NotesLesson 9MaterialsComposition Notebook½ cup cooking oil½ cup waterfood coloringclear cup (plastic or glass)Science Journalcrayons or colored pencils2 c flour (Optional)1/2 c salt (Optional)2 tsp cream of tartar (Optional)1 c of water (Optional)mixing bowl (Optional)flat piece of wood or heavy cardboard (Optional)tempera paints (Optional)paintbrushes (Optional)

BooksAdventuresPhonics LibraryReading WorkbookCWSScience: A Closer LookMaps • Globes • Graphs

Student Assignments ❑ MATHEMATICS ❑ READING

___ Read and answer questions, “It’s Easy to Be Polite,” pp. 64–67, Adventures

___Identify synonyms___ Read and answer questions, “Robin’s Farm,” Phonics

Library___Complete Reading Work Page 16, Reading Workbook ___Complete Reading Checkpoint

❑ COMPOSITION ___ Complete Composition Activity 4, CWS___ Write dates, names, and the titles of books correctly in

response-journal entry ___Complete Composition Checkpoint

❑ SPELLING ___Identify naming words and action words___Complete Spelling Activities 5–6, CWS ___Complete Spelling Checkpoint

❑ SCIENCE ___ Read and discuss pp. 8–9, Science: A Closer Look___ Complete Think, Talk, and Write, p. 9, Science: A

Closer Look___ Record oil and water investigation in Science Journal ___Complete Science Checkpoint

❑ SOCIAL STUDIES ___ Read pp. 8–9, Maps • Globes • Graphs___ Complete exercise in lesson___ Make collages of land and water forms___ Complete pp. 10–13, Maps • Globes • Graphs ___Complete Social Studies Checkpoint

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

ReadingIntroduction: In today’s lesson your student will read a Social Studies Link about how to scan for information and an article about telephone etiquette. In Phonics, he will practice reading words with the short vowels a and i and identifying closed syllables in compound words. He will read a story to practice decoding words with the short vowels a and i and compound words. Then he will answer questions about the story and will practice reading it fluently. Your student will learn about synonyms and will practice replacing a word with a synonym. He will also practice identifying the naming part of a sentence.

Notes

Lesson 9 • Calvert Education

02LMA1

66

NotesComprehensionObjectives: to follow directions; to scan for information

Social Studies Link: To introduce the article “It’s Easy to be Polite,” read aloud the title and authors’ names on p. 64 of Adventures. Explain that the article tells why manners are important. Read through the Skill: How to Scan for Information on the same page.

Read p. 65 together. Explain that the heading When you make a call tells that this part of the article gives information about making a phone call.

Ways to be Polite

Draw an idea web. Write the main idea Ways to be Polite in the center circle. Ask your student to scan headings, captions, and key words on pp. 64–67, looking for ways to be polite. Put these ideas in circles around the center. (For example: Use the magic words; Say hello when you make a call.) Have your student read the article to find why manners are important, then him help you complete the web.

Next, explain that speech balloons show what a character says. They are read from left to right and generally point to or are placed near the speaker. Have your student point to a few speech balloons in the article and tell who is speaking.

Have him answer each of the following questions and read aloud the text, where available, that supports his answer.

1. (Making Generalizations) How does “the Golden Rule” apply to manners? (If you are polite to others, they will be polite to you.)

2. (Noting Details) What are the “Magic Words”? (please, thank you, you’re welcome, and excuse me)

3. (Making Inferences) Is it easy to be polite? If so, how? (Yes. Follow the rules for polite behavior.)

4. (Making Generalizations) How did manners help Julius? How can manners help people? (Manners helped Julius get along with the family. Manners can help people to get along better.)

Calvert Education • Lesson 9

02LMA1

67

Notes VocabularyObjectives: to identify synonyms; to replace a word in a sentence with a synonym

Write the following on a piece of paper: Julius liked to twirl, turn, and spin when he danced. Explain that synonyms are words that have the same, or almost the same, meaning. Have your student name three words in the sentence that are synonyms. (twirl, turn, and spin)

Write Julius made big messes and spread the newspaper everywhere before anyone could read it. Have your student think of a synonym for big. (Possible answers include: large, huge, giant, and enormous.) Ask him to read the sentence aloud, substituting a synonym for big.

Phonics Objectives: to read and write words with the short vowels a and i; to identify closed syllables in compound words

Review that words or syllables with a single vowel followed by one or more consonants usually have a short vowel sound. They are called closed syllables. Two shorter words often form syllables in compound words. Write snap, trim, and granddad on a piece of paper. Have your student listen as you blend the sounds, stretching out /ssnnăăpp/ while pointing to each letter in a sweeping motion. Then say the whole word, snap. Have your student blend the word with you. Next, have him read the word on his own. Repeat with trim and granddad.

Application: Have your student complete Reading Work Page 16: Pet Show in Reading Workbook to provide more practice with words with the short vowels a and i.

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

Have your student preview “Robin’s Farm” from the Phonics Library by looking at the pictures. Note: From this point forward, Phonics Library will be shortened to Phonics. Write milking on a piece of paper. Have your student tell you how to divide it into a base word and an ending. Then read the word and its sentence on p. 25. Repeat the same process with basket on p. 26, but have your student tell you how to divide it into syllables.

Then have your student read “Robin’s Farm” independently. Remind him to use the phonics/decoding strategy.

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

1. Where does Robin live? (She lives on a farm in New York.)2. What animals are on her farm? (Cows, a cat, mice, a rabbit, a dog, horses,

chickens, and pigs live on her farm.)3. What does Jazz do on the farm? (Jazz takes naps in a basket and catches

mice in the barn at night.)4. Who is Agnes? (Agnes is Robin’s pig.)

Lesson 9 • Calvert Education

02LMA1

68

NotesBuild Fluency: Read aloud p.  25. Explain that these sentences are all telling sentences. Write this sentence on a piece of paper: Many animals live/ on Robin’s farm/ in New York. Tell your student that this is one way to group the words into phrases for smooth reading. Read the sentence and have your student repeat the same phrasing. Then have him read the story aloud several times until he can read it with good phrasing.

Grammar Skills Objective: to review the naming part of a sentence

Write the following sentences on a piece of paper or chalkboard:

These ants sat on the plants . These bees say please .

Have your student read the groups of words and underline the naming part of the sentence. (These ants; These bees)

Complete Reading Checkpoint

Composition Objective: to write dates correctly

Introduction: Review the proper way to write a date: have your student identify that the name of the month comes first and begins with a capital letter. The number of the day comes next, followed by a comma and the number of the year.

Instruction: Review that peoples’ names begin with capital letters by writing the names of people your student knows. Then, write Big Hog’s House Hunt and underline it. Point out that the first word, and each important word in a book title, begins with a capital letter. Then, note that the title is underlined.

To practice, have your student write his birthday. Then, have him write the name of a book that he has read and the name of a friend. Remind him to use capital letters and punctuation correctly.

Application: Have your student complete Composition Activity 4: Date It! in CWS to give him more practice with dates, names, and titles of books. Then have him review his Composition Notebook to make sure that he has written the dates correctly and used capital letters in appropriate places.

Complete Composition Checkpoint

SpellingObjectives: to review words with short e, o, and u vowel patterns; to identify the meaning of Unit 2 words; to identify misspelled words

Introduction: Today your student will continue his study of short e, o, and u words by thinking about the meaning of words and by proofreading a paragraph that contains incorrectly spelled words from Unit 2.

Calvert Education • Lesson 9

02LMA1

69

Notes Instruction: Write the words mop and hug. Explain that mop and hug can be naming words or action words. Write the following sentences. Ask your student whether each spelling word is used as a naming word or an action word.

I hug my dog . (action word)

I gave my dog a hug . (naming word)

I mop the floor . (action word)

I use a mop to clean the floor . (naming word)

Demonstrate that you can also make groups of words that are naming words or action words. Write: sweep, wipe, _________. Ask your student whether a naming word or an action word is needed. (action word) Ask which spelling word would fit. (mop)

Application: For more practice with Unit 2 words and the meaning of groups of words, have your student complete Spelling Activity 5: Spelling Spree in CWS. Check the page together. Then have your student complete Spelling Activity 6: Proofreading and Writing. Provide assistance as needed.

Complete Spelling Checkpoint

Science Objective: to identify skills scientists use to answer questions, including investigating, predicting, drawing conclusions, and communicating

Introduction: Your student has been learning about the skills scientists use to investigate questions. Today he will learn more skills that scientists use when they are learning about new things. Ask your student:

1. What investigations have you done to learn about new things? (Possible answers include: growing plants, taking care of a sick pet, or recording outside temperature, rainfall, or wind speed.)

2. What are some new things that you might want to investigate? (Accept any reasonable responses.)

Tell your student that he will be learning more activities scientists complete in order to investigate questions and find out about new things.

Vocabularyinvestigate conclusion

predict communicate

Instruction: Read p. 8 in Science: A Closer Look with your student. Tell him to look at the photographs on p. 8. Read the captions for each picture. Ask:

1. How do scientists predict what the answer to a question might be? (Possible answer: They use what they already know or have observed and take a guess about what will happen next.)

2. How do incorrect predictions help scientists? (Possible answer: They learn from mistakes and rule out a possible answer.)

Lesson 9 • Calvert Education

02LMA1

70

Notes3. Have your student look at the pictures again. Ask him to predict what the young frog will look like next. Ask: What helped you to predict what the frog will look like next? (Possible answers include: looking at the other frog pictures and watching tadpoles grow into frogs in real life.)

Read p. 9 in the textbook with your student. Read the section titled My Frog Notes. Look at each drawing and read each caption under it. Then read the conclusion.

Ask your student:

1. Which words in the My Frog Notes tell you about the order in which the frog grew? (first, then, now)

2. Why is it important for scientists to communicate their investigations? (Possible answers include: so other people can learn from the investigation, and so other scientists can redo the investigation to see if they get the same results.)

Have your student complete the Think, Talk and Write on p. 9 in the textbook.

Application: Have your student investigate what happens when cooking oil is mixed with water. Have your student record this investigation in his Science Journal. Tell him to turn to a clean page in his Science Journal and record the date and then title the page appropriately. An example of a title might be Oil and Water Meet, but ask your student for ideas for the title. He might also find it easier to title his investigation after he is finished with the experiment.

Show your student the materials he will be using. Have him make a prediction about what he thinks will happen when oil is mixed with water. Write the following sentence starter in his Science Journal for him to complete.

I predict that when the oil is mixed with the water it will . . .Follow these directions to complete the activity.

1. Supply your student with ½ cup of water and ½ cup of cooking oil.2. Carefully pour ½ cup of water into a large clear cup. (You may want to

steady the cup for your student as he pours the water.)3. Add a couple of drops of food coloring to the water so it is easier to see.

(You may want to help with this step as food coloring can stain clothing.)4. Carefully pour ½ cup cooking oil into the cup with the colored water.5. Tell your student to observe what happens to the water and the oil. Ask

him: Did the water and the oil mix together or stay separated? Was your prediction correct?

6. Have your student record his observations in a pencil sketch. Tell him to label the sketch with the materials used and give the sketch a title. Encourage him to make the sketch take up at least half of the page in his Science Notebook. Have your student use crayons or colored pencils to color the sketch appropriately.

Calvert Education • Lesson 9

02LMA1

71

Notes 7. Direct your student to state a conclusion about the results. Remind him to write a complete sentence when stating his conclusion. The following sentence starter may be used for the conclusion.

When oil is mixed with water . . .The purpose of this activity is for your student to use scientific skills in order to learn about new things, but you may want to explain to your student that the oil floats on top of the water because the oil is less dense than the water. In other words, ½ cup of oil has less “stuff ” in it than ½ cup of water. In addition, oil and water also do not mix because of the chemical makeup of the particles in each of the substances.

Your student might want to stir the mixture and see if it stays the same. You should observe that the oil will still float on top of the water since it is less dense than the water, but the food coloring will change the color of the oil, too.

Enrichment: Assign Science Activity 4: Investigating Frogs (Enrichment) in the Activity Pages. Ask him to observe the frog pictures again on pp. 8–9. Ask him to predict what the leaping frog will do next and write it in the first box. Have your student explain the reason for his prediction. In the second box, have him draw a picture showing where frogs live. Ask him how he inferred that frogs live in that place. Tell him to write a caption for his picture in this box. In the third box, have him write different measurements he could make concerning the frog. Have him write down the tool(s) he would use to make these measurements.

Looking Forward: For the next lesson, you will need a stopwatch (or a watch or clock with a second hand).

Complete Science Checkpoint

Social Studies Objective: to identify common land and water forms

Introduction: Tell your student that Earth is made up of land and water. Explain that he will be learning about some of the land and water forms on Earth. Ask him to think of how land and water forms are used by people. (Possible answers include: mountains for skiing; valleys and plains for farming; lakes and rivers for drinking water, recreation, etc.) You might have your student name the land and water forms found near his home.

Instruction: Have your student turn to pp. 8–9 in Maps • Globes • Graphs. Discuss the various land and water forms in the photos. Have your student compare the land and water forms by asking him how a mountain is different from a hill, or how a lake is different from a river or an ocean. Next ask him to circle the photo of the place he would most like to visit.

Next turn to p. 10. Before he colors the land and water forms, help him identify these places. Direct your student to complete the following exercise using p. 10:

1. circle an island;2. make a fence around part of the plain;3. mark an X in the lake;

Discovery Education• Let’s Talk Geography:

Landforms

Lesson 9 • Calvert Education

02LMA1

72

Notes4. draw a line under the label for the valley;5. circle the label for mountains;6. draw a triangle next to the label for hills;7. and draw an arrow from the river label into the ocean.8. Then have him complete p. 10.

Application: Using old magazines or brochures with pictures of various land and water forms, have your student cut out pictures and make a collage of landforms and another of water forms.

Have your student follow the directions at the bottom of p. 11. Give him help with number 1 if he needs it, or let him refer back to pp. 8–9. Have him complete the rest of the page independently.

Then have your student turn to p. 12. Have him draw a red line down the trail to show the route he and his friend will take from the mountains to the beach. Then have him complete p. 12.

Let your student complete the Skill Check on p. 13 as a review to check his recognition of the new geographic terms he has learned. Note: From this point forward, Maps • Globes • Graphs will be referred to as MGG.

Enrichment: Your student might enjoy making a relief map of the land and water forms he has just studied. Help your student mix the ingredients listed in Materials (Optional). Then help him knead the mixture and place it on the wood or cardboard; he should then shape it into plains, hills, mountains, valleys, rivers, lakes, oceans, and islands. Allow several days for the salt maps to dry, then have your student paint the land and water forms with tempera paints.

Complete Social Studies Checkpoint

BrainPOP Jr ActivityLandforms

Rate This LessonGo to My Calvert and give your input on today’s lesson.

Calvert Education • Lesson 9

02LMA1

73