The Light of Understanding: Level S

Name Date

The Light of Understanding: Level S

Here are this weeks Vocabulary Words

scientific
discovery
concentration
fascinated
biology
research
magical
journal

Other words:

______, ______

Monday / Tuesday
Meet With Mr. O / Meet with Mr. O
The Light of Understanding / Cont. The Light of Understanding
/8 / Complete vocabulary (pg. 2) / /15 / SW: Inflected Endings (p. 3)
Independent reading / /15 / HW: Inflected Endings (p. 4)
Wednesday / Thursday
Meet with Mr. O / Meet with Mr. O
Cont. The Light of Understanding / Cont. The Light of Understanding
/8 / SW: Creating Images (p. 5 ) / /24 / SW: Folktales (p. 7-8)
/8 / HW: Creating Images (p. 6 ) / /24 / HW: Folktales (p. 9-10)
Independent reading / Independent reading
Friday
Finish Agenda, Weekly quizzes / Literal /16 Inferential /16
Please Note: Early finishers: Once you have completed you may begin Independent Reading.

http://castlio.fhsd.k12.mo.us/jpelley/reading/Theme7.htm

The Light of Understanding: Level S

Vocabulary Words ___/

Find the words and complete the matching

R J P K V W Y B Y R K C H N O

C K O P C G F C X S B O C M D

Z Y S U O U X X J P K N R V W

R M R L R U M S D V Q C A O W

D J O E O N R Q O G S E E A P

U I E G V W A I E C E N S X B

B N T O G O U L I J O T E D T

Y S V G V E C E P X G R R V F

Q Q D U L Y N S G P S A D C L

N Z Y X H T H G I G S T E Q F

T M A G I C A L O D D I G I A

R C O F Z X J B W F M O T X Z

Y M I S A U M N L F K N M Q P

K C D E T A N I C S A F F O S

M Q F E H D K A U S T W O S C

a. BIOLOGY / to arouse the interest or curiosity
b. CONCENTRATION / of or pertaining to science or the sciences
c. DISCOVERY / a daily record, of occurrences or experiences
d. FASCINATED / mysteriously enchanting
e. JOURNAL / a branch of knowledge that deals with living organisms and vital processes
f. MAGICAL / investigation into a subject in order to discover or revise facts
g. RESEARCH / direction of attention to a single object
h. SCIENTIFIC / the act or an instance of find out

CC.1.2.4.J Acquire and use accurately grade appropriate conversational, general academic, and domain‐specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. E04.B‐V.4.1.1 E04.B‐V.4.1.2.

The Light of Understanding: Level S Inflected Endings

SEATWORK- Tuesday ___/ 15

Remember that adding –ed and –ing to a verb changes the tense or time of the action verb. Some words with inflected endings are dissolved and straining. Don’t forget that when a word ends in silent e, such as stare, drop the e and then add the ending.

Directions: Complete each sentence by adding the correct inflected ending to verb in parenthesis.

1) Mr. O’Hara was (hope) ______it wouldn’t snow.

2) Mr. Walther was (run) ______away from his shadow.

3) Lucie was (worry) ______that school was almost over.

4) Jack was (study) ______very diligently for his test.

5) Will was (concern) ______that the show was canceled.

6) Patrick was (ride) ______home on the bus.

7) Kyra (study) ______hard for her test too.

8) Mr. Adlin (hurry) ______home to watch the Wiggles.

9) Mr. Kardassis was (scare) ______of the Veggie Monster.

10) Mr. OHara (decide) ______it was time to learn how to tie his shoes.

Think of five words in which you must alter the spelling of the base word when you add –ed and –ing. Fill them into the chart below.

Base word / Add -ed / Add -ing

CC.1.4.4.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. E04.D.1.1.1 E04.D.1.1.2 E04.D.1.1.3 E04.D.1.1.4 E04.D.1.1.5 E04.D.1.1.6 E04.D.1.1.7 E04.D.1.1.8 E04.D.1.2.1 E04.D.1.2.2 E04.D.1.2.3

The Light of Understanding: Level S Inflected Endings

HOMEWORK- Tuesday ___/ 15

Directions: Complete each sentence by adding the correct inflected ending to verb in parenthesis.

1) Alex was (inquire) ______about the hippo for sale.

2) Mr. Walther was (make) ______his famous squid cake.

3) Mr. Adlin (emerge) ______from his deep sleep.

4) Jake was (watch) ______the alligator in his bed very carefully.

5) Megan was (pet) ______her porcupine with great care.

6) Jonah (pulverize) ______the rock with a sledgehammer.

7) Jane (jump) ______under the desk to hide from her teacher.

8) Henry was (flip) ______in gym class.

9) Panav (fill) ______up the trash can.

10) Mr. OHara was (decide) ______if it was safe to look under his bed.

Think of five words in which you must alter the spelling of the base word when you add –ed and –ing. Fill them into the chart below.

Base word / Add -ed / Add -ing

The Light of Understanding: Level S Create Images

Seatwork- Wednesday __8

As you read you should use the descriptions in the text to create images in your minds that help you picture what is going on in the story.

Reread the part where Mr. Jackson wanted Danny to know about Marie Curie.

Illustrate this selection. Please use at least four colors in your picture.

CC.1.3.4.G Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

The Light of Understanding: Level S Create Images

Homework- Wednesday __8

As you read you should use the descriptions in the text to create images in your minds that help you picture what is going on in the story.

Reread the part where Danny’s stomach sinks when no one else raises a hand.

Illustrate this selection. Please use at least four colors in your picture.

The Light of Understanding: Level S Genre: Folktales

Seatwork- Thursday

The Princess and the Pea

Once upon a time there was a prince who wanted to marry a princess; but she would have to be a real princess. He travelled all over the world to find one, but nowhere could he get what he wanted. There were princesses enough, but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess.

One evening a terrible storm came on; there was thunder and lightning, and the rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old king went to open it.

It was a princess standing out there in front of the gate. But, good gracious, what a sight the rain and the wind had made her look! The water ran down from her hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said that she was a real princess.

Well, we'll soon find that out, thought the old queen. But she said nothing, went into the bed-room, took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty blankets on top of the mattresses.

On this the princess had to lie all night. In the morning she was asked how she had slept.

"Oh, very badly!" said she. "I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It's horrible!"

Now they knew that she was a real princess because she had felt the pea right through the twenty mattresses and the twenty blankets.

Nobody but a real princess could be as sensitive as that.

So the prince took her for his wife, for now he knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.

The Light of Understanding: Level S Genre: Folktales

Seatwork- Thursday __/ 24

` ___/ 12

This story does contain some traditional elements that make the story part of the folktale/ fairytale genre at least three examples or situations that make this a folktale/ fairytale

______

CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences.

The Light of Understanding: Level S Genre: Folktales

Homework- Thursday

One day a Lion lay asleep in the jungle. A tiny Mouse, running about in the grass and not noticing where he was going, ran over the Lion's head and down his nose.

The Lion awoke with a loud roar, and down came his paw over the little Mouse. The great beast was about to open his huge jaws to swallow the tiny creature when "Pardon me, O King, I beg of you," cried the frightened Mouse. "If you will only forgive me this time, I shall never forget your kindness. I meant no harm and I certainly didn't want to disturb Your Majesty. If you will spare my life, perhaps I may be able to do you a good turn, too."

The Lion began to laugh, and he laughed and laughed. "How could a tiny creature like you ever do anything to help me? And he shook with laughter.

"Oh well," he shrugged, looking down at the frightened Mouse, "you're not so much of a meal anyway." He took his paw off the poor little prisoner and the Mouse quickly scampered away.

Some time after this, some hunters, trying to capture the Lion alive so they could carry him to their king, set up rope nets in the jungle. The Lion, who was hunting for some food, fell into the trap. Her roared and thrashed about trying to free himself but with every move he made, the ropes bound him tighter.

The unhappy Lion feared he could never escape, and her roared pitifully. His thunderous bellows echoed through the jungle. The tiny Mouse, scurrying about far away, heard the Lion's roars. "That may be there very Lion who once freed me," he said, remembering his promise. And he ran to see whether he could help.

Discovering the sad state the Lion was in, the Mouse said to him, "Stop, stop! You must not roar. If you make so much noise, the hunters will come and capture you . I'll get you out of this trap."

With his sharp little teeth the Mouse gnawed at the ropes until they broke. When the Lion had stepped out of the net and was free once more, the Mouse said, "Now, was I not right?"

"Thank you, good Mouse," said the Lion gently. "You did help me even though I am big and you are so little. I see now that kindness is always worth while."

The Light of Understanding: Level S Genre: Folktales

Homework- Thursday __/ 12

After reading the passage please answer the questions below.

This folktale/ fairytale story does contain some elements that would not happen in real life. Give at least three examples or situations that make this that would not happen in real life.

______

CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences.

The Light of Understanding: Level S

Comprehension Questions /16 literal /16 inferential

Each question is worth 4 points.

1. Who was Marie Curie? ___/4 lit

______

2. Why was Marie Curie working alone ? ___/4 lit

______

3. According to Mr. Jackson, why do scientists want to know how things work? ___/4 lit

______

4. What does Danny wish he could trade places with? ___/4 lit

______

CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text. E04.B‐K.1.1.3

5. Why do you think Danny’s stomach sinks when no one raises a hand? ___/4 inf

______

6. What did Mr. Jackson want Danny to know about Marie Curie? ___/4 inf

______

7. Why did Danny put Marie’s journal on his mom’s pillow? ___/4 inf

______

8. Why do you think there was a hint of a smile on Marie’s face at the end of chapter 3? ___/4 inf

______

CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences. E04.A‐K.1.1.1

Tales From Near and Far: Level S

Comprehension Questions /16 literal /16 inferential

Each question is worth 4 points.

9. What contest is being held between the two villages? ___/4 lit

______

10. How did Grandmother ? ___/4 lit

______

11. How are Nadira’s parents’ responses to the strange photo alike? ___/4 lit

______

12. What does Naveen think about the strange photo? ___/4 lit

______

13. Why do you Nadira’s hands shake when she picks up the strange photograph of her 11th birthday? ___/4 inf