Big idea: How do we decide
what’s important?
Essential question: What can you
discover when you give things a
second look?
Focus Areas
Dear Family:
This week our class will discuss the idea of taking a second
look at things we think we already know. We will talk about
how this process can lead to new discoveries and conclusions.
Vocabulary
(Define, Give an example, Ask a question)
astounded When you are astounded, you are amazed and surprised.
What is one thing that has astounded you?
concealed
When she concealed her diary, she put it out of sight.
What kinds of things do people keep concealed ?
inquisitive If you are inquisitive, you are curious.
What topics make you inquisitive ?
interpret
When you interpret a difficult paragraph, you explain its meaning and
make it easier to understand.
Why might people interpret something in different ways?
perplexed
If you are perplexed, you are confused.
When have you been perplexed ?
precise
When you make a precise cut with the scissors, you make an exact or
accurate cut.
Describe a job in which it is important to be precise .
reconsider If you reconsider, you think about something again.
Tell about a time you had to reconsider a decision.
suspicious
If you are suspicious, you think that someone or something is wrong
and cannot be trusted.
What kinds of behaviors make you suspicious ?
Reading strategy: visualize
Genre: mystery
Reading skill: point of view
Grammar: kinds of pronouns
Writing genre: narrative
Writing trait: ideas
Vocabulary: adages and proverbs
Spelling
Words with prefixes
List: dishonest, disconnect, discourage,
reunite, replenish, repaired, refreeze,
rewrap, regain, rediscover, nonspecific,
unusual, unfriendly, unfinished, unaware,
unimportant, misguide, underwater,
overwhelm, submerge
Review: listen, signal, fable
Challenge: impatiently, inaccurate
Here are some extension and enrichment activities that you can do with your child to help reinforce the skills we’ll
be practicing.
Word Workout
•
•
•
Words to Know: adages and proverbs In this activity, you and your child take turns using the vocabulary
words to make up questions that the other person tries to answer.
Spelling/Phonics: prefixes You and your child will match the spelling words that have the same prefix. Each
time you find a match, you will say and spell the both words.
Word sorts & Go Fish: prefixes In this activity, have your child cut apart the spelling cards and sort them into
prefix groups. Have your child brainstorm other words that begin with each prefix. Your child can create additional
slips for the new prefix words. Play Go Fish using the prefix as the “fish”.
Comprehension: point of view
•
In this activity, you and your child will read two speeches given at a community center. Each speech has a very
different point of view. When you finish reading, you will discuss the speakers’ points of view. The questions are
included to help you start your discussion.
Word Workout
Words to Know
We’ll take turns choosing a word and using it in a question. For example,
I might ask, “Why is it important to be precise?” You will try to answer
the question. If we’re not sure of an answer, we can talk about the
question together.
perplexed
precise
suspicious
interpret
astounded
inquisitive
concealed
reconsider
Spelling Words
I see that all the words on the list begin with prefixes. I’ll say one of the
words and spell if for you. Then you say and spell another word from the
list that begins with the same prefix. We’ll match as many words as we
can. Four of the words don’t have matches. Let’s see if we can find
which ones they are.
underwater
regain
repaired
unaware
unfriendly
unfinished
unimportant
refreeze
replenish
reunite
rediscover
rewrap
disconnect
discourage
dishonest
nonspecific
misguide
overwhelm
submerge
Challenge:
impatiently
inaccurate
Review:
listen
signal
Unit 4 • Week 2
fable
Copyright © The McGraw-Hill Companies, Inc.
84
unusual
Comprehension: Point of View
Different Takes
Here are two short speeches given during a community center meeting.
They are about the same topic, but they have entirely different points of
view. Let’s read what these speakers had to say. Then we’ll use the
questions below to compare them.
First Speaker:
I think the idea of having more recreational space in our community
is a good one. But do we have to ruin our environment to get it?
Cutting down trees and paving over the land to build swimming pools,
basketball courts, and refreshment stands just doesn’t make sense.
We can leave the land alone and still have room for recreation. Let’s
not destroy the natural beauty of our area. If we work with nature,
more people can enjoy the outdoors. Creating nature trails for hiking
makes perfect sense. Small picnic areas can be set aside without
damaging the environment. By preserving our community’s natural
environment, people not only have recreational space, but learn to
appreciate nature as well.
Copyright © The McGraw-Hill Companies, Inc.
Second Speaker:
I believe people need recreational areas where they can enjoy the
outdoors with family and friends. There is plenty of unused land right
here in our own community. Clearing some of it to build baseball
fields, a swimming pool, and maybe a couple basketball courts isn’t
going to hurt the environment. Refreshment stands and souvenir
shops will help attract people to our town. They would also provide
jobs and help our local economy. I understand that preserving nature
is important. But we have enough land and space to do that and still
build a recreational area. It’s important to have a place in our
community where there are activities for
everyone to enjoy.
1. What is the topic of these two speeches?
2. What is the first speaker’s point of view?
3. What is the second speaker’s point of view?
Unit 4 • Week 2
85
underwater
regain
repaired
unaware
unfriendly
unfinished
unimportant
refreeze
replenish
reunite
rediscover
rewrap
disconnect
discourage
dishonest
nonspecific
misguide
overwhelm
submerge
Unit 4 • Week 2
Copyright © The McGraw-Hill Companies, Inc.
58
unusual
Spelling Word Cards