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Lesson 18 Day 4. You will need your textbook. Phonics and Spelling. Looking for word parts such as suffixes can help you decode longer words. Knowing the meanings of suffixes can help you figure out the meanings of unfamiliar words. -er “more or one who does something” -est “most”
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Lesson 18 Day 4 You will need your textbook.
Phonics and Spelling • Looking for word parts such as suffixes can help you decode longer words. • Knowing the meanings of suffixes can help you figure out the meanings of unfamiliar words. • -er “more or one who does something” • -est “most” • -ly “in a way that is ____” • -ful “full of”
Phonics and Spelling • little/littlest • feeble/feebly • wrinkle/wrinkly • The base words have a consonant followed by –le. • If –le is preceded by two consonants, the vowel in the first syllable is short. • If –le is preceded by one consonant, the vowel in the first syllable is long. • When a suffix is added, the final e is dropped.
Phonics and Spelling • carefully • This word has two suffixes: -ful and –ly. • care/ful/ly • The root word is care. • carefully “in a way that is full of care”
Phonics and Spelling • 1. wonderfully • This word has the suffix –ful and the suffix –ly. • won/der/ful/ly • root word: wonder • wonderfully “in a way that is full of wonder”
Phonics and Spelling • 2. beautifully • beauti/ful/ly “in a way that is full of beauty” • 3. shamefully • shame/ful/ly “in a way that is full of shame” • 4. harmfully • harm/ful/ly “in a way that is full of harm” • 5. gracefully • grace/ful/ly “in a way that is full of grace” • 6. delightfully • delight/ful/ly “in a way that is full of delight” • 7. hatefully • hate/ful/ly “in a way that is full of hate” • 8. playfully • play/ful/ly “in a way that is full of play”
Phonics and Spelling • thankful quickly finest • When you hear words that end with the sounds /ful/, /lē/, and /est/, the suffixes probably will be spelled as the above words. • nicer teacher sailor • The suffixes on these words are all pronounced the same way although not all of them are spelled the same way or have the same meanings. • Which word compares things? • nicer • When you hear a word that is used to compare things, the word usually is spelled with the letters –er. • The suffixes –er and –or both can mean “one who does something” • You will have to memorize whether a word ends with –er or –or.
Phonics and Spelling • Words with suffixes can be difficult to spell because the spelling of the root words may change. • What can you do to help make sure you correctly spell words with suffixes? • Remember that root words that end in y or e often have their spelling changed when a suffix is added.
Fluency • When good readers read aloud, they break up the text into phrases. • This helps the sentences make sense, and it helps them flow naturally. • As you read, you should: • Pay attention to punctuation marks. • Think about where ideas begin and end. • Try to sound like natural speech.
Fluency • As I read page 93 of “Me and Uncle Romie,” I am going to pay attention to the punctuation marks to break the sentences into phrases. See if you think that makes my reading easier to understand. • Pay attention to the comma in the last sentence in the fifth paragraph on page 93 (Come, let’s get you to bed.) • Not pausing for the comma makes the sentence difficult to understand. • Look at the first sentence of the next paragraph. • Lying in the dark, I heard heavy footsteps in the hall. • Again notice the comma where we should pause. • Echo-read page 93.
Theme: Comprehension • A story’s theme is the main message or lesson that readers learn from the story. • Readers usually have to use clues in the story to figure out the theme. • Clues can come from the events, the dialogue, and the personalities of the characters.
Theme: ComprehensionWhat Is It? Mara and her older sister Ronda walked to their new school. “I don’t like our new neighborhood,” said Mara. “It’s so crowded.” “I love the city, “ said Ronda. “It’s so interesting. Look at that!” Ronda pointed at a woman gluing some colored things onto the base of a streetlamp. “What is it?” asked Mara. The woman heard her and smiled. “It’s a mosaic. I’m an artist who works for the city to make public places more beautiful.” She held up something that looked like a piece of a plate. It was red with blue dots on it. “I recycle broken pieces of pottery,” said the woman. “I glue them onto the streetlamp to make a design.” The woman showed the girls the side she had finished. It looked just like a big, colorful flower. It made Mara feel like her new neighborhood could be full of surprises. “You know,” Mara said, “Maybe this neighborhood isn’t so bad after all. I wonder if there are any other interesting things going on here.”
Fluency • What is Mara’s problem? How does she solve it? • She does not like her new neighborhood; she solves it by finding interesting art being made in her neighborhood. • What is the story’s theme? • Things are not always as bad as they seem; sometimes things work out better if you are patient and look closely. • Let’s quickly revisit “Me and Uncle Romie.” • How are the artists in “Me and Uncle Romie” and “What Is It?” similar? • Both artists use objects from the real world in their art; both Uncle Romie and the woman helped a child feel like making art, too. • How is the theme of “Me and Uncle Romie” similar to the theme of “What Is It?” • The theme of both stories tells how art changes people’s opinions of things.
Use Context Clues • You can often figure out the meaning of unfamiliar words by looking for clues. • There was an excess of information, or too much to take in. • I can figure out the meaning of excess by looking at the definition that follows it: “too much to take in.”
Context Clues • We had to grapple with the problem by working hard and trying many things to solve it. • I want to know the meaning of grapple. • I will start by looking for clues about the word. I don’t see a defintion, but I see the words “working hard” and “trying many things to solve it.” • These tell me that grapple involves working hard and trying to solve things. A word for ‘hard work’ and ‘try many things to solve a problem’ is grapple.
Context Clues • Juana demolished her science project when she sat on it. • Based on the context clues, what does demolished mean? • The cat prowled, or crept, around the house looking for food. • Based on the context clues, what does demolished mean?
Vocabulary • Why might you wear dull clothing in a forest? Explain. • How could you see the top of something that towers over you? • What is the most glorious sight you have seen in nature? What made it so glorious? • What is one memory you will keep of your time in third grade?
Vocabulary • Which would be a better way to surprise people: creeping up on them or marching up behind them? Explain. • What can you do with a t-shirt that has been ruined? • What would you like to see streak across the sky? Why?
Vocabulary • Which would be more polite: if someone yanked a pencil from you or if someone asked to borrow it? Explain. • Why are many masterpieces kept in museums? • What would you do if you were given a special hat that was part of your heritage from long ago?
Vocabulary Word Relationships • damaged spoiled ruined • These words mean almost the same thing. • Each word has a particular meaning and writers and speakers can choose the one that gives the exact meaning they want. • Damaged means something is hurt. • Spoiled implies that something might be hard to repair. • Ruined implies that something is beyond repair.
Vocabulary Word Relationships • What additional words can you think of that have similar meanings to the following vocabulary words? • towers • above, looms • glorious • beautiful, nice, pretty • crept • Walked, skulked • yanked • pulled, tugged • masterpiece • art, picture • streak • go, run
Grammar: Articles • Articles are words that can tell about people, places, or things. • The articles a and an tell about one of many. • The article a is used before words that begin with a vowel sound. • The article the is used to refer to a specific person, place, or thing.
Grammar: Articles • _____ bus took Sam to school. • What article is missing? • The, A bus took Sam to school. • He met ______ students there. • What article is missing? • He met the students there. • You try! Write 10 sentences about the story “Me and Uncle Romie,” using articles a, an, and the at least once.
