1. DOL level 4 week 4 Analogy good : better – bad: ________
: : ________
1. miss jane peters
3202 main street
juneau ak 99801
2. we cant take bills friend to
worse

2. Pledge

3. Fluency
6 min. reading solution

4. Students will read and understand the suffix -ly.
Objective Know word families and spelling patterns, syllabication, and common letter combinations to spell new words
Students will read and understand the suffix -ly.
Students will identify the base verb in each line.
Student will use the words in sentences to show.
Student will identify what happens with spelling changes with suffixation.
Students will give the meaning for each word.

5. Word Structure silvery furry shiny sunny powerful plentiful pitiless
bottomless
wearily
angrily
probably
invariable
conclusion
erosion
promotion
pollution
Line 1
Line 2
Line 3
Line 4

6. Word Structure powerful plentiful pitiless bottomless Line 2 power
plenty
pity
bottom
This line contains root words to which the suffixes –ful, and –less are added.
What does the suffix –ful mean?
What does the suffix –less mean?
These suffixes are adjectives. Identify the base word for each word in the line
Give meanings of the words in the line. Combine the meaning of the root word and suffix.
“full of”
“without”
powerful: “full of power”
plentiful: “full of plenty”
pitiless: “without pity, abundant”
bottomless: “without a bottom”

7. Word Structure Skills Practice 1 pages 25 - 26
wearily
angrily
probably
invariably
Line 3
weary
angry
probable
invariable
This line contains words whose spelling changes when the suffix –ly is added.
What did the suffix –ly do to the spelling the first two words?
When an adjective ends in –able or –ible, the final le is dropped before adding –ly to form and adverb.
What does the suffix –ly mean?
Identify the base word for each word in the line
Give meanings of the words in the line. Combine the meaning of the root word and suffix.
the y changes to an i
“in a _________way”
weary: “ in a weary way”
angry: “in an angry way”
probable: “in a probable way”
invariably: “in an unchanging way”

8. Vocabulary lesson 3 obviously evidentemente recalled recordo
This obviously would not be easy.
Nina recalled her gym teacher’s words from the day before.
in a way that is easy to see
to remember
merriment alegria
tangled enredado
The rest of their classmates cheered in merriment.
The fly became tangled in the spider web.
to get caught in something that holds back or blocks
fun

9. Vocabulary lesson 3 gnawing vinculación miserable miserable
My dog is gnawing on his bone.
“I’m tired and miserable”.
to chew
unhappy
cover cubrir
circumstances circunstancias
She put her hand above her eyes to cover the glare.
Under the circumstances, they made a great team.
the way things are at the moment
something that would be good to hide behind

10. Fluency Page 71 – I will read this page aloud
We stop abruptly before and after the dashes.
Pause longer after semicolons than you would after a comma and longer after a colon.
As you reread “Mrs. Frisby and the Crow.” you should practice pausing after semicolons and colons and stopping before and after dashes. This will improve your reading rate and accuracy.

11. Meet the Author page 82 & 83
Why do think Robert C. O’Brien started writing later in life?
How do you think John Kanzler’s art reflects his love of animals? Give an example.

12. Inquiry Process
Conjecture A conjecture always begins with phrases such as I think that or Maybe. Examples: ?

13. Inquiry Process
Small groups brainstorm conjectures about the question they chose. After you have finished brainstorming, share your conjectures with one another. Same question – different conjectures. As a group, post your conjectures on the Concept/Question Board.

14. Clues Problems Wonderings
Mrs. Frisby is a mouse worried about a cat.
The first few pages have long paragraphs with long sentences.
Why does Mrs. Frisby wait so long to start her journey?

15. Biography Prewriting – Categorize things
Things I already know about the topic
Things I need to know about the topic

16. Biography Research your subject before you begin writing.
Use several sources. (encyclopedia, articles, books, trustworthy Web sites.)
Decide the audience and purpose for your biographies will determine how you should write.
Most biographies are written in the order in which events occur.
Transparencies 28, and 28a

17. Spelling
Underline the suffix that has been added to each of the root words. angry/angrily locate/location precise/precision fame/famous memory/memorable
___
______
______
______
______
Spelling of some root words changes when suffixes are added.
Example: words ending in a silent /e/ sound usually drop the letter e before adding a suffix that begins with a vowel.

18. Spelling Sort all the spelling words according to their endings
-ly
-tion
-sion
-ous
-able
angrily
solvable
flammable
erosion
pollution
location
promotion
attention
wondrous
decision
famous
miserable
usable
precision
terrifically
basically
courteous
memorable
envious
easily
gracious
conclusion
luckily

19. Objective Review linking verbs, helping verbs, and verb phrases
Students will
identify the verb phrases in a sentence.
Write five sentences using verbs.

20. Grammar, Usage and Mechanics Linking Verbs, Helping Verbs, and Verb Phrases
Identify the verb phrases in the following sentences.
The baby was sleeping in his crib.
Ranna is playing with her best friend, Megan.
In some sentences a verb can have more than one word. usually the last word is the main verb and the preceding words are helping verbs.
1. Write five sentences about something that recently happened to you or someone you know. 2. Use verb phrases in your writing. 3. Underline the verb phrases.
Skills Practice 1 page 38
was sleeping
is playing

21. Rotations Blue Yellow Red Blue Red Green Yellow Green Red Green Yellow
Read with teacher Work in Skills Practice Book Pages 27, 35, 25, 28
Read “Amazing Animals” pg. 84
Practice cursive handwriting . The letter I i
Blue
Yellow
Red
Blue
Red
Green
Yellow
Green
Red
Green
Yellow
Blue
Green
Yellow
Blue
Red