<p> 5th Grade – Questions – Title I Conference Unit 1 – Basal Reader</p><p>Week 1 – Story: Miss Alaineus</p><p>1. What happens when Sage calls Star to get the vocabulary words? Pg 22</p><p>2. What is one of the incorrect definitions for miscellaneous? Pg. 26 </p><p>3. How did you know Sage thought miscellaneous was a name? Pg. 27</p><p>4. Describe what type of student Sage is. Pg. 24</p><p>5. How do the words of Sage’s mother help you predict that Sage will probably </p><p> make a mistake as she continues to define her words? Pg. 24 </p><p>6. Compare Sage’s attitude at the beginning of the story to the end of the story. </p><p>(entire text)</p><p>7. What evidence in the text lets the reader know that Sage is upset by what </p><p> happens at school? Pg. 32-33</p><p>8. Based on how Sage’s mother reacts to the mistake what kind of mom is she? </p><p>Pg. 33-35</p><p>9. Why did it take courage for Sage to walk out on stage as Miss Alaineus and </p><p> what does that say about her character? Pg. 36 </p><p>Week 1 – Vocabulary:</p><p>Slumped – Discuss base and suffix and demonstrate the word.</p><p>Soggy – What are three things that can become soggy? </p><p>Capable – Synonyms and Antonyms</p><p>Categories – Make categories and list them </p><p>Strands – Plural and singular Gigantic – Synonyms and Antonyms </p><p>Credit – Types of credit </p><p>Luminous – Name luminous things </p><p>Week 1 – Writing: </p><p> Think about a time in your life when you were embarrassed, what </p><p> happened and what do you do about it? </p><p> What are you capable of doing? </p><p> This weeks’ theme is “school contests” have you ever entered a contest, or</p><p> wanted to, tell about it. </p><p>Week 2 – Story: Davy Crockett saves the World.</p><p>1. Tall tales include exaggeration. Site evidence from the text to show examples </p><p> of exaggeration. (Many examples through out the story)</p><p>2. Why does the author have an illustration on page 64 and 65 of Halley comet? </p><p>3. According to the text, what characteristics does Davy Crockett have that </p><p> make the President think he can take care of the comet? Pg. 58</p><p>4. What details about the setting does the author provide on page 63? How do </p><p> these details add to the elements of exaggeration in this tall tale?</p><p>5. What reason does the author give for Davy’s wearing a coonskin cap? Do you </p><p> think this is the real reason Davy Crockett always wore a coonskin cap? Why </p><p> or Why not? Pg. 68</p><p>6. 5th grade like to impress each other. What evidence did the author use to </p><p> show that Davy was trying to impress Sally Sugartree? Pg. 58 7. What examples of personification does the author use on page 67 when </p><p> describing Halley’s comet? </p><p>8. How does Davy feel about Sally Sugartree? How does he feel about the </p><p> comet? Dow does his feelings affect the way he acts towards both? Use </p><p> evidence from the text to support your answer. </p><p>Week 3 – Story: Forest of the World</p><p>1. Describe how a coniferous forest is different from a deciduous forest. Use </p><p> evidence from the text. Pg. 83 </p><p>2. List the continents that the coniferous and deciduous have in common? Pg. </p><p>83</p><p>3. Name animals that you would find in each forest: coniferous, deciduous, rain </p><p> forest. Pg. 83-85</p><p>Week 4 – Story: Ultimate Field Trip </p><p>1. What did the students at Space Academy learn to do to help prepare them for</p><p> travel in space? Pg. 91 paragraph 1 </p><p>2. What equipment did the students sue to help train for a space mission? Pg. </p><p>98 & 99 – simulators and 1/6 gravity chair.</p><p>3. The first sentence on page 98 uses the word “zone”. What other synonyms </p><p> could be used to replace zone? (area, space)</p><p>4. Why was it important to take precautions before using the MAT? Pg. 100 </p><p>5. How did the story compare the MAT to an atom? Pg. 100 </p><p>6. Why would your footprint still be visible 30 years after you walk on the </p><p> moon? Pg. 102 7. What skill is needed to develop teamwork in the pool? Provide evidence from</p><p> the text. Pg. 105 </p><p>8. List the devices or methods used in training for space exploration. Tell the </p><p> purpose of each device or method. (Have students make a list like below)</p><p>Method/Device Purpose </p><p>1.</p><p>2.</p><p>3. </p><p>4. </p><p>5. </p><p>6. </p><p>Week 4 Writing :</p><p>Pre/Post Writing: Why is it important to wear and use special equipment in space? </p><p>Week 4 Vocabulary – </p><p>Disaster – Share a time when you have experienced a disaster. </p><p>Maze – What would you do if you were lost in a maze? </p><p>Adjusted – Tell about a time when your family schedule had to be adjusted.</p><p>Week 5 – Story: Pipiolo and the Roof Dogs </p><p>(These questions are designed for the student to use a QUE graphic organizer) </p><p>Q=question U= you conclude E= evidence/proof </p><p>1. Through whose eyes is the story told? Pg. 118</p><p>2. What figurative language on page 118-120 is used to create vivid images in </p><p> your mind? Find one example and explain what it means to you. Pg. 118 3. How is Lupe’s and Pipiolo’s house different than other dog’s homes? Pg. 120</p><p>4. On page 120, Lupe used a school ruler as a shovel and tossed a piece of dirt to</p><p> each dog. What does this tell us about her character? </p><p>5. How was Pipiolo’s nightlife different from the other dogs? What effect did </p><p> this have on the story? Pg. 122 </p><p>6. What impact did watching Westerns on T.V. have on Pipiolo’s actions? Pg. </p><p>125 </p><p>7. How were the roof dogs transformed? Pg. 125 </p><p>8. What was the mood of Pipiolo’s long bark on page 125? (The bark was long </p><p> and eloquent in the middle.)</p><p>9. How does the illustration on page 124 help you understand the setting?</p><p>10. How did Lupe influence Pipiolo’s character? </p><p>11. What effect does it have when Pipiolo jumps in front of the truck? Pg. 126</p><p>12. Lupe refers to Pipiolo as the “Savior of the Rooftops” and on page 131 the </p><p> text refers to “The Miracle of San Pablo.” How are the two statements </p><p> related? </p><p>Week 5- Vocabulary: </p><p>1. What are some things you think are pungent?</p><p>2. What are some things you think are fragrant? </p><p>3. What tones or mood do the words pungent and fragrant bring to your mind? </p><p>4. Pg. 131 “Everyone had a theory.” If you had not read the story how might you</p><p> explain what happened to the roof dogs? (What is your theory?) Assignments: </p><p>Valley View Elementary: Unit 2 Stories: 1 and 2 </p><p>Lake View Elementary: Unit 2 Stories 3 and 4 </p><p>Roosevelt Elementary: Unit 3 Stories 1 and 2 </p><p>Roy Elementary: Unit 3 Stories 4 and 5 </p><p>Club Heights Elementary: Unit 4 Stories 1 and 2 </p><p>Washington Terrace: Unit 4 Stories 4 and 5 </p><p>North Park Elementary: Unit 5 Stories 1 and 2 </p>