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K-Lesson 16Day 1 Day 2 5tCurious About Words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nPXBSPVOE*UBMTPSJTFTJOUPUIFTLZ)PX DBOXBUFSSJTFJOUPUIFTLZ 5IFIPUTVOIFBUTUIFUPQPGUIFXBUFS4PNFPG UIFXBUFSHFUTTPIPUUIBUJUUVSOTJOUPBHBT MJLFUIFTUFBNGSPNBLFUUMF5IJT QSPDFTTJTDBMMFEFWBQPSBUJPO #VUUIFXBUFSTUSJQEPFTOUTUPQUIFSF8JOECMPXTUIFXBUFSJOUIFBJS5IF XBUFSJOUIFBJSDPMMFDUTUPHFUIFSUPNBLFDMPVET5IFOUIFXBUFSGBMMTGSPNUIF DMPVET*UGBMMTUPUIFHSPVOEBTSBJOPSTOPX0ODFUIFXBUFSJTPOUIFHSPVOE JUnPXTEPXOIJMMTJOUPTNBMMTUSFBNT5IFTFTUSFBNTFWFOUVBMMZKPJOUPHFUIFSUP GPSNMBSHFSSJWFST4PNFUJNFTXBUFSDPMMFDUTJOMPXQMBDFTPOUIFMBOE5IFTF CPEJFTPGXBUFSDBOCFTNBMMQPOETPSIVHFMBLFT4PNFMBLFTBSFIVOESFETPG NJMFTBDSPTT3JWFSTnPXPVUPGMBLFTBOEFNQUZUIFJSXBUFSCBDLJOUPUIFPDFBOT 8BUFSJTBMXBZTNPWJOH8BUFSTUSJQJTWFSZJNQPSUBOU5IFUSJQDMFBOTUIF XBUFSTPXFDBOESJOLJU*UBMTPCSJOHTUIFXBUFSUPQMBOUTTPUIFZDBOHSPX*G XBUFSEJEOUNPWF XFDPVMEOUMJWF $0.13&)&/4*0/3FUFMMIPXXBUFSNPWFTGSPNUIFPDFBOUPUIFMBOE BOEUIFOCBDLUPUIFPDFBOBHBJO*OXIBUXBZTJTBSJWFSEJGGFSFOUGSPN BTUSFBN *OXIBUXBZTJTBMBLFEJGGFSFOUGSPNBQPOE A Special Bone 0OFBGUFSOPPO 7JODFXBTXBMLJOHIJTEPH 4QBSLZ4QBSLZXBTTOJGmOHUIF HSPVOEBTIFXBMLFE4VEEFOMZ 4QBSLZTQSJOUFEJOUPBTBOEQJUCFTJEFUIF SPBE7JODFGPMMPXFEBMPOH)FXPOEFSFEXIBU4QBSLZXBTSVOOJOHBGUFS *OUIFTBOEQJU 4QBSLZCFHBOUPEJH4BOEnFXGSPNIJTQBXTJOFWFSZ EJSFDUJPO5IFO4QBSLZHSBCCFETPNFUIJOHJOIJTNPVUI7JODFCFOUEPXOUP TFFXIBU4QBSLZIBEGPVOE*UXBTBHJBOUCPOF*UMPPLFEWFSZPME i5IJTMPPLTJNQPSUBOU w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mOEPVUXIBULJOEPGCPOFJUXBT 5IFOFYUEBZ %S5BOOFSDBMMFE7JODFPOUIFQIPOF)FIBETPNFJNQPSUBOU OFXT%S5BOOFSTBJEUIBUUIFCPOF7JODFGPVOEXBTBSFBMEJOPTBVSCPOF 5IFEJOPTBVSCPOFXBTQVUPOEJTQMBZBUUIFTDJFODFNVTFVN/FYUUPJU UIFSFXBTBTJHOUIBUTBJE i'PVOECZ4QBSLZBOE7JODFw7JODFCSPVHIUBMMIJT GSJFOETUPTFFJU $0.13&)&/4*0/8IBUXPSETUFMMZPVIPX7JODFBOEIJTQBSFOUT TUVEZUIFCPOF %PZPVUIJOL7JODFBOE4QBSLZXJMMXBOUUPHPFYQMPSJOH BHBJO 8IZPSXIZOPU Days 3 and 4 “A Special Bone,” Vol. 2, pp. 4–5 Assessment Pretest/Posttest Administration p. 77 Pretest/Posttest Blackline Masters pp. 122–123 Days 1 and 2 “Water on the Move,” Vol. 2, pp. 2–3 Introduce Meanings Assess To assess what word meanings children already know, copy and distribute the Pretest/ Posttest on pages 122–123. Use page 77 to administer the test. Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Water emptied v. fl owed from one place to another The water from the bathtub emptied into the drain. ocean n. a large body of salt water Whales live in the ocean. pond n. a small body of water She can swim from one side of the pond to the other. river n. a wide path of moving water Many boats travel up and down the river each day. stream n. a narrow path of moving water We crossed the stream on a small bridge. Discuss Guide children to see the relationship between each word and the category. Prompt them to talk about ponds, streams, rivers, or oceans they are familiar with. Then ask: What are three things you have emptied? Read Aloud Explain that you will read aloud a story about where water is found on planet Earth. Then read aloud “Water on the Move.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Water on the Move.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. Point out that sometimes a river is very deep and sometimes it is not very deep. Very, Very Deep Not Very DeepBoth pond stream riverocean 1. What are some other words for water that is very, very deep? Add these words to the graphic organizer as children suggest them. (Sample answers: lake; sea) 2. Think about this sentence: Tara poured out a bucket of water. Which vocabulary word tells what Tara did? (emptied) 3. Which would be harder to get across, a stream or a river? Explain why. (Sample answer: a river because it is wider and can be deeper) Day 3 Day 4 Day 5 Unit 4, Lesson 16 t T33 15-20 Minute Lessons Introduce Meanings Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Science kit n. a set of tools The school nurse has a fi rst-aid kit in case someone gets hurt. magnifying adj. making something look bigger The magnifying glass helped me see the tiny bug’s eyes. observation n. a careful look at something The teacher stopped to make an observation of each plant she saw in the woods. scientist n. a person who studies nature The scientist knows many facts about butterfl ies. studied v. looked at carefully She studied the menu before ordering her lunch. Discuss Guide children to see the relationship between each word and the category. Ask questions such as these: What things might you fi nd in a scientist’s kit? What things might you look at with a magnifying glass? Read Aloud Explain that you will read aloud a story about a boy and his dog who fi nd a dinosaur bone. Then read aloud “A Special Bone.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “A Special Bone.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. What Scientists Use kit What Scientists Do observation studied 1. If you have a question about outer space, you might ask a __________. ( scientist) 2. Why would a magnifying glass be a good tool to use to make an observation of ants? (Sample answer: The magnifying glass would make the ants look bigger.) 3. What other tools might a scientist use? Add these to the graphic organizer as children suggest them. (Sample answers: microscope; telescope; ruler; calculator) Deepen Understanding Review Repeat explanations for all oral vocabulary words. Use the defi nitions and examples from Day 1 and Day 3. Guide Partner Activities Have partners work together to complete each of the activities below. Circulate and listen to partners as they work. Provide corrective feedback. Examples Name some animals that swim in a pond. Then name some places where water has emptied from one place to another. Tell your partner. Role-Play Pretend you are a scientist visiting a classroom. Explain your job to your partner. Use these words: magnifying, observation, kit, studied. Describe Work with your partner. Describe what you could do to have fun at a stream. Then describe what you could do to have fun at a river. Draw Draw a picture of something you might fi nd in the ocean. Share your picture with your partner. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 122–123. Use page 77 to administer the test. Compare scores with Day 1 assessment.