Lesson 22 day 3
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Lesson 22 Day 3. You will need your textbook, workbook, paper, and pencil. Phonics and Spelling. Part A: pawpad dragdraw crabcrawl Which words have the /ô/ sound? paw, draw, crawl All three of these words are spelled with the letter combination aw .

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Lesson 22 Day 3

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Lesson 22 day 3

Lesson 22 Day 3

You will need your textbook, workbook, paper, and pencil.

Phonics and spelling

Phonics and Spelling

  • Part A:

  • pawpad

  • dragdraw

  • crabcrawl

  • Which words have the /ô/ sound?

  • paw, draw, crawl

  • All three of these words are spelled with the letter combination aw.

  • aw is one of the ways to spell /ô/.

Phonics and spelling1

Phonics and Spelling

  • Part B:

  • 1. I like raw carrots better than cooked ones.

  • What word has the /ô/ sound as aw in this sentence?

  • raw

  • 2. Victor saw three birds in the tree.

  • saw

  • 3. Many towns have laws to prevent littering.

  • laws

Phonics and spelling2

Phonics and Spelling

  • Part C:

  • Each of the following sentences is missing one of this week’s spelling words.

  • Each missing word uses aw to stand for the /ô/ sound.

  • 1. In spring, the ice on the ground will _____.

  • thaw

  • 2. Jorge asked if he could drink his juice with a _____.

  • straw

  • 3.When I am tired, I always _____.

  • yawn

Phonics and spelling3

Phonics and Spelling

  • There are a variety of ways to spell the /ô/ sound.

  • ought

  • soft

  • yawn

  • walk

  • What letters stand for the /ô/ sound in these words?

  • ough, o, aw, al

  • These letter combinations are not always pronounced /ô/.

  • There is no good rule to know when words spelled this way are pronounced with the /ô/ sound.

  • You will have to memorize the spelling of the words.



  • When good readers read aloud, they adjust their reading rate depending on what they are reading.

  • When you read stories and narratives, you can read more quickly.

  • When reading informative pieces with complex facts and details, you should read more slowly.

  • Your reading rate may change depending on your purpose for reading, too.

  • When reading for enjoyment, you may read more quickly.

  • When reading for research or studying for a test, you may read more slowly.



  • I’m going to read part of “Bat Loves the Night.” I’m going to pay attention to my reading rate. I know that the captions have facts about bats, so I will read the captions a little slower.

  • Teacher read aloud pages 202-203.

  • Students choral read page 204.

Sequence comprehension

Sequence: Comprehension

  • One way to tell the sequence of events in a piece of writing is to look for words that tell time order.

  • firstnextafter that

  • yesterdaytodaylater that day

  • Maysummera week later

  • in the afternoon

  • These are examples of time-order words and phrases that you may find in stories and nonfiction.

Sequence comprehension1

Sequence: Comprehension

  • Let’s revisit “Bat Loves the Night.”

  • Let’s try to determine the sequence of order in this story.

  • Look for time-order words and phrases to answer these questions:

  • Page 208What time-order word do you find on this page?

  • then

  • Pages 209-210What is the sequence of events on these pages?

  • First Bat plunges and grabs the moth. Next the moth gets away. Then Bat grabs it again, and finally Bat eats it.

Author s message comprehension

Author’s Message: Comprehension

  • An author’s message is the main idea he or she wants the reader to learn in a nonfiction text.

  • The author’s message can simply be the information the reader learns in a selection, or it can be the reason the author tells this information.

  • Thinking about what you have learned and why you have learned it can help you determine the author’s message.

Author s message comprehension1

Author’s Message: Comprehension

  • When I read a nonfiction selection, I think about the facts the author includes. I think about the main ideas. Then I ask myself, What is the big idea? What does the author want me to remember about this topic?

  • Let’s identify the author’s message for “Bat Loves the Night.”

  • What did you learn from “Bat Loves the Night?”

  • I learned about how bats hunt and feed their babies.

  • Why is this important?

  • It shows that bats have families just like us that they have to provide for.

  • What might be the author’s message in writing “Bat Loves the Night”?

  • Bats are not scary; bats are useful because they eat insects.

Author s message comprehension2

Author’s Message: Comprehension

  • Think back to “They Only Come Out at Night.”

  • What did “They Only Come Out at Night” teach you?

  • It taught me about the nighttime habits of different animals.

  • What do you think the author’s message may have been for “They Only Come Out at Night”?

  • Many nocturnal animals that we think are inactive all day have active lives at nighttime.

Bottlenose dolphins paired selection

Bottlenose Dolphins: Paired Selection

  • “Bottlenose Dolphins” is an example of a magazine article.

  • Magazine articles usually offer information and facts about a topic.

  • Do you prefer biographies, magazine articles, informational narratives, or another kind of nonfiction?

  • Most magazine articles have certain features to help readers understand and enjoy the information.

  • These features may include:

    • Graphic aids, such as photographs, diagrams, maps, charts, and illustrations

    • Captions that help explain the graphic aids

Bottlenose dolphins paired selection1

Bottlenose Dolphins: Paired Selection

  • Let’s read the title together.

  • Look at the illustration on the first page.

  • It shows what a bottlenose dolphin looks like.

  • What do you know about dolphins?

  • The purpose for reading a magazine article is usually to get information.

  • Let’s read the article aloud.

Bottlenose dolphins paired selection2

Bottlenose Dolphins: Paired Selection

  • What does the map on page 219 show?

  • It shows where dolphins live in the world.

  • In what ways are dolphins like people?

  • They are social and like to talk to each other.

  • What special features does the magazine article include?

  • photos, illustrations, diagrams, map

Robust vocabulary

Robust Vocabulary

  • blanketed

  • If a field was blanketed in snow, how would it look?

  • In what season would a hillside be blanketed in flowers?

  • surroundings

  • Look around you. What are your surroundings like?

  • What might the surroundings in a fairy tale look like?

  • plummet

  • If you see a rock plummet down a mountainside toward you, what should you do?

  • Why might a hawk plummet from the sky?

  • inverted

  • If a person inverted himself, what might he or she be doing?

  • If a shirt is inverted, what should you do before putting it on?

  • effort

  • Would you have to make an effort to win a race?

  • What takes more effort, climbing stairs or eating a snack? Why?

Robust vocabulary1

Robust Vocabulary

  • swoops

  • If an owl swoops down on a mouse, what is it probably doing?

  • What is another animal that swoops?

  • detail

  • What is an important detail about bats’ hunting?

  • What is a detail about dolphins and bats that is the same?

  • fluttering

  • If a bird is fluttering its wings, are its wings moving fast or slowly?

  • What is another animal you might see fluttering its wings?

  • nocturnal

  • What does a nocturnal animal do during the day?

  • Why do nocturnal animals go out at night?

  • dozes

  • When a kitten dozes, is it easy to wake up?

  • Describe what happens when someone dozes.

Grammar main and helping verbs

Grammar: Main and Helping Verbs

  • The predicate of a sentence is the part that includes the verb.

  • Bat has strong wings.

  • Is there a main verb and a helping verb in the predicate?

  • Look at the word has in the first sentence.

  • Even though has is often a helping verb, it can also be the only verb in a sentence.

  • There is no helping verb in the predicate of the sentence.

  • Bat has eaten a moth.

  • Is there a main verb and a helping verb in this sentence?

  • eaten: mainhas: helping

Grammar main and helping verbs1

Grammar: Main and Helping Verbs

  • Bat is flying in the dark. Bat is sleepy.

  • Bat has a baby. Bat has returned to the roost.

  • Find the sentence in each pair that has a main verb and a helping verb.

  • Bat is flying in the dark.

  • Bat has returned to the roost.

  • Identify the helping and main verbs in each sentence.

  • is; helpingflying; main

  • has; helpingreturned; main

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