an eye on Mrs . Brown’s things—so no one will steal them or bother them . Mrs . Brown will be glad to know that we are watching her house .

Mouse’s Journal Entry

Well, I never! Just moments ago, the cow, pigs, ducks, and yak voted to move into Mrs . Brown’s house while she is in the hospital . What nerve! No sooner had Mrs . Brown sent a note home that said, “Be good!” then those pesky animals were in her house, making all kinds of trouble . They tried to get me to join them, but I said, “No, sirree . I’ll not have any part of your mischief .”

Discuss the differences in the writing styles of Mouse and Yak. Ask which animal was upset about the animals moving into Mrs. Brown’s house and which thought it was a helpful thing to do. Also, ask him which of the entries uses more informal language than the other. Remind him that informal language means that what is written or spoken is more relaxed than formal language, the standard way of writing or speaking.

Application: Have your student read aloud his journal entry written in an earlier lesson to see if his voice comes through. Remind him that the entry should sound the way he talks to his friends. Tell him that the use of informal language is encouraged in journal writing. Have him add his name to the paper and save it in his folder.

If your student is enrolled in the Advisory Teaching Service, save his original journal entry to send with Test Lesson 20.

Optional: For additional practice with journal entries, have your student complete Composition Activity 6: Goldilocks’s Journal in CWS. Visit the library or the Internet for a copy of Goldilocks and the Three Bears.

Complete Composition Checkpoint


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Notes Spelling Objectives: to define words with the VCe spelling pattern; to identify Unit 3 words; to identify misspelled words

Introduction: Today your student will match the words to their definitions, unscramble letters to form the words, and proofread a paragraph that contains incorrectly spelled words.

Instruction: Have your student open CWS to the Unit 3 words. Have him identify and spell the word that fits each definition.

• to put something where no one will see it (hide)

• not early (late)

• hand something to another person (give)

• alike or not different (same)

• not the front or the back (side)

Have your student use the remaining words in oral sentences.

Application: For more practice with the Unit 3 words, have your student complete Spelling Activity 8: Spelling Spree in CWS. If your student is challenged by the assignment, suggest that he checks off each word on the list after he finds it to eliminate possibilities. Check the page together. Then have your student complete Spelling Activity 9: Proofreading and Writing. Provide assistance as needed.

Complete Spelling Checkpoint

Science Objective: to explain the steps of the scientific method

Introduction: Ask your student how he would investigate this question: How high can a frog jump? (Accept any reasonable responses.) Tell your student that today he will learn about the scientific method, which includes observing, asking questions, predicting, and making plans to learn more about something. He will also learn how to record results and why repeating the plan is important. Tell your student that he will also learn how to draw a conclusion from an investigation.

Vocabularyscientific method

Instruction: Read pp. 12–13 in Science with your student. After reading ask:

1. Why is observing important? (Possible answer: You can learn new things.)2. How did Lola come up with her prediction? (She observed the frog’s leg

lengths.)


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Notes3. What do you notice about Lola’s plan? (Possible answers include: It has numbered steps. It is written clearly so other people can understand it. She used writing and illustrations to communicate the plan.)

4. What can Lola do if her plan doesn’t work? (Possible answer: She can change her plan.)

Have your student read Lola’s plan on p. 13 in the textbook. Explain to him that it is easier to read steps when they are numbered. Ask:

1. What is Lola measuring in her plan? (how far the frogs jumped)2. How does Lola make the frog jump? (She claps.)3. Why does Lola repeat step 2? (She needs to test the other frog.)4. Why is the drawing helpful? (It shows the idea of the plan.)

Before reading p. 14 in the textbook with your student, ask him: What do you think needs to happen after you make a plan for an investigation (such as Lola did)? (Possible answer: you need to follow the plan.) Read pp. 14–15 in the textbook together.

Ask:

1. Where did Lola record her results? (on a chart)2. How else can results be recorded? (Possible answer: a diagram or a bar

graph)3. How was Lola able to draw a conclusion? (from the results of her plan)

Have your student look at the chart on p. 14. Ask:

1. How did Lola organize her chart? (The frogs are listed in rows and each jump attempt is listed in a different column.)

2. Which frog jumps farthest? (Molly)3. How much farther? (5 cm)4. What does the first try tell us about Lola’s prediction? (It might be wrong.)5. Why will it help Lola to test the frogs two more times? (If she gets similar

results, she can make a strong conclusion.)

Look at the flow chart of the scientific method on p. 15 in the textbook. Point to each step and read it aloud to your student. Then go down this list asking your student to name each step as you say Step 1, Step 2, and so on. Tell him that these are the steps that scientists, and he, will follow during a scientific investigation.

It would be helpful to your student to write the steps of the scientific method on index cards. You and your student can practice putting the steps in order.

Application: Have your student perform an activity, such as tossing a coin, to gather data. Find out how many times it lands on heads or tails. Ask your student to record his data in a chart in his Science Journal. Remind him that in a good plan there is more than one trial. See the following sample chart.


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Notes Heads or Tails?

Number of Times Flipped

Heads Tails

1st try

2nd try

3rd try

4th try

5th try

6th try

7th try

8th try

9th try

10th try

Total number

Have your student add up the total number of times he flipped heads and tails in each of the columns. Tell your student that results are often recorded in bar graphs such as the one shown on p. R7 in the textbook. Read p. R7 with your student. Your student will make a different kind of bar graph. Assist your student in drawing a bar graph in his Science Journal (it should fill one page) that looks like the one shown here. Have him label each axis appropriately, and then shade in the bars for the total number of times the penny landed on heads and the total number of times the penny landed on tails. Tell your student to title his bar graph.

Number of Times out of____________

the Penny Landed on Heads or Tails


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NotesStudy the results with your student and discuss with him whether there is a significant difference between the two total numbers. Ask him to write a conclusion stating his results. Then ask him to explain the results to you. Ask him if he has a plan that would further test his results. Tell him to describe to you a plan he could perform to test this question. (Possible answer: Try this investigation again and flip the coin 20 times.) Encourage your student to try his new plan in the future.

Discussion Questions

1. What do you call the steps that scientists follow to investigate questions? (scientific method)

2. Name the first three steps of the scientific method. (observe, ask a question, make a prediction)

3. Why do scientists sometimes change their plans? (to make a plan work)4. Why do scientists want others to follow their plans? (Possible answer: to

see whether other scientists get the same results)

Enrichment: Look at the pictures of the animals on the San Diego Zoo website (Animals A to Zoo) at : http://animals.sandiegozoo.org/animals-a-z. Click on the different animals that your student is interested in and look at the different photographs under the specific animal names. Ask your student to choose one animal and think of a question about the animal that he would like to research. Have your student predict an answer to his question, and make a plan about how he can find out the answer. Remind him to develop a plan that has clear steps that can be easily followed.

Looking Forward: For Lesson 19, you will need aluminum foil and two leafy plants (the same type, such as geraniums).

Complete Science Checkpoint

Science & Computer Skills Objectives: to explain and use computer desktops; to locate, open, and close computer software programs, files, and folders; to move computer files and folders; to use the trash or recycle bin to delete files or folders

Vocabularydesktop window trash or recycle bin

delete file mouseover text

drill down open file structure

browse close operating system (OS)

icon drive hardware

folder exit (quit) programs (word processing, presentation, spreadsheet)

BrainPOP Activity• Scientific Method


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Notes Introduction: Ask your student to think back to the Science lesson he just completed and have him try and give a few examples of how the scientific method has several parts or steps. Have him refer to p. 15 in the textbook if he needs clues. Ask him to summarize what might happen in a scientific investigation if a scientist did not use the scientific method. (Possible answers include: the experiment may be disorganized; the conclusion may not be based on a plan)

Just as the scientific method allows scientists to organize an investigation, many other things have specific parts or designs that allow them to work. For example, a bicycle has certain parts, and it is designed in a way that allows it to move as someone rides it. Ask your student to name parts of the bike that help it to work. (Possible answers include: wheels, handlebars, brake, frame, chain) Ask your student if he can name other things that have certain parts that they need to work. (Possible answers include: washing machine, car, vacuum cleaner, radio, computer)

Instruction: Next, tell your student that over the years, computer scientists and engineers have been trying to come up with designs for computers that are easy for people to use. Inform him that the first computers were so difficult to use that only computer scientists and programmers could operate them. They were also so big that they could entirely fill up huge rooms! Ask your student why this fact might have made it difficult or impossible for people to use computers in their homes. (the computers probably would not have fit inside most homes; they would have been difficult to transport)

Explain that today, computers are smaller, lighter, and faster, making them easy for people to transport and to use at home, school, and work. They are also designed with helpful parts that make it possible for most people to use them—even people who are not scientists or programmers!

Tell your student that one important part of a computer is the desktop, or the scene shown on the monitor screen when the computer is first turned on. The computer desktop was designed to be like the top of a real desk.

Have your student list some things he thinks he might find on the top of a real desk. Then ask him what these materials are used for or why they would likely be found on a desk. Guide him to understand that a desktop is a place where items to complete school or work tasks are stored. A good work desktop is well organized and has all the tools that are needed to complete the task. Help your student see that a computer desktop is like an electronic version of a real desk. It provides a way to get to all the tools needed to do work on the computer.

Tell your student that you are going to watch an online lesson that will show which tools can be found on a computer desktop and how it is like a real desktop. It will also show how computers have their own electronic versions of two other tools commonly found near a desk in an office: file cabinets and trash cans or recycle bins.

Note: Before beginning the online lesson, you may also wish to show your student a file cabinet, if you have one, and explain its purpose. If you do not have a file cabinet, you might consider demonstrating how file folders and hanging files are used to organize and store documents. This background information will help your student picture how electronic files and documents are similarly stored on a computer.


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NotesTogether, view the online lesson Desktop. Note that this lesson contains advanced vocabulary and concepts. Provide assistance as needed to help your student complete the activities.

Application: Because the concepts in this lesson are abstract and complicated to visualize, your student may learn more effectively if he is given the opportunity to explore how the desktop, files, folders, and programs are organized and accessed on a real computer. Give your student such a tour if it can be arranged, and allow him guided practice in completing some of the actions demonstrated in the online lesson.

This may also be a good time to remind your student that he should not delete computer files (or place them in the trash or recycle bin) without asking. He should also remember not to open or make changes to files that do not belong to him unless he has received permission.

Enrichment: Encourage your student to make a drawing depicting a computer of his own design. Have him explain his drawing to you and give reasons for his design decisions.

Social Studies Objective: to identify map key symbols

Introduction: If feasible, take your student on a field trip to a high point in the community, such as a scenic overlook, mountain or hill, top of a building, elevated walkway, etc. Or you could show pictures of scenes from high elevations. Have him record his observations, noting what he saw from the high point and what he saw at a lower level. Discuss how an overhead view compares with a ground view. Discuss reasons for not showing everything on a map.

Instruction: Ask your student to identify symbols he uses in Math. (+, –, =, $, etc.) Next list familiar symbols such as color on traffic lights; various road signs; and holiday symbols such as pumpkins, turkeys, and hearts. Then have your student make up symbols for some common items.

Have your student practice identifying symbols on map keys using maps you own or ones from the library or Internet. Ask him to find matching symbols on the maps.

Have your student turn to p. 16 in MGG. Ask him to compare the photo of the town on p. 16 with the map on p. 17. Discuss how they are different. Ask your student why the map would not show all of the details. On p. 17, direct him to look at each symbol, read its label from the map key, and locate each symbol on the map. Then have him use the photo on p. 16 to locate the real objects represented by symbols. Help your student read the sentences at the bottom of the page if needed. Then direct him to complete the page by answering the question.

Application: Have your student turn to pp. 18–19. Direct him to read and complete numbers 1–4 on each page, offering help if needed.

Complete Social Studies Checkpoint

Discovery Education• Understanding Maps

Introduction• What is a Map?• Symbols

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lesson 14 notes materials student assignments · lesson 14 notes materials science journal pennies,...

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