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1、Mrs. Williams 5th Grade Day 1 Teacher Read Aloud: The Wreck of E.S. Newman http:/www.curriculumcompanion.org/public/lite/houghtonMifflin/hm05/pdf/hm05_ra_t1s1_newman.pdf n. The remains of something broken or destroyed; rubble. The bulldozer pushed the debris into the corner of the lot. Word History:
2、 The Old French verb debrisier meant to break into pieces or crush. The French word dbris means something that has been broken or crushed, and this is the origin of the English word. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. n. Destruction or ruin. The floods br
3、ought devastation to much of the coast. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. n. A break in a rock mass caused by a shifting of the earths crust. An active fault runs through the center of our town. S1C4PO2, 04 We are acquiring and using new vocabulary for s
4、peaking and reading. n. The striking of one object against another. The impact of the bike hitting the fence knocked the flowerpots to the ground. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. n. A sudden jerk or bump. When the car went over the speed bump, the pass
5、engers got quite a jolt. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. v. To suddenly shake, vibrate, or quiver. The house shuddered every time a heavy truck drove by. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. adj. Easily affect
6、ed. In the winter Maria had to be careful as she was particularly susceptible to colds. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. adj. Moving in waves or with a smooth, wavy motion. The undulating water raised and lowered the rowboat. Word History: The Latin wor
7、d for a wave, unda, contributes the sense of rising and falling in the word undulating. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. n. A lifting or upward movement of the earths crust. The mountain range was created by a great upheaval. S1C4PO2, 04 We are acquirin
8、g and using new vocabulary for speaking and reading. (R5-S1C6-01) Predict text content using prior knowledge and text features. (R5-S1C6-06) Use reading strategies to comprehend text. Mrs. Williams 5th Grade Day 2 Together we will discuss and answer in complete sentences, questions 1-7 on page 46 of
9、 your text. You may look back in your text if you need to. When youre finished begin thinking about the following questions. What is the main idea of the story? How does the main character change within the story? Pick out two FACTS and OPINIONS from the story. Summarize the story in 15 words or les
10、s. (R5-S1C6-06) Use reading strategies to comprehend text. debris The remains of something broken or destroyed devastation Destruction or ruin earthquake A trembling or shaking of the ground caused by movements far below the earths surface fault A break in a rock mass caused by a shifting of the ear
11、ths crust impact The striking of one body against another jolt A sudden jerk or bump shuddered shook or vibrated susceptible Easily affected S1C4PO2, 04 We can identify and use new vocabulary words by speaking, listening, and reading with a partner. Mrs. Williams 5th Grade Day 3 Sequence of Events i
12、s the order in which events happen An author may tell events in chronological order, the order in which the events happened. Words to help recognize sequence of events while, as soon as, and, ever, since, then Any others? Time Shifts Authors can shift from present to past events to give extra inform
13、ation such as thoughts, feelings or history of a character. Page Present Event Past Event Words that signal time shifts 35 The ground drops away beneath Jonathons feet. 41 Jonathon wondered if his parents had felt the quake. Sometimes, he knew, earthquakes can be felt in other areas. 43 When Abby ha
14、d her accident, Moose was Jonathons comfort and companion. Mrs. Williams 5th Grade Day 4 Step 1 Read the Story Summery to yourself one time. Be sure to use good hand gestures to help you as you read. Step 2 Turn to your shoulder partner and partner read the story with lots of expression. Dont forget
15、 the gestures that you have practiced. Step 3 Take turns asking and answering at least five questions each about the text. Remember to both ask and answer questions with high enthusiasm. With your partner, read pages 48-51 from your text using the skills mentions in the yellow column on the left of page 48 and filling out the Main Idea and Supporting Details graphic organizer. When you are finished discuss these questions with your partner. What cause
