What we're learning

This weekend I was at the computer from the time I woke until very early morning making plans for school.
This week we are learning about estimating using groups of 10 as a base, and using data from a graph. We are learning about the sufixes -ly, -ful, -er and -or, pronouns, the main idea and writing a report. We are wraping up a chapter on energy in science. In IS we are learning about Nuh and in Arabic working on building vocabulary and reading fluency.

The following was my plans for English today (They came from Reading Street 2007)

ENGLISH

1. People have different responsibilities at home and out of the home. (helping with the dishes, feeding and caring for pets, completing schoolwork, respecting others) People have responsibilities to others in the community (being kind, taking care of friendships, keeping the town and streets safe and clean) Many people in our community are responsible for taking care of others (firefighters, nurses, veterinarians, teachers, police officers, mail carriers)
2. You are going to have a big project on What Does It Mean to Be Responsible. Brainstorm, or come up with different community workers and their jobs. This week we will talk, sing, read, and write about Responsibility.
3. Now we will write and read a message and discuss it.
4. Turn on your computer
5. Open file named “School”, then “Open 1^st” then open the day's Morning Warm Up. (On Monday it would be “1 Monday.png”.)
6. Read the Warm Up and think about it. Did Jeremy Joe do a good job helping Smiffy Blue in Smiffy Blue Ace Crime Detective? What did she do? Did Dr. Frankenstein do a good job of taking care of his monster in Frankenstein? Why or why not?
7. Find the word that starts with an “E” in the Morning Warm Up. Read it and spell it in the air. Find the word that starts with an “l” in the Morning Warm Up. Read it and spell it in the air.
8. Open the grey notebook that says “Weber State” on it to the first page, “My Work Plan”.
9. Read the page and when ever you complete an activity put an X next to the activity.
10. Copy the Morning Warm Up of the day into your note book with nice handwriting.
11. Now we are going to sing a song about firefighters working as a team. Turn the page in the grey notebook.
12. Before we sing the song I want to tell you about some a group of words that your book calls Amazing Words. They are your reading vocabulary and when you use them they help to tell others what you mean. This weeks Amazing Words are: community, responsible, teamwork, operation, instrument, caretaker, lug, and supplies
13. Take the words from the Amazing Words bag in the shoe box and put them in the pocket chart.
14. You, your whole family, and all the people who live around you are your community. The community pitched in to clean up the empty lot. Your community includes which of the following: the president of Mexico or your next-door neighbor?
15. Write the word community in your notebook. Run your hand under the word parts in com-mu-ni-ty as you read it.
16. If someone is responsible, that person must do a job or take charge of something that others are counting on. I am responsible for raising you. Jason is responsible for feeding his dog every day.
17. Write the word responsible in your notebook. Run your hand under the word parts in re-spon-si-ble as you read it.
18. It is teamwork when a group of people put a lot of effort into doing something together. The swim team made money for uniforms by using teamwork to wash cars. We need teamwork to clean the garage in one day.
19. Write the word teamwork in your notebook. Point to the two smaller words in the compound word teamwork.
20. Listen for Amazing Words as you sing the song. Jump to your feet when you hear it. Then explain what the Amazing Words mean, and sing along with the verse in which the word appears. Sing the song again with out jumping up.
1. Our question of the week is Why is it important to do a good job? Turn the page in the grey notebook.
2. People use graphic organizers to help organize their thoughts. Write A Good Job in the center
   of the web. Now we will brainstorm reasons for doing a good job. Think about the Amazing Words. When you read “A Good Job” what do you think about? If you think about monkeys write monkeys between the lines around your word web. (Thats just silly!) What could it mean to do a good job? When do we use teamwork in our home?
3. Hang up your word web after it is filled out so we can use it later this week.

Blending Strategy
1. Write quickly, joyful, painter, and actor. What do you know about reading these words? (They have a root word and an ending.) Today we'll learn about adding suffixes -ly, -ful, -er, and -or to the end of words. Each suffix has a special meaning:
   -ly in a ______ way
   -ful full of
   -er, -or a person who _______
2. Write quickly. This is a two-syllable word formed from the root word quick and the suffix -ly. You can cover the suffix, read the root word, and then blend the root word and the suffix to read the whole word. This is how I blend this word. First, I chunk the word into its parts—the root word quick and the suffix -ly. Cover the suffix to read the root word; uncover and read the ending.

3. Blend the two parts. Let's blend this word together: /kwik/ /l/ What is the word? (quickly) What does it mean? (in a quick way). Repeat with joyful, painter, and actor.
4. First, I chunk the word into its parts—the base word and the suffix. Then I read the root word, read the suffix, and blend the two parts. Continue with closely, helpful, reader, inventor
5. What do you know about reading words with suffixes? Chunk the word into its parts. Read the base word, read the suffix, and then blend the two parts.

BLEND WORDS
1. Now blend the words wonderful, gently, actor, teacher, farmer, graceful, lightly, editor. Tell what you know about each word before reading it.
2. Read and follow the directions on page 53 in the grey note book.
3. Read these words to me
   slowly quietly wonderful graceful closely
   helper dancer visitor reader editor
   fullest joyful bravest clearly softer
4. Each week you will learn how to spell new words. This week each spelling word ends with a suffix. You can spell words with suffixes by thinking about the base word and the suffix.
   What base word and suffix make up sweetly? Start with the sounds in the root word: sweet. What letters spell /sweet/? Write sweet. Now add the suffix -ly. Now spell sweetly. Repeat with harmful, waiter, actor.
5. Now you will take a pretest to see what words you already know how to spell. Take out the next page from the grey notebook and put the notebook on the floor. Fold that page in half so that you can't see the words. I will now read them to you and you will spell them in the boxes. When you finish, check for mistakes.
6. Now to practice, open your grey notebook back up and read and follow the directions on spelling practice page 81.
7. Get the little stapled book from the shoe box. We will read the first two pages together, then you will read the rest.
8. What does Janet like to do? What hobby does Kelvin have? What do Kerry and Ben have in common?
   
9. Locate words with suffixes -ly, -ful, -er, and -or in the story. Take the Reader # 21 Word Sort bag from the shoe box and sort the words by suffixes.
10. Reread the story. Now reread it again as fast as you can. And then one more time to me so I can listen for how well you read the tuff words.

Main Idea and Details
Text Structure

1. What was the main idea in the story Mars Needs Moms? When would it be helpful to be able to tell the main idea of a story?
2. Go to your computer and close the Morning Warm Up and the folder it was in. Open the folder that is named “Open 2nd”. Open the Unit 5 week 1 file.
3. Scroll down to page three. Read it out loud.
   1. The topic of a story is what the story is about. The topic can be said in one or two words. The main idea is the most important idea about the topic. Smaller facts make up the details.
   2. The way in which a selection is organized is called the text structure. Sometimes a selection can be written in the order that things happen. The main idea can be given at the beginning, middle, or end of the selection.
4. Lets look at the page on my computer together. I know the main idea is often given in a sentence at the beginning, middle, or end of a selection. I can read the first paragraph to look for the main idea and some details about it. Read the paragraph aloud. I think the main idea is My Uncle Ernie is a firefighter in our town. Now we will do the next 2 paragraphs the same way.
5. I will read to find out the way in which this selection is organized. I see the clue words one morning and next. This tells me the selection is written in the order things happen.
6. Now we will do the Write to Read section. We will put the graphic organizer in your notebook.
7. Now read and follow the directions on the next page in your grey notebook, Comprehension 54.
8. When you read ask yourself, “Do I know how the selection is organized?” and “Do I know the order in which things happen?”

Shared Writing

1. Go to the next page in your Grey notebook. Read the sentences and On the line below fix the Sentences by rewriting them the correct way. Do number 1 and number 2.
2. Now we will do some shared writing, or writing together using teamwork. Read aloud each group of community workers on the page on my computer. Explain what each group does to help people in the community.
3. We are going to write a report about several kinds of community workers and their jobs and then summarize, or sum up in a few words what these workers do for the community.
4. A main idea ties many details together. Come up with a main idea that tells something important about what community workers do.
5. Read the title. Think about community workers they see around their neighborhood and the kinds of activities these people do. Reread the names of the different community workers. As you tell what they do I will record your answer.
6. Read the report while I track the print.

INDEPENDENT WRITING

1. Write your own report about community workers in your notebook. Use words from the Word Wall and the Amazing Words board. Illustrate your writing. You may display your work on a on the wall if you would like.

Grammar

1. A noun is a word that names a person, place, animal, or thing. Look at the grammar page on my computer. Read the definition to me.
2. Sue Kresky is a person's name, so it is a noun. Instead of using the noun Sue Kresky, we can use a pronoun. Sue Kresky is a woman's name. That tells us to choose the pronoun she. Lets do the rest of the page together.
3. Write these out:

• Firefighters work hard.
  
• They rescue people and put out fires.
  
• I want to be a firefighter.
  
• Abdullah wants to be a firefighter too.

4. I will read the sentences and you decide if it contains a pronoun.

Wrap Up

1. Suffixes--ly, -ful, -er, -or I will write quickly and you tell me what suffix is found in the word. Name other words containing the suffixes -ful, -er, and -or.
2. Spelling with Suffixes--ly, -ful,-er, -or Spell the word fight and write it on the board. How do we make the word fighter, as in firefighter? Continue with nicely and thankful.
3. Main Idea- What is the main idea of "My Uncle the Firefighter"? How can you tell?
   Publish Post
   
   
4. Lets Talk About It-Remember "My Uncle the Firefighter." What did you learn about what firefighters do from this story?
5. Practice working with suffixes by going to the Amazing Words in the pocket chart and saying the root of the word and the suffix.
6. Tomorrow we will read about a day at a fire station, inshallah.