Lesson 9 Day 2

1. Lesson 9 Day 2 You will need a pencil, paper, and your reading book.

2. Phonics/Spelling • The letters are pronounced and blended together in the consonant blends str, scr, and spr. • Some words begin with three consonant sounds. • Look at the words in the chart below. Which words begin with the consonant blend str? scr?

3. Phonics/Spelling • When some of these endings follow the consonant blends str and scr, they form real words. Write all the possible combinations formed by these blends and endings. Then sort the results into two groups: those that are actual words and those that are not. • str • scr • -ipe • -eam • -ike • -oll • -aw • -een

4. Phonics/Spelling • Actual words: stripe, stream, strike, stroll, straw, scroll, scream, screen • Nonsense (make-believe) words: streen, scripe, scrike, scraw

5. Vocabulary • Turn to Student Edition p. 254-255. • Read the selection “Foods of China.”

6. generous • People who are generous are happy to share with others. • Would it be generous of your friends to share their lunch with you? • Why did the cooks prepare such generous meals?

7. banquet • If you are going to a banquet, you are going to a special meal that will have a large amount of food. • What kind of banquet might you attend? • How is an emperor’s banquet different from a school lunch?

8. gaze • A gaze is a long look at something. • Would you gaze at a colorful sunset? Explain. • How do you think the cooks felt when they could only gaze at the food?

9. agreeable • Something that is agreeable is pleasing for the senses. • Would you be agreeable if someone offered to share a pizza? • What do you think an emperor did if his food was not agreeable?

10. curiosity • Something that is called a curiosity is something odd or unusual that interests people. • Why would a neon blue cat be a curiosity? Explain. • Why were the new foods a curiosity to the Chinese people?

11. famine • When there is famine, there is not enough food to feed everyone. • Why might there be a famine if no rain fell for a long time? Explain. • What did the people in China eat during a famine?

12. Genre Study • Turn to Student Edition page 256 and read the Genre Study information. • A folktale is a story passed down through time by word of mouth. • Look for… • Events that repeat • Story details that come together to teach a lesson • Folktales have no known author and the stories have been passed down through the years by word of mouth. Often folktales have things that cannot happen in real life. • Usually, there is a message or lesson that readers learn from hearing or reading the folktale.

13. Genre Study • As you read “Stone Soup,” fill in the information on the graphic organizer chart below. You can use this chart to help you with any folktale that you read.

14. Comprehension Strategy • Read the Comprehension Strategy information on page 256. • Summarize, or review, the main events in a story to help you think about the important parts of the story. • Good readers often summarize as they read. Doing this helps them understand which actions and ideas are the most important. It helps readers keep track of events as they happen. • Using the graphic organizer will help you understand both the message of the story and the details that help explain that message. • You will use a Main Idea and Details chart on Practice Book page 73 to keep track of events and ideas as you read.

15. “Stone Soup” • Turn to Student Edition page 257. • You are going to read a folktale. It is about the effect one meal had on a whole village. • Think about times you shared food with people and how it made you feel. • One purpose for reading is to learn a lesson about life. • What do you think the 3 monks are doing in the illustration? • Read the story to find out what the monks do.

16. Check Comprehension: Retelling • The main idea is the most important idea of a story. • Supporting details help explain or prove this idea. Recognizing main ideas and details will help readers better understand what is important about what you read. • What is the main idea of “Stone Soup?” • Name an important detail that helps explain the main idea.

17. Fluency • Good readers pay attention to punctuation when they read. • Punctuation shows readers where ideas begin, when they are interrupted, and when and how sentences end. • Use punctuation to help you read with appropriate expression. • Turn to page 262 and track the print as I read aloud expressively, emphasizing the punctuation. • Why are periods needed between sentences? What happens when we ignore them?

18. Grammar: singular and plural nouns • stone pot soup villager monk • Singular nouns like those above name one person, place, thing, animal, or idea. • Identify the singular noun in each of the following sentences: • The girl gave the monks two stones. • girl • There were many mushrooms in the soup. • soup • Three monks slept in the village. • village • There is more than one noun in each sentence, but not every noun is a singular noun. • How many girls gave the monks two stones? • How many mushrooms were in the soup? • Is mushrooms a singular noun?

19. Grammar Practice • Identify the singular noun in each sentence below. • The monks went to the village. • village • They knocked on the door, but the people inside were quiet. • door • Write 10 sentences using singular nouns.