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You need your text book. Lesson 28 Day 1. Phonics and Spelling. A suffix is added to the end of a word. Recognizing suffixes in words can help readers pronounce and understand words. Read the information and review the chart on Student Edition page 352. Notice how the chart is organized.

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phonics and spelling
Phonics and Spelling

A suffix is added to the end of a word. Recognizing suffixes in words can help readers pronounce and understand words.

Read the information and review the chart on Student Edition page 352. Notice how the chart is organized.

As I read the suffix –able in the chart, I see that it means “capable of.” when –able is added to the word value, the new word is valuable. Value means “how much something is worth.” Valuable means “capable of worth” or “worth a lot.”

Let’s review the other suffixes in the chart.

Spellings often change when suffixes are added. Notice how the final e in value is dropped when –able is added, and how y in mystery is changed to I when –ous is added.

Let’s complete the chart with the underlined words on page 353. First, divide the word into its root word and suffix. Next, identify the meaning of the root word. Then identify the meaning of the suffix.

spelling pretest
Spelling Pretest

1. doable

2. famous

3 careless

4. various

5. endless

6. reliable

7. nervous

8. useless

9. flexible

10. washable

11. helpless

12. terrible

13. valuable

14. dangerous

15. powerless

make predictions comprehension
Make PredictionsComprehension
  • As they read, good readers make predictions about what may happen in a story. Prior knowledge—what someone already knows about a topic or situation—helps readers make predictions.
  • Making and checking predictions helps readers keep track of what is happening in a story.
  • Listen as I read aloud page 304 of “Charlotte’s Web.”
  • As I read, if I find out that Wilbur wants to make a spider web. I already know that Wilbur is a pig, and I also know that pigs cannot make spider webs. So, I predict that Wilbur will not be able to make a web. I will read on to see if I am correct.
  • Use clues from “Charlotte’s Web” and your own knowledge to make and write more predictions about the characters in the test of the story.
listening comprehension
Listening Comprehension
  • You will be listening to a biography about the life of a famous person named Benjamin Franklin.
  • Think of biographies you have read, such as “Ellen Ochoa, Astronaut.”
  • When you listen to a biography, you should listen to find out about the life of a real person.
  • I know that a biography is a story about a person’s life written by another person. I expect that the story of Benjamin Franklin will be told in time order. I know that a biography usually tells about the person’s accomplishments and why he or she is important.
  • Listen for clues to help you make predictions about Benjamin Franklin.
listening comprehension1
Listening Comprehension
  • Listen as I read aloud the first page of “The Many Lives of Benjamin Franklin.”
  • What do you predict Franklin will do?
  • Listen as I read the next page. Listen for story clues that will help you make predictions about Benjamin Franklin’s contributions to the world.
  • After Reading:
  • Explain why the title could help you predict that Benjamin Franklin would make many different important contributions to the world.
  • How can you tell that “The Many Lives of Benjamin Franklin” is a biography?
  • It is about a real person. It tells facts about his life in time order. It tells about his achievements.
robust vocabulary
Robust Vocabulary

As Benjamin Franklin grew, his curiosity, his sense of humor, and his brilliant mind turned him into a man with many lives.

When you have a sense of humor, it means you enjoy telling and hearing about things that are funny.

If you have a sense of humor, do you laugh a lot or cry a lot?

Benjamin Franklin had served abroad long enough.

If you go abroad, you go overseas to a different country.

If your older sister studied abroad, did she study in another city or another country?

robust vocabulary1
Robust Vocabulary
  • Kevin handled the preparation of the table, while Beany worried.
  • Preparation is everything you do to get ready for something.
  • What would take a lot of preparation, a birthday dinner or breakfast?
  • Beany thought they should use a gimmick, like bubbles or streamers, for the science fair project.
  • A gimmick is a trick or a way to grab people’s attention.
  • What would be a gimmick, a restaurant giving out a free dinner to the person wearing a rainbow suit or the library requiring the borrowers have a library card?
grammar contractions
Grammar: Contractions
  • A contraction is two or more words shortened into one. When you make a contraction you drop a letter or letters and use an apostrophe instead.
  • Do not = don’t
  • I would = I’d
  • A subject pronoun is a word that identifies the subject of a sentence, such as I, you, he, she, it, we, & they.
  • A subject pronoun contraction combines and shortens a subject pronoun and its verb.
  • We’re handing out stickers.
  • The subject pronoun contraction we’re is a shorter way of saying we are.
  • We’re
  • We are
  • The a in are has been dropped and replaced by an apostrophe.
grammar adverbs
Grammar: Adverbs
  • Form a contraction using the underlined words. Using a contraction doesn’t change the meaning of a sentence and makes the sentence sound more like normal speech.
  • They have done a lot of preparation.
  • She is really nervous about the science fair.
  • You are going to win first prize.
  • It is the most exciting project!
  • We had done everything we could to win the game.
  • You try! Write 10 sentences that use contractions.
writing description
Writing: Description
  • “Happy ‘Holi’ Day!” is a description of an event.
  • Descriptions…
  • Include a topic sentence
  • Tell what is being described
  • Use details to show what made the even exciting or memorable
Student Model: Description

“Happy ‘Holi’ Day!”

Holi is a big festival in India to celebrate the beginning of spring.

Last spring, I went to India for the first time to visit my cousins and to celebrate Holi. I had not participated in Holi before. I found out that everyone in the community joins in, and the celebration lasts several days.

When we arrived at my cousins’ hometown, everyone was already dancing and singing. My favorite day of Holi, though, was the carnival of colors.

That day, we all went outside and put colored powder on each other. In no time at all, we looked like a human rainbow. The powders were made of herbs that smelled nice. That made it even better. Then, someone began to throw colored water! We filled water balloons and used special sprinklers to get each other wet with color. We shouted, “Bura Na Mano…Holi Hai!” which means, “Don’t be mad…it’s Holi!”

Celebrating Holi with my cousins was the best holiday I ever had. I am going to celebrate it next spring—right in my own backyard. As my cousins said, “Holi is for everyone!”

  • Readers often have questions about what they read and it helps if the writer can anticipate, or think ahead of time, of those questions.
  • Brainstorm a list of questions readers might have about a description of an event.
  • Where was it? When was it? Who took part?
The middle circle names an event that will be described. The outer circles tell details that made the event exciting and memorable. Look at the details and discuss what might have happened at the event to make it memorable?

Best friends

Writing prompt:

Make a list of memorable events you have experienced. Use something memorable that happened to you to create a similar word web.

Write several sentences telling why each event was memorable.