Expressive Word Search As you read search for words you would say in a different way-example: huge is a big word and would be said with a “bigger/louder voice”, soft would be said with a “softer/ quieter voice Expressive Word Chart

Words said in a sad way Words said in a happy

way

Words said loudly

cried glad ouch

Words said in a quietly Words said in an angry way

Words stretched out

whispered mad forever

Words said in a sad way Words said in a happy

way

Words said loudly

Figurative Language Chart

Onomatopeia Alliteration Simile

Personification Metaphor

Onomatopeia Alliteration Simile

Florida Presentation

Step 1: Start a K-W-L chart about what you know/ want to know about ME/ Florida

Agriculture (It depends on which book is available to use/you choose to use)

Step 2: Hand out Books (Agriculture for ME-Or the Florida Book)

Step 3: Have teachers look at the cover write a prediction about what they think the

book is about and why they think this (what background knowledge they have, what

they saw in the pictures, the writing? etc.)

Step 4: Read the first 3 pages -ask if anyone needs to adjust their predictions/ remind

them that while you are reading if there are any words you do not understand, have to

sound out, or can't sound out please write the word and the page it is on on a sticky

note to use later.

Step 5: Explain when we read we make connections, have them read the next 3 pages

making connections

Step 6: Explain that there are 3 types of connections, text to self (connecting to your

own life) Text to text (connecting to other things you have read) text to world

(connecting to things happening in the world)

Step 7: Have the members put their sticky notes on the connections chart under the

correct type of connection -Explain that when this is done with students they typically

have an abundance of text to self-

Step 8: Have them either try to think more deeply about the connection they already

made, or reread the pages read so far and try to come up a text to text/ text to world

connection-

Step 9: Read the next 3 pages and have them Visualize what they have read -draw a

picture or explain what they were picturing in their mind while reading

Step 10: Recheck/ make adjustments to our predictions if needed

Step 11: Read the rest of the book -write 5 sticky notes about the most important details

in the book

Step 12: On Chart categorize the details found (put the ones that are alike together) see

which detail has the most sticky notes this is probably one of the most important details-

discuss why this would be more important than another detail with fewer sticky notes.

Take the sticky notes and “build” the summary-put the details in order

Step 13: Have everyone write a sticky note with the Main idea of the book

Step 14: On chart catagorize these and see which Main idea has the most sticky notes-

discuss how they came up with this as the Main idea, what clues they used-add the

Main idea to the summary

Step 15: On a sticky note write a conclusion, conclusions typically include a lesson, the

theme of the story, a text to world connection that you have made and links to the Main

idea/ opening sentence in some way.

Step 16: Catagorize the conclusions to see what lessons, etc. everyone made.

Everyone would write the conclusion that fits for them as all learning is individualized

according to our experiences

Step 17: Read over the final summary you created as a group/ If in a classroom we

would write the summary on chart paper and students would copy it to model writing a

summary-

Step 18: Word work-mini lesson about compound words-how the two words are put

together to make a new word-something, upstairs, etc.

Step 19: Have them do a compund word hunt through the book/ chart the compound

words found/ brainstorm more

Step 20: All word work can be done in this manner-you could do a lesson on synonyms,

adjectives, etc. and have the kids look for this type of word in the book.

Step 21: Read the first page of the book:

a. PACE-read it so fast that others can't understand it-ask how this

was-they will say it was too fast-read it again but too slow, ask for imput-

talk about how it is important to have a slower pace when reading aloud

b. VOICE QUALITY-read 2nd page so softly that no one can hear it, ask

for input on how it was-they will say to soft-Read it to loudly-again ask for input-talk

about how the right voice quality is important when reading aloud

c. EXPRESSION-read the third page all at one tone with no expression-as

for feed back-reread the page -have them listen for and write down words where you

change to add expression. (Give example-He was S Happy-say in a sad way -it is

important to use expression to keep the audience entertained

d. have them each pick a page to read find 3 words you caould say in a

different way to add expression-chart these to use with other oral readings-have 2/3

volunteer to read there page with expression and fluency.

Step 22: Ask if anyone has an unknown word written down. If so use this/these words to

teach finding small words within a word, syllabication, use of context clues to find

meaning, prefix or suffix if appropriate. If no one has a word use Agriculture.

(Suffixes-ture is a suffix-it is an outlaw syllable as it says chure, doesn’t sound

like the letters should. In Agriculture it is not used as a suffix because agricult isn't a root

word but knowing it can hep us sound it out-it is used as a suffix in legislature which

comes from legislate-it typically makes a verb into a noun)

(Syllabication-A/gri/cul/ture-typically mark a syllable at a prefix or suffix, each

syllable with a vowel, etc.)

(context clues-go to the page the word is on read the sentence around it to find

the meaning for example if the sentence read Agriculture is important because it gives

us the food, clothing and shelter we need. You can predict it means something to do

with food/clothing /shelter.)

(phonemic awareness-discuss what the spelling patterns for long U are-U/ U_E/

UE/ EW/ EU -when using EW it is typically at the end of a word and EU in the middle-

Have them write these patterns on the top of a piece of paper and search for words with

these patterns in the book. This can be done with long E, oy, etc.)

Step 22: Look back at the K-W-L chart-have them write what they have learned about

Florida/Maine’s Agriculture from the book/ Share and Chart these. Recheck to see if all

the “What I want to know” questions were answered/If we can answer them? Do we

need more research? To find another book to read about this topic or a side topic (I try

to instill that 1 books discoveries often leads to a second, third and so on)

I AM THINKING YOU WILL BE HARD PRESSED TO GET ALL THAT YOU HAVE DONE, BUT IF YOU

DO YOU CAN SHARE THE UNITS IDEAS I HAVE USED WITH THE KIDS ABOUT MAINE

MAINE ECONOMICS FAIR-WE STUDY ECONOMICS/ READ BOOKS ABOUT BASIC NEEDS AND

WANTS, BUDGETING. THE STORY OF MONEY, MY ALLOWANCE, KIDS IN BUSINESS, ETC AND

CREATE A BUSINESS PLAN OF OUR OWN MAKING AND SELLING PRODUCTS AT OUR ECONOMICS

FAIR DURING PARENT TEACHER CONFERENCE NIGHT

MAINE DAY-WE INVITE LOCAL HARVESTERS (BLUEBERRY, APPLE, POTATO,

MAPLE SYRUP, ALPACA, ETC. )TO SPEAK AND USE MONEY FROM OUR

ECONOMICS FAIR TO HAVE A MAINE DAY LUNCH ( BAKED POTATO, SALMON,

LOBSTER ROLLS, ETC) WE END OUR DAY WITH A BLUEBERRY PIE EATING

CONTEST-THIS YEAR WE HAD A WHOPPIE PIE SNACK AND POWER VOTED

WETHER MAINE SHOULD MAKE THE WHOPPIE PIE OR BLUEBERRY PIE THE STATE

DESERT AS THIS WAS PENDING LEGISLATION AT THE TIME. WE E-MAILED OUR

DECISION INTO THE NEWS AS THEY WERE TAKING A SURVEY.

MAINE GOVERNMENT -WE READ ABOUT WHAT IS GOVERNMENT, THE

GOVERNOR, HOW LAWS ARE MADE, THE COURTS, ETC. ELECT OUR OWN

GOVERNOR, WRITE OUR OWN LAW AND PASS THEM THROUGH OUR HOUSE AND

SENATE. AGIAN THIS YEARS LINK TO AGRICULTURE WAS THE DESERT DEBATE

(SOME KIDS THOUGHT THE DESERT SHOULD BE APPLE PIE) OTHER YEARS WE

LOOKED AT THE MAINE AG. LICENSE PLATE BEING SUGGESTED-IT MAY VARY

YEAR TO YEAR.

STATE COMPARISON-STUDENTS RESEARCH A DIFFERENT STATES ECONOMICS

AND GOVERNMENT-THEY MAKE A FLOAT OF THE STATE THEY CHOSE AND

COMPARE MAINE'S GOVERNMENT AND ECONOMICS TO THE STATE THEY CHOSE

(COMPARING ECONOMIES MEANS COMPARING AGRICULTURE) WE HAVE A

STATE PAGEANT WHERE THEY PARADE THEIR FLOAT AND SHARE ITS

SIMILARITIES AND DIFFERENCES WITH MAINE.

COUNTRY COMPARISON-STUDENTS MAKE A KEYNOTE (POWER POINT)

PRESENTATION ON THE COMPUTER COMPARING MAINE TO ANOTHER COUNTRY-

TYPICALLY STUDENTS SEE THE POVERTY OF SOME NATIONS AND WE SPEND

THE REST OF OUR ECONOMICS FAIR MONEY ON A DONATION-SOMETIMES IT'S TO

THE HEIFER FOUNDATION, OTHER YEARS THE FOOD BANK, THIS YEAR WE ARE

LOOKING AT A BAG LUNCH PROGRAM.

KWL CHART

What I know What I want to Know What I learned

Making Connections

Text to self Text to text Text to World

Making Connections

Text to self Text to text Text to World

Making Perdictions chart

Prediction Why I made this perdiction

Making Connections Chart

Text to self Text to Text Text to World

Text to self Text to Text Text to World

Text to self Text to Text Text to World

Text to self Text to Text Text to World

Reading Charts used in the room KWL- Know/ Want to Know/ Learned Before we start studying a topic we make a chart of what we know/ want to know we do it as a class for the themes in the room and individually for an independent research project. Example: When researching the states the kids start by writing down what they already know about the state and what they want to know. They keep this in their research folder and after finishing their study they go back and look at it to add items they learned and see if they missed any that they wanted to know. I either conference with them or collect their charts. Expressive word Chart (sample has been included) After lessons about words that we would say in a happy or sad way (usually I make a sad face and sound happy so the kids see that this doesn’t fit and can correct what expression I should use) -The students search for words to put on our class chart that is kept up and added to all year for kids to refer to when reading aloud with expression during readers theater, etc. They use sticky notes to write these down on and stick to the chart. Making Connection Word Chart We start by reading all the same book/ chapter and kids make connections ( write down what they thought of as the read on sticky notes and what made them think this) We then talk about text to self/ text to text and text to world type connections. The students put the connections they made in the correct category. Typically almost all the connections are text to self. We review text to text and text to world type of connections, students reread the book or chapter and try to make these new types of connections. This is repeated throughout the year with various books and modeled. Summarizer Chart We read a book or chapter as a class. the students use sticky notes to write details that they learned while reading. We compare the notes and see what is repeated the most. The ones repeated the most are probably the most important details. The class has a discussion about how to use headings, subheadings bold words etc. To decide upon the most important facts in Non-fiction vs fiction. Each student the writes down what the think is the Main idea and a conclusion again we compare these to see similarities and then write a summary as a class. Later they use the sticky notes to write individual summaries or the lesson is repeated in guided reading groups as needed. Figurative language Chart After lessons about what similie, onomatopeia, alliteration, personification, metaphor each is students find these in books they are reading, write them on sticky notes and put on class chart so these can be used in there stories.

Prefix/ suffix Chart After mini lesson about Prefix students search for words with prefixes find the root word and try to discover how the prefix changes the meaning of the word. We do the same with suffixes. While reading various books students find prefixes and suffixes and their meanings to add to the chart throughout the year. Syllables Chart After guided reading lessons about six types of syllables students search for words that fit under the various types of syllables. At first we start with single syllable words, them move on to multi-syllable words etc. Venn Diagram Chart Used to synthesize what we read when comparing various books were read. How to Choose a Book Chart We do Authors and Genre Studies, Non-Fiction vs Fiction readings, Have place for kids to recommend books to others etc. and have a chart listing ways we chose books on it. Types of word chart I have flip books the students do (Scholastics Teaching Resource-Fill-in Flip Books for Grammar, Vocabulary, and More-ISBN # 0-439-67682-7) to learn about Adjectives/ Nouns/ Homophones/ homonyms etc. After the lesson students look for these in the book they are reading and we add them to our charts that are on the wall * Some charts are kept up and used all year with any type/ styles of books. They are used to help with students writing and reading alike. I do have to rotate some as I don’t have enough wall space.

Summarizing chart Main Idea:

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Detail 4:

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Detail 5: ______________________________________________________________________

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Conclusion: ______________________________________________________________________

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Syllabication Worksheet Name:_______________ Write word with: 1 syllable________________________________ 2 syllables_______________________________ 3 syllables_______________________________ 4 syllables_______________________________ More than 4_______________________ how many syllables?______ Write 6 Closed syllables (has one and only one vowel the syllable ends in a consonant) example: in, ask, sock 1.________________________ 2. ___________________________ 3._______________________ 4.___________________________ 5._______________________ 6. ___________________________ Write 6 open syllables (one and only one vowel, and the vowel is at the end of the syllable.) examples: no, she, no 1. _______________________ 2. ___________________________ 3. _______________________ 4.___________________________ 5. ________________________ 6. ___________________________

Write 6 Silent-E syllables (ends in an e, has only one consonant before the e and only one vowel before that consonant) examples: ate, tune, these 1._______________________ 2.____________________________ 3. _______________________ 4. _____________________________ 5. ______________________ 6. ______________________________ Write 3 of each of the vowel-r syllables (has one and only one vowel followed by an r, or one vowel followed by an r which is followed by an e, or a vowel combination followed by an r) ar words or words ir words er words examples: car or air deer 1.____________ ___________ _____________ ______________ 2. _____________ _____________ _____________ ________________ 3. _______________ _____________ _______________ ____________

Write 5 consonant-L-E syllables (a consonant is followed by le) -ble -cle -dle -fle -gle examples; able cycle idle 1.___________ _________ _________ _________ __________ 2. __________ __________ _________ _________ __________ 3. __________ __________ _________ _________ __________ 4. __________ __________ _________ _________ __________ 5. __________ __________ __________ _________ __________ Write 5 vowel combination syllables ( has a cluster of two or three vowels) examples: rain, day, see, sea veil, pie, noise, true 1.______________________ 2. ___________________________ 3.______________________ 4. ___________________________ 5. _____________________ 6.____________________________

Write 10 multi-syllable words-break them into their syllables and identify which types of syllables are in the word you chose. Word Syllables One type of syllable in this word 1._____________ ___________ ______________________________ 2. _____________ ___________ ______________________________ 3._____________ ___________ ______________________________ 4._____________ ___________ ______________________________ 5. _____________ ____________ ______________________________ 6._____________ ____________ ______________________________ 7._____________ ____________ ______________________________ 8._____________ ____________ ______________________________

Uses vocabulary strategies and builds vocabulary through reading Write 3 sentences with a word that is a homophone, tell what the word means in this sentence and what another meaning may be. (Example: Please write a sentence. In this sentence it means to use a pencils to write something down. The homophome is right, that means that you are correct.)

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Write 3 words with multiple syllables. Break it into its parts and tell what type of syllables the word has. (Example: unlikely=un/like/ly =un is a prefix that means not, like is a magic e syllable and ly is a suffix. 1_____________________________________________________________________

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Write 3 sentences that have contractions in them. Write the words that make up the contraction. 1_____________________________________________________________________

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Write 3 sentences that have compund words. Tell what two words make up the compund words and how these help you to find the meaning of the word. 1_____________________________________________________________________

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Write 3 sentences with and adjective. Tell how the adjectives help the sentence.

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Write 3 sentences underlining the noun and circling the verb in the sentence. Think of another noun and verb you could use in the place of the ones that are there. 1_____________________________________________________________________

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Word Recognition Worksheet Name__________________ Choose the correct meaning of unknown words, with multiple meanings, using content of sentences. 1_____________________________________________________________________

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Evidence of determining meaning of unknown words but finding its parts (root, prefix, ...)

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Recognizes and Uses synonyms

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Recognizes and Uses Antonyms

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Recognizes and uses homographs

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