Lesson 13 Part 1: Introduction CCLS Unfamiliar...

17
©Curriculum Associates, LLC Copying is not permitted. 119 L13: Unfamiliar Words Part 1: Introduction Sometimes when you read, you may come across a word that is unfamiliar to you. As a reader, you can use your context clues to help you understand the word. Context clues are the words and sentences that surround the unfamiliar word. Read the paragraph below, then do the activity that follows. Inventing the Crane Ancient Greek engineers thought of ways to make new machines from older ones. For example, they conceived of and built a compound machine called the crane. Their idea combined the lever, pulley, and wheel-and-axle into one machine. In the paragraph, underline the phrase conceived of . Then circle possible context clues that will help you figure out what it means. Conceived of is a phrase that you’ll find in many kinds of texts. Read the table below to see how context clues can help you figure out the meaning of conceived of . Complete the table by writing a definition of conceived of on the blank line. Sentence Before Sentence with Phrase Sentence After Ancient Greek engineers thought of ways to make new machines from older ones. For example, they conceived of and built a compound machine called the crane. Their idea combined the lever, pulley, and wheel- and-axle into one machine. Meaning of phrase: Conceived of means When you come across a word or phrase you don’t know, always look at the nearby sentences for clues. If you do this, you’ll usually be able to figure out what the unknown word or phrase means. Theme: Science and Engineering Unfamiliar Words Lesson 13 CCLS RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Transcript of Lesson 13 Part 1: Introduction CCLS Unfamiliar...

Page 1: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

©Curriculum Associates, LLC Copying is not permitted.119L13: Unfamiliar Words

Part 1: Introduction

Sometimes when you read, you may come across a word that is unfamiliar to you. As a reader, you can use your context clues to help you understand the word. Context clues are the words and sentences that surround the unfamiliar word.

Read the paragraph below, then do the activity that follows.

Inventing the Crane

Ancient Greek engineers thought of ways to make new machines from older ones. For example, they conceived of and built a compound machine called the crane. Their idea combined the lever, pulley, and wheel-and-axle into one machine.

In the paragraph, underline the phrase conceived of. Then circle possible context clues that will help you figure out what it means.

Conceived of is a phrase that you’ll find in many kinds of texts. Read the table below to see how context clues can help you figure out the meaning of conceived of.

Complete the table by writing a definition of conceived of on the blank line.

Sentence Before Sentence with Phrase Sentence After

Ancient Greek engineers thought of ways to make new machines from older ones.

For example, they conceived of and built a compound machine called the crane.

Their idea combined the lever, pulley, and wheel-and-axle into one machine.

Meaning of phrase: Conceived of means

When you come across a word or phrase you don’t know, always look at the nearby sentences for clues. If you do this, you’ll usually be able to figure out what the unknown word or phrase means.

Theme: Science and Engineering

Unfamiliar WordsLesson 13 CCLS

RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Page 2: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

Lesson 13Part 2: Modeled Instruction

©Curriculum Associates, LLC Copying is not permitted.

L13: Unfamiliar Words120

Read these paragraphs from a science textbook.

Explore how to answer this question: “What are the meanings of to combust and vigorous as they are used in the text?”

First, look for context clues in the text that tell what the phrase to combust means.

Sentence Before Sentence with Phrase Sentence After

is a bit like following a recipe.

Getting anything to combust takes three ingredients: fuel, heat, and oxygen.

All three are needed for .

Meaning of phrase: To combust means .

Now, look for context clues and use the table below to figure out what vigorous means.

Sentence Before Sentence with Word Sentence After

Meaning of phrase: Vigorous means .

Fire and Air by Johanna Joyner

Starting a fire is a bit like following a recipe. Getting anything to combust takes three

ingredients: fuel, heat, and oxygen. All three are needed for burning to begin. But where

do these ingredients come from? Fuel is anything that burns easily, including wood,

paper, or grass. Heat can come from many places, but most people use matches. And

oxygen is a gas in the air around us.

If a fire doesn’t have enough of any one of the three ingredients, it will be weak. To

strengthen the fire, just add one or more of the ingredients. It is simple to add more fuel or

heat. But how do you add more oxygen? From a safe distance, blow on the fire. You will

see it strengthen. Blowing adds oxygen to the fire, making it vigorous. Your fire will grow

bigger, brighter, and stronger.

Genre: Science

Page 3: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

Lesson 13Part 3: Guided Instruction

©Curriculum Associates, LLC Copying is not permitted.

L13: Unfamiliar Words 121

Show Your Thinking

An Experiment with Fire by Allan Pomme

What You Need

•MOSTIMPORTANT:ATEACHERHELPINGYOU

• threesmallcandles(tealights)

• threesaucers

• twoglassjars,onelargerthantheother

What You Do

Puteachcandleonasaucer.Haveyourteacherlightthe

candles.Putajarovertwoofthecandles.Payattentiontothe

candles.Monitorwhathappensovertime.Youwillobserve

that the candle with the least air available is the first one

extinguished. Keep watching to see which candle goes out

next. Blow out the last candle.

In this passage, circle the word monitor. Then underline phrases that give you clues about its meaning.

Close Reading

Read this experiment about fire. Use the Close Reading and the Hint to help you answer the question below.

Circle the correct answer.

What does the word monitor mean as it is used in this passage?

A be careful of

B watch closely

C start on fire

D happen over time

HintIn the original sentence, replace monitor with each answer choice. Which choice makes the most sense?

Identify the context clues that helped you figure out the meaning of the word monitor.

With a partner, determine the meaning of the word extinguished as it is used in the experiment. Discuss the context clues that helped you find the meaning.

Genre: Experiment

Page 4: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

Lesson 13

©Curriculum Associates, LLC Copying is not permitted.

L13: Unfamiliar Words122

Part 4: Guided Practice

This text has some words I don’t know. I’ll circle the words I’m not sure about. Then I’ll read the text again, underlining any clues that help me figure out the word.

Over Bridge, Under Tunnel by Lloyd Frank

1 Mountains,lakes,andriverscangetinthewayofpeople

traveling from one place to another. There are structures

that help people pass such obstacles. Bridges and tunnels

help people overcome such barriers.

2 Bridges and tunnels are different in design and placement.

A bridge is built over a body of water, a highway, or a

railroad track. A tunnel, in contrast, is a passageway under

the ground, under a body of water, or through a mountain.

Bridges vary in shape and are often placed above ground or

water. Some are even famous. The Golden Gate Bridge is one

of the most renowned bridges in the world. This celebrated

structure crosses over the entrance to San Francisco Bay and

connectsSanFranciscotonorthernCalifornia.TheGolden

Gate is known for its length and height. But it is best known

foritsbeauty.Peoplecomefromallovertheworldnotjust

to cross the Golden Gate but simply to look at it.

3 Ofcourse,noteventheworld’smostfamoustunnelgets

many visitors who just want to look. It’s hard to get a good

viewofasubterraneanpassage.ButsincetheChannel

Tunnel opened in 1994, it has transported millions of

people.TheChannelTunnel,or“Chunnel,”runsbeneath

theEnglishChannelandconnectsFranceandEngland.

The Chunnelisarailtunnel.Theonlyautomobilesthat

crossitarecarriedonspecialrailwaycars.TheChunnelis

not the longest tunnel in the world, but it is one of the few

tunnels that connect two countries.

You might not know the word renowned. Circle that word. Then underline clues that help tell its meaning.

Close Reading

Read the science passage, using the Study Buddy and the Close Reading to guide your reading.

Genre: Science

Paragraph 3 has the word subterranean. What does it mean? Underline any words that give clues to what subterranean means.

Page 5: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

Lesson 13

©Curriculum Associates, LLC Copying is not permitted.

L13: Unfamiliar Words 123

Part 4: Guided Practice

Use the Hints on this page to help you answer the questions.

1 Read this sentence from paragraph 1 of the text.

There are structures that help people pass such obstacles.

What is the meaning of obstacles as it is used in the text?

A Things made below or above ground.

B Things that slow or stop movement.

C Things that help people travel.

D Things built through mountains or over water.

2 Paragraph 2 says, “The Golden Gate Bridge is one of the most renowned bridges in the world.” What is the meaning of renowned as it is used in the text?

A strongest

B long-lasting

C beautiful

D well-known

3 Read this sentence from paragraph 3 of the text.

It’s hard to get a good view of a subterranean passage.

In your own words, write a definition of the word subterranean. Then list two words or phrases that helped you define the word.

How might a mountain, lake, or river affect how people travel?

Hints

People from all over the world come to look at the Golden Gate Bridge.

The root terra comes from a Latin word for “earth.” What does the prefix sub- mean?

Page 6: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

Lesson 13

©Curriculum Associates, LLC Copying is not permitted.

L13: Unfamiliar Words124

Part 5: Common Core Practice

Read the science passage. Then answer the questions that follow.

Seashells by Bela Moté

1 If you walk along the seashore, you will probably see many kinds of shells. Seashells were once the homes of live animals. The animals that live inside shells have soft bodies, so they need their shells to protect them from harm. Their shells save them from storms or predators such as starfish, birds, and otters. Shells also give the animals a shape. In that way, shells are like skeletons on the outside of the body. When the animals die, the shells remain.

2 Creatures with shells belong to a group of animals called mollusks. Not all mollusks have shells. Of the mollusks that do have shells, there are two main groups.

Univalves

3 More than three-quarters of all mollusks are univalves, a word that means “having a shell that is all one piece.” The shell is coiled, and inside the coil is the soft body of the mollusk. Many univalves are named for their appearance. Look at the examples below. Does the helmet shell remind you of a helmet? How about the worm and slipper shells?

Helmet Shell Slipper ShellWorm Shell

4 Some univalves have small holes in their shells. Abalone shells have a series of holes. Water and wastes are expelled, or pushed out, through the holes. The inside of an abalone shell gleams with different rainbow colors. This iridescent substance is called mother-of-pearl.

Bivalves

5 After univalves, bivalves are the next largest group of mollusks. When a bivalve is alive, the two parts of its shell are hinged. After the animal dies, you may find just one part of the shell lying on the beach.

Abalone Shell

Page 7: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

Lesson 13

©Curriculum Associates, LLC Copying is not permitted.

L13: Unfamiliar Words 125

Part 5: Common Core Practice

6 Many bivalves have names that reflect their appearance. A jackknife is a knife that folds into its own case. The jackknife clam has an appropriate name because it has about the same shape as a closed jackknife. Are angel wing and kitten’s paw fitting names for the shells shown here?

Jackknife Shell Angel Wing Shell Kitten’s Paw Shell

7 There are many different kinds of clams, from very small to very large. The giant clam is the largest bivalve. Some are four feet long and weigh 500 pounds. The giant clam even grows its own food. Tiny plants get caught in the clam. The plants get what they need from the clam, but eventually the clam eats the plants.

8 Another common bivalve is the oyster. All oysters can make pearls, but the pearl oyster makes the most beautiful ones. A pearl is an accident. A grain of sand or something else gets inside the oyster shell. An oyster is creating new shell material all the time. To protect itself from the foreign body, the oyster covers it with the same material that the oyster’s shell is made of. The result is a pearl.

1 What is the meaning of the word “predators” as it is used in paragraph 1?

A Animals that are larger than other animals.

B Animals that live near or in the sea.

C Animals that have skeletons inside their bodies.

D Animals that hunt other animals for food.

Giant Clam Shell

Pearl Oyster Shell

Answer Form

1 A B C D

2 A B C D

3 A B C D

Number Correct 3

Page 8: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

Lesson 13

©Curriculum Associates, LLC Copying is not permitted.

L13: Unfamiliar Words126

Part 5: Common Core Practice

2 Read the following sentence from paragraph 4 of the passage.

This iridescent substance is called mother-of-pearl.

What words from the passage can help you figure out the meaning of “iridescent”?

A “inside of an abalone shell”

B “gleams with different rainbow colors”

C “the two parts of its shell are hinged”

D “the next largest group of mollusks”

3 Read the following sentences from paragraph 5 of the passage.

When a bivalve is alive, the two parts of its shell are hinged. After the animal dies, you may find just one part of the shell lying on the beach.

What is the meaning of “bivalve” as it is used in the passage?

A having a shell that is all one piece

B having a shell with two pieces

C having a hard outer shell

D having a soft outer shell

4 Paragraph 6 states, “The jackknife clam has an appropriate name because it has about the same shape as a closed jackknife.” Explain what the word appropriate mean as it is used in the passage. Support your definition with one context clue from the passage.

Go back and see what you can check off on the Self Check on page 117.Self Check

Page 9: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

113©Curriculum Associates, LLC Copying is not permitted.

CCLS Focus

Lesson 13 (Student Book pages 119–126)

Unfamiliar WordsTheme: Science and Engineering

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

ADDITIONAL STANDARDS: RI.4.1; RI.4.2; RI.4.7; RI.4.8; W.4.2; W.4.7; SL.4.1; SL.4.2; SL.4.4; SL.4.5; L.4.1; L.4.1.g; L.4.4.a; L.4.4.b; L.4.5.a (See page A39 for full text.)

LESSON OBJECTIVES

•Usecontextcluestohelpdeterminethemeanings of unfamiliar words and phrases.

•Usedomain-specificknowledgetodetermine the meanings of content- or subject-area words and phrases.

THE LEARNING PROGRESSION

•Grade 3: CCLS RI.3.4 focuses on academic and domain-specificwordsandphrasesrelevanttograde 3 content.

•Grade 4: CCLS RI.4.4 focuses on academic and domain-specific words and phrases relevant to grade 4 content.

•Grade 5: CCLS RI.5.4 focuses on academic and domain-specificwordsandphrasesrelevanttograde 5 content.

PREREQUISITE SKILLS

•Usecontextclues.

•Recognizesynonymsandantonyms.

TAP STUDENTS’ PRIOR KNOWLEDGE

•Tellstudentstheywillbereadingpassagesthatmight have unfamiliar words and phrases. Indicate theywillusecontextcluestohelpthemunderstandwhat different words and phrases mean.

•Askstudentstoexplainwhattheydoiftheyreada sentenceoraparagraphtheydon’tunderstand.(reread the section; ask a question about the sentence or paragraph)Nowaskstudentswhattheydoif theyreadawordtheydon’tunderstand.(ask a friend or a teacher what it means; look up the word in a dictionary, a glossary, or online) How could rereading a section oftexthelpareaderfigureoutthemeaningofanunfamiliar word? (There might be clues about the meaning of the word.)

•Discusswithstudentswhyitisnotagoodideatoread an unfamiliar word and just continue reading. (You might not understand the main idea or what the author is saying.)Pointoutthatyoumightmisunderstand the point of the text and get the wrongideaentirely.

•Explaintostudentsthatidentifyingunfamiliarwordsandfindingappropriatecontextclueswillincrease their understanding of the information in a text.

Teacher Toolbox Teacher-Toolbox.com

✓ ✓

✓ ✓

Prerequisite Skills RI.4.4

Ready Lessons

Tools for Instruction

Interactive Tutorials ✓

Page 10: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

L13: Unfamiliar Words114

Part 1: Introduction Lesson 13

©Curriculum Associates, LLC Copying is not permitted.

AT A GLANCE

Byreadingaparagraph,studentspracticeusingcontextclues to determine the meanings of general academic anddomain-specificwordsandphrases.

STEP By STEP

•Askstudentswhatacontext clue is. (evidence in a text that tells how a word or phrase is used in that text) Tellstudentsthatcontextcluesareameansforfiguringoutwordsandphrasestheydon’tknow.

•Askavolunteerforadefinitionofsynonym. (a word with the same meaning as another word) Askanothervolunteerforadefinitionofantonym. (a word with the opposite meaning of another word)Askstudentshowtheycanusesynonymsandantonymsascontextclues. (A word they don’t know might be surrounded by synonyms and antonyms they do know.)

•Tellstudentsthatwhentheyencounteranunfamiliarwordorphrase,theycanscannearbysentencesforsynonymsandantonymstohelpdecodethewordorphrase.

•Havestudentsread“InventingtheCrane.”Thenhavethemdotheactivity.Theywillunderlineconceived of,and then underline context clues for that word.

•Pointoutthetable.Directstudents’attentiontothewords in bold print. Discuss how these words are context clues to the meaning of conceived of. Thenhavethemcompletethedefinitionofconceived of in the table.

•Usethesametabletohelpstudentsusecontextcluestofigureoutthemeaningofcompound machine. (clues: make new machines from older ones; a crane; combined the lever, pulley, and wheel-and-axle into one machine; meaning: “a machine made of two or more other machines”)

©CurriculumAssociates,LLC Copyingisnotpermitted.119L13: Unfamiliar Words

Part 1: Introduction

Sometimes when you read, you may come across a word that is unfamiliar to you. As a reader, you can use your context clues to help you understand the word. Context clues are the words and sentences that surround the unfamiliar word.

Read the paragraph below, then do the activity that follows.

Inventing the Crane

Ancient Greek engineers thought of ways to make new machines from older ones. For example, they conceived of and built a compound machine called the crane. Their idea combined the lever, pulley, and wheel-and-axle into one machine.

In the paragraph, underline the phrase conceived of. Then circle possible context clues that will help you figure out what it means.

Conceived of is a phrase that you’ll find in many kinds of texts. Read the table below to see how context clues can help you figure out the meaning of conceived of.

Complete the table by writing a definition of conceived of on the blank line.

Sentence Before Sentence with Phrase Sentence After

Ancient Greek engineers thought of ways to make new machines from older ones.

For example, they conceived of and built a compound machine called the crane.

Their idea combined the lever, pulley, and wheel-and-axle into one machine.

Meaning of phrase: Conceived of means

When you come across a word or phrase you don’t know, always look at the nearby sentences for clues. If you do this, you’ll usually be able to figure out what the unknown word or phrase means.

Theme: Science and Engineering

Unfamiliar WordsLesson 13

“thought of” or “had the idea for.”

CCLS RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Informational Text: Science ExperimentAscienceexperimentisaformoftechnicaltext.Itincludes detailed instructions that tell how to do or makesomethingrelatedtoafieldofscience,e.g.,lifescience,physicalscience,orearthandspacescience.Thestepsaregivensequentially,orintheordertheyneed to be completed.

Scienceexperiments,likehow-totexts,usuallyincludealistofmaterials.Thislistisintroducedbeforethefirststepandprovidesareferenceforthereader to see and gather what is needed.

Experimentsoftenusetransitionwordssuchasfirst,then,next,andfinallytoclarifytheorderofevents.Theymayalsocontainlabeledgraphicstoassistthereader.Inthislesson,studentswillreadanexperiment about candles.

Havestudentsshareotherexperimentstheyhavereadorwheretheywouldexpecttoreadanexperiment.Examplesoffamiliarscienceexperimentsincludewhethermagnetismaffectsdifferenttypesofmaterials,theextenttowhichlightaffectsthegerminationofseeds,andhowsaltandsugarinfluencethefreezingtemperatureofwater(asonpages24and25ofthestudentbook).

Genre Focus

Page 11: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

L13: Unfamiliar Words 115

Lesson 13Part 2: Modeled Instruction

©Curriculum Associates, LLC Copying is not permitted.

AT A GLANCE

Studentsreadapassageaboutfireandusecontextcluestofigureoutthemeaningofgeneralacademicphrases.

STEP By STEP

•Invitevolunteerstotellwhattheylearnedonthepreviouspageaboutusingcontextcluestofigureoutunfamiliar words.

•Tellstudentsthattheywillreadapassageand usecontextcluestofigureoutthemeaningsof twophrasestheymightnotknow.

•Readaloudthepassage“FireandAir.”

•Thenreadthequestion:“Whatarethemeanings of to combust and vigorousastheyareusedinthetext?”

•TellstudentsyouwilldoaThinkAloudtodemonstrateawayofansweringthequestion.

Think Aloud: FirstI’llfindthesentencewiththephrase to combust and underline it. (paragraph 1, sentence 2)ThenI’llrereadthesentencesbeforeandaftertolookforcluesthathelpmefigureoutwhatto combust means.

•Helpstudentsrereadallthreesentencesandcirclepossibleclues.Thenhavethemcomparethoseclueswiththeinformationinthefirsttable.

Think Aloud: ThecontextcluesIfoundarebothabouthowafirebegins.Thefirstclueisaboutstartingafire,andthesecondclueisaboutwhat’sneededforburningtobegin.Thesecluestellmethatto combustmeans“tostartburning.”

•Havestudentscompletethetableforto combust.

Think Aloud: NowI’mgoingtofollowthesameprocesstofigureoutthemeaningofvigorous.First,I’llfindthesentencewithvigorous and underline it. (paragraph 2, second to last sentence)Thesurroundingtext gives me a lot of clues for what vigorous might mean.Ireadthatblowingmakesthefire“strengthen,”“makingitvigorous,”andthe“firewillgrowbigger,brighter,andstronger.”I’llusethesecontextcluestodetermine the meaning of the vigorous.

•Havestudentscompletethetableforvigorous. Invite volunteers to share their answers.

•ExplaintostudentsthatmanyEnglishwordshavesuffixes.Asuffixisagroupoflettersthatisaddedto the end of a word to change its meaning.

•Workwithstudentstoshowhowthemeaningofawordchangeswhenasuffixisaddedtoit.Displaythe word dangerous.Thenaskstudentsiftheycanidentifythebaseword(danger)andthesuffix(-ous).Explainthatthesuffix-ous means “characterizedby”or“knownfor.”Tellstudentsthataddingthesuffix-ous to danger changes its meaningto“knownfordanger.”

•Pointoutthesuffix-ous in vigorous.Tellstudentsthat vigormeans“strongandhealthy.”Askthemto suggest a meaning for vigorous. (known for being strong and healthy) (L.4.4.b)

ELL Support: Suffixes

Lesson 13Part 2: Modeled Instruction

©CurriculumAssociates,LLC Copyingisnotpermitted.

L13: Unfamiliar Words120

Read these paragraphs from a science textbook.

Explore how to answer this question: “What are the meanings of to combust and vigorous as they are used in the text?”

First, look for context clues in the text that tell what the phrase to combust means.

Sentence Before Sentence with Phrase Sentence After

is a bit like following a recipe.

Getting anything to combust takes three ingredients: fuel, heat, and oxygen.

All three are needed for

.

Meaning of phrase: To combust means .

Now, look for context clues and use the table below to figure out what vigorous means.

Sentence Before Sentence with Word Sentence After

Meaning of phrase: Vigorous means .

Fire and Air by Johanna Joyner

Startingafireisabitlikefollowingarecipe.Gettinganythingto combusttakesthree

ingredients:fuel,heat,andoxygen.Allthreeareneededforburningtobegin.Butwhere

dotheseingredientscomefrom?Fuelisanythingthatburnseasily,includingwood,

paper,orgrass.Heatcancomefrommanyplaces,butmostpeopleusematches.And

oxygenisagasintheairaroundus.

Ifafiredoesn’thaveenoughofanyoneofthethreeingredients,itwillbeweak.To

strengthenthefire,justaddoneormoreoftheingredients.Itissimpletoaddmorefuelor

heat.Buthowdoyouaddmoreoxygen?Fromasafedistance,blowonthefire.Youwill

seeitstrengthen.Blowingaddsoxygentothefire,makingitvigorous.Yourfirewillgrow

bigger,brighter,andstronger.

Genre: Science

Starting a fire

burning to begin

to start burning

you will see it strengthen. Blowing adds oxygen to the

fire, making it vigorous.

your fire will grow bigger,

brighter, and stronger.

strong or powerful

Page 12: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

116

Lesson 13Part 3: Guided Instruction

L13: Unfamiliar Words

©Curriculum Associates, LLC Copying is not permitted.

AT A GLANCE

Studentsreadanexperiment.Theyansweramultiple-choicequestionandanalyzecontextcluestohelpthemdetermine the meaning of an unfamiliar word.

STEP By STEP

•Tellstudentstheywillreadanexperiment.

•CloseReadingwillhelpstudentslookforcluesinthetext about the meaning of the word monitor. Hint will helpstudentsbyremindingthemtolookfortheanswer that means the same thing as monitor.

•Havestudentsreadthepassage,circlethewordmonitor,andthenunderlinewordsorphrasesinsurrounding sentences that give clues about the meaningoftheword,asdirectedbyCloseReading.

•Askvolunteerstosharethecluestheyunderlined.Discusswhythoseclueshelpreadersunderstandthemeaning of monitor.Ifnecessary,ask:Whatshouldyoubedoingtothecandlesafteryouputajaroverthem?Whatdoesthepassagetellyoutodobeforeblowing out the last candle?

•Havestudentscircletheanswertothequestion,usingtheHinttohelp.ThenhavestudentsrespondtothepromptinShowYourThinking.PlacestudentsintopairstodiscussthePairSharequestion.Guidethemtorepeattheprocessabovetofigureoutthemeaning of the word extinguished.

ANSWER ANALySIS

Choice A is incorrect. Students doing the experiment shouldbecareful,butitisnotthemeaningofmonitor.

Choice B is correct. Context clues for monitor include pay attention to and keep watching.

Choice C is incorrect.Theteacherstartsthefire(lightsthecandles);thestudentmonitorswhathappens.

Choice D is incorrect.Thephraseover time tells how long students should be monitoring the candles.

ERROR ALERT: Students who did not choose B mighthavehadtroublefindingcontextclues.Tellstudentstofindmonitor,rereadnearbysentences,andlookforcommandsorphrasesthattellthemtodo something that might be similar to monitor.

•Remindstudentsthatnounsnamepeople,places,things,orideas.Studentscanlookattheendingsofnounstoknowhowmany.Toformthepluralofaregularnoun,youaddeither s or es.

•Displaythissentence:“Iputawaythetoy.”Helpstudentsidentifythenoun(toy) and tell how many(one).Thenworktogethertoformtheplural(toys)andtellhowmany(more than one).

•Displaythewordsbeach,pass,andfeather.Workwith students to form the plurals. Be sure to pronouncethewordsasyouexplainhoweachplural is formed. (beach and pass: add es; feather: add s)

•Pointoutonpage121theregularpluralnounscandles,tealights,saucers,and jars. (L.4.1)

ELL Support: Regular Plurals

Lesson 13Part 3: Guided Instruction

©CurriculumAssociates,LLC Copyingisnotpermitted.

L13: Unfamiliar Words 121

Show your Thinking

An Experiment with Fire by Allan Pomme

What You Need

•MOSTIMPORTANT:ATEACHERHELPINGYOU

• threesmallcandles(tealights)

• threesaucers

• twoglassjars,onelargerthantheother

What You Do

Puteachcandleonasaucer.Haveyourteacherlightthe

candles.Putajarovertwoofthecandles.Payattentiontothe

candles.Monitorwhathappensovertime.Youwillobserve

that the candle with the least air available is the first one

extinguished. Keep watching to see which candle goes out

next. Blow out the last candle.

In this passage, circle the word monitor. Then underline phrases that give you clues about its meaning.

Close Reading

Read this experiment about fire. Use the Close Reading and the Hint to help you answer the question below.

Circle the correct answer.

What does the word monitor mean as it is used in this passage?

A be careful of

B watch closely

C start on fire

D happen over time

HintIn the original sentence, replace monitor with each answer choice. Which choice makes the most sense?

Identify the context clues that helped you figure out the meaning of the word monitor.

With a partner, determine the meaning of the word extinguished as it is used in the experiment. Discuss the context clues that helped you find the meaning.

Genre: Experiment

Responses will vary.

Page 13: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

L13: Unfamiliar Words 117

Part 4: Guided Practice Lesson 13

©Curriculum Associates, LLC Copying is not permitted.

AT A GLANCE

Students read a passage twice about bridges and tunnels.Afterthefirstreading,askthreequestionstocheckyourstudents’comprehensionofthetext.

STEP By STEP

•Beforestudentsreadthepassagethefirsttime,havethemreadtheStudyBuddythinkaloud.WhatdoestheStudyBuddymakethemthinkabout?

Tip:TheStudyBuddytellsstudentstocircleunfamiliarwordsthefirsttimetheyreadthepassage and then to underline context clues during the second reading.

•AfterstudentsreadtheStudyBuddy,havethemreadthetextsilentlywithoutreferringtotheCloseReading text.

•Afterthefirstreading,askthefollowingquestionstocheckstudents’comprehensionofthetext:

Whyisthistextnamed“OverBridge,UnderTunnel”?(It is about bridges, which are over water, and tunnels, which are underground.)

Whattwofamousstructuresaredescribedinthistext? (the Golden Gate Bridge in San Francisco, California, and the Channel Tunnel, or “Chunnel,” that connects England and France)

WhatistheGoldenGateBridgeknownfor?(its length, height, and great beauty)

•Nowhavestudentsrereadthetext.Tellthemtofollow the directions in the Close Reading.

Tip:Tohelpstudentsunderstandhowtofindcontextclues,remindthemthatcontextcluesmaybedefinitionsorrestatements,synonyms,antonyms,orotherwordsthattheycanusetoinferthemeaning of the unfamiliar word.

•Finallyhavestudentsanswerthequestionsonpage 123.Whenstudentshavefinished,usetheAnswerAnalysistodiscusscorrectandincorrect responses.

•Ifyouhaveablackboardorwhiteboard,pointtoitandsay,“Thedesignofthisboard istogiveplentyofspacetowritesoeveryonecan see.”

•Askstudentswhatthedesignoftheirdeskhelpsthem do. (It gives a space to write and read.)Ifyouwish,repeatwithothercommonobjects,suchaspencils,windows,doors,andsoon.

•Nowhavestudentsfindtheworddesign in paragraph 2.Askthemtolookatthecontext, i.e.,thesurroundingwordsandconcepts.Havestudents explain what designmeans.Ifnecessary,guidethemtounderstandthatitmeans“itsplannedpurpose.”(L.4.4.a)

Tier Two Vocabulary: Design

Lesson 13

©CurriculumAssociates,LLC Copyingisnotpermitted.

L13: Unfamiliar Words122

Part 4: Guided Practice

This text has some words I don’t know. I’ll circle the words I’m not sure about. Then I’ll read the text again, underlining any clues that help me figure out the word.

Over Bridge, Under Tunnel by Lloyd Frank

1 Mountains,lakes,andriverscangetinthewayofpeople

travelingfromoneplacetoanother.Therearestructures

that help people pass such obstacles. Bridges and tunnels

help people overcome such barriers.

2 Bridges and tunnels are different in design and placement.

A bridgeisbuiltoverabodyofwater,ahighway,ora

railroadtrack.Atunnel,incontrast,isapassagewayunder

theground,underabodyofwater,orthroughamountain.

Bridgesvaryinshapeandareoftenplacedabovegroundor

water.Someareevenfamous.TheGoldenGateBridgeisone

ofthemostrenownedbridgesintheworld.Thiscelebrated

structure crosses over the entrance to San FranciscoBayand

connectsSanFranciscotonorthernCalifornia.TheGolden

Gateisknownforitslengthandheight.Butitisbestknown

foritsbeauty.Peoplecomefromallovertheworldnotjust

tocrosstheGoldenGatebutsimplytolookatit.

3 Ofcourse,noteventheworld’smostfamoustunnelgets

manyvisitorswhojustwanttolook.It’shardtogetagood

view of a subterranean passage. But since the Channel

Tunnelopenedin1994,ithastransportedmillionsof

people.TheChannelTunnel,or“Chunnel,”runsbeneath

theEnglishChannelandconnectsFranceandEngland.

The Chunnelisarailtunnel.Theonlyautomobilesthat

crossitarecarriedonspecialrailwaycars.TheChunnelis

notthelongesttunnelintheworld,butitisoneofthefew

tunnels that connect two countries.

You might not know the word renowned. Circle that word. Then underline clues that help tell its meaning.

Close Reading

Read the science passage, using the Study Buddy and the Close Reading to guide your reading.

Genre: Science

Paragraph 3 has the word subterranean. What does it mean? Underline any words that give clues to what subterranean means.

Page 14: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

118

Part 4: Guided Practice Lesson 13

L13: Unfamiliar Words

©Curriculum Associates, LLC Copying is not permitted.

STEP By STEP

•Havestudentsreadquestions1–3,usingtheHintstohelpthemanswerthosequestions.

Tip:TheHintforquestion3providesaclueaboutLatin roots. Help students who need more support bytellingthemthattheprefixsub-means“under”Alsoguidethemtofigureoutthatsubterranean is usedasanadjective,ordescribingword.

•DiscusswithstudentstheAnswerAnalysisbelow.

ANSWER ANALySIS1 ThecorrectchoiceisB.Contextcluesinnearby

sentencesinclude“getinthewayofpeopletraveling”and“barriers.”ChoicesA,C,andDalldescribebridgesandtunnels.Theyarenotcluestothe meaning of obstacles and do not appear in sentencesnearthewordinparagraph1.

2 ThecorrectchoiceisD.Contextcluesinnearbysentencesinclude“famous”and“Peoplecomefromallovertheworld...tolookatit.”ChoicesA,B,and C are all words that could be used to describe theGoldenGateBridge,buttheyarenotsupportedbycontextcluesinthetext.

3 Sampleresponse:Thewordsubterranean means “underground.”Contextcluesforthemeaningofthewordinclude“runsbeneaththeEnglishChannel,”“hardtogetagoodviewof,”andthefactthattheChannelTunnelisatunnel,definedasa“passagewayundertheground,underabodyofwater,orthroughamountain.”

RETEACHING

Useatabletoshowhowtousecontextcluestoanswerquestion3.Drawthetablebelow,leavingtheboxesblank.Havestudentsfillintheboxes,usinginformation from the passage. Sample responses are provided.

Phrase BeforeSentence

with Word Phrase After

.…the world’s most famous tunnel…

It’s hard to get a good view of a subterranean passage.

…runs beneath the English Channel…

Meaning of word: Subterranean means “underground.”

Usethesequestionstofurtherstudents’understandingof“OverBridge,UnderTunnel.”

1 Whatisthemainideaofthistext?Providetwodetails that support this main idea. (RI.4.2)

The main idea of this text is that bridges and tunnels help people get from one place to another. Bridges help people get over water, highways, or railroad tracks. Tunnels help people travel below the ground.

2 Whatevidencedoestheauthorprovidetoshow thatmanypeopleusebridgesandtunnelsfortransportation? (RI.4.8)

The Golden Gate Bridge is described as connecting San Francisco to northern California, and “people come from all over the world…to cross the Golden Gate.” The author also says that the Channel Tunnel opened in 1994 and has transported millions of people between France and England.

Integrating Standards

Lesson 13

©CurriculumAssociates,LLC Copyingisnotpermitted.

L13: Unfamiliar Words 123

Part 4: Guided Practice

Use the Hints on this page to help you answer the questions.

1 Read this sentence from paragraph 1 of the text.

There are structures that help people pass such obstacles.

What is the meaning of obstacles as it is used in the text?

A Things made below or above ground.

B Things that slow or stop movement.

C Things that help people travel.

D Things built through mountains or over water.

2 Paragraph 2 says, “The Golden Gate Bridge is one of the most renowned bridges in the world.” What is the meaning of renowned as it is used in the text?

A strongest

B long-lasting

C beautiful

D well-known

3 Read this sentence from paragraph 3 of the text.

It’s hard to get a good view of a subterranean passage.

In your own words, write a defi nition of the word subterranean. Then list two words or phrases that helped you defi ne the word.

How might a mountain, lake, or river affect how people travel?

Hints

People from all over the world come to look at the Golden Gate Bridge.

The root terra comes from a Latin word for “earth.” What does the prefix sub- mean?

See sample response.

Page 15: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

L13: Unfamiliar Words 119

Part 5: Common Core Practice Lesson 13

©Curriculum Associates, LLC Copying is not permitted.

AT A GLANCE

Studentsindependentlyreadalongertextandanswerquestionsinaformatthatprovidestestpractice.

STEP By STEP

•Tellstudentstousewhattheyhavelearnedaboutusingcontextcluestodefineunfamiliarwordsastheyreadthepassageonpages124and125.

•Remindstudentstocircleunfamiliarwordsandunderlinecluesthatappearinnearbysentences.

•Tellstudentstoanswerthequestionsonpages125and126.Forquestions1–3,theyshouldfillinthecorrectcircleontheAnswerForm.

•Whenstudentshavefinished,usetheAnswerAnalysistodiscusscorrectresponsesandthereasonsforthem.HavestudentsfillintheNumberCorrectontheAnswerForm.

ANSWER ANALySIS1 ChoiceDiscorrect.Contextcluessuchas“protect

themfromharm”and“starfish,birds,andotters”show that predators cause harm to other animals. ChoiceAisincorrectbecauseitonlymentionssize.Ananimalcanbelargerthanotheranimalsbutnotbeapredator.ChoiceBistextfromparagraph1,but it is not a clue to the meaning of predators. It describes the animals that live in shells. Choice C ismisleading.Thetextcomparesshellstoskeletonsontheoutsideofmollusks’bodies.Itdoesn’tdiscussanimalswithskeletonsinsidetheirbodies.(DOK 2)

Theme Connection

•Howdoallthepassagesinthislessonrelatetothetheme of science and engineering?

•Whatisonefactorideayoulearnedaboutscienceand engineering from each passage in this lesson?

Lesson 13

©CurriculumAssociates,LLC Copyingisnotpermitted.

L13: Unfamiliar Words124

Part 5: Common Core Practice

Read the science passage. � en answer the questions that follow.

Seashells by Bela Moté

1 If you walk along the seashore, you will probably see many kinds of shells. Seashells were once the homes of live animals. � e animals that live inside shells have so� bodies, so they need their shells to protect them from harm. � eir shells save them from storms or predators such as star� sh, birds, and otters. Shells also give the animals a shape. In that way, shells are like skeletons on the outside of the body. When the animals die, the shells remain.

2 Creatures with shells belong to a group of animals called mollusks. Not all mollusks have shells. Of the mollusks that do have shells, there are two main groups.

Univalves

3 More than three-quarters of all mollusks are univalves, a word that means “having a shell that is all one piece.” � e shell is coiled, and inside the coil is the so� body of the mollusk. Many univalves are named for their appearance. Look at the examples below. Does the helmet shell remind you of a helmet? How about the worm and slipper shells?

Helmet Shell Slipper ShellWorm Shell

4 Some univalves have small holes in their shells. Abalone shells have a series of holes. Water and wastes are expelled, or pushed out, through the holes. � e inside of an abalone shell gleams with di� erent rainbow colors. � is iridescent substance is called mother-of-pearl.

Bivalves

5 A� er univalves, bivalves are the next largest group of mollusks. When a bivalve is alive, the two parts of its shell are hinged. A� er the animal dies, you may � nd just one part of the shell lying on the beach.

Abalone Shell

Lesson 13

©CurriculumAssociates,LLC Copyingisnotpermitted.

L13: Unfamiliar Words 125

Part 5: Common Core Practice

6 Many bivalves have names that re� ect their appearance. A jackknife is a knife that folds into its own case. � e jackknife clam has an appropriate name because it has about the same shape as a closed jackknife. Are angel wing and kitten’s paw � tting names for the shells shown here?

Jackknife Shell Angel Wing Shell Kitten’s Paw Shell

7 � ere are many di� erent kinds of clams, from very small to very large. � e giant clam is the largest bivalve. Some are four feet long and weigh 500 pounds. � e giant clam even grows its own food. Tiny plants get caught in the clam. � e plants get what they need from the clam, but eventually the clam eats the plants.

8 Another common bivalve is the oyster. All oysters can make pearls, but the pearl oyster makes the most beautiful ones. A pearl is an accident. A grain of sand or something else gets inside the oyster shell. An oyster is creating new shell material all the time. To protect itself from the foreign body, the oyster covers it with the same material that the oyster’s shell is made of. � e result is a pearl.

1 What is the meaning of the word “predators” as it is used in paragraph 1?

A Animals that are larger than other animals.

B Animals that live near or in the sea.

C Animals that have skeletons inside their bodies.

D Animals that hunt other animals for food.

Giant Clam Shell

Pearl Oyster Shell

Answer Form

1 A B C D

2 A B C D

3 A B C D

NumberCorrect 3

Page 16: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

120

Part 5: Common Core Practice Lesson 13

L13: Unfamiliar Words

©Curriculum Associates, LLC Copying is not permitted.

2 ChoiceBiscorrect.Thisphraseappearsinthesentence before the sentence with the word iridescent.Cluesinclude“gleams”and“rainbowcolors.”ChoiceAindicatesalocation.Itdoesn’thelp with the meaning of iridescent. Choices C and D are from paragraph 5 and describe bivalves. (DOK 2)

3 ChoiceBiscorrect.Contextcluesinclude“twopartsofitsshell.”Studentsmayalsorecallthattheprefixbi-means“two,”asinbicycle.ChoiceAisincorrectbecausethecluesclearlystatethatbivalveshaveshellswithtwoparts,notone.Choices C and D are not mentioned in the section aboutbivalves.Thetextneverdirectlydiscussesthestrength of outer shells at all. Students can infer the shellsarehard,butitdoesnothelpwiththemeaning of bivalve. (DOK 2)

4 Sampleresponse:Thewordappropriate means “correct”or“accurate.”Contextcluesinnearbysentencesinclude“namesthatreflecttheirappearance”and“fittingnames.”(DOK 3)

Lesson 13

©CurriculumAssociates,LLC Copyingisnotpermitted.

L13: Unfamiliar Words126

Part 5: Common Core Practice

2 Read the following sentence from paragraph 4 of the passage.

This iridescent substance is called mother-of-pearl.

What words from the passage can help you fi gure out the meaning of “iridescent”?

A “inside of an abalone shell”

B “gleams with different rainbow colors”

C “the two parts of its shell are hinged”

D “the next largest group of mollusks”

3 Read the following sentences from paragraph 5 of the passage.

When a bivalve is alive, the two parts of its shell are hinged. After the animal dies, you may fi nd just one part of the shell lying on the beach.

What is the meaning of “bivalve” as it is used in the passage?

A having a shell that is all one piece

B having a shell with two pieces

C having a hard outer shell

D having a soft outer shell

4 Paragraph 6 states, “The jackknife clam has an appropriate name because it has about the same shape as a closed jackknife.” Explain what the word appropriate mean as it is used in the passage. Support your defi nition with one context clue from the passage.

Go back and see what you can check off on the Self Check on page 117.Self Check

See sample response.

Usethesequestionsandtasksasopportunitiestointeractwith“Seashells.”

1 Whichtypeofseashelldopeopleusuallyfindalongtheseashore:univalveorbivalve?Supportyouranswerwithdetailsfromthetext.(RI.4.1)

People usually find univalves along the seashore. The text says “more than three-quarters of all mollusks are univalves.” That should mean that for every four shells found on the beach, three will be univalves.

2 Writeasummaryof“Seashells.”Includethetext’smainideaandkeydetails.(RI.4.2; W.4.2)

Students should include that the main idea of the text has to do with the different types of seashells and mollusks. Supporting details include the different types of mollusks, such as univalves and bivalves, and how some mollusks have names that reflect the appearance of their shells.

3 How do the illustrations in this text help the readerunderstandwhatthetextsays?(RI.4.7)

The illustrations help support the text’s main idea that there are many different types of seashells. They show what the different types of seashells look like and why some seashells have the names they do.

4 Whatdoestheauthormeanwhenshesays,“A pearlisanaccident”?(L.4.5.a)

An accident is something that happens by mistake, so this phrase means that an oyster does not plan to make a pearl.

5 Discuss:Whyisithelpfulforshellnamestobesodescriptiveofwhattheylooklike?Forwhomwould it be helpful? (SL.4.1)

Discussions will vary. Remind students to cite information from the text, follow the agreed-upon rules for discussion, and ask one another additional questions they might have.

Integrating Standards

Page 17: Lesson 13 Part 1: Introduction CCLS Unfamiliar Wordsclass4411.weebly.com/uploads/2/6/2/0/26200127/unfamiliar_words.pdf · 13: Unfamiliar ords 119 Part 1: Introduction Sometimes when

L13: Unfamiliar Words

Lesson 13

121

Additional Activities

©Curriculum Associates, LLC Copying is not permitted.

Writing Activities

LISTENING ACTIVITy (SL.4.2)

Listen Closely/Paraphrase

•Havesmallgroupsofstudentsrereadtheexperimentonpage121.

•Studentsshouldtaketurnsrereadingtheexperimentwhileotherslistencloselyandparaphrasewhattheyheard.Theyshouldbeableto name each step and the order in which the steps should be done.

DISCUSSION ACTIVITy (SL.4.1)

Talk in a Group/Identify Unfamiliar Words

•Askstudentstoidentifyandmakealistofwordsthatwereunfamiliartothemwhentheyread“Seashells.”

•Havestudentsformsmallgroupstocompareandcontrasttheirlists.Encouragestudentstodeterminewhichtypesofcontextcluestheyusedforeachword.Whichwordshadanearbydefinition,synonym,orantonyminthetext?Whichwordsrequiredthemtomakeaninference?

•Appointonememberofeachgrouptotakenotes.Allow10–15minutesfordiscussion.Thenhaveeach group share its results with the class.

MEDIA ACTIVITy (SL.4.5)

Be Creative/Draw a Mollusk

•Havestudentsreviewtheillustrationsandnamesoftheshellsonpages124and125.

•Askstudentstothinkofotherthingsthatashellmightlooklike,suchasabaseballgloveoramusicnote.Encouragethemtobecreative.

•Havestudentsdrawapictureofanewshellandinclude a caption with its name. Remind students thatthenameshouldreflecttheshell’sappearance.

RESEARCH/PRESENT ACTIVITy (SL.4.4; SL.4.5)

Research and Present/Give a Presentation

•Review“OverBridge,UnderTunnel.”Askstudentsto research other examples of bridges and tunnels. Theycanreadaboutfamousexamplesaroundtheworldorlocalexamplesinyourstateorregion.

•Havestudentsplananoralpresentationthatintroduces the different bridges and tunnels.

•Studentsshouldproduceavisualdisplay,suchasaphotocollage,toaccompanythepresentation.Remindstudentstoincludewhythestructureswerebuiltandwhatpurposetheyserve.

Informative/Explanatory Text (W.4.2)

•Review“Seashells.”Askstudentstothinkaboutotheranimalsthathaveuniquebodyadaptationsthathelpprotectthemfrompredators.Examplesincludeporcupines,turtles,andskunks.

•Havestudentswriteaninformativetextaboutonetypeofanimal.Theyshouldfollowtheformatusedin“Seashells”andincludelogicalheadings,usefulillustrations,anddescriptivecaptions.

•Allowtimeforstudentstosharetheirtextswiththeclass.

Frequently Confused Words (L.4.1.g)

•Pointoutthewordvaryin“OverBridge,UnderWater”andrereadthesentenceinwhichitappears.Displaythe words vary and very.Helpstudentsrecognizethespellingdifferenceanddefineeachword.

•Directstudentstootherwordsinthislesson’spassagesthatareeasilyconfusedwithotherwords.Pointtoweak(week)andtwo(to,too)in“FireandAir”andtothere and theirin“Seashells.”

•Havestudentswritesentencesusingthewordsthattheyfrequentlyconfuse.Examplesmightbeyour and you’re,our and are,break and brake,accept and except.Encouragestudentstosharetheirsentenceswithpartners or the class.