How does exploration help us find answers to questions? When Iris wanted to know who could be a...

How does exploration help us find answers to questions?

Question of the Week:How does exploration help us find answers?

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Street Rhymes!

Listen while I read this poem, and then we will read it together.

Sing a songAbout who is strong.The morning sunHas a race to run.The tiny antCan fell a plant.

The burrowing moleMakes a mile-long hole.Each one is as strong As the day is long.

How does exploration help us find answers?

This week we will talk, sing, read, and write about This week we will talk, sing, read, and write about

how exploration helps us find answers.how exploration helps us find answers.

Question of the Week:

How does exploration help us find answers?How does exploration help us find answers?

Show Big Question Video

The Strongest OneMonday

We are going to make a concept map from pages 150 – 151.

•Think about ways we can explore the world of animals. Where can we explore for answers about them?

• Let’s add “We find answers in a book” to our map.

•What might be a good way to learn more about these big sturdy trees?

• Let’s add “We find answers in new places” to our map.

The Strongest OneMonday

• How does discussing things help find answers?• Let’s add “We discuss questions with others” to our

map.

• This week we will read about an ant with questions.• Let’s add “We inquire about things” to our map.

Show Concept Talk Video

Sing With Me

• We are going to listen to a song about how to find answers to questions.

• Listen for the words sturdy, delicate, and inquire.

delicate• del – i – cate

• Something that is delicate is thin and easily broken. Delicate means the opposite of sturdy.

• Be careful not to break the old vase because it is delicate.

• Which of these things are delicate? A flower petal or a baseball?

sturdy• stur - dy

• Something that is sturdy is strong and solid.

• You can stand on that sturdy bench to reach the cupboard.

• The sturdy tree in the park was not affected by the big storm.

inquire• in - quire

• Inquire means to ask questions or to try to find out something.

• My dad inquired about the soccer schedule.

• My teacher inquired whether I had done all my homework.

Amazing Words at Work

This song mentions spider webs. If you wanted to know more about spider webs, where could you look?

How would you describe a spider web? (use delicate in your answer)

What are some things that might be delicate?


Look at the picture. What is the child doing?

What do you think the child is reading about?

How might a book like this describe a tree? (use sturdy in your answer)

The child in the song has a lot of questions. What are some things you’d like to inquire about? (use inquire in your answer)


Complete these sentences:

1.Those __________________ look very delicate.

2.When I go to the museum, I like to inquire about ___________.

3.I need a sturdy _________ to help me reach the books.

Phonemic Awareness

• Let’s look at page 152 - 153 in your Reading book

• What is this prairie dog sitting in?• The first sound I hear in chair is /ch/

• What is this prairie dog in the bottom left holding?• What other words have the /sh/ sound?

Phonemic Awareness

• Listen to the sounds in the word thumb: /th/ /u/ /m/.

• Let’s blend the sounds: /th/ /u/ /m/, thumb

• Let’s blend these sounds: bench, scratch, brush, teeth

Phonics: Consonant DigraphsWhat do you know about these words:

sled ask

Today we will learn how to spell words with consonant digraphs, two or three consonants that stand for a single sound.

The consonant digraph sound /ch/ you hear in chair may be spelled ch. Sometimes the sound /ch/ is spelled tch.

Group Practicech tch sh thr wh th

thin this math

chime children chip

ship shamrock dash

kitchen catch watch

throne thread thrive

whale what when

Phonics: Guide Practice• Look at page 154 in your Reading book.

• Look at the pictures on this page of a chair, a watch, a shark, a feather, and a whale. The word chair begins with the consonant digraph sound /ch/. This sound can be spelled ch as in chair or tch as in watch.

Phonics: Guide Practice

• Take turns with your partner and read the “Sentences I Can Read”.

• Let’s read the sentences together as a class

Phonics: Monitor Progress

• chose• them• match• when• shake• much• mush

bath batch bash hopscotch chipmunk thicken thrust

Decodable Reader

We are going to read “Will the Whale” together.

Identify and read high-frequency words

Preview the story

Read “Will the Whale”

Retell the story (characters, setting, events)

The Strongest One

Spelling Words (Pretest)Spelling Words (Pretest)

• shape that

• whale chase

• bunch when

• wish them

• math itch

• patch what

• gone often

High-Frequency Words

Look at page 155 in your Reading book

•Say and Spell – Say and spell the word gone.

•Identify Familiar Letter-Sounds – What is the sound for the /g/ in gone?

•Show Meaning – Tell me a sentence using the word gone.

•Repeat for together, though, pieces, learn, often, and very..

•Let’s read “I Can Read!” together

Text-Based Comprehension

• Remember our weekly concept is “Exploring for answers”.

• Listen while I read a story called “An Ant’s Life”.

• When I read, I look for pieces of information that help me understand the selection. I’ll write “An Ant’s Life” in the center of the web. The point that an ant colony is a big community of ants helps me understand how an ant lives. I’ll add this detail “ants live in colonies” to a spoke on the web.


• Facts and details are pieces of information.

• Facts can be proved true.

• Details are small pieces of information, yet they are important because they help us picture what we read and better understand it.


• Turn to page EI6 in your Reading book.

• These pictures show an example of facts and details.• Which details can you use to tell how old the girl is now?• How could you prove it is a fact that the girl is 48 inches

tall?• How tall was the girl in first grade? • How old was she?

• Use facts and details to support your answers.

Do Reader’s and Writer’s Notebook, p.51 togetherDo Let’s Practice It! DVD 49 together

Research and Inquiry: Identify and Focus Topic

• Look at our Concept Map.

• What topic would you like to explore to find the answers to your own questions?

• When I need to find answers as I explore, I look for information sources – people, books, or other objects that might have the information I need. For example, if I wanted to learn more about ants, I’d start by exploring for answers right here in this school. First, I’d look for books in the school library The school library would be a good source for information about ants.

Wrap Up Your Day!

• Consonant Digraphs- – chin itch ship mash thimble – when everywhere Beth

• Spelling – name the sounds– shape what chase patch math

• Content Knowledge– Where did the author suggest you look for answers about

ants?

The Strongest OneTuesday

Expand the ConceptExpand the Concept

Remember “Where to Inquire” What are two ways the song mentions

that can help you find answers?

Build Oral Language

Listen while I read “All Alone in Dinosaur Hall”

“A big, white canvas cloth hung from ceiling to floor, hiding an exhibit.”

What does “cloth hung from ceiling to floor, hiding an exhibit” mean?

What other words could we use in place of exhibit?

If you were at a museum, what kind of exhibit could you not resist going to see?

exhibit• ex – hib – it

• An exhibit is something set up for you to look at in a place like a museum or zoo.

• An exhibit at the science museum helped us learn about wind energy.

• My dad will exhibit his paintings at the art fair.

• Tell me about your favorite exhibit at the zoo or a museum.

exhibit(Smithsonian, Washington D.C.)

resist• re – sist

• When you resist something, you work against it because you don’t want it.

• I couldn’t resist laughing out loud at the clown.• When you are healthy, your body resists getting sick.

Concept Map• What does the song “Where to Inquire” say about getting

answers to our questions?

• We can inquire about things we want to know more about.

• In “All Alone in Dinosaur Hall,” Ollie was curious about the new exhibit. What did he do?– Let’s add “We find answers in a museum exhibit” to our

concept map.

• What do you think Ollie should do to get more information?– Let’s add “We can discuss questions with relatives” to our

concept map.

Review Inflected EndingsBlend these words:

them fifth smash sketching whining

chatting thanked thrill crunched

Read these sentences:

• Beth wished to pitch well in this game.

• When was Chet planning to put those shells on that shelf?

• The children are using thick bread in that chicken sandwich.

The Strongest One

Spelling Words (Pretest)Spelling Words (Pretest)

• shape that

• whale chase

• bunch when

• wish them

• math itch

• patch what

• gone often

High-Frequency Words

gone learn often

pieces though together very

• There are some words we learn by remembering the letters, rather than saying the sounds.

• Make a sentence using two of the words above.

High-Frequency WordsRead these words:

• pieces • often• very• together• though• gone• learn

• water• eyes• warm• early• animals• full

Selection Vocabulary

• narrator – a person who tells a story• relatives – people in the same family• dangerous – not safe• gnaws – bites at and wears away

Selection Vocabulary

1. Tim is the narrator of our class play.

2. The play is about a family with lots of relatives.

3. One of the boys in the family has a dangerous pet rat.

4. The pet rat gnaws the legs of tables.

Vocabulary Strategy: Synonyms

A synonym is a word that has the same or nearly the same meaning as another word

Do Reader’s and Writer’s Notebook, p.54 together

cold

fast

friend

cook

nice

dad

Text-Based Comprehension• A drama is a story written to be acted out.

• When readers want to understand or remember what they read, they predict what the story will be about and set a purpose for reading.

• Turn to page EI22 in your Reading book.

• What kind of story do you think this might be?


• Before I read “The Strongest One”, I will predict what happens and set a purpose to guide my reading. As I read, I continue to predict what will happen next and I think about whether my purpose for reading is being met.

• Let’s read “The Strongest One” beginning on page 156.


• What did you learn about being strong from Little Red Ant’s discovery?

• How did you use the pictures to predict what would happen next in the drama?

• In a drama, why is the name of the character before a speech an important detail?


• Think of the characters ant talked to In what two groups could you classify them? Name a character you would put in each group.

• Little Red Ant goes out into the world and asks questions to find out who is strongest of all.

• Think about a time when you asked questions. – What did you want to find out?

– Where did you go to find answers?

– Whom did you ask?

Literary Text:Features of Drama

• A drama, or a play, is a story written to be performed by actors for an audience.

– Where can you find a list of characters that appear in a play?– How can you tell which character in a play is speaking?

Features of The Strongest One

Stage DirectionsAnt walks back and forth onstage.

SettingInside an Ant’s Hole

DialogueSecond Ant: Be Careful!

CharactersLittle Red Ant

Research and InquiryResearch Skill: Maps

A map is a drawing of Earth’s surface.

Maps help people get from place to place. •Identify places on a map such as a state, city , or road.

The map key, or legend, tells us what the pictures, or symbols, on the map represent.

Research and InquiryResearch Skill: Maps

(Display Research Transparency 5)

This is a map with a legend. As I look at the map, I see many squares. I don’t know what the squares stand for, so I read the legend. I can see that a small square is a symbol for a house, and a rectangle is a symbol for a building, such as a school or the hospital. I will write house on the line next to the small square, and I will write school on the line next to the school.

Wrap Up Your Day!

• High-frequency words

– We learn together often.

• Content Knowledge – What did Little Ant inquire about? – Would you describe a house and rock as sturdy or

delicate?

• Tomorrow we will reread The Strongest One.

The Strongest OneWednesday


Remember “Where to Inquire”

Who would you ask for answers to

your questions?

Build Oral Language

• Remember the story “All Alone in Dinosaur Hall”.

• What does Ollie find behind the cloth?• What happens when Ollie sits on the “rocks”?• Could they really hatch?• Why did Ollie want to tell his dad what

happened?

Build Oral Language• “I just stood there, too stunned to speak.”

• What does “I just stood there” mean?– Ollie didn’t move

• Why did the author use the word just instead of simply?– It’s short and easy to understand

• What does “stunned” mean?– shocked or surprised

stun• stun

• When you are stunned, you are shocked and very surprised.

• I was stunned when I found out my favorite teacher was leaving.

• My sister was stunned when she won the prize.

• Tell about a time when you were stunned.

Concept Map

• In “The Strongest One”, what did Little Red Ant want to know?– The ant wanted to know who was the strongest in the

world

• What did Little Read Ant explore to find an answer to its question?– The outside world

• Let’s add “We find answers by exploring the outside world” on our concept map.

Concept Map

• How did Little Red Ant find answers in the outside world?– The ant asked others who was the strongest

• Who did Little Red Ant ask?– The ant asked Snow, Sun, Wind, House, Mouse, Cat,

Stick, Fire, Water, Deer, Arrow, and Big Rock

• Let’s add “We can get many different answers” to our concept map

Build Words: Consonant Digraphs

then

Change the e in then to i,What is the new word? thinChange the th in thin to sh,What is the new word? shinChange the n in shin to ft,What is the new word? shiftChange the sh in shift to thr ,What is the new word? thrift

Fluent Word Readingwhich

I know the sounds for wh, i, and ch. I blend them and read the word which.

Say the sounds in your head for each spelling you see. When I point to the word, we’ll read it together.

this whip catch thrill children establish

Blend and Read

We are going to read “Chet Checks” together.


Preview the story

Read Chet Checks (Decodable Practice Passage 5B)

The Strongest One

Spelling WordsSpelling Words

• shape that

• whale chase

• bunch when

• wish them

• math itch

• patch what

• gone often

Dictation Practice

1. The turkey is almost gone.

2. I play games often.

3. When will you do that math?

FluencyTurn to page 158 in your Reading books.

Follow along as I read this page. This is a play, so I want to read the characters’ words the way they would speak them. I will also make sure to change my voice so each character has its own way of speaking.

Now you read with me.

High Frequency Words and Selection Words:

though, gone, dangerous, pieces, often, together 1. Every night the mouse gnaws string into little ____.

2. My relatives ______ visit us.

3. _______ I am small, I am strong.

4. The narrator told us that Little Red Ant had ____ home.

5. It is very ________ to play with fire.

6. You and I can learn this lesson ___________.


though, gone, dangerous, pieces, often, together 1. Every night the mouse gnaws string into little pieces.

2. My relatives ______ visit us.







2. My relatives often visit us.








3. Though I am small, I am strong.








4. The narrator told us that Little Red Ant had gone home.








5. It is very dangerous to play with fire.







5. It is very dangerous to play with fire.

6. You and I can learn this lesson together.


Characters are the people or animals in a story and the setting is the story’s time and place.

Good readers look for clues that tell about the characters to help them understand what happens in the story. How does an author give readers clues about characters?


Turn to page 172 in your Reading book.

What is the setting of this scene?

Which ant seems surprised that Little Red Ant returned?

DO “Let’s Practice It! DVD 44” together

Read Main SelectionThink Critically

Remember that a drama is a story to be acted out for an audience.

Let’s go back and read “The Strongest One” (p.156)

Research and Inquiry:Gather and Record Information

When I wanted answers about ants, I said I could look in the library at school. I need a symbol for a school to put on my map. A school is a big building with a flag out front. I will draw a big box with a flag in it to stand for the school in my drawing. Where else might we find answers about ants? How would we show that place on my map?

Wrap Up Your Day!• Facts and Details

– Why is it important to remember facts and details when you read?

• Predict and Set Purpose:– Why is it important to make predictions before

reading and to check them as we read?

• Tomorrow we will read about an animal called an anteater in Anteaters.

The Strongest OneThursday


Remember “Where to Inquire”

What big or small question would you like to look up in a book?

Build Oral Language

• Who can tell me what you know about realistic fiction?

• Today we will read about two people with some interesting ideas in “Can Hens Give Milk?” by Joan Betty Stuchner.

genius• gen – ius

• Someone who is very, very smart can be called a genius.

• I think it would take a genius to figure out this math problem.

• A genius comes up with good solutions to problems.

• What makes a person a genius?

satisfaction• sat – is – fac – tion

• When you feel satisfaction, you are pleased and contented with something.

• The team got great satisfaction from winning the game.

• It gave me satisfaction to do so well on the spelling test.

Concept Map• In “Can Hens Give Milk?” how does Shlomo find

answers to his questions?– He talks them over with people.

• With whom does Shlomo discuss his questions?– First with his wife, Rivka, then with Rabbi– Let’s add “We get answers from wise people” to the map

• Do you think you can get milk from hens?• Can you get eggs from goats?

Phonics: Inflected Endings

drops dropped dropping

bakes baked baking

You studied base words with endings like these last week. What do you know about reading these words?


I will write base words for you to read with me. You tell me how to spell the word with each ending as I write. Then we will read each word together.

Base Word -s -ed -ing

wag

thank

race

chat

challenge




wag wags wagged wagging

thank

race

chat

challenge





thank thanks thanked thanking

race

chat

challenge






race races raced racing

chat

challenge







chat chats chatted chatting

challenge







chat chats chatted chatting

challenge challenges challenged challenging

Fluent Word Reading• children

• eyes

• shut

• fish

• fresh

• water

• catch

• think

• shrub

• early

• which

• stretch

• throbbing

• animals

• lunch

• full

• crushing

• warm

• kitchen

• them

Sentence Reading

• Did children catch fresh fish in the water of that pond?

• I think you will get warm and full in this kitchen.

• Which animals hide in that shrub to help them catch lunch?

• I woke early with throbbing eyes and my dog crushing me.

Decodable Reader 5c

We are going to read “Shane’s Itch” together.


Preview the story

Read Shane’s Itch(Decodable Practice Reader 5C)

The Strongest One


• shape that

• whale chase

• bunch when

• wish them

• math itch

• patch what

• gone often

Science in ReadingWhat have you learned from other texts this week

about ants and how they live and work?

Look at the title on page 178 of your Reading books.

Predict what you might learn from this selection.

Science in ReadingRemember that expository text:

– Explains an animal, place, object, or idea– It gives facts and details– It often has graphic features such as pictures and maps

Let’s read “Anteaters”

FluencyTurn to page 171 in your Reading books.

Follow along as I read these pages.

Now you read with me.

Listening and SpeakingWhen we read a play, each actor takes a character and

reads the words after their character’s names. Good actors are good speakers.

Good speakers:– Say each word loudly and clearly– Speak at an appropriate pace; not too fast and not too slow– Say their character’s lines the way their character would say

them

Listening and SpeakingWhen I read a play I know I should not say my

character’s name before I read the line. The character’s name is there to tell me who is speaking. When I speak the lines, I speak clearly and not too fast. I also read my lines the way my character would say them.

Look at page 158 and 159. We are going to assign parts and read the play.

Research and Inquiry: Synthesize

When we began, I planned to explore the library in the school for information about ants. At the library, a book about ants and other insects might also show that farmers use bees. As I explore ants and bees at a farm, I might see unusual animals such as llamas and ostriches. To find answers to my questions about those animals, I might explore a zoo. I will add a zoo to our chart as another good place to explore for answers. What symbol could we use to show the zoo on a map?

Wrap Up Your Day!

• Phonics – consonant digraphs ch, tch, sh, th, wh– chair, switch, shift, that, whale

• Fluency – read at an appropriate pace– Stretch out in the shade, or sit on the white bench

and sing with us.

• Tomorrow we will hear more about Rivka finding an answer to her question.

The Strongest OneFriday


Remember “Can Hens Give Milk?”

Who does Rivka decide is the only person who can answer the question?

Build Oral LanguageHow does exploration help us find answers?

How does exploration help us find answers?

We inquire about things.

We can get many different answers.

We find answers in a book.

We find answers in new places.

We find answers in a museum exhibit.

We find answers by exploring the outside world.

We discuss questions with others.

We can discuss questions with relatives.

We get answers from wise people.

Build Oral Vocabulary

Turn and talk:

What different places have we explored?

What resources did we use to learn more about each place?

Check Oral VocabularyWhat kinds of exhibits have you seen?

– Describe them.

I can’t resist petting my kitten because she’s so cute and cuddly.

– What’s something you can’t resist? – Why?

Is Little Red Ant a sturdy or delicate animal? – Explain.

Check Oral Vocabulary

Who in history do you think is a genius? – Why? – If you could meet him or her, what would you inquire about?

If you finished a big project at school, would you be stunned or would it give you satisfaction?

– Explain.

PhonicsRead these to yourselves and then we will read them

together.

1. The shrubs in that thicket can scratch us.

2. Dad gave Beth a fish sandwich with chips.

3. Which shell is in this white chest?

4. My dog Mitchell likes to catch and fetch sticks.

The Strongest One


• shape that

• whale chase

• bunch when

• wish them

• math itch

• patch what

• gone often

Vocabulary Strategy: Synonyms

Turn to page 182 - 183 in your Reading books.

Remember:

Synonyms are words that have the same or almost the same meaning

Do Reader’s and Writer’s Notebook, p.6 together

Text-Based Comprehension: Facts and Details

• Remember that selections have pieces of information that help readers understand what they read. What are these pieces of information called?

Text-Based Comprehension: Facts and Details

• “Honeybees use stingers to protect themselves and defend the beehive. Each female honeybee has a stinger. The stinger is like a sharp arrow with hooks on it. A poison sac is attached to the stinger. When a honeybee stings an enemy, the hook catches in the enemy and the stinger is pulled out of the bee. If a honeybee loses her stinger, she dies soon afterward.”

1. How do honeybees use their stingers?2. How do the facts and details help you picture what a stinger is like?3. How many times can each honeybee sting?

Vocabulary

• pieces• often• very• together

• though• gone• learn

Give synonyms for each of the words.

Selection Words• narrator• relatives• dangerous• gnaws

What do these words mean?

Genre: DramaA drama, or a play, is a story that is written to be acted out

by others.

The Strongest One is told mostly through the characters’ dialogue, or what the characters say. Readers know each character’s dialogue because the character’s name is listed before the sentences, or lines, that the character speaks.

Genre: DramaIn Scene I of the Strongest One, four different ant characters speak.

When I see Little Red Ant, I know that the lines that come after its name are Little Red Ant’s dialogue. I read the lines as if Little Red Ant is speaking.

Revisit Scene III of the Strongest One. – Besides the narrator, which characters have dialogue?

How do you know when the character Fourth Ant is speaking?

What is Third Ant’s dialogue? – Read it as if Third Ant is speaking.

Research and Inquiry: Communicate

Before we draw our map of sources in our community, let’s choose the ones we want to tell others about. For example, I think that our school is an important information resource. Our school library has many books to explore. Many classrooms have animals that we can observe. And we can even explore ants and other creatures out on the playground. I will circle the school We can draw the symbol we chose for the school on the map and in the map’s legend.

Monday’s Fix-ItMonday’s Fix-It

• do you really believe that story

• Do you really believe that story?

• an animal can’t

• An animal can’t really talk.

Grammar: Imperative and Exclamatory

Sentences• A command is a sentence that tells someone to do

something. • It is called an imperative sentence. It ends with a

period (.) • The subject of a command is you, but you is usually

not shown.

Pack your suitcase


Sentences• An exclamation is a sentence that shows surprise or strong

feelings. • It is called an exclamatory sentence. It ends with an

exclamation mark. (!)

What a great trip this will be!I can’t wait to go!

All commands and exclamations begin with a capital letter


Sentences• bring your camera• Bring your camera.

• put your jacket on• Put your jacket on.

• wow, I am so excited• Wow, I am so excited!


Sentences

• get in the car, please• Get in the car, please.

• Hooray, we’re on our way• Hooray, we’re on our way.

Tuesday’s Fix-ItTuesday’s Fix-It

• what time does the game start

• What time does the game start?

• get the ball

• Get the ball!


Sentences• A command is a sentence that tells someone to do

something. • It is called an imperative sentence. It ends with a

period (.) • The subject of a command is you, but you is usually

not shown.

Find the strongest one.


Sentences• An exclamation is a sentence that shows surprise or strong

feelings. • It is called an exclamatory sentence. It ends with an

exclamation mark. (!)

Ouch! I tripped on that rock!What a great idea this is!

All commands and exclamations begin with a capital letter


Sentences• get me a basket• Get me a basket.

• that is a huge basket• That is a huge basket!

• put in the food• Put in the food.


Sentences

• bring the ants• Bring the ants.

• oh no, I dropped the food• Oh no, I dropped the food!


SentencesAdd the correct end mark and tell which kind of

sentence it is.

• Go to school• Please hand in your homework• I can’t wait until tomorrow• Remember to call your grandma• What a pretty painting that is

Wednesday’s Fix-ItWednesday’s Fix-It

• does an ant bite icth

• Does an ant bite itch?

• oh, it stings too

• Oh, it stings too!

Grammar: Imperative and Exclamatory Sentences

• An imperative sentence tells or requests someone to do something. It usually ends in a period

Close the door.

• When a command expresses strong feelings, it takes an exclamation mark:

Stop!

An exclamatory sentence expresses surprise or strong feeling, and it ends with an exclamation mark.

Imperative and Exclamatory Sentences

• get the balls and gloves• Get the balls and gloves.

• let’s have a good game• Let’s have a good game!

• Tina threw the ball to Kevin• Tina threw the ball to Kevin.

• it hit him on the arm• It hit him on the arm.

• that hurt• That hurt!

Thursday’s Fix-ItThursday’s Fix-It

• take me to see the anteater

• Take me to see the anteater.

• It has such a strange shap

• It has such a strange shape!


Sentences

• An imperative sentence tells someone to do something and usually ends in a period.

Look at the door.

When an imperative sentence expresses strong feelings or show surprise, it ends in an exclamation mark.

That’s really silly! Help!

Grammar: Sentences Review

• What kinds of sentences are these:– The story is about an ant.

• declarative

– Where does Little Red Ant live?• interrogative

– Go back to work on your story.• imperative

– I love it here!• exclamatory

Friday’s Fix-ItFriday’s Fix-It

• look for ants near trees

• Look for ants near trees.

• watch out. they bite

• Watch out. They bite!

Imperative and Exclamatory Sentences

Add the correct end marks:

• I can’t believe it• Please go to the classroom• What a strange place• Listen to that music• Look at that child• Please help me• Put out the fire

The Strongest One Monday

Journal Topic

List things you would like

to inquire about.

The Strongest One Tuesday

Journal Topic

Write about a person or animal who is strongest of all.

The Strongest One Wednesday

Journal Topic

Use synonyms in sentences about being the strongest one.

The Strongest One Thursday

Journal Topic

Write about having fun in a

sturdy tree house.

The Strongest One Friday

Journal Topic

Write about something delicate that becomes sturdy.

Date post:	02-Jan-2016
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