Transcript Lesson 12 Day 1

Lesson 29 Day 2
You need your text book.
Spelling
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A prefix is added to the beginning of another word.
This makes a new word with a different meaning.
The prefix bi- means “two” or “twice.”
Centennial is a celebration for having lasted 100
years.
Bicentennial is a celebration for 200 years.
Prefix +
Word =
New Word
bi (“two” or
“twice)
centennial
bicentennial
For each sentence below, identify the prefix and root word and tell
what that prefixed word means.
1. My great-grandfather was the pilot of an old biplane.
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biplane—a plane with two pairs of wings
2. My family is bicultural, and we follow the different
traditions of both of my parents.
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bicultural—having two different cultures or backgrounds
3. Alex rode his bicycle for four miles.
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bicyle—two-wheeled vehicle
4. Clams are a kind of sea creature known as a bivalve.
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bivalve—having two valves
5. My best friend is bilingual because she speaks two
languages, Spanish and English.
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bilingual—having two languages
Phonics and Spelling
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Overnight
What is the prefix?
overCopy the chart below. Sort each of your
spelling words by their prefixes. Draw a
line to divide each prefix from the rest of
the word
bi- (for example,
non- over-night).
over-
Vocabulary
Turn to Student Edition p. 382383.
Read the selection titled “Here
Comes the Sun.”
rotate
 Something that rotates spins
like a top.
 When your body rotates over
and over, what happens?
 What does ‘the sun rotates
east to west” mean?
steady
 Something that is steady does
not change. A light that is steady
always looks the same and does
not change or go out.
 Why do carpenters need to have
steady hands?
 What happens because solar
winds are not steady?
reflect
 When something reflects light,
the light bounces off the surface
instead of passing through it.
 When you look in a mirror, what
usually reflects back at you?
 What happens before the sky
reflects the colors of the
chemicals?
surface
 The surface of something is
the top part of it.
 What does the surface of your
desk feel like?
 Why would a person weigh
more on the sun’s surface
than on Earth?
evidence
 Evidence is proof that something
has happened.
 What evidence is there that you
did your homework last night?
 How are scientists collecting
evidence about the northern
lights?
appear
 How something appears is the
way it looks or seems to be.
 If the sky appears gray, what
might happen later?
 What exciting thing appears in
the sky near the North Pole?
Grammar: Commas
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They were Mercury, Venus, Earth, Mars, Jupiter, and Saturn.
Another moon, called Io, has many active volcanoes.
These sentences show two ways in which commas are used.
In the first sentence, the names of the planets are words in a
list or series. Commas are used to set these words apart.
 In the second sentence, the commas used here set off a
name, Io.
 Commas are also used in dates and addresses.
 In addition, commas are used before the word that joins two
simple sentences in a compound sentence.
Grammar
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Earth is the only planet on which plants animals and people live.
Where are commas needed to set apart the words in a series?
plants, animals
Earth is the only planet on which plants, animals and people live.
Earth has one moon and Jupiter has sixty-three moons.
Where are commas needed in the sentence above?
moon, and
Earth has one moon, and Jupiter has sixty-three moons.
Neil Armstrong walked on the moon on July 20 1969.
Where are commas needed in the sentence above?
July 20, 1969
Neil Armstrong walked on the moon on July 20, 1969.
Write 3 of each of the following sentences using commas:
3 compound sentences; 3 sentences with words in a series; 3
sentences with a date in them, & 3 sentences that sets off the
name of something.
“The Planets”
 Turn in your Reading book to page 384.
Genre Study
 Look at the information about expository nonfiction on p.
384.
 Expository nonfiction gives information about a topic.
 Look for…
 Captions and labels that tell about illustrations
 Facts and details that help you learn about a topic
 Facts and details are important parts of expository
nonfiction. They help explain and support both
information and ideas. Nonfiction often contains
illustrations, diagrams, and other graphic aids to help
make the information clearer and easier to understand.
•As you read “The Planets” you will fill in the KWL graphic organizer
on Practice Book page 249. Use the graphic organizer to record
what you learn about planets as you read the selection. You can fill
in this sort of chart for any nonfiction selection that you read.
What I Know
What I Want to What I Learned
Know
Comprehension Strategy
Look at the Comprehension Strategy at
the bottom of page 384.
Monitor comprehension—read ahead to
find information that might help you better
understand a passage.
Good readers often read ahead to help
clear up any confusion they may have
about information in a passage. Readers
need to pay attention and make sure they
understand what they are reading. If they
do not understand something, they can
read ahead to find answers to their
questions.
“The Planets”
 You are going to read a selection about our solar
system.
 What do you already know about the solar system?
 Write that information on the first column of your KWL
chart on Practice Book page 249.
 One purpose for reading is to learn about a topic.
 Turn to page 384-385.
 Read the title and the author’s name.
 Predict what you might learn from the selection and
complete the second column of the KWL chart.
 Read the selection to gain information from “The
Planets.”
Summarizing
 What is something you predicted you would
learn in this selection that you did learn?
 Use the graphic organizer on Practice Book
page 249 to write a brief summary of what
you learned from the selection.
Fluency
 Good readers try to make their reading sound
expressive by having their voices rise and fall
(go higher and lower) at the end of phrases and
sentences.
 Good readers also use their voices to
emphasize important words.
 Turn to pages 386-387 of “The Planets.”
 Listen and track the print as I read the opening
paragraph aloud. Pay attention to how I let my
voice rise and fall at the end of phrases and
sentences. Notice where my voice goes higher
and lower.
 This time echo-read with me. Remember to use
the same expression and intonation as me.
 Now practice this expressive reading with your
partner.