Vocabulary and Spelling for Do Knot Enter

Vocabulary and Spelling for “Do Knot Enter”

Learning Goals: 1) I will use context as a clue to meaning of a word or phrase.2) I will consult reference materials to pronunciation, determine meaning and part of speech. 3) I will acquire and use general academic words to expand vocabulary knowledge for comprehension or expression.

Vocabulary

1. observe 2. impressive 3. raucous 4. phony 5. looms 6. distinguish 7. zany 8. intriguing 9. gigantic 10. correspond

Spelling - Final /ər/

1. fiber 2. similar 3. regular 4. barrier 5. superior Challenge 6. grammar 1. escalator 7. rumor 2. cursor 8. character 3. geyser 9.director 4. perpendicular 10. acre 5. maneuver 11. consider 12. junior 13. senior Sitton 14. solar 1. return 15. scholar 2. corn 16. razor 3. decide 17. surrender 4. position 18. particular 5. argument 19. familiar 20. laser Guided Reading for “Do Knot Enter” by Ivars Peterson and Nancy Henderson Genre: Informational Text Essential Question: How can math help you solve problems in everyday life? Learning Goals: 1)I can analyze how a key individual, event, or idea is introduced, illustrated, and elaborated. 2) I can determine the meaning of words and phrases, including figurative, connotative and technical meanings. 3) I can analyze how a sentence, paragraph, chapter or section fits in the overall structure. 4) I can integrate information presented in different media or formats as well as in words. 5) I can interpret figures of speech in context. 6) I can cite textual evidence to support analysis of what the text says , as well as, draw inferences.

Respond in your Reading Journal with complete sentences using text evidence.

1. pg. 198 What text evidence tells you whether MathZone is a real place? 2. pg. 198 Why do you think the authors begin this informational text in this way? Use text evidence to explain your answer. 3.pg. 198 What is the author’s point of view about math? How can you tell? 4. pg. 200 How is a mathematical knot different from a knot you might tie in everyday life? 5. pg. 200 Why would laying out a knot on a table help you tell it apart from other knots? 6. pg. 201 What evidence do the authors provide to support the idea that there are many different kinds of knots? 7. pg. 202 How does the Try It activity help you understand what you have previously read? 8. pg. 203 What evidence in the text and graphics support the idea that cat’s cradle creates only unknots? 9. pg 204 What clues in the text around the word correspond help you understand what correspond means? 10. pg. 205 What text evidence do the authors give to show that understanding knots may be important to scientist who study diseases? 11. pg. 205 How are Lord Kelvin’s and modern use of knots the same and different?