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NotesLesson 153Materialscrayons two wide-ruled pads bold-colored markerbeginner’s pencildrinking glassesspoonwaterdrawing papersafety goggles (Optional)thin, large rubber band (Optional)thick, large rubber band (Optional)plastic bowl (Optional)items that produce sounds (drum, whistle, broom,

recorder)xylophone or other pitched instrument (piano, guitar,

fl ute, recorder, or drums)

BooksWonders RWP RWCCalvert SpellerScienceActivity Pages

Student Assignments ❑ MATHEMATICS ❑ READING

___Reread “Th e Hat,” Wonders ___Complete Th ink About the Story, p. 220, Wonders ___Complete Work Page 321–324, RWP ___Complete exercises and answer questions___Write a book report with an opinion___Complete Reading Checkpoint

❑ WRITING ___Write a paragraph___Complete Writing Checkpoint

❑ SPELLING ___Complete pretest of Unit 27 words___Complete Spelling Checkpoint

❑ SCIENCE ___Read pp. 402–409, Science___Complete Explore activity, p. 403, Science___ Complete Science Activity 122, Activity Pages___Complete Science Checkpoint

❑ GAMES AND ACTIVITIES ___Create an information web about trees

MathematicsComplete today’s Math Lesson in the separate Math Lesson Manual.

Reading Introduction: Today your student will continue to work on medial phonemes and the sound /ûr/. He will reread “Th e Hat” and answer questions about the story. He will identify cause-and-eff ect events, learn the suffi x -ly, and compare with -er and -est.

Phonemic AwarenessObjective: to substitute medial phonemes

Tell your student that today he will again play the game “Guess My Code Word.” Remind him that he will get a clue, and using that clue, he should try to fi gure out the code word. Say: Here’s the fi rst clue: What word do you get if you change the /ĕ/ sound in hen to /ôr/? What’s the code word? (horn) Continue with the following words:

Change the /ŏ/ in hop to /âr/? (harp)Change the /ŭ/ in cluck to /ûr/? (clerk)Change the /ă/ in fast to /ûr/? (first)Change the /ā/ in bake to /är/? (bark)

Lesson 153Lesson 153

Notes

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Notes PhonicsObjectives: to substitute medial phonemes; to associate the sound /ûr/ with the letters er, ir, ur

Connect Sounds to Spelling and WritingWrite the letters er, ir, and ur and list the words on the board or on paper as shown. Ask your student to choose a word, read it, erase the vowel spelling, replace it with the spelling above, and read the new word. (er: serve, perch, fern; ir: chirp, stirs, third; ur: burst, turn, churn)

er ir ursave cheep bestpeach steers teenfin thud chin

Directed ReadingObjectives: to reread a selection; to answer questions about the story

Have your student reread “Th e Hat.” Have him answer the questions in Th ink About the Story on p.  220 in Wonders. Sample answers follow, but accept reasonable answers.

1. (Drawing Conclusions) Th ey helped each other and cared about each other’s feelings.

2. (Drawing Conclusions) Each learned that problems can be solved with a little thinking.

3. (Problem Solving) Answers will vary.4. (Compare and Contrast) No, Frog and Toad were not greedy or selfi sh.

Ask your student to compare how Frog and Toad are like Nathan and his grandparents. (kind, thoughtful, willing to help each other)

Application: Have your student complete Work Page 321 in RWP.

Enrichment: Have your student complete the crossword puzzle at http://www.eduplace.com/kids as described on p. 220 in Wonders.

ComprehensionObjective: to identify cause-and-eff ect events

Remind your student that a cause is something that makes another thing happen (eff ect). Have him turn to p. 216 in Wonders. Reread the page together. Point out that one thing caused something else to happen.

Say: When Frog poured water on the hat and let it dry, he caused the hat to shrink. Th is is another way to say the same thing: Th e hat began to shrink because Frog poured water on it.

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NotesRead the text with your student. Have him identify what happens (the eff ect) and why it happens (the cause). Read p. 218 with your student. Have your student discuss the following questions:

1. Why didn’t Toad trip or fall anymore? (Th e hat fi t him, and he could see.)2. What did Toad think caused his hat to fi t? (He thought his head had

become larger.)3. What was the real cause? (Frog had made the hat shrink.)

Application: Write and illustrate a cause-and-eff ect sentence about another adventure Frog and Toad might have.

Have your student complete Work Page 322 in RWP about cause and eff ect.

VocabularyObjective: to learn suffi x -ly and its meaning

Remind your student that he has learned how to add endings to words.Have your student read p. 215. Point out the word quietly and name the base

word, quiet, and the ending, -ly. Explain that adding -ly to quiet makes quietly, which means “in a quiet way.”

Write these base words: slow, quick, kind. Have your student add -ly to each word.Ask these questions:

1. Which word means “in a slow way?”2. Which word means “in a quick way?”3. Which word means “in a kind way?”

Write happy and demonstrate how to change it to happily.

Application: Have your student complete Work Page 323 for more practice with the -ly suffi x.

GrammarObjective: to learn the meanings of -er and -est and add -er and -est to form comparisons

Discuss the meaning of -er and -est. Remind your student that Toad’s hat was bigger than his head and that Toad thought the biggest thought he could think.

Write big, bigger, biggest on the chalkboard. Have your student identify the endings on the last two words and circle them. (-er, -est) Remind him these endings can help compare two or more people or things.

Write the word tall on the chalkboard. Ask your student what you need to add to get the word taller. Repeat for the word tallest.

Display three pieces of paper of varying lengths. Ask your student to describe them using the words long, longer, longest.

Go over these points. • Th e ending -er compares two people or things.

• Th e ending -est compares more than two people or things.

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Notes On a piece of paper draw three circles that are diff erent sizes and three lines that are diff erent lengths. Have your student label each one big, bigger, biggest and long, longer, longest.

Application: Have your student complete Work Page 324. Aft er he has completed the page, ask your student to read the words he colored and the completed sentences.

Looking Forward: Make the following Word Cards for the next lesson: closer, closest; cuter, cutest; fatter, fattest; funnier, funniest; happier, happiest; hotter, hottest; thinner, thinnest; and thirstier, thirstiest.

Complete Reading Checkpoint

Writing Objective: to review and write a paragraph

Introduction: Today your student will write another paragraph. Th e paragraph will be about your student. Th e title of the paragraph will be Me.

Instruction: Ask your student if he can tell you where to place the title. (centered on the top set of lines) Write the title on your pad, and then write the paragraph that follows.

Read the paragraph to your student. Tell him that you have left several blanks for him to fi ll in with his own information. Your student will create a paragraph that is specifi c to him. Point out that the blank aft er Next should be fi lled in with a season of the year.

Application: Ask your student to copy the paragraph as he fi lls in the blanks. Remind him to indent. Emphasize the importance of neat Calvert Script. Ask him to read his paragraph aloud when he is fi nished. Be sure to commend him for a wonderful job.

Complete Writing Checkpoint

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NotesSpelling Objectives: to review base words with -er or -est added; to take a pretest of the Unit 27 words

Introduction: Today your student will test his mastery of the Unit 27 words with a pretest. Remind him that the results of the pretest will help him focus on words that need more attention.

Instruction: Review the words in Unit 27 as needed, either by completing one of the activities in the Spelling Practice Sampler or by reviewing an activity your student completed this week. Remember that it is important for your student to write the words as well as spell them aloud when he is studying.

Application: Tell your student that today he will have a chance to see how well he is doing with learning to spell the Unit 27 words. Explain that you will dictate the words, and he will write them on a blank test page in the Appendix of the Calvert Speller. Th en the two of you will check his spelling and see how he is progressing. Remind him to write neatly and to form his letters carefully.

Note: Remember that if you decided to have your student study the Challenge Words, you may want to include them on the pretest.

Read each word aloud, and read the accompanying sentence. (You may use the sentences provided or supply sentences of your own. You may also vary the order of the words.) Th en repeat the word. Have your student write only the word and not the sentence.

Basic Wordsnewer Your sneakers are newer than mine. newerwarmest This is the warmest day we have had all week. warmesthighest We climbed the highest hill. highestfaster You run faster than I do. fasterdeepest He swam in the deepest part of the pool. deepestricher The king was richer than the prince. richer

Challenge Wordssmaller The puppy is smaller than the mother dog. smallerkindest The tall boy was the kindest. kindest

Together, compare your student’s spelling to the Unit 27 words in the Calvert Speller. Note any misspelled words, and have him correct his errors.

Complete Spelling Checkpoint

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Notes Science Objectives: to identify vibration as the cause of sound; to describe the volume and pitch of sounds

Introduction: Your student has been learning about heat as a form of energy. In this lesson, your student will be introduced to another type of energy: sound.

Begin this lesson with a demonstration. Collect some instruments or other items that produce sounds, such as a drum, a whistle, and a broom. Use each object to make a sound, and have your student describe what he hears. Ask him the following questions:

1. Which object makes the highest sound? Which makes the lowest sound?2. How can we make the sounds of the objects soft er or louder? (possible

answers: blow or tap harder or soft er; move object slower or faster)

Vocabularyvibratepitch

Instruction: Read and discuss the Look and Wonder activity on p. 402 in the textbook together with your student. Explore what your student knows about how other instruments create sounds. Ask:

1. What other instruments make sounds with strings? (possible answers: violins, violas, cellos, basses, harps, fi ddles)

2. What are some instruments that make sound by blowing into them? (possible answers: saxophones, fl utes, recorders, whistles, harmonicas, trumpets)

3. How can you make sound with a drum? (possible answers: hit it with sticks; hit it with my hand)

Read pp. 404–405 in the text together with your student. Aft er reading, discuss the main idea that sound is a form of energy made by vibrating objects. Ask your student:

4. What are some sounds you heard today? (possible answers: alarm clock; garage door; car; telephone)

5. What sounds could you both hear and feel vibrating? (possible answer: heard thunder and felt the ground vibrate)

Turn to pp.  406–407 in the text. Aft er reading the text together with your student, discuss how sounds can vary in pitch and volume. Using a xylophone or other pitched instrument, have your student listen to two tones. Encourage him to decide which tone has the higher pitch. Repeat this exercise several times. Ask him to describe what sounds he hears in his neighborhood. Have him identify what makes the sounds that he hears.

Have your student fold a piece of paper in half. On the left side, have him draw and label three things that make sounds. On the right side, have him write about the volume and pitch of the sounds. Encourage him to use words such as loud,

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Notessoft , high, and low. He might choose things like a police car, car horn, cat meow, or any other sounds that he has heard in the past.

Turn to pp. 408–409 in the text. Read both pages together with your student. Explain to him that this article is about sounds that warn of danger. Let him know that a warning is something that tells people when something dangerous could be nearby. Ask him:

6. What does a fi re alarm tell you to do? (possible answer: leave where you are and go to a safe place)

7. What other warning sounds have you heard? (possible answers: sirens on ambulances, fi re trucks, and police cars; animal growling; car horn)

Ask your student to think about how someone who cannot hear would be warned of danger. For example, buildings may be equipped with lights that fl ash during emergencies. Have your student review the article. Ask him: What are some important things this article tells you about sounds? (Possible answer: Sounds can tell me to move to a safe place.)

Your student may think that sound only travels through air. However, sound can travel through all forms of matter, including liquids and solids. Th e ocean, for example, is full of sounds—dolphins click, humpback whales sing, and boat propellers whine. Water is a great medium for sound to travel.

Have your student complete the Talk About It activity on p. 409 in the text. Your student may have diffi culty identifying what he should do in response to a warning sound. Review with him that a car horn means a car is nearby and he should look carefully or wait before crossing the street.

Explain that other warning sounds have similar meanings. Alarms tell people to look and listen carefully in case there is danger. Remind your student that if he hears warning sounds, he should look for direction from an adult who can tell him what to do to stay safe.

Application: Complete Science Activity 122: Make Some Music in the Activity Pages.

Discussion Questions: Discuss the following questions with your student.

1. What is sound? (form of energy made from vibrations)2. What are some soft sounds? (possible answers: a whisper; a cat’s purr)3. Why do some sounds get soft er over time? (Possible answer: Vibrations

slow down and then stop.) 4. Why do some instruments make both high- and low-pitched sounds?

(Possible answer: People can push keys or touch strings to change the speed of the vibrations.)

Looking Forward: For Lesson 155, you will need to supply your student with a mirror, a fl ashlight, a target for the wall (can be a sticky note), colored plastic wrap, and construction paper. If you choose to complete the Enrichment activity, you will need a cardboard tube, aluminum foil, wax paper, and a rubber band.

Complete Science Checkpoint

BrainPOP Jr Activity• Sound

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Notes Games and Activities Discover what your student knows and would like to know about trees by creating a web of information on a large sheet of paper. (See the following example.) Begin with the word tree and then ask what he knows about trees. Add each thing he knows to the web.

Use one side of the web for what he knows about trees and the other side for what he would like to fi nd out about trees.

What I know What I want to know

trees

With your student, review the web and come up with a short list of questions he would like to be able to answer about trees. Th en help your student conduct research to answer his questions by using an Internet Web site to locate information about trees. Start by visiting the child-friendly Web guides and search engines featured at http://my.calvertschool.org/. Alternatively, you may use a computer card catalog or database at your local library. Guide your student to select appropriate resources to address his specifi c questions.

When he has fi nished, have him make a short presentation to you or others in your household telling some new facts he has learned about trees. To help share his information, he may wish to draw a picture, make a collage, or make up a song or poem.

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