Author: Seymour Simon Genre: Expository Nonfiction Big Question: Why is it important to know about the universe?

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 astronomers  collapse  collide  compact  galaxy  particles  cosmic  optimistic  outbursts  celestial  constellations  orb Vocabulary Words More Words to Know

Question of the Day Why is it important to know about the universe?

 Build Concepts  Main Idea  Monitor and Fix Up  Build Background  Vocabulary  Fluency: Model Tempo and Rate  Grammar: Regular & Irregular Plural Nouns  Spelling: Multisyllabic Words  Outer Space

 Listen as I read “The Five Wanderers’ of the Ancient Skies.”  As I read, notice that I will read at a fairly slow, deliberate rate because the selection is informative text that contains many ideas for readers to process and connect.  Be ready to answer questions after I finish.

 Who are the five “wanderers” of the ancient skies?  Why do you think our ancient ancestors were so interested in studying the universe?

 celestial – of the sky or outer space  constellations – a group of stars that forms a patternconstellations  orb – sphereorb  (Next Slide) (Next Slide)

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AstronomyMythSciencePoetry Outer Space

Our Solar System GalaxiesStars Outer Space

 This week’s audio explores a planetarium. After you listen, we will discuss what you found out about the planetarium as well as the universe around us.

 astronomers – experts in the science that deals with the Sun, Moon, planets, stars, and galaxiesastronomers  collapse – to cave incollapse  collide – to strike violently togethercollide  compact – firmly packed togethercompact

 galaxy – a group of billions of stars forming one systemgalaxy  particles –extremely small units of matter

 cosmic – having to do with the whole universe  optimistic – hoping for the best  outbursts – acts of bursting forth  (Next Slide) (Next Slide)

 claire thought the martian costume look rediculous  Clair thought the Martian costume looked ridiculous.  have you ever heard of monkies in space  Have you ever heard of monkeys in space?

 With a high-powered telescope, scientists discovered fifteen hundred galaxies in different stages of their lives.  Scientistsgalaxiesregular plural nouns –s –ies Livesirregular plural noun  Scientists and galaxies are regular plural nouns. They are formed by adding –s or –ies to the singular noun. Lives is an irregular plural noun. It changes spelling.

 Plural nouns  Plural nouns name more than one person, place, or thing. –s  Most plural nouns are formed by adding –s. picture/pictures, wing/wings, pattern/patterns, day/days  picture/pictures, wing/wings, pattern/patterns, day/days

–es chsh xzsss  Add –es to nouns ending in ch, sh, x, z, s, and ss.  bunch/bunches, wish/wishes, box/boxes, class/classes yyi –es  If a noun ends in a consonant and y, change y to i and add –es. berry/berries, spy/spies  berry/berries, spy/spies

irregular plural forms  Some nouns have irregular plural forms. They change spelling. mouse/mice, goose/geese, child/children, woman/women  mouse/mice, goose/geese, child/children, woman/women f fefv–es  For most nouns that end in f or fe, change f to v and add –es. leaf/leaves, knife/knives, calf/calves, wife/wives  leaf/leaves, knife/knives, calf/calves, wife/wives

 Some nouns have the same singular and plural forms. sheep, deer, moose, headquarters, series  sheep, deer, moose, headquarters, series  For compound nouns, make only the important word plural. fathers-in-law, secretaries of state  fathers-in-law, secretaries of state

vowel o–s  When a noun ends in a vowel and o, add –s. video/videos, radio/radios  video/videos, radio/radios consonanto  Check a dictionary for plurals of nouns ending in a consonant and o: photo/photos, potato/potatoes, tomato/tomatoes, hero/heroes  photo/photos, potato/potatoes, tomato/tomatoes, hero/heroes

 How many _____ (galaxy) are there in the universe?  galaxies  Micah took two ____ (photo) of the eclipse.  photos

 Both of my ____ (brother-in-law) are stargazers.  brothers-in-law  People sat on their ____ (porch) to see the comet.  porches

 How many ____ (child) are in your young scientists’ club?  children  We raked ____ (leaf) until the sun set.  leaves

 Our teacher used ____ (tomato) to represent planets.  tomatoes  We watched two video ____ (series) about asteroids.  series

 How many ____ (woman) astronauts have flown in space?  women  Astronauts risk their ____ (life) in space.  lives

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Question of the Day Why would the moon be the first place in outer space for astronauts to visit?

 Word Structure  Main Idea  Generalize  Vocabulary  Fluency: Choral Reading  Grammar: Regular & Irregular Plural Nouns  Spelling: Multisyllabic Words  Science: The Telescope Satellite  How Stars Are Named  Outer Space

 Turn to page 152,first paragraph.  As I read, notice how I pause at periods and other punctuation.  We will practice as a class doing three choral readings of this paragraph.

 chucks sofisticated telescope focused on saturn  Chuck’s sophisticated telescope focused on Saturn.  From the beach’s of florida liza watched the rocket ascend  From the beaches of Florida, Liza watched the rocket ascend.

 Plural nouns name more than one person, place, or thing.  Most plural nouns are formed by adding –s. Nouns ending in ch, sh, x, z, s, and ss add –es to form the plural. For nouns ending in consonant –y, change the y to i and add –es.

 Nouns with irregular plurals change spelling or have the same singular and plural forms.

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Question of the Day Why are black holes considered strange?

 Main Idea  Monitor and Fix Up  Vocabulary  Fluency: Model Tempo and Rate  Grammar: Regular & Irregular Plural Nouns  Spelling: Multisyllabic Words  Science: Light-Years  Outer Space

 Turn to page 160, first paragraph.  As I read, notice the rate at which I read—a little slower than usual because this text contains a great deal of information.  Now we will practice together as a class by doing three echo readings of these paragraphs.

 adam used a calculater to figure the distance too the moon  Adam used a calculator to figure the distance to the moon.  does the earth and the moon rotate simultaneusly  Does the Earth and the moon rotate simultaneously?

 Plural nouns name more than one person, place, or thing.  Most plural nouns are formed by adding –s. Nouns ending in ch, sh, x, z, s, and ss add –es to form the plural. For nouns ending in consonant –y, change the y to i and add –es.

 Nouns with irregular plurals change spelling or have the same singular and plural forms.

 Specific nouns help build interesting descriptions.  Plural nouns should be spelled correctly so that they do not distract from the picture painted with words.  Review something you have written to correct the spelling of plural nouns if needed.

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Question of the Day Why do you think scientists spend so much time analyzing what our sun does?

 Expository Nonfiction/Text Features  Reading Across Texts  Content-Area Vocabulary  Fluency: Partner Reading  Grammar: Regular & Irregular Plural Nouns  Spelling: Multisyllabic Words  Science: Kinds of Stars  Solar Energy

 Turn to page 160, first paragraph.  Read this paragraph three times with a partner. Be sure to read at an appropriate rate. Offer each other feedback.

 you cant watch the mercury video until the leafs are raked  You can’t watch the Mercury video until the leaves are raked.  both of lins brother-in-laws works at the observatory  Both of Lin’s brothers-in-law work at the observatory.

 Plural nouns name more than one person, place, or thing.  Most plural nouns are formed by adding –s. Nouns ending in ch, sh, x, z, s, and ss add –es to form the plural. For nouns ending in consonant –y, change the y to i and add –es.

 Nouns with irregular plurals change spelling or have the same singular and plural forms.

 Test Tip: Most irregular plural nouns must be memorized. When you are studying for a test, the dictionary is a good tool for finding the unusual spellings of irregular plural nouns.  Example: analysis/analyses

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Question of the Day Why is it important to know about the universe?

 Build Concept Vocabulary  Main Idea  Paraphrase  Word Structure  Grammar: Regular & Irregular Plural Nouns  Spelling: Multisyllabic Words  Skim and Scan  Outer Space

 To find the topic of a paragraph or section, ask yourself, “What is this all about?”  To find the main idea, ask yourself, “What is the most important idea about the topic?”  To help find the main idea, look for supporting details that explain or tell about the main idea.

Topic Main Idea Supporting Detail

 Paraphrasing is explaining something in your own words while retaining the author’s meaning and ideas. A paraphrase should be simpler to read than the original text.

 Greek root tele- means “far off” and the Latin root mille- means “thousand.”  Find at least four words that reflect both roots’ meaning.  Use a dictionary to verify word meaning.

 Skimming is reading quickly to identify the main idea of a passage or to get an overview of a piece of writing. To skim a work, you read the first and last paragraphs and any headings or summaries. You might also read the first sentence of each paragraph.

 Scanning is moving one’s eyes quickly down a page, searching for specific words and phrases. You scan a piece of writing to see if it will answer your questions or to specific information.

 who wants to visit the planetarium asked dad  “Who wants to visit the planetarium?” asked Dad.  its another rainy day in batavia illinous  It’s another rainy day in Batavia, Illinois.

 Plural nouns name more than one person, place, or thing.  Most plural nouns are formed by adding –s. Nouns ending in ch, sh, x, z, s, and ss add –es to form the plural. For nouns ending in consonant –y, change the y to i and add –es.

 Nouns with irregular plurals change spelling or have the same singular and plural forms.

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 Story test  Classroom webpage,  Reading Test  AR  Other Reading Quizzes  Quiz #