You need your text book.

You need your text book. Lesson 22 Day 1

Phonics and Spelling What words in each sentence have the /ô/ sound? The soft cat started to yawn right after its walk. soft, yawn, walk The girl taught the cat to pause. taught, pause Now the cat ought to sleep. ought

Phonics and Spelling • soft yawn walk ought pause taught • Notice the different ways the /ô/ sound is spelled in each word. • The letter o can stand for /ô/ as in the word soft. • What letters in each word stand for the /ô/ sound? • yawn: aw • walk: al • ought: ough • pause: au • taught: augh

Spelling • I lost my hat. • The word lost has an o that stands for /ô/ sound? • What words in the next sentence have the /ô/ sound? • I almost caught it again. • almost, caught

Spelling • Copy the following words and circle the letters that stand for the /ô/ sound. • false, straw, cause, thaw, long

Spelling Pretest 1. ought 2. soft 3 yawn 4. walk 5. long 6. also 7. thaw 8. lost 9. cause 10. taught 11. pause 12. straw 13. false 14. author 15. almost

Sequence Comprehension • Turn to Student Edition page 196 and let’s review the concept of sequencing. • Remember that time-order phrases like later that day & in the morning also can help a reader figure out the order of events. • When I read a selection, I think about the order in which things happen. I look for time-order words and I also think about what makes sense. • Let’s read the article on Student Edition page 197. • What are the first two things the bats do at night? Let’s record that information on the graphic organizer.

Let’s complete the sequencing chart using the passage on p. 197. First Next Then Finally

Let’s complete the sequencing chart using the passage on p. 161. First The Egyptian fruit bat lands on a flower. Next A powder called pollen sticks to their bodies. Then They spread the pollen to other flowers. Finally The plant uses the pollen to produce fruit.

Listening Comprehension • You will be listening to an informational narrative about animals of the rain forest. • Can you name any rain forest animals that you have read or heard about? • When you listen to an informational narrative, you should listen to learn about the topic and to enjoy the piece. • This selection is an informational narrative, so it will tell facts about some rain forest animals. Because it is a narrative, I expect that the facts will be told in the form of a story.

Listening Comprehension • In nonfiction, events are usually described in the order in which they happen. • Listen for the order of events as I read the first five paragraphs of “They Only Come Out at Night.”

Listening Comprehension • After Reading: • Name some of the animals the author saw on the walk. • Why do so many animals come out at night? • How do you know that the selection is an informational narrative?

Robust Vocabulary Overhead, clouds blanketed the stars, wiping all traces of light. If an area is blanketed in fog or snow, it is covered. What is more likely to have blanketed the town, snow or rain? Some animals use camouflage to blend in with their surroundings. The area around you is your surroundings. What would look out of place in your surroundings, an elephant or a new student?

Robust Vocabulary • Bat would quickly plummet downward to catch a moth. • If you drop suddenly from a great height, you plummet. • What might plummet to the ground, a nut from a tree or a cloud? • Bat sleeps in an inverted position. • Something that it turned upside-down or inside-out is inverted. • What might be safely inverted, a glass of milk or a snow globe?

Grammar: Main and Helping Verbs • Lin was baking a cake. • Was is a helping verb and baking is a main verb. • The main verb tells the action or state of being. • The helping verb works with the main verb. • It tells whether the action or state of being takes place in the past, the present, or the future. • In the first sentence, was works with baking and helps tell that the action took place in the past. • We will watch the fireworks this Fourth of July. • Will works with watch and helps tell that the action is going to take place in the future.

Grammar: Main and Helping Verbs • In the sentences below, which verb is the helping verb and which verb is the main verb? • James will perform in the play this Saturday. • He has worked very hard. • His family is going to the play. • They are planning a party for James. • They have invited all of James’s friends.

Grammar • You try! Write 10 sentences about what you will do in the coming weekend. Make two columns, one labeled Helping Verb and one labeled Main Verb. Copy down the helping and main verbs from each sentence and put them in the appropriate column.

Writing: Summary • The passage that we are about to read is a summary. • A summary tells the most important ideas in a text. • Summaries… • Include the most important ideas • Use connectives, including time-order words • When you write a summary, your sentences should connect and build on each other. Time-order words can act as connective words. Other connectives include: also, for example, for instance, as a result, & because.

Student Model: Summary The article “Disaster in Space” tells about Apollo 13. The spacecraft was going to the moon in April 1970. There were three astronauts on it. For two days, the trip went smoothly. Suddenly, there was a loud boom. An oxygen tank had exploded. Because of the explosion, the spacecraft lost a lot of power. The spacecraft also did not have much fuel. The astronauts came up with a new plan. They used the fuel they had left to fly back toward Earth. Then, the crew separated the damaged tank from the rest of the spacecraft. Finally, the spacecraft landed in the ocean. All the astronauts were safe.

Think about the article we read called “They Only Come Out at Night”. What was the most important idea from the article? Write down other important ideas from the article in the form of a summary.

You need your text book.