Transcript Lesson 12 Day 1

Lesson 19 Day 2
You need your text book.
Phonics and Spelling







Prefixes are word parts added to root
words.
What does the prefix un- mean?
not
What does the prefix re- mean?
To do again
What does the prefix dis- mean?
not
Phonics and Spelling
Part A: Read each root word below. Name the
word that would be made by adding the prefix and
then give the meaning of the new word.
Prefix
un
un
re
re
dis
dis
Root
Word
happy
likely
close
read
honest
agree
Prefix +
Root Word
Meaning of
New Word
Phonics and Spelling
Prefix
Root Word
Prefix + Meaning of
Root Word New Word
un
happy
unhappy
Not happy
un
likely
unlikely
Not likely
re
close
reclose
Close again
re
read
reread
Read again
dis
honest
dishonest
Not honest
dis
agree
disagree
Not agree
Phonics and Spelling

1.
2.
3.
4.
Read the following sentences. Which
words are prefixes? What do the words
mean?
The owner of the bag is unknown
The people distrust what the mayor said.
We plan to renew the garden next year.
The unkind things that Ethan said made
people dislike him.
Phonics and Spelling











Add the prefix un- to each of the following words.
What is the word’s new meaning?
do
un+do= undo
the opposite of do (to not do)
easy
un+easy=uneasy
not easy
like
un+like=unlike
not like
happy
un+happy=unhappy
not happy
cover
un+cover=uncover
the opposite of cover
(not covered)
Vocabulary
Turn
to Student Edition p. 118-
119.
Read the selection titled
“Mexican Folktales.”
suggested
 If
you suggested something,
you gave someone an idea.
 If there was an argument
about what to do, how might
someone have suggested a
game to play?
 What was it that Rabbit
suggested to Coyote?
enormous
Something
that is enormous is
very big.
How would an enormous
pumpkin look?
What did Coyote think was an
enormous circle of cheese?
exclaimed
 If
you exclaimed something, you
said it excitedly.
 How would a person have
exclaimed, “I got a perfect score!”
 Why did Coyote exclaim “You
tricked me!”
swift
 Something
that is swift moves very
quickly.
 If a train were swift, would it arrive
early or late?
 Why couldn’t Coyote catch the swift
Rabbit?
vain
 If
you are vain, you think very
highly of yourself.
 If someone is vain about his or her
looks, does he or she stop at a
mirror? Explain.
 How can you tell that Cuckoo was
vain?
overheard
 If
you overheard what people said, you
heard it without them knowing that you
were listening.
 If you overheard someone telling a
secret, should you share it? Why or why
not?
 What did Cuckoo do after she overheard
Owl?
Grammar:
Action Verbs
 Some verbs show action, or what someone
or something does, did, or will do.
 These verbs are called action verbs.
 Half-Chicken hops to Mexico City.
 Hops is an action verb. It tells what the
character does or did.
 The wind blows Half-Chicken.
 Blows is an action verb. It tells what the
character does or did.
Grammar















The fire asks for help.
What is the action verb?
asks
How do you know?
Because it tells what the fire does.
Half-Chicken fans the fire.
What is the action verb?
fans
How do you know?
Because it tells what Half-Chicken does.
The fire bursts into flames.
What is the action verb?
bursts
How do you know?
Because it tells what the fire does.
“Half-Chicken”

Turn in your Reading book to page 120-121.
Genre Study

A folktale is a story that has been passed down
through time.
 Look for:
 An explanation of how something came to be.
 A theme in the story that teaches a lesson.
 Characters can be people or talking animals,
and the setting is an imaginary or faraway place
long ago.
 Often a folktale has events that repeat in a
similar way.
 Sometimes the story tells how something came
to be.
Comprehension Strategy






Use story structure to help you follow the flow of
the folktale.
Thinking about what happens in the beginning,
middle, and end of the story can help you
understand the story.
The characters, setting, and problem are usually
introduced in the beginning of the story.
The important events take place in the middle.
The solution occurs at the end.
Use the story map on Practice Book page 161 to
keep track of information as you read.
As you read “Half-Chicken,” you will fill in the story map graphic organizer on
Practice Book page 161. The graphic organizer will help you remember
important information about characters, plot, setting, and theme. This story map
will help you keep track of story events that lead to the theme of the story.
Characters
Plot
Theme
Setting
 You
“Half-Chicken”
are going to read a folktale with
animal characters. Have you read or
heard any that had animal characters?
 One purpose for reading a folktale is to
enjoy the story.
 Let’s read the title together.
 What do you think the title might mean?
How can there be such a thing as a halfchicken? What might happen to such a
character?
Retelling

Remember that the theme of a story is its main
message, or idea, that the author wants to tell to
readers.
 Once you finish reading the story, describe the
theme of “Half-Chicken.”
 Then, write a summary of the story. You may
want to refer to the information on Practice Book
page 161 to recall important information about
story structure and theme.
 A summary should include the characters,
setting, problem, main events, and solution of
the story.
Fluency
 As
you read, good readers pause at
natural breaks in the sentences. This
makes them feel more comfortable while
reading aloud.
 It allows them to read at a pace that is
neither too fast nor too slow.
 Look at page 122 of “Half-Chicken.”
 Listen as I read the first few sentence
aloud.
 Remember that you should always pause
slightly at a comma.