1. A Symphony of Whales by: Steve Schuch
Genre:
Vocabulary Strategy:
Comprehension Skill:
Comprehension Strategy:
Fiction
Context Clues
Generalize
Answer Questions

2. Review Concept Board Question of the day!
What did Glashka's people need from the whales and other sea animals in order to survive?
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3. Phonics Objectives: Use word parts to decode words with suffixes.
Review g, j, dge/j/; s, c/s/; c, k, ck, ch/k/; contrast hard g with soft g.
Blend and read g, j, dge/j/; s, c/s/; c, k, ck, ch/k/ words and suffixes.
Apply decoding strategies:blend longer words
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4. Suffixes -ly, -ful, -ness, -less
-ly means in a ____ way
-ful means filled with
-ness means the condition of being
-less means without
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5. I climbed tiredly into bed and turned off the light.
The word with a suffix is tiredly.
Let’s look at tiredly with out the suffix -ly.
tired - do you know what tired means?
Often, suffixes like -ly change how the base word is used; for example, tiredly describes an action; it answers the question how.
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6. Modeling
The first thing I do when I come to a word like tiredly is break it into its word parts. I can take off -ly and I have the word tired. I know what tired means.In the sentence, tiredly answers the question how. In the sentence, tiredly describes how I climbed into bed. The suffix -ly must make words describe how something is done.
Watch as I blend tiredly. Now blend the word with me.
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7. Practice and Assess
Let’s read the words and underline the suffixes. You can write them on your desk.
finally helpless
beautiful kindness
hopeless helpful
quickly happiness
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8. Read words in context
Let’s read the sentences, identify the words with suffixes, and use the word in a sentence.
Her blindness did not stop her from being able to read and write.
The new boy from France was friendless, so Abigail kindly asked him to sit with her at lunch.
It was a plentiful harvest, and we were all thankful.
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9. Objectives:
Use context clues to determine the meaning of unfamiliar words.
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10. Context Clues Strategy
Read the words and sentences around the word you don’t know. Sometimes the author tells you what the word means.
If not, use the words and sentences to predict a meaning for the word.
Try that meaning in the sentence. Does it make sense?
Now let’s read page 356.
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11. Read “Breaking the Ice”
Pay attention to how vocabulary is used. Listen as I model using context clues to determine the meaning of bay.
MODEL The word bay is used on p The article describes the "waterfront village" where "villagers called the icebreaker for help." So a bay must be a body of water that is surrounded on many sides by something, such as ice or land.
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12. Context Clues
Have students determine the meanings of the remaining words and explain the context clues they used.
Point out that context does not work with every word. Students may have to use the glossary or a dictionary to find the exact meaning of some words.
Have students reassess their usage and definitions of vocabulary words used in their word meaning charts.
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13. Challenge Activity pg. 357 Words to Write
Look at the pictures in A Symphony of Whales. Choose a picture to write about. Try to use words from the Words to Know list.
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14. Context Clues WB page 135
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15. Say It! anxiously bay blizzard channel chipped melody supplies
surrounded
symphony

16. More Words to Know
neighboring
waterproof
yelping

17. anxiously uneasily; with fear of what might happen

18. bay a part of a sea or lake surrounded by land

19. blizzards blinding snowstorms with very strong, cold winds

20. channel a body of water joining two larger bodies of water

21. to cut or break off a thin piece of something
chipped
to cut or break off a thin piece of something

22. melody a pleasing or easily remembered series of musical notes; tune

23. supplies
the food and equipment necessary for an army exercise, camping trip, and so on

24. a long, complicated musical composition for an orchestra
symphony
a long, complicated musical composition for an orchestra

25. Small Group Time
Read A Symphony of Whales pages
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26. FLUENCY - Choral Reading
Listen as I read aloud p Notice the pace I am reading—not too fast and not too slowly. Now, you will practice as a class,doing three choral readings of p
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27. Life Cycles of Animals
Most baleen, or toothed whales, migrate between the very cold polar regions and the warmer tropical regions. Scientists aren't totally certain why whales migrate, but it probably has something to do with food. The icy waters of the polar north are rich in plankton, the main food source of baleen whales. The whales spend summer in these areas, filling up on food before winter. When the water begins to freeze over in the early winter months, the whales migrate south, where they mate and give birth. They return to the polar regions in late spring.
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28. Revisit Concept Web Do you have any words to add to our concept web?
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29. Language Objectives: Use present, past, and future tenses in writing.
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30. Daily Fix-it Sled dogs was helpfull in the cold climate.
The dogs's owner spoke to them quitely.
Sled dogs were helpful in the cold climate.
The dogs’ owner spoke to them quietly.
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31. Guided Practice
Let’s review the concept of present, past, and future verb tenses.
Verbs can show when an action happens. Different verb tenses have different forms.
Many present tense verbs end in -s. You form the past tense of many verbs by adding -ed. You add the helping verb will to a verb to make it a future tense verb.
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32. Present, past, and future verbs.
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33. Present, past, and future verbs.
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34. Writing objectives: Identify the characteristics of a news story.
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35. READING-WRITING CONNECTION
Let’s work together to identify article facts that tell who, where, and why.
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36. READING-WRITING CONNECTION
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37. Challenge Activity
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38. Modeling
Tomorrow we will write a news story. If I write about our town's fall festival, I need to tell readers what it is, who plans it, why it exists, where and when it takes place, and how it helps the town. For example, by writing "Main Street in Greenup will be busy Friday to Sunday, October 10–12, as the annual Apple Fest takes place" tells where, when, and what.
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39. Spelling Objective: Spell words with suffixes -ly, -ful, -ness, -less.
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40. Generalization about spelling words with suffixes
When adding the suffixes -ly, -ful, -ness, or - less, the spelling of the base word does not change unless the base word ends in y.
Let’s add -ly to final. Finally. Notice that we did not change the spelling of final.
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41. Read the words with me. 1. beautiful 9. daily 2. safely 10. suddenly*
3. kindness 11. wireless
4. finally* 12. quietly*
5. spotless 13. fairness
6. worthless 14. cheerful
7. illness 15. painful
8. helpful
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42. Find the pattern
Identify the spelling words where y was changed to i before adding the suffix.
1. beautiful 9. daily
2. safely 10. suddenly*
3. kindness 11. wireless
4. finally* 12. quietly*
5. spotless 13. fairness
6. worthless 14. cheerful
7. illness 15. painful
8. helpful
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43. Let’s add an ending to the underlined words.
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44. GREAT JOB!