treasures teachers edition g4unit1_week2_3

1、TFCAWRITING Expository Writers Craft: Topic SentenceWORD STUDY Words in ContextContext CluesPhonics: Words with Long aVocabulary BuildingSPELLING Words with Long aGRAMMAR Subjects and Predicates SMALL GROUP OPTIONS Differentiated Instruction, pp. 69M69VWritingTopic SentenceREAD THE STUDENT MODELHave

2、 students read the bookmark. Explain that a topic sentence is usually the first sentence in a paragraph. It tells what the paragraph will be about.Have students turn to the third paragraph on page 50. Point out the topic sentence and discuss how it gives the main idea of the paragraph.Then have the

3、class read Joshua M.s expository paragraphs and the callouts. Tell students that they will write a paragraph telling what animal they would like to be and giving the reasons for their choice. They will also learn how to write a good topic sentence.LA.4.2.2Identify elements of expository texts Featur

4、es of an Expository ParagraphIn an expository paragraph the writer explains something to the reader. The writer may provide information and explain why he or she feels a certain way about a topic.An expository paragraph usually begins with a topic sentence that tells what the paragraph is about.The

5、following sentences contain details that explain or support the topic sentence.In the last sentence the writer may sum up his or her feelings in a conclusion.68 Unit 1 Week 2Writers CraftWriteFCAT Topic SentenceAbout anA topic sentence isthe first sentence of aAnimalparagraph. It lets readersknow wh

6、at the rest of the paragraph is going to be about.Why Id be a Pelicanby Joshua M.If I could be any animal, Id be a pelican. Pelicans live by the ocean,My topic sentencewhich is my favorite place to be. Theytells what I am writingfly in the air and dive into the waterabout.to catch fish. Ive always w

7、anted to fly and I love eating fish.Pelicans like to be in a group. Most pelicans live with their family andIn the other sentences,friends. I like to be with my family andI explain why I wouldfriends. If I were a pelican I couldlike to be a pelican.be with them all of the time! I think Iwould enjoy

8、being a pelican.68TFCAWritingStudent pages 6869PREWRITERead and discuss the writing prompt on page 68. Have students brainstorm ideas about their favorite animals. Ask them to choose the animal they would most like to be.Display Transparency 5. Point out that Joshua wrote his main idea in the center

9、 and reasons for his choice around it. Then have students use a Main Idea Web to plan their writing.LA.Generate ideas based on personal interestsDRAFTDisplay Transparency 6. Discuss how Joshua used the main idea web to write his draft. He used his main idea to write a topic sentence and the d

10、etails to write supporting sentences. Talk about ways to improve the draft, such as by adding more connections to Joshuas life.Before students begin writing, present the explicit lesson on Topic Sentence on page 69A. Then have students use their Main Idea Webs to write their paragraphs. Remind them

11、to write a topic sentence that tells the main idea.LA.Use prewriting plan to focus on main ideaREVISEDisplay Transparency 7. Discuss the revisions. Point out that Joshua added to his topic sentence to be clearer and added personal details to connect his animal choice to his own life.If studen

12、ts revise, have them work in pairs and use the Writers Checklist on page 69. Ask them to proofread/ edit their writing. For Publishing Options, see page 69A.For lessons on Organization, Subjects and Predicates, and Spelling, see page 69B and 5 Day Spelling and Grammar on pages 69G69J.LA.4.3.3Revise

13、and refine draft for clarityTransparency 5Transparency 5: Main Idea WebTransparency 6: DraftTransparency 7: RevisionMain Idea WebPelicans like to be in a group.Pelicans live by the ocean.I would like to be a pelican.They fly in the air.They dive to catch fish.Writing Transparency 5 Macmillan/McGraw-

14、HillA Walk in the Desert 69Writing Transparency 5ExpositoryWriting PromptImagine you could be any kind of animal in the world.Think about what animal you would want to be.Now write to explain why you would want to be this animal.FCAT Writers ChecklistFocus: My topic sentence is the first sentence. I

15、t clearly tells readers what my main idea is.Organization: I present my reasons in order, saving my strongest reason for last.Support: In my detail sentences, I use facts to support my reasons.Conventions: I use complete sentences and proper punctuation. My grammar and spelling is correct.69WritersC

16、raftWriters CraftTopic SentenceEXPLAIN/MODELWriters usually start a paragraph with a topic sentence. Explain that the topic sentence gives the main idea of the paragraph. It tells what the paragraph will be about. The other sentences explain the main idea. Display Transparency 8. Do the top part wit

17、h students.Think Aloud Which is the better topic sentence? Both show that SUPPORT LA. Add graphics where appropriatePublishing OptionsStudents can share their paragraphs orally. See Speaking and Listening tips below. They can also use their best cursive to write their paragraphs. (See Teacher

18、s Resource Book pages 168173 for cursive models and practice.) If students prefer, they can type their paragraphs on a computer. They can also draw a picture of themselves as the animal they chose, using their paragraph to create a caption that tells why they chose this animal.LA.Evaluate dra

19、ft for ideas and contentthe topic is the desert, but the first one tells clearly what the rest of the paragraph will be about. The writer likes the desert because of its colors. The other sentences give details about the colors so I will understand why the writer likes them.Transparency 8Topic Sente

20、nceTopic Sentences: I like the desert because of its colors. The desert is a pretty place. Details:The sand looks like pink and white diamonds. The desert sky is a bright blue.After it rains, desert flowers come out in all the colors of the rainbow.SPEAKING STRATEGIESPractice reading your paragraph

21、beforehand.Use appropriate voice and gestures as you speak.Topic Sentences: The desert is a fun place to visit. The desert is filled with wonderful sounds. Details:The wind whispers as it moves the sand.At night you can hear desert owls calling “who!” In the morning birds chirp happily.LISTENING STR

22、ATEGIESFace and look at the speaker.Focus on the speakers reasons for choosing a particular animal.Ask questions.(top: Sentence 1 is the better topic sentence. (bottom: Sentence 2 is the better topic sentence.)Writing Transparency 8LA. Demonstrate appropriate gesturesPRACTICE/APPLYWork with s

23、tudents to choose the better topic sentence in the second activity. Ask volunteers to identify the correct topic sentence and explain how they know. Then have students identify topic sentences in another piece of writing they have recently read.As students write their paragraphs, remind them to begi

24、n with a topic sentence that tells the main idea or what the paragraph will be about.LA.Focus on main idea to show understanding6Point Scoring RubricUse the rubric on page 147G to score published writing.Writing ProcessFor a complete lesson, see Unit Writing on pages 147A147F.69A Unit 1 Week

25、2Writing Transparency 8 Macmillan/McGraw-HillWriters CraftWriters ToolboxLA.4.3.2 Write a draft appropriate to topicLA.4.3.4 Correct draft for language conventions ORGANIZATION Writing Traits: Ideas and ContentExplain/Model An expository paragraph usually begins by identifying the topic. The rest of

26、 the paragraph gives more details to support the topic. Have students reread Joshua M.s first sentence on page 68. Point out that the topic sentence names the animal Joshua will write about. Explain that Joshua then had to choose details that would tell why he would like to be a pelican.Practice/App

27、ly As students draft their paragraphs, have them look often at their topic sentence. They should make sure that all the details relate to that topic. CONVENTIONS Subjects and PredicatesExplain/Model Complete sentences are made of subjects and predicates. The subject tells who or what the sentence is

28、 about. The predicate tells what the subject is or does. Write on the board: Pelicans live by the ocean. Tell students Pelicans is the subject and live is the simple predicate.Practice/Apply Ask students to underline the subject and predicate in their topic sentence. Then have them work in pairs to

29、check that each sentence in their paragraph has a subject and a predicate. For a complete lesson on subjects and predicates, see pages 69I69J.Mechanics Have students check for correct punctuation of sentences as they proofread. FOCUS Personal ReflectionExplain/Model Writers can use personal reflecti

30、on to help them develop interesting details. Point out that Joshua used personal reflection to identifyhis feelings about pelicans. Explain that personal reflection means thinking about a topic and how it connects to your life. Personal reflection gave Joshua a writing tool to help him develop detai

31、ls.Practice/Apply Ask volunteers to find details in Joshuas writing on page 68 that could come from personal reflection. Then tell students to use this writing tool when they draft. CONVENTIONS Words with Long aPoint out the word place in the second sentence of the student model on page 68. The long

32、 a sound is spelled with the a-consonant-e pattern. The longa sound can also be spelled ai, as in rail, or ay, as in clay. Remind students to pay attention when they spell words with the long a sound. They can use a print or online dictionary to check spelling in their drafts. For a complete lesson

33、on words with long a, see pages 69G69H.LA. Edit using spelling rulesLA. Generate ideas based on personal interestsTechnologySuggest that students print their work and proofread it. Have them also proof it on the screen. They may want to use the spell check function. Then have them tell

34、 which way works best.Test Prep and Practice with Writing+, pages 180230.A Walk in the Desert 69BWord StudyWord StudyReviewVocabularyWords in ContextEXPLAIN/MODELReview the vocabulary words. Display Transparency 3. Model how to use context clues to fill in the first missing word.Think Aloud The firs

35、t sentence is about a lizard eating a bug. I know that swallows has to do with eating. If I put the word swallows in the sentence, it makes sense.ObjectivesApply knowledge of word meanings and context clues Use surrounding wordsto find the meaning of an unfamiliar wordLA.Use context cluesMate

36、rialsVocabulary Transparencies 3 and 4Leveled Practice Books, p. 13DQOPcZOgclimate (p. 50) the average weather conditions at a place or region throughout the yearsilken (p. 56) soft, smooth, and shininglumbering (p. 57) moving about in a clumsy wayswallows (p. 58) takes in food or liquid through the

37、 mouth and passes it down the throat into the stomachlurk (p. 61) to lie hiddenshimmer (p. 62) to shine with a soft lighteerie (p. 62) strange in a scary wayTransparency 3eerie lurk climate swallows shimmer lumbering silken1. The lizard eyes the insect, chews it, then swallows it.2. The desert clima

38、te can be hard on plants and animals.3. We heard the eerie call of the coyote in the night.4. As we took a nocturnal walk, we sensed that animals couldlurk in the nearby shrubs.5. At dawn, the sunlight made the clouds shimmer.6. Weighted down by our packs, we began our lumbering walk across the land

39、scape.7. The dew-covered spider web had a silken look.Vocabulary Transparency 3PRACTICE/APPLYHelp students complete item 2. Have them use context clues to write the missing words for items 37, exchange papers, check answers, and explain the clues they used.Five-Senses Simile Web Select a vocabulary

40、word. Write it in the center of a word web with surrounding ovals labeled: smells like, tastes like, feels like, looks like, and sounds like. Have studentscomplete each of the senses ovals. Later, students can use the web to write a descriptive paragraph about a vocabulary word.&-Expand Vocabulary F

41、orlurk, write on the board:The foxesbehind thetrees. Have students guess the missing word and explain their guesses. Have pairs of students create sentences for the other words. Help as necessary.69C Unit 1 Week 2Word StudySTRATEGY&-Check Comprehension Make sure that students understand the followin

42、g words on the transparency so that they can use the words as context clues: desert, shelters, campfire, casts, shadows, climates, and swamps.EXPLAIN/MODELRemind students that sometimes a writer gives clues about the meaning of unfamiliar words through other words in the sentence. Read the first sen

43、tence on Transparency 4 and model how to figure out the meaning of the underlined word. Then have students find the clues in sentences 24 that help define the underlined words.LA.Use context cluesTransparency 4Surrounding Words1. The nest protects the wood rat from foxes, hawks, and otherpred

44、ators. (foxes, hawks)2. Many desert animals are nocturnal and come out of their shelters when the sun goes down. (when the sun goes down)3. The flickering light of the campfire casts unsteady shadows around camp. (unsteady)4. In some climates, land becomes so drenched in summer that grassy areas tur

45、n into swamps. (swamps)Test Prep and Practice with vocabulary, pages 631.Vocabulary Strategy Transparency 4On Level Practice Book O, page 13PRACTICE/APPLYHave students write their own context sentences for each vocabulary word. Students can leave blanks where the words belong and exchange papers wit

46、h a partner.LA.Use new vocabulary taught directlyDo students understand word meanings? Can students find word meanings using surrounding words?During Small Group InstructionIf NoIf Yes Approaching Level Vocabulary, pp. 69N69O On Level Options, pp. 69Q69R Beyond Level Options, pp. 69S69TApproa

47、ching Practice Book A, page 13Beyond Practice Book B, page 13A Walk in the Desert 69DSometimes surrounding words can provide the context you need to figure out the meaning of an unfamiliar word.Read the following sentences. Circle the answer with the words that best fits in the blank.1. A border oft

48、en separates one country from another.a. of green flowersb. such as a river2. Venomous snakes, , kill prey with their poisonous bite.a. including rattlesnakesb. in the zoo3. In the west, the open range of gradually became fenced in.a. empty plainsb. deep lakes4. Many desert animals hide from predato

49、rs .a. like cowsb. such as foxes5. At high elevations there are fewer trees and plants.a. under the oceanb. near the top of mountains6. Fledglings, hatch from eggs in the spring.a. such as baby wrensb. such as full-grown hawks7. Nocturnal animals, , look for food between dusk and dawn.a. like bats a

50、nd owlsb. like whales and dolphins8. Western farmers plant orchards full of .a. orange and lemon treesb. chickensCONTEXT CLUES: SURROUNDING WORDSWord StudyPhonicsWord StudyDecode Words with Long aEXPLAIN/MODEL In words with long a sounds, / can be spelled several different ways. Examples of words wi

51、th / spelled with a- consonant-e include face. Words with / spelled as ay include clay. Words with / spelled ai include sail. Write graze.ObjectivesLA.Use structural analysisDecode words with long a Recognize and practice using homographsMaterialsLeveled Practice Books, p. 14graze&-Practice S

52、pelling Patterns Help students identify the base word in each multisyllabic word. Then have student pairs sort the words by their spelling patterns. Assign a number to each pattern: 1 = a_e; 2 = ay; 3 ai. One partner says a word. The other holds up fingersto indicate the words spelling pattern. Then

53、 have students sort the words by their endings. Repeat the activity using words from the spelling list.Think Aloud When I look at this word, I see a-consonant-e, so I know that the vowel sound is probably long a. When I sound it out, I get /grz/ graze. I know that word.PRACTICE/APPLYWrite these word

54、s on the board: pale, claim, crate, clay, bail, and stray. Have students underline the spellings for /. Then have them read the words aloud.DECODE MULTISYLLABIC WORDS Explain that word parts, such as-ing and -ed, are added at the end of a base word. The -ing ending shows an act happening in the pres

55、ent, and the -ed ending shows an act that happened in the past. Write the endings and the word remained on the board. Point to and say the base word remain and then the ending -ed. Draw a line between them, and read the word aloud. Tell students the -ed in remained means the act happened in the past

56、. Display playing, proclaimed, and operating. Together with students decode playing. Then have them decode the remaining words. For more practice, see decodable passages on p. 6 of the Teachers Resource Book.LA.Use language structureto read multisyllabic wordsOn Level Practice Book O, page 14Can students decode words with long a?During Small Group InstructionIf NoIf Yes Approaching Level Phonics, p. 69M On Level Options, pp. 69Q69R Beyond Level Options, pp. 69S6