DOL level 4 week 31

1. DOL level 4 week 31 • Analogy • ascend : ________ - advance ; retreat 2. III : IV - IX : _________ 1. i wont go to there party because i cant dance good 2. dad has gave i and carmen many rides to the countryside day school descend X

2. Pledge

3. Fluency 6 min. reading solution

4. Objectives day 1 Students will Review contractions Review homographs

5. Line 3 suspect sus pect permit mit reject ject per combine bine com re Word Structure day 3 The words in this line are homographs. Homographs are words that are spelled alike but are different in meaning and pronunciation. Combine - “to mix together” - “harvest crops with a machine” Suspect - “to have suspicions” - “ somebody who might be guilty” Permit - “to make possible’ - “a written warrant or license” Reject - “to cast off” - “something that is not wanted”

6. Vocabulary lesson 5 binoculars rust skim Bird watchers use binoculars. The old car is turning red with rust. The surfers skim across the waves. A tool for seeing far away; made of two telescopes Joined to allow the viewer to use both eyes To move over lightly and swiftly To have iron parts turn red and scaly then fall away

7. Vocabulary lesson 5 slip ashamed scarlet Cell phones are tiny enough to slip into the pocket. He was feeling ashamed and wanted to hide. The bird’s feathers were scarlet red. feeling shame; being upset or feeling guilty because you have done something wrong to put an object somewhere quickly and secretly bright red

8. Meet the Author / Illustrator pg 552 Eve Bunting C. F. Payne What do the workers in “John Henry Races the Steam Drill” have in common with the workers on the Golden Gate Bridge? What other big projects in history can you think of where people with many different jobs worked together? Why is everyone’s job important? 1. Why do some people call the Golden Gate Bridge the “impossible bridge”? • Why does Robert hide one of the puzzle pieces? • What final piece completes the Golden Gate Bridge, and what other selection has a similar piece?

9. WritingPrewriting day 3 Use a variety of sources. Books, magazines, newspapers, local television, radio news shows, and internet sources. You might want to interview people who are central to the story. For example, if you decide to do a story about the school bus driver, then they should interview this person. What sources would you use to write about a bus driver? interview the bus driver the driver’s boss children who have been passengers and parents of those children. Use resources that tell how many drivers are in the school district, How long others have been driving, What their responsibilities are, and so on

10. Objectives day 1 Students will Learn about sentence tenses. Learn how to correct run-on sentences and sentence fragments. Learn about complex sentences. Learn how to ask questions to find information. Learn how to use an effective voice.

11. Grammar, Usage, and MechanicsUsing Punctuation with Quotation Marks and Parentheses Day 3 “Over by the cross girder!” I yelled, spotting him. People (bystanders, construction workers, etc.) stopped to watch. Quotation marks are used in dialogue to set off a speaker’s words and are used for the titles of poems and short stories. In dialogue, punctuation goes inside the quotation marks. Parentheses set off information and are used instead of commas when the information is not essential to the meaning of the sentence. If the words inside the parentheses are a complete sentence, end punctuation goes inside the parentheses

12. Spelling

13. SpellingHomographs day 3 Homographs are words that have the same spelling but have different meanings and pronunciations. kom’ . bine kom . bine’ Changing the pronunciation change the meaning of the word, as well as its part of speech. A combine (kom’ . bine) is a large piece of equipment used on farms to harvest grain. This is a noun To combine (kom . bine’) ingredients in a recipe is to put them together. This is a verb Skills Practice 2 page 125