Transcript Lesson 21 Day 4

Lesson 21 Day 4
You will need your textbook.
Phonics and Spelling
• Can you look for a book soon?
• The word soon has the /ōō/ sound
and the words look and book have the
/ŏŏ/sound.
• The letter combination oo can stand
for /ōō/ or /ŏŏ/.
Phonics and Spelling
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Part A:
redrew
untrue
reglue
soon
What vowel sound do you hear in all of these words?
/ōō/
What letters stand for /ōō/?
ew, ue, ue, oo
What are the prefixes in these words?
re-, un-, rehook
took
noodle
crook
noon
What words have the /ŏŏ/ sound?
hook, took, crook
What letters stand for the /ŏŏ/ sound?
oo
What vowel sound do the other words have?
the /ōō/ sound
When you see a word with oo, you should try the sounds you know to see
which makes a familiar word.
Phonics and Spelling
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Part B:
What words in the following sentences have the /ōō/ and /ŏŏ/sounds?
1. How soon can I look at the new nook in your room?
/ōō/ look, nook, room
/ŏŏ/ soon
2. Do you know what the crook took?
/ōō/ crook, took
3. A girl named Brook shook her right leg.
/ōō/ Brook, shook
4. The moon shone brightly, and the wind shook the leaves on the
trees.
/ōō/ shook
/ŏŏ/ moon
5. Be careful not to lose the loose pages in that cookbook.
/ōō/ cookbook
/ŏŏ/ loose
Phonics and Spelling
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koco
okoh
oorkb
These spelling words belong to the same family.
They are all oo words.
Unscramble each word.
If you have trouble, think about letter patterns.
Write the letter pattern oo and then move the remaining
letters around to spell the word.
• cook, hook, brook
• The /ŏŏ/ sound is almost always spelled with the letter
combination oo.
• The sound /ōō/ can be spelled with the letter combinations
oo, ew, ue, or ui.
Fluency
• Good readers take their time when reading
expository nonfiction.
• They read at a comfortable rate, not reading too
quickly or too slowly.
• That way, they do not make mistakes with
punctuation marks, or mispronounce words.
• As you read, you should:
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take you time and read at your own rate.
not skip words and punctuation.
ask for help with pronunciation, if needed.
correct any mistakes you make while reading.
Fluency
• I am going to read part of “Antarctic Ice” aloud.
I am going to read at a comfortable rate so I
don’t skip any words or punctuation marks. If I
make a mistake, I will correct it and continue my
reading at my own pace. Listen to see if you think
that makes my reading easier to understand.
• Teacher read aloud pages 174-175.
• Students choral read pages 174-175.
• Remember to read at an appropriate rate—not too
quickly or slowly—and to pay attention to
punctuation.
Sequence: Comprehension
• Sequence is the order in which
events happen.
• Time-order words (for example,
first, next, then, last) and dates and
times (April 4, 1968, 3:30 P.M., and
so on) are used to signal the order of
events in a piece of writing.
Sequence: Comprehension
Blizzards
A blizzard is a severe winter storm dangerous, harsh, and terrible.
Winds howl at 35 miles per hour or more, and the temperature drops. To
make it worse, wind whips the snow around so rapidly that it becomes
almost impossible to see more than a few yards in any direction.
How does a blizzard get started? First, a mass of cold air moves south
from the Arctic. Next, this cold air meets the warmer air around it and
forces that warmer air to rise. Then, as the warmer air rises, it creates a
cold front. Finally, when all this has happened, heavy snowfall begins.
The most violent form of a blizzard is a whiteout. It is called this
because snow if blowing around so much that people cannot tell the
difference between the ground and the sky. Everything is white with snow.
It is this combination of wind, cold, and blinding snow that makes blizzards
so dangerous. They can cause car accidents, trap people inside vehicles and
buildings, and even crush homes under the weight of heavy snow. It is no
wonder that people listen carefully when blizzard warnings are given.
Sequence: Comprehension
• What is the first step in the forming of a
blizzard?
• A mass of cold air moves south from the
Arctic.
• What else happens before snow begins to
fall?
• Cold air forces the warm air to rise, and
this creates a cold front.
Sequence: Comprehension
• Let’s revisit “Antarctic Ice.”
• What are the animals doing in the beginning of
“Antarctic Ice”?
• They are waiting for summer to arrive.
• What are the animals doing at the end of “Antarctic
Ice”?
• Some of the animals have gone north for the winter
while others have stayed behind.
• How did the authors use sequence to organize their
writing?
• They began the selection in winter and ended in
winter. They told what happened throughout the year.
Compare and Contrast:
Comprehension
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When you compare people, things, or even ideas, you tell how they
are alike.
When you contrast, you tell how people, things, or ideas are
different.
Clue words, such as same and both signal that things are alike.
Words such as unlike or but signal that things are different.
Comparing and contrasting can help readers better understand
expository nonfiction.
Teacher read aloud page 171.
As I read, I ask myself, “What do the penguins do in winter and
summer?” How is it alike and different? In winter and summer
the penguins take care of their young. In winter the mother
penguin lays one egg and the father penguin keeps it warm. In
summer the chick is too big to sit on her father’s feet.
Robust Vocabulary
• conserved
• I will name some things that might or might not
need to be conserved. If the resource should be
conserved, nod your heads “yes”. If the resource
does not need to be conserved, shake your heads
“no”.
• rain forests
• gasoline
• oceans
• lightning flashes
strict
• I will name several jobs. If a job requires
that someone follows strict rules, give a
“thumbs-up” sign. If it does not, give a
“thumbs-down”.
• professional football players
• pop singers
• circus clowns
• police officers
Vocabulary
• absence
• Whose absence would you notice the
most at school?
• shelters
• What kind of building shelters
animals?
permanently
• I am going to name some ways to attach things
together. If the things might stay together
permanently if they are attached that way, you
should lock your hands together. If they might
not stay together, you should move your hands far
apart.
• paper clip
• screws
• nails
• clear tape
drifts
• If the thing I name might drift, clap
your hands. If it would not drift,
keep quiet.
• a feather
• bubbles
• a rock
• an anchor
Vocabulary
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scarce
When might milk be scarce in the refrigerator?
dim
How would you fix a dim flashlight?
harsh
What kind of harsh weather have you experienced
recently?
• bleak
• If someone told you that some land looked bleak,
how might it look?
Grammar: The Verb Be
• The verb be is a special verb that tells what
or where the subject of a sentence is.
• The subject and verb of a sentence must
agree. A singular subject must have a singular
verb, and a plural subject must have a plural
verb.
• Compound subjects joined by and need a plural
verb. Compound subjects joined by or need a
singular verb.
Grammar: The Verb Be
• What are the subjects of the following
sentences? Are they singular or plural?
• What is the correct form of the verb be
for these sentences?
• The boy ___ sick yesterday.
• boy: singular
Verb: was
• The leaves ___ green last month.
• leaves: plural
Verb: were
Grammar: The Verb Be
• Beach volleyball are a competitive sport.
• Tracy and Christie is yawning.
• How should we write these sentences
correctly?
• Beach volleyball is a competitive sport.
• Tracy and Christie are yawning.