LESSON SIX: Cloudy With a Chance of Meatballs-Part 1
Students use context clues and base words, synonyms, and antonyms to identify meanings of words during reading.
R1C Apply decoding strategies to independently problem solve unknown words when reading
R1E Develop vocabulary through text using base words, synonyms and antonyms, context clues, and a glossary and dictionary
R1G Develop and utilize comprehension strategies during reading
W3B Complete an organizer to identify important information from text
§ Source of Literature
o Cloudy with a Chance of Meatballs by Judi Barrett (copies for class)
o Paper for illustrations
o Chart paper or overhead transparency to make a graphic organizer web of weather terms
o Blue, pink, and yellow sticky notes for the class
o Illustrations of various weather scenes
§ Handouts provided
o Fact Sheet
§ Words to know
o base words
o context clues
o decoding strategies
Students share information from sticky notes activity. This assessment is ongoing through the use of the Fact Sheet for the next two days.
What are some predictions we can make by looking at the cover and the first few pages? Why do you think that?
How could we determine the meanings of these words?
The pages in the book Cloudy with a Chance of Meatballs are not numbered so the teacher may want to number the pages or place a paper clip on the back section of the story (pages 17 to the end).
6. While reading to page 16, students use color-coded sticky notes. Divide students into three groups. One group uses blue sticky notes to identify words that are interesting to them, one group uses pink sticky notes to identify words they decode, and one group uses yellow sticky notes to identify words they do not understand or know. Students share information from their sticky notes.