Transcript Lesson 23 Day 3

Lesson 23 Day 3
You will need your textbook,
workbook, paper, and pencil.
Phonics and Spelling
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preheat
misprint
inexact
What are the prefixes in these words?
pre-, mis-, inWhere would we divide these words into syllables?
pre/heat
mis/print
in/exact
Remember that prefixes have their own meanings and when they are added
to words, new words with new meanings are formed.
pre“before”
mis“badly or wrongly”
in“not”
Phonics and Spelling
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misunderstand
You can use your knowledge of prefixes to break this
word into parts and to decode it.
What is the prefix?
misWhat is the base word?
understand
mis/understand
What does this word mean?
to understand wrongly
Phonics and Spelling
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In each of the following words, tell the prefix first and then what the word means.
1. misjudge
misjudge wrongly
2. inaccurate
innot accurate
3. prepaid
prepaid before
4. mislabel
mislabel wrongly
5. inattention
innot paying attention
6. misuse
misuse wrongly
7. presort
presort before
8. mismatch
mismatch wrongly
9. inactive
innot active
10. misbehave
misbehave badly
11. misprint
misprint wrongly
12. preclean
preclean before
Phonics and Spelling
Let’s sort the spelling words according to their
prefixes.
premisinpreset
misuse
input
preview
mislead
inside
pretest
misplace
incorrect
preheat
misread
indoors
preschool
mismatch
misspell
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Fluency
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When good readers read aloud, they use their voices to
express the emotions and actions that are part of the
story.
Reading with expression makes a story more interesting
and more fun both to read and to hear.
Good readers:
 Think about what is happening in the story
 Change volume and tone to match the events or
feelings
 Pay attention to punctuation
Fluency
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I am going to read page 230 of “Chestnut Cove.”
I will pay attention to what is happening so I can
make my voice match. I will watch for
punctuation marks to tell me when to pause. I
see that one sentence begins and ends with
and. Usually and is in the middle of a sentence.
Listen carefully to how I change the tone and
volume of my voice.
Teacher read aloud page 230.
Students echo-read each sentence.
Cause and Effect: Comprehension
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A cause is why something happens.
An effect is what happens as a result of a cause.
Asking “why” questions can help identify a
cause.
Asking “what” questions can help identify an
effect.
Identifying cause-and-effect relationships can
help readers determine what causes the
characters’ actions and what the results of those
actions are.
Cause and Effect: Comprehension
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Let’s review “Chestnut Cove” to find causes and
effects of the characters’ actions.
Pages 243-245 Joe Morgan lets himself be lowered
alongside the cliff to save Eloise. Why does he do
that?
Everyone knows and loves Eloise and will do
anything to save her.
Pages 245-246 Mrs. Lark says she thinks the whole
contest is silly. What happens after she makes this
comment?
Everyone gets together and eats their watermelons
so the contest will be over.
Mayors: Paired Selection
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“Mayors” is an example of expository nonfiction.
Expository nonfiction presents information or
ideas about things that really happen.
Expository nonfiction selections may include
special features to make it easier for readers to
understand the information and to enjoy what
they read.
These features may include:
 Graphic aids, such as photographs, diagrams,
maps, charts, illustrations, or captions
 Headings that separate and introduce
sections
Mayors: Paired Selection
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Read aloud the title.
Notice the boldfaced questions that separate the
sections.
Think about what you already know about
mayors.
The purpose for reading expository nonfiction
usually is to get information.
Read “Mayors.”
Mayors: Paired Selection
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What are the responsibilities of most mayors?
To run departments; to improve schools; to make
laws; to guide visitors; to improve the community; to
honor people for important achievements
What kind of person do you think would be a good
mayor?
Someone who is decent, honest, hard-working, fair,
and responsible.
How can you tell that “Mayors” is expository
nonfiction?
It tells facts about what mayors do. It has
photographs of real mayors.
Robust Vocabulary
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eagerly
If someone eagerly did a task, were they happy about doing it? Explain.
Have you ever eagerly performed a task? If so, what task did you do?
transferred
If you helped your parents to clear the table, what items would be transferred to
the kitchen?
If your mom said she transferred some items to your room, what things would
you expect to find there?
fondness
Imagine someone who has a fondness for the outdoors. Would this person
spend their time hiking or watching TV?
What are some things that you have a fondness for?
emotion
Would the winner of a contest be full of emotion? Why or why not?
What emotion might you feel if you did not get a gift that you had been hoping
for?
ridiculous
If a person had a dream that did not make sense, why might they say it was
ridiculous?
What costume might make you feel ridiculous?
Robust Vocabulary
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disgraceful
What might a teacher say if she read a paper that was disgraceful?
If your bedroom was in disgraceful shape, what might it look like?
decent
If your coach said that you are a decent soccer player, would you be pleased?
Why or why not?
What would you say if someone offered you decent pay for pet sitting a
hamster? Explain.
inherit
How would you feel if you inherited a lot of money?
What would you do with the inherited money?
contented
Imagine someone who is not contented with how he or she is doing in school.
What would you suggest that this student do?
Would you let friends in your bedroom if you were not contented with how your
room looked? Explain.
collaborate
On what activities do you like to collaborate with others?
What things would you prefer to do alone rather than collaborate on with
someone?
Homophones: Vocabulary
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bee
be
I
eye
for
four
Compare and contrast the words in each pair.
They sound the same but are spelled differently and
have different meanings.
These pairs of words are homophones.
Homophones are two or more words that sound the
same but have different meanings and different
spellings.
Tell the meanings of each pair of homophones above.
Homophones: Vocabulary
When you read, you can use context to
confirm which word is intended.
 When you write, you need to think
carefully about the spelling you are using.
 You may need to check in a dictionary to
see that you are using the correct spelling
for the word.
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Homophones: Vocabulary
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Ashley stroked the hare’s ears.
Their books are on the desk.
Do you know him?
In the first sentence, hare is an animal, but
hair sounds just the same.
In the second sentence, their shows
ownership, but there and they’re sound just
the same.
In the third sentence, know is used, but no
sounds just the same.
Homophones: Vocabulary
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Identify the homophone pairs in the following sentences.
Then tell the meanings of each of those homophones.
1. The wind blew our blue sailboat across the lake.
blew, blue
2. Our family ate dinner ate eight o’clock.
ate, eight
3. We will go to the store at two o’clock, too.
to, two, too
4. Is your mail carrier a male or a female?
mail, male
5. Be careful not to tie a knot in your shoelaces.
not, knot
Grammar: Present-Tense Verbs
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Most verbs show action.
Verb tense tells the time of the action.
Mrs. Lark is growing watermelons.
This sentence is correct because the subject (Mrs.
Lark) and the verb (is growing) agree.
______ grow watermelons.
Is this correct? Mrs. Lark grow watermelons.
What are some subjects that agree with the verb for
this sentence?
I, We, They, The villagers