Unit 1, Week 5The Raft

O’Neal Elementary

eMINTS Classroom

Vocabulary

• scattered- spread or thrown about in various places

• cluttered- appearing crowed with items• disgusted- showing a feeling of strong dislike• downstream- in the same direction as the current

of a stream• raft- a flat boat made of logs fastened together• nuzzle- to touch or rub with the nose• Practice Sites: Quia Matching Quia Cloze

Vocabulary: Words in Contextnuzzle scattered disgusted cluttered raft downstream

1. The raft had drawings of animals ________ around.2. Grandma’s house was __________ with art supplies,

sketches, books, and fishing tackle in every available space.

3. The raft floated _________ with the current.4. At first, Nicky felt ________ with the plan for his

summer; he wanted to stay with his dad.5. At the end of the summer, Nicky thought of the _____ as

a gift that opened up a new world for him.6. The fawn put its head down to _________ the moss as it

tried to find a tender bit to eat.

VocabularyStory Words

• tackle box- a container that holds fishing supplies • snorkel- a mask with a curved breathing tube worn for

looking just under the surface of the water• bobber- a fishing float• cattails- tall, thin plants with brown, buzzy flowers• otter- a furry animal that lives in or near water• Bayous- slow streams that flow in marshes or lowlands• swamp- an area of wetlands, rich in minerals, plantlife,

and trees• guide- a person who leads others on a tour• Ancient- relating to the past

Vocabulary: Paragraph Clues

• Sometimes there are no context clues in the sentence in which a word appears, but the writer includes clues elsewhere in the paragraph.

1. The table was cluttered. On one side were glasses, forks, knives and dishes from breakfast. On the other side were piles of paper and stacks of books.

2. A great blue heron alighted on the raft. After she landed, she preened her feathers as if she knew she was going to be drawn. The bird took great care to make her coat smooth and neat.

Practice Site: Context Clues

Phonics: Long o• In words with /o/ sounds, the long o can be

spelled:• o-C-e, as in mole• ow, as in own• oa, as in coat• o when followed by certain blends such as

st (most) or ld (gold)

Comprehension: Make Inference and Analyze

• Good readers of fiction analyze how the setting----the time and place of the story----helps determine what is and is not possible in the plot.

• Readers also make inferences about the ways in which the setting of a story influences what a character feels or does.

Comprehension: Character, Setting, Plot

• The author’s choice of the setting is very important to a story. The more specific or unusual the setting, the more closely tied to the plot and the characters’ experiences will be to that setting.

• You may begin your analyses of the setting by looking at any illustrations the story might have. Then you can identify the location of the story by looking for the details that tell where it takes place and the time by looking for the details that tell when.

Comprehension: Plot

• The plot of a story is the sequence of events that takes place in a story

• A plot can present a problem or conflict for a character and the steps he or she takes to resolve it.

• An author can use the plot to show how a character changes from beginning of a story to the end.

Practice: Plot

SettingEvent Character’s Reaction

Event Character’s Reaction

Event Character’s Reaction

Practice Site: Setting

Text Features: Maps

• Maps are drawings of geographic locations such as a city, state, or park. Maps may include some or all of the following parts:

• labels- identify cities, states, rivers, or other land features

• compass rose- shows directions north, south, east, and west.

• distance scale- helps readers figure out distances• inset map- an enlargement of a small section of

the map

Compass Rose

inset map

Distance Scale

labels

Comprehension: SettingWriting The Constitution

• The delegates that wrote the Constitution met in the Pennsylvania State House or, as people were already beginning to call it, Independence Hall. it was here that Thomas Jefferson had first read his Declaration of Independence to many of the same men who were now gathering to write the Constitution.

• Behind the building was a garden, or mall, as it was called. The trees on the mall were small then, and they didn’t give much shade in the hot sun of the summer.

• Across the street was the city jail, a stone prison, four stories high. Many of the people were in there because they could not pay their depts. As the delegates walked to work, the inmates of the jail would stick out their hats on long poles and beg for money.

• You can still visit Independence Hall today, and it looks very much the same. It is a graceful red brick building with tall windows.

George WashingtonFluency Practice: Pacing/Tempo

George Washington was the most famous delegate at the Convention. After the Revolution, many people thought General Washington would make himself king. People loved him and respected him. He was really our first national hero.

He was a proud man, and prickly. He had a quick temper and could burst into a rage and bellow like a bull. He was fearless.

He was fifty-five at the time of the Convention, but he had more energy than men half his age. He loved to ride his horses at top speed. He could dance for three hours at a time.

He wore false teeth made of ivory, not wood, and they didn’t fit very well. His false teeth made it hard for him to talk, so sometimes he didn’t like to speak in public. But he loved to be with people, and he loved to listen.

George Washington

Complete the chart by writinga word or words in each emptycircle that describe what George Washington was like.

Comprehension: Character• Alexander Hamilton

• Alexander Hamilton was a delegate from New York State. He was born in the West Indies. He was probably one of the smartest young men at the Convention. Some people at the Convention said he was too smart for his own good. He would go on to become our first secretary of the treasury.

• Hamilton was small and good-looking. Men at that time wore tight pants called breeches that ended at the knee. They also wore stockings, sometimes of silk. lSometimes men with skinny calves put bags of sand under their stockings to look like muscles. Ocassionally, the sandbags would leak over the floor and the ladies woul giggle, but Hamilton never had need of sandbags in his stockings.

Comprehension: Character• James Madison

• James Madison is often called the father of the Constitution. He was short, five feet six. “No bigger than half a piece of soap,” said a man who knew him. He had pale blue eyes and brown hair.

• He never had to work for a living. His father had built up an estate of thousands of acres with many slaves in Virginia.

• Most wealthy young men in the South were expected to ride, hunt, and drink. But Madison loved to read. He was shy.

• He thought of himself as sickly, He went from one high-pressure job to another. He was a politician until his death at age eighty-five.

Comprehension: Character• Ben Franklin

• Benjamin Franklin couldn’t resist trying out new ideas. Many of his new ideas were about science. He invented the lightning rod, bifocals, and the Franklin stove.

• He also thought of new political ideas. He helped write the Declaration of Independence.

• By 1787, he was an old man, in his eighties. he was so sick that he didn’t think he could do much at the Convention, but he knew he was needed. He had to be carried to the Convention in a chair on four long poles carried by four convicts who he hired from the jail for the day. It was the first sedan chair ever seen in this country.