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Lesson 2 Day 4

Lesson 2 Day 4

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Lesson 2 Day 4

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  1. Lesson 2 Day 4

  2. Question of the Day Who is a person you admire? What have you learned from the person you look up to? In what ways would you like to be like that person? A person I admire is ______. I admire this person because _____.

  3. Today’s Read Aloud: Breakfast Time • What might be the purpose for listening or reading a story? • For fun or enjoyment, to learn something new, or to build fluency.

  4. Today’s Read Aloud: Breakfast Time Leon’s sister Keisha woke him by shaking his shoulder. Leon rolled over, “come on,” he heard her say. “It’s six o’clock. Remember our plan?” They tiptoed down the steps in their bare feet. Their parents were still asleep. Keisha, who was twelve, led the way into the kitchen. The sun had just started to stream through the window. “All right,” Keisha said, “let’s make them breakfast.”

  5. Today’s Read Aloud: Breakfast Time Leon sat on the floor. He rubbed his eyes. How are we going to make breakfast?” he said. “mom makes it every day. “What do we know about making breakfast?” “Just watch me and do what I say,” Keisha said. She got glasses and bowls from the cabinets. Then, she found a tray. “Get the bread and the butter and the orange juice, too,” she said. Leon followed her instructions. Soon, they had a beautiful breakfast for their parents, with juice, toast, cereal, and a piece of fruit. “Wow,” Leon said, “you should be a cook”, Keisha said. “Together, we’re already cooks”.

  6. Today’s Read Aloud: Breakfast Time • What do Keisha and Leon plan to do? • How does working together help them achieve their goal?

  7. Root Words; Endings –ed, -ing • Read this word to yourself tripped. Now, name the root and the ending. How is the root word changed when that ending was added? • Doubling the final p before adding –ed I want you to do the same thing you just did with these two words: shaking and raked T174

  8. Root Words; Endings –ed, -ing • Remember that words are often easier to read if they are broken into syllables. Think of how many beats are in a word. • Like planted it has 2 syllables plant/ed • How many syllables do these words have? starling star/ling calling call/ing patted pat/ted Do you see if the final consonant of a root word is doubled when an ending is added, one consonant goes into each syllable, as in pat/ed. T174

  9. Root Words; Endings –ed, -ing • Adding a final –ed does not always add an extra syllable. Find the root word for each of these words. How many syllables does each word have? hiked jumped shared T174

  10. Root Words; Endings –ed, -ing T174 Video by Shannon Waits of Southside Elementary

  11. Fluency • Remember good readers are accurate and read exactly what is written on the page. As you read, you should • Pause when you come to punctuation. • Read in a comfortable, natural speaking voice. • Sound out words that you do not know. T175

  12. Fluency • As I read part of “The Day Eddie Met the Author,” I’m going to read the words carefully. I will pay attention to the punctuation. I will read each sentence at a comfortable, natural speed. I’m going to use expression to show how the characters feel and think. See if you think that makes my reading easier to understand. • Turn to page 64 in your reading books. • After I read I want you to get with a partner and re-read this page together. T175 T176

  13. Eddie felt disappointed. The author says that the best way to become a writer is to read a lot of books. It has characters with feelings that real people have. The story takes place at Eddie’s school. Everyone has a story to tell. He wants to know how authors know what to write. Eddie will tell that he learned how to be a writer. Eddie meets a real author at his school.

  14. Written Response Essay: Write about what Eddie and the narrator of “Surprise” think about when they read books. Eddie and the narrator feel like book authors write parts that are just for them. They wonder how the writers know how to write special parts for each reader.

  15. Characters and Setting • Who can tell me who the characters are in a story? • Who can tell me what the setting is in a story? T177

  16. The Science Project Jean made a wonderful volcano for her science project. It showed all the different parts inside the volcano. She thought she could win a prize at the Science Fair. Still, she was nervous. She adjusted the volcano again and again. She practiced explaining it and answering questions. But other projects were great, too. Her friend Luis had built a small cave with rocks that glowed. When they day of the fair came, Jean carefully carried her project up the path into school. She was so excited, the heavy volcano didn’t seem to weigh anything at all—until she tripped. The volcano crashed to the ground. Pieces were all over the place. What would she do? Transparency R9

  17. The Science Project Just then, Luis came by, “Oh, no!” he said. Then, without another word, he started gathering up pieces and putting them back in place. In no time, Jean and Luis had the volcano back together. “It doesn’t look quite as good as before, but it will do,” said Jean. “Yes,” said Luis, “but now it looks as if it really did erupt!” Transparency R9

  18. The Science Project • What is the setting? How do you know? • What does Jean do that lets you know she is worried about something? • How do you know that Luis is helpful? • Now reread page 69 of “The Day Eddie Met the Author.” • What kind of person does the visiting author seem to be? What does she say or do that lets you know what she is like? T177

  19. Vocabulary Would you conquerone of these? Sleeping peacefully Learning to ride a bike Being afraid of heights Laughing at a joke Which would be a resistance? Singing along with the radio Visiting the doctor Going to sleep early Playing with friends Which one of these would make you ponder? Reading a new word Jumping up and down Eating dinner at home Working on a puzzle When would you feel anticipation? Waiting for a game to begin Cleaning you room Getting ready for the first day of school Painting a picture

  20. Vocabulary Would one person in a movie theater be thought of as an assembly? Would you use just one kind of fabric in a quilt that is a patchwork? If you saw an animal that squirmed, how would it move? How would you feel about having an autographed copy of your favorite author’s new book? If your principal dismissedthird graders at the end of an assembly, what would the students do? Do you have plenty of time to relax after school? T179

  21. DOL • stay away from that hot stove? • we won the game. Check Your Work! 1. Stay away from that hot stove! 2. We won the game! T180

  22. Commands and Exclamations • A command tells someone to do something. It can end with a period or an exclamation mark. • An exclamation expresses surprise, excitement, or other strong feelings. It has an exclamation mark at the end of the sentence. • Sometimes an exclamation is a command, such as What out for the truck! • Sometimes an exclamation is not a command, such as I found a dollar! That sentence does not tell a person to do something. T180

  23. Commands and Exclamations • Tell me if these are either commands or exclamations. • Tell me about the last book you read. • I love that story! • Do not bend the pages! T180

  24. Writing: Interview • Today we are going to revise our interview questions. • Once you have revised your questions, I want you to write your classmate’s name in the spaces you left between the questions to show who is being interviewed. Remember to be accurate in recording answers, but you do not have to take down the answer word for word. Save these interviews for tomorrow! T181