Unit 2 Lesson 8 4 th Grade Vocabulary

Unit 2, Lesson 8 4 th Grade

Vocabulary: strutting- walking in such a manner as to attract attention swarms- large groups of people or animals flicked- hit or moved with a quick, light snap collage- a picture made by pasting paper, fabric, or metal on a surface barbecue- a meal cooked outdoors over an open fire glorious-marked by beauty; splendid skyscrapers-very tall buildings You may practice @ http: //www. quia. com/cz/126096. html

Vocabulary Words/Story Words studio- the place where an artist works fire escapes- the outside stairways on buildings used as emergency exits stoops- the sets of steps leading to the entrances of houses saxophone- a musical instrument used by jazz musicians mango- a sweet tropical fruit

Vocabulary/Story Words voice- when the author or narrator makes note of all the sights and sounds. . when they want the reader to feel what the characters are feeling mood- the feeling the story gives the reader; authors create the mood by using sensory words to describe the setting and characters directions- step by step instructions images- pictures of places or events in a person’s mind, camera, or computer background- the surface around or behind a design

Vocabulary In Context: strutting swarms collage flicked skyscrapers glorious barbecue James could not believe what a _______ morning it was in New Your City! The sun was out, and so were ____ of people filling the sidewalks. He and Aunt Nanette set out for a day of adventure. As they walked about the city, James could not help but feel small beneath the towering _____ lining the streets. He peered in windows as they passed shops, and watched proud folks ____ down the street. He tried to walk like them, and Aunt Nanette laughed at him. When they got home, Uncle Romie was finishing a _______ of pictures and fabric. Uncle Romie _______ paint on the project and said that it was completed. Then they all enjoyed ______ for dinner.

Phonics: Decode Words with Final /ər/ Words that end in an unaccented syllable that is spelled with a vowel + r are usually pronounced /ər/ --no matter which vowel spells the vowel sound. the upside down e (ə) is called a schwa polar. . . . The word ends with a vowel + r. Phonics practice Phonics Practice

Phonics: er Sound out each word. Underline the last two letters of each word. Sort words with the /ər/ sound by dragging it onto the chart. barber zipper odor collar harbor polar danger grocer enter anchor popular singer victor powder tanker pepper grader cheddar elevator daughter or ar

Fluency: Repeated Reading: TEMPO We will Echo-read the following passage. Together we will reread the passage increasing our tempo. Swarms of people rushed by. Soon I heard a silvery voice call my name. This had to be Aunt Nanette. I turned and saw her big smile reaching out to welcome me. She took my hand guided me through the rushing crowd onto an underground train called the subway. “This will take us right home, ” she explained.

Fluency: Repeated Reading: TEMPO Home was like nothing I’d ever seen before. No regular houses anywhere. Just big buildings and stores of all kinds—in the windows I saw paints, fabrics, radios, and TVs. We turned into the corner building and climbed the stairs to the apartment— five whole flights up.

Comprehension: Monitor Comprehension There are several strategies that will help a good readers monitor their own reading for comprehension. Some of those strategies are: Asking questions about text, rereading passages or reading ahead to correct errors in understanding. Also good readers can visualize, adjust reading rate, and paraphrase as they go.

Comprehension: Character Sometimes the focus of a story is on what one character does and says. As students read the story, they should look for descriptions of the character’s traits. The author may describe the traits directly or provide clues about them from the point of view of other characters in the story. Students should look for information about the character’s thoughts, feelings, words, and actions. Practice 2

Comprehension: Character Web A character web will help to gather and organize information about a character’s traits.

Comprehension: Character Web Secondhand Art Page 606 -607

Comprehension: Summarize Readers can summarize a story by including essential details about important plot events. A reader can summarize a whole story, part of a story, or even a character’s background. Get a partner and answer the following: What are the most important details in Me and Uncle Romie? How Can they be used to summarize the relationship between James and his uncle? What details from the story do you need to include in a summary of James’s trip to New York?

Vocabulary: Context Clues: Descriptions are another category of context clues. Descriptions might be restatements of words, or it might help a reader to draw a mental picture, using familiar words to make the unfamiliar word clear. “Seriously, ” said Danny, “how about making a collage out of pictures we cut from magazines? ” What is the meaning of collage from the description used in the sentence above? Create sentences from the tested vocabulary words using this technique to provide context clues. Use blanks for the vocabulary word you are using. Trade your sentences with a partner and have them guess the missing words.

Text Feature: Directions are the steps required to do or make something. Sometimes directions are numbered. This helps the reader see what to do first, second, and last. Other times, directions are written in paragraph form. Look for sequence words, such as first, next, then, and last. A materials list tells the reader what supplies are needed. Practice

Reflection Day 1 What are two ways that Uncle Rommie is the same as Danny in Secondhand Art? Use details and or examples from the story to support your answer.

Reflection Day 2 Who is the narrator in the story? How would you describe this character?

Reflection Day 3 Read page 617 from the story. What do we learn about James’ character? How does Harlem in New York compare to Jame’s home in North Carolina?

Reflection Day 4 What is the meaning of the word swarms? What context clues helped you define the word? Use two details from the story to support your answer.

Reflection Day 5 Write a summary of James’ trip to New York. Make sure you include the main nouns in your summary.