Brandon, Kimber, Lori, Natalie, Carrie

Decoding and fluency strategies

Science

Fluency:        

                       -have two teams, ("A" and "B") (split class in half)
                        -each team picks a representative from each team
                        -have the class sitting in front of the chalk board and have the two representative sitting on a chair facing their classmates
                        -write a vocabulary word on the chalk board (ex. air planes)
                        -team a gives clues (one word) about the vocabulary word the representatives tries to guess what the vocabulary word is, give representative description of word etc...
                        -representatives choose their team mates to give them clues on their team, they get 5 clues, if they still didn't solve the word the next team ("B") gets to try to solve what the word is etc...
                         -rotate representative after every word, current representative may choose the next representative for the next word

This helps the students expand their vocabulary, and review vocabulary words. They learn about the vocabulary words in a FUN way and each student contributes their knowledge.

 

Fluency:              

Distribute readings about rainforests to the students and have them read them. Brainstorm on the chalkboard what students have learned about the rain forest (animals, products, plants, layers, etc.).  Ask the students to develop their own story about a walk through the rain forest. They can pretend to be tourists, scientists, natives or an animal. Instruct students to write about what they would experience using their senses as much as possible. Their stories should include references to animals, people, climate and plants found in the rain forest. In groups of three have the students briefly share their stories. Discuss as a class any similarities or differences in the stories.

 
Decoding:       
 
 
                “The volcano shot red and blue lava into the air that when cooled became beds of lava rocks.” 
Write each word of this sentence on a piece of paper or on
an index card.  Be sure to write large enough so that all
the seated children will be able to see the cards from the
front of the room.
     Practice with sentences that review a particular part
of speech or sentence structure (ex. compound sentences,
phrases, etc.)
     Distribute each card throughout the class.  Have the
students that received cards line up in correct order in
front of the rest of the class.
     Have a seated student read the sentence orally for the
rest of the class.
     Identify the simple subject of the sentence by asking,
"Who or what is the sentence about?"
     Identify the simple predicate of the sentence by
asking, "What is the subject doing in this sentence?"
     As you progress you would identify the direct object
next.
     As each of the following are identified the student
holding that card steps forward.  If a helping verb is in
the sentence have the student with the helping verb card
step forward and put his/her arm around the action verb in
the sentence.
     Go back to the person holding the subject card.
Identify any modifiers.  Have each child holding a card that
modifies the subject move behind the subject.
     Move on to the person holding the predicate card(s).
Identify any modifiers.  Have each child holding a card that
modifies the predicate move behind the predicate.
     As students become more proficient add prepositional
phrases and identify the object of the preposition and what
the phrase modifies.
 
Decoding:

Prepare a question sheet (about 10 questions) using the ingredient and nutritional information from a snack food such as potato chips. Intentionally leave off product names (and other obvious things) so students will have to find other clues in order to identify the product.

  1. Using the cereal box they have brought to class, have each student chart the information asked for.
  2. When finished, trade worksheets with a partner and check each other's work. Ask them to compare the information on their own box with their partner's. Which product contains less sugar? less sodium? more calories per serving? more cholesterol?

"What You See Isn't Always What You Get!" Use your cereal box to answer the following questions:

  1. Name of cereal _________________________________
  2. Name of company ________________________________
  3. Address of company______________________________
  4. Name the grains it is made of__________________.
  5. Serving size ________________
  6. Servings per package _________
  7. Calories per serving:
  8. Carbohydrates:
  9. Cholesterol:
  10. Sodium:
  11. Does this cereal contain sugar?_____ How much?______
  12. What does U.S. RDA mean? ___________________________________________________
  13. What % of U.S. RDA of:
  14. Is this cereal package designed to appeal to a certain age group?_____
  15. If so, circle which one: 5-10 11-15 general
  16. If you know what a cereal contains, what can you better decide?_________________________________

 

Decoding:

Have the students use a chart worksheet to complete the attribute tests on each of previously collected rocks, using only one word to describe each category. Explain the importance of correct spelling to later sorting of the database.

(1) color;

(2) shape: odd, square, irregular, flat;

(3) weight: light, medium, heavy;

(4) sheen: shiny, dull;

(5) hardness: soft, medium, hard;

(6) layers: no, yes;

(7) texture: smooth, rough;

(8) pattern: spotted, crystals, striped, wavy; and

(9) streaks: color when marked on streak plate

After the database has been compiled for the class (merged if necessary from several files), have the students search the database to answer the questions on the rocks worksheet. Questions might include naming all of the rocks that are classified as soft, have an irregular shape, or are heavy and speckled.