1. Unit 2, Week 1 Mrs. Carson’s Class eMINTS Classroom The History of Women in Baseball

2. Vocabulary legendary- relating to a legend or famous tale insult-something said that hurts someone’s feelings muttered-spoke in a low, unclear way gaped-stared with mouth open flinched-drew back from something painful, dangerous, or unpleasant snickering-laughing in a disrespectful way fluke-an accidental stroke or turn, especially of good luck Practice: Quia Matching Quia Cloze Vocabulary Game Quia Jumbled VocabularyQuia Matching Quia ClozeVocabulary Game Quia Jumbled Vocabulary Lou Gehrig

3. Vocabulary: Words in Context We went to a museum full of baseball facts and souvenirs from some of baseball’s most ___ heroes. Crowds ____ in wonder at the most famous baseball of all time. It was no ____ that the ball was hit for a home run over five hundred times. Suddenly, a confused lady asked how many baskets Babe Ruth scored! We could hear people ____ at her blunder. Our tour guide ____ at her question but answered politely that there were no baskets scored in baseball. She apologized and said she did not mean it as an ____ to the Babe. As she walked away, she ____ something under her breath about being late for breakfast. Lou Gehrig’s Speech

4. Vocabulary: Descriptions Writers often include descriptions that provide readers with context clues. Jackie stayed out late practicing her pitching. Night after night, she pitched until her body ached. Her fingers were calloused and sore. She refused to give up, even when when could no longer see where she was throwing. The fans were jeering at the player as he dropped the ball. They booed and yelled insults about his poor performance. My mom’s brownie recipe called for only a scant amount of cream. Since it was lowfat, any ingredient that had a high fat content was added in very small quantities. Practice: Context CluesContext Clues

5. Vocabulary: Story Words exhibition- an event for people to watch just for fun pitcher- the member of the baseball team who throws the ball to the batter major-league- the highest level in professional baseball orphanage- home for children who do not have parents accomplishments- things you have successfully completed disease- a specific illness flashback- an episode where the author interrupts the regular time order of events in a story to take the reader back to a past event visualize- to form mental pictures of characters, settings, and action suspense- what you feel when you are excited and uncertain about how events in a story might turn out mood- the emotions a text creates

6. Comprehension: Make Inferences and Analyze The author does not always directly tell the reader everything about the characters in a story. Good readers use their own prior knowledge and details that the author does include to make inferences, draw reasonable conclusions, about the characters and the plot. Practice: QuiaQuia Guess What Quia: Battleship

7. Comprehension: Author’s Purpose As you reader, you should ask yourself if the author is trying to entertain, inform, or persuade. If a selection includes a lot of humor or exciting action, the author’s purpose is probably to entertain. If the author provides facts about a topic, the purpose is probably to inform. An author who wants to persuade tries to convince the reader to think or act a certain way. The author’s purpose influences the way the text is organized, the choice of words, and even sentence structure. Practice: Author’s Purpose TutorAuthor’s Purpose Tutor Reading Skills Rocket Reading Skills Rocket 2 FCAT Express Study Zone Multiple Choice Quiz Author’s Purpose Game

8. Comprehension: Flashbacks Authors sometimes interrupt the regular time order of events in a story to take the reader back to a past event. Such an episode, called a flashback, shows how the past events affected a current situation. Babe Ruth Bio.Video Clip: 1:53 minutes

9. Comprehension: Visualize You can better understand what you read if you use your own experiences and details from the text to visualize, or form mental pictures, of the characters, setting, and action. Jackie Mitchell, “The Girl Who Stuck Out Babe Ruth”

10. Comprehension: Suspense One way authors capture the interest of readers is to make a story suspenseful. Suspense is what you feel when you are excited and uncertain about how events may turn out. Practice: SuspenseSuspense

11. Comprehension: Text Feature: Table A table is an orderly arrangement of information, usually in columns and rows. First, look at the title of a table to see what it is about. Then look at the columns and rows to see how the table is organized. A table lists facts and statistics that highlight important information. It contains up-to-date facts and figures. Practice: Reading a TableReading a Table

12. Comprehension: Text Features: Almanacs Almanacs have brief information, facts, and figures about many different subjects. It is a reference book that comes out every year. In contains information on countries, people, current events, sports, and manly other topics. Practice: Baseball AlmanacBaseball Almanac

13. Comprehension: Tables

14. Fluency: Intonation/Pausing Good readers learn to read groups of words together in phrases. Remember to stop between sentences. Practice your pauses and intonations as you read. And now she was finally going to have her chance to play on a real baseball team,/ to pitch to real players.// The stands were packed.// A crowd of four thousand had come to see the strange sight of a woman on the pitcher’s mound.//

15. Phonics: Diagraphs ch and tch The consonant digraphs ch and tch are used to represent the single sound /ch/. The ch digraph may be found at the beginning, middle, or end of a word, as in cheese, rancher, or couch. The digraph tch may appear in the middle or at the end of a word. As in matches or batch. The digraph ch can be silent, as in yacht. The digraph ch can also be used to represent the /k/ sound, as in anchor.

16. Phonics: Digraphs ch tch chtch Place these words in the correct columns on the table below: cheap, kitchen, choose, patch, arch, hitch, chef, snatch, branch, pitcher

17. Reflection: Day 1 Read Core p. 150-151 To learn an author’s purpose, you usually must make inferences and analyze information. Use the Author’s Purpose Map to organize the clues from the selection. What do you think the author’s purpose was for writing Women Pick Up the Ball? Author’s Purpose Clue

18. Reflection: Day 2 Read Core p. 152-159 Does the author agree with what the reporter had to say about a woman playing baseball? Explain your answer.

19. Reflection: Day 3 Read Core p. 160-169 Why do you think the words “STRRRRIKE ONE!” on page 161 are printed differently from the rest of the text? What details on page 162 does the author include to help you visualize the scene as Jackie prepares to pitch once more to Babe Ruth?

20. Reflection: Day 4 Read Core p. 153-167 What was Marissa Moss’s purpose in writing this story?

21. Reflection: Day 5 Read Core p. 170-173 How was Jackie Mitchell from Mighty Jackie like Babe Ruth and Lou Gehrig? How was she different from them?