1. 8:10 – 8:40 Wednesday, August 26, 2015 Thought of the Day… “In the end there doesn’t have to be anyone who understands you. There just has to be someone who wants to.” Cursive Practice – Write your science vocabulary words. (Cursive Practice – Write your science vocabulary words. )

2. Writing Lesson Being a Writer 8:40 – 9:25

3. Today’s Plan List questions you can ask about a nonfiction topic Write freely about things that interest you Use discussion prompts to build on one another’s thinking Use writing and pair conference time responsibly Express interest in and appreciation for one another’s writing.

4. Getting Ready to Write Gather – Sit with your partner. Bring your notebook and pencil. Face me. Review Can It Rain Cats and Dogs?. What do you remember about how the authors communicate the information in this book? Add “Nonfiction question-and-answer books to the “Writing Ideas” chart.

5. Quick Write Review the nonfiction topics you listed yesterday in the writing ideas section of your notebooks. Pick ONE that you are especially curious about. Open your notebooks to the next blank page and write that topic at the top of the page. Think quietly for a moment about the following: If you were going to write a question-and-answer book about the topic you chose, what questions might you ask in your book? For the next 5 minutes jot down as many questions as your can think of that you might like to ask in your book. Volunteers will share some of their questions after the 5 minutes.

6. Independent Writing 9:00 – 9:25

7. Writing Time Write more questions about a nonfiction topic Work on a piece you started earlier Start a new piece of writing

8. Share and Reflect Confer in Pairs Partners will meet for pair conferences. Remember that both partners will read and discuss their writing with each other. Try to listen for at least 1 thing that you like about your partner’s writing and be prepared to share it with the class. Reflect on Conferences What is one thing you liked about your partner’s writing? Why did you like that part? What is one thing your partner liked about your piece of writing? You may read that part aloud, if you wish.

9. Restroom Break 9:25 – 9:35

10. Grammar Lesson 9:35 – 9:45

11. Day 2 – Guided Practice Complete Subject vs. Simple Subject and Complete Predicate vs. Simple Predicate 1.Reindeer, also known as caribou, live in the Arctic. 2.A reindeer’s coat has two layers of fur and keeps the animal warm. 3.These animals travel in groups for safety and run really fast. 4.The creatures eat grass and munch on leaves in summer. 5. Bears and wolves hunt reindeer.

12. Day 2 – Homework

13. Vocabulary Lesson 9:45 – 10:00

14. Day 2 In this lesson, you will: Review and practice using the words lush, dim, and clamber from Day 1 Review and practice using the words lush, dim, and clamber from Day 1 Build your speaking and listening skills Build your speaking and listening skills Explain your thinking Explain your thinking

15. lush dim clamber lush dim clamber Yesterday you learned three words from the book Rainforests. Yesterday you learned three words from the book Rainforests. Today you will think more about the words. Today you will think more about the words.

16. lush dim clamber lush dim clamber Which of the words we learned yesterday do you think was interesting to talk about? Why? Which of the words we learned yesterday do you think was interesting to talk about? Why? Turn to your partner. Turn to your partner. Prompt 1: I think the word _______ was interesting to talk about because… Prompt 1: I think the word _______ was interesting to talk about because…

17. Introduce the Game “Finish the Story” You and your partner will play a game called “Finish the Story.” You and your partner will play a game called “Finish the Story.” I will read a story, leaving off the last word. I will read a story, leaving off the last word. You and your partner will decide which word you think makes the best ending for the story. You and your partner will decide which word you think makes the best ending for the story. Before you do this with your partner, we will practice as a class. Before you do this with your partner, we will practice as a class.

18. lush dim clamber lush dim clamber Story 1: The power went out just as Bailey started working on her homework. She lit a candle, but she still could not see well because the light was too _______. Which vocabulary word makes the best ending for the story? Why? Prompt 1: I think _________ makes the best ending because…

19. Your Turn You will continue the game with your partner.

20. lush dim clamber lush dim clamber Story 2: Phil and his family went for a hike in the forest. They were surrounded by tall trees thick with leaves, green grass, and beautiful flowers and bushes. Phil’s mom said, “Wow! I have never seen a forest so _______.” Which of yesterday’s words makes the best ending for the story? Why? Turn to your partner. Prompt 1: I think _________ makes the best ending because…

21. lush dim clamber lush dim clamber Story 3: Dalia was walking her dog at night. Her flashlight began to lose power. The light became _______. Which of yesterday’s words makes the best ending for the story? Why? Turn to your partner. Prompt 1: I think _________ makes the best ending because…

22. lush dim clamber lush dim clamber Story 4: A squirrel dashes up a large tree. As the squirrel gets near the top of the tree, the branches are close together, making the climb harder. To get to the top, the squirrel must_______.” Which of yesterday’s words makes the best ending for the story? Why? Turn to your partner. Prompt 1: I think _________ makes the best ending because…

23. lush dim clamber lush dim clamber Story 5: Amir was disappointed with his family’s trip to the desert. He complained to his mother, “Next time, let’s go somewhere with a lot of flowers and green plants! I want to go to a place that is _______.” Which of yesterday’s words makes the best ending for the story? Why? Turn to your partner. Prompt 1: I think _________ makes the best ending because…

24. lush dim clamber lush dim clamber Story 6: Nina is climbing up a rocky hillside. “This is difficult,” she mumbles. “I’ll have to use my hands and feet and _______.” Which of yesterday’s words makes the best ending for the story? Why? Turn to your partner. Prompt 1: I think _________ makes the best ending because…

25. Sensory Details Good writers like James Harrison, the author of Rainforests, use descriptive words and phrases in their writing. Good writers like James Harrison, the author of Rainforests, use descriptive words and phrases in their writing. These details appeal to our senses- they help us as readers imagine how things look, feel, taste, smell, and sound. These details appeal to our senses- they help us as readers imagine how things look, feel, taste, smell, and sound. We call words and phrases that appeal to our senses sensory details. We call words and phrases that appeal to our senses sensory details.

26. Page 8 - 9

27. Explore Sensory Details What words or phrases did you hear that help you imagine what a rainforest looks, sounds, and feels like? What words or phrases did you hear that help you imagine what a rainforest looks, sounds, and feels like? Sensory details like those paint word pictures that help make writing interesting and fun to read and hear. Sensory details like those paint word pictures that help make writing interesting and fun to read and hear. I would like you to use sensory details in your own writing. I would like you to use sensory details in your own writing.

28. Reading Lesson 10:00 – 10:55

29. Day 3 In this lesson, you will: Practice the procedure for “Think, Pair, Write”Practice the procedure for “Think, Pair, Write” Examine an expository nonfiction articleExamine an expository nonfiction article Use text features to better understand information in the articleUse text features to better understand information in the article Read independently for 15-20 minutesRead independently for 15-20 minutes Explain your thinkingExplain your thinking Solve problems by working togetherSolve problems by working together

30. Review Text Features Turn to pages 3-5 in your Student Response Book.Turn to pages 3-5 in your Student Response Book. What features did we notice on these pages?What features did we notice on these pages? How did these features help us understand the information on these pages?How did these features help us understand the information on these pages?

31. Read an Article and Examine Text Features Today we will look at another expository text to see what features we notice.Today we will look at another expository text to see what features we notice. Turn to pages 6-7 in your Student Response Book.Turn to pages 6-7 in your Student Response Book.

33. Examine Text Features Make a mental list of the text features.Make a mental list of the text features. Share with your partner the features and discuss how the features are used.Share with your partner the features and discuss how the features are used. Add the features to the list you started yesterday.Add the features to the list you started yesterday. You will share your lists with the class later.You will share your lists with the class later.

34. Discuss Text Features What features did you find that are already on the chart? How are they used?What features did you find that are already on the chart? How are they used? What features did you find that are not listed on the chart? How are they used?What features did you find that are not listed on the chart? How are they used?

35. Reading Comprehension Strategies Chart using text featuresusing text features

36. Reflect on Working Together What did you like about how you and your partner worked together today?What did you like about how you and your partner worked together today? What problems did you have? How did those problems affect your work?What problems did you have? How did those problems affect your work? How did you try to solve those problems?How did you try to solve those problems?

37. Individualized Daily Reading I will be talking with individual students again today.I will be talking with individual students again today. It is important that you read silently.It is important that you read silently. Be sure to notice text features and what they helped you learn.Be sure to notice text features and what they helped you learn. You will be sharing with the class what you have found.You will be sharing with the class what you have found.

38. Sharing Text Features What text features did you encounter in your reading today?What text features did you encounter in your reading today? Did anyone read an expository text that had few or no features? If so, how can you tell it is an expository text?Did anyone read an expository text that had few or no features? If so, how can you tell it is an expository text?

39. Out of Classroom! Lunch 10:55 – 11:25

40. SCIENCE TIME http://studyjams.scholastic.com/studyjams/ja ms/science/ecosystems/biomes.htm 11:25 – 12:10

41. S.T.A.R.

42. S.T.A.R.

43. Review Workbook pages 144-145

46. pg 146-147 (finish for HW) 2:45 – 3:10

47. Restroom Break 12:10 – 12:15

48. Out of Classroom! Recess 12:15 – 12:45 Activity 12:45 – 1:30

49. Math Bell Work! 1:30 – 1:37

50. Math Lesson – Chapter 2 Intro! 1:30 – 3:15

51. Math Workbook p73,74

52. MATH Stash Create page – Prime & Composite Numbers (Don’t forget to update your Table of Contents) Create an Anchor Chart

53. Math Station Rotations! 2:00 – 3:15

54. Math Workbook

56. 3:10 – 3:15Wrap Up! Pair-Up back to back and share one thing you learned in class today with your partner Pack-Up Office will announce: Car Riders – Leave around 3:15 Bus Riders – (listen to intercom for dismissal)