Read 20 minutes every day.  

Daily Writing Journal:  Create a daily writing journal. 

Write about anything you want. You can also journal about your daily learning: 

• What did you enjoy the most about your day? 

• Why did you enjoy this moment? 

• What did you learn? 

Weekly Learning Goal: 

• I can use clues (evidence) from the story, and my background knowledge to make an inference in a story 
• I can answer questions about a story using the information in the text 
• I can identify different types of figurative language and explain what they mean 

Choice Activities:

In Storytown Book: 

• pages 324/325- read and practice making an inference about the information in the article 

Read the story Spiders and Their Webs pages 328-343. 

As students read have them write the answers to the questions or tell someone the answers to the questions. 

•  pages 328-329 

  • What do you already know about spiders? 

  • What do you think you might learn about in this story? 

•   330-331 

  • What are spider webs made of? 

  • What should you do if you see a spider? 

• 332-333 

  • Which spider is the male Golden Orb spider?   

  • Why do you think the Golden Orb Weaver spins different color webs?

  • Why is the Golden Orb Weaver’s web sticky? 

• 334/335 

  • Why does the Hawaiian happy-faced spider have that name? 

  • What does the Hawaiian happy-faced spider do after tossing silk over their prey? 

• 336-337 

  • Why does the water spider attach strands of silk to water plants? 

  • How does the water spider carry air to its house? 

  • What does the water spider eat? 

• 338-339

  • Why is the silk sheet at the bottom of the social spiders’ web so important? 

  • Why does a group of spiders have a better chance of surviving than a lone spider? 

• 340-341 

  • What happens right after a ray spider catches an insect? 

  • Why doesn’t the ray spider get stuck in its own web? 

  • What might happen if you waved your hand near a ray spider’s web? 

• 342-343 

  • Why does the author include more than one common name for the spiders?                     

  • Why did the author say that the line was like a yo-yo?

  • What does the cobweb spider do just before it bites its prey? 

• pg 344- write or discuss the answers to the questions about the story  

• Be the author and do some spider research 

  • Choose a spider that interests you and make a new page that could go in this book. 

  • Be sure to include some of the information the author included so your page fits.

  • Include an illustration of your spider for the new book page.  

• Watch YouTube video to review making inferences:

Inferences | Making Inferences | Award Winning Inferences Teaching Video | What is an inference?

• Watch Partly Cloudy video to practice making your own inferences

Making Inferences Partly Cloudy

When the speaker asks a questions, stop the video and discuss the inference you made with someone in your home.  You can also write your answers. After answering the question, resume the video to hear the speakers inferences to see how yours compare. 

• Watch Two Bad Ants read aloud- as you listen to story complete the chart below 

Two Bad Ants

• Review Figurative language 

Similes, Metaphors, Onomatopoeia, Personification and Alliteration

Idioms, Hyperbole, Oxymorons and Allusion.

• Read story It Figures! Fun Figures of Speech on EPIC! DIGITAL LIBRARY

• Practice Figurative Language