DOL level 4 week 4

• Analogy

1. good : better – bad: ________

2. : - : ________

1. miss jane peters3202 main streetjuneau ak 99801

2. we cant take bills friend to

worse

Pledge

Fluency

6 min. reading solution

Objective Know word families and spelling patterns, syllabication, and common letter combinations to spell new

words

• Students will read and understand the

suffix -ly.• Students will identify the base verb in

each line.• Student will use the words in

sentences to show.• Student will identify what happens

with spelling changes with suffixation.• Students will give the meaning for

each word.

Word Structure

Line 1

Line 2

Line 3

Line 4

silvery furry shiny sunny

powerful plentiful pitiless bottomless

wearily angrily probably invariable

conclusion erosion promotion pollution

Word Structure

Line 2 powerful plentiful pitiless bottomless

This line contains root words to which the suffixes –ful, and –less are added.

What does the suffix –ful mean?What does the suffix –less mean?

These suffixes are adjectives. Identify the base word for each word in the line

Give meanings of the words in the line. Combine the meaning of the root word and suffix.

“full of”

power plenty pity bottom

powerful: “full of power”plentiful: “full of plenty”pitiless: “without pity, abundant”bottomless: “without a bottom”

“without”

Word StructureSkills Practice 1 pages 25 - 26

Line 3 wearily angrily probably invariably

•This line contains words whose spelling changes when the suffix –ly is added.•What did the suffix –ly do to the spelling the first two words?•When an adjective ends in –able or –ible, the final le is dropped before adding –ly to form and adverb.•What does the suffix –ly mean? •Identify the base word for each word in the line

Give meanings of the words in the line. Combine the meaning of the root word and suffix.

the y changes to an i

weary angry probable invariable

weary: “ in a weary way”angry: “in an angry way”probable: “in a probable way”invariably: “in an unchanging way”

“in a _________way”

Vocabulary lesson 3

obviously evidentemente recalled recordo

in a way that is easy to see to remember

merriment alegria

fun

tangled enredado

to get caught in something that holds back or blocks

This obviously would not be easy. Nina recalled her gym teacher’s words from the day before.

The rest of their classmates cheered in merriment. The fly became tangled in the spider web.

Vocabulary lesson 3

gnawing vinculación miserable miserable

to chew unhappy

cover cubrir

something that would be good to hide behind

circumstances circunstancias

the way things are at the moment

My dog is gnawing on his bone. “I’m tired and miserable”.

She put her hand above her eyes to cover the glare. Under the circumstances, they made a great team.

Fluency

• Page 71 – I will read this page aloudWe stop abruptly before and after the dashes.Pause longer after semicolons than you would after a comma and longer after a colon.

• As you reread “Mrs. Frisby and the Crow.” you should practice pausing after semicolons and colons and stopping before and after dashes. This will improve your reading rate and accuracy.

Meet the Authorpage 82 & 83

• Why do think Robert C. O’Brien started writing later in life?

• How do you think John Kanzler’s art reflects his love of animals? Give an example.

Inquiry Process

Conjecture A conjecture always begins with phrases such as

I think that or Maybe. Examples: ?

Inquiry Process

Small groups brainstorm conjectures about the question they chose. After you have finished brainstorming, share your conjectures with one another.Same question – different conjectures.

As a group, post your conjectures on the Concept/Question Board.

Clues Problems WonderingsMrs. Frisby is a mouse worried about a cat.

The first few pages have long paragraphs with long sentences.

Why does Mrs. Frisby wait so long to start her journey?

BiographyPrewriting – Categorize things

Things I already know about the topic

Things I need to know about the topic

Biography

• Research your subject before you begin writing. • Use several sources. (encyclopedia, articles,

books, trustworthy Web sites.)• Decide the audience and purpose for your

biographies will determine how you should write. • Most biographies are written in the order in which

events occur.Transparencies 28, and 28a

Spelling

Underline the suffix that has been added to each of the root words.

angry/angrilylocate/location

precise/precisionfame/famous

memory/memorable

___

______

______

______

______

Spelling of some root words changes when suffixes are added. Example: words ending in a silent /e/ sound usually drop the letter e before adding a suffix that begins with a vowel.

SpellingSort all the spelling words according to their endings

-ly

-tion

-sion

-ous

-able

terrifically

miserable

wondrous

pollution

flammable

conclusion

easily

memorable

basically

precision

famous

promotion

location

angrily

luckily

gracious

envious

courteous

usable

decision

attention

erosion

solvable

Objective Review linking verbs, helping verbs, and verb phrases

Students will • identify the verb phrases in a

sentence.• Write five sentences using verbs.

Grammar, Usage and MechanicsLinking Verbs, Helping Verbs, and Verb Phrases

Identify the verb phrases in the following sentences.• The baby was sleeping in his crib. • Ranna is playing with her best friend, Megan. • In some sentences a verb can have more than one word.

usually the last word is the main verb and the preceding words are helping verbs.

• 1. Write five sentences about something that recently happened to you or someone you know. 2. Use verb phrases in your writing. 3. Underline the verb phrases.

Skills Practice 1 page 38

was sleeping

is playing

Rotations

Read with teacher

Work in Skills Practice Book Pages 27, 35, 25, 28

Read “Amazing Animals” pg. 84

Practice cursive handwriting . The letter I i

Red

Yellow

Green

Blue

Blue

Red

Yellow

Green

Green

Blue

Red

Yellow

Yellow

Green

Blue

Red