Lesson 5

1. Lesson 5 Day 3

2. Question of the Day • What is something you have learned outside of school? • One thing I learned outside of school is ___________________. T398

3. Vowel Digraphs: ee, ea, ai, ay, oa, ow • When a pair of vowels sits between 2 consonants, they usually say the long sound of the first vowel. • peep bead These words have the ee and ea vowel pairs which usually stand for the long e sound. • plain ray These words have the ai and ay vowel pairs whichusually stand for the long a sound. • moan tow These words have the oa and ow vowel pairs which usually stand for the long o sound.

4. Read Aloud • What is the purpose for reading or listening to a poem again? • to enjoy it • to listen to rhythm and rhyme • to practice fluency • Listen as I read this poem. T399

5. How to Dunk First, you get some gravy, Then pour it in a bowl. When you’re sure it’s nice and warm, Find yourself a roll. Then, you dunk that piece of bread And you take a bite. If you dunk and eat this way, You’re doing it just right! Transparency R11

6. Read Aloud • What is the first thing you do to dunk a roll in gravy? • Who might the speaker of the poem be? • Who would the speaker be teaching how to dunk? T399

7. Vowel Digraph Practice • Identify the long vowel sound and the letters that say the sound in each word. • toast plain beam need today grow • Your Turn: Write these words on your paper and underline the letters that stand for the long vowel sound in each word. • stray arrow breeze toad wail cream T400

8. Spelling • Remember that ay usually comes at the end of a syllable or word, and ai usually comes in the middle. PLAY STAIN • Remember that ow usually comes at the end of a syllable or word, and oa usually comes in the middle. SLOW TOAST • Teacher: Read words from p.T401 and have students listen for the position of the long o sound and determine if ow or oa is used. T400

9. Locate Information • Name some text features you can use to locate information. • (title page, table of contents, headings, illustrations and graphic aids, captions, index) • Which of these text features appear in “Schools Around the World” on pages 89-93? • (title page, headings, illustrations, captions) • Turn to page 90 in your books. T402

10. Locate Information: Practice • Identify 3 text features on this page. • (illustration, heading, caption) • Please explain what information is found in the illustration. • What information is found in the heading? • What can I learn from the caption? • Turn to page 100. T402

11. More Practice Locating Information • Identify the text features on this page. • (heading, illustrations, captions) • With your partner write 2 or 3 sentences about this page. Use only the text features to help you with your writing. When you have finished, check your writing against the text on the page. T402

12. Alphabetical Order • Alphabetical order helps us find words in a dictionary, an encyclopedia, or the index of a book. • When you put words in ABC order look at the first letter. If two or more words begin with the same letter, look to the second letter. You may even have to look farther if the first few letters are the same. T403

13. ABC Order Practice • king mountain apple • math kite zipper • Which word would come first in ABC order? • Let’s work together to finish putting the words in ABC order. • apple, king, kite, math, mountain, zipper • I want you to put the words in the following sentence in ABC order: Children all around the world go to school. • all, around, children, go, school, the, to, world t403

14. Vocabulary • Let’s review our vocabulary words. • viewers: people who watch something Have you ever been to a sporting event that had many viewers? • survive: to remain alive even after great difficulties Could a pot of flowers survive in Antarctica (a very cold place)? • camouflage: When something blends into its surroundings, it has camouflage. What would you use as camouflage if you were trying to hide in your backyard? T405

15. Vocabulary (continued) • concealed: something that is covered up so that it cannot be seen Have you ever concealed anything under your bed? • independent: doing things by yourself What are some things you can do that make you feel independent? • donated: gave something away for free Have you ever donated your time to help another person? T405

16. Vocabulary (continued) • media: the many ways that people communicate, including newspapers, magazines, and television • popular: something that many people like Think about the ways you can listen to music. Which of these media is most popular? T405

17. Learning more about a subject Play on the soccer team Go to class all tell news A new fish aquarium excited The kids can make a choice Frogs have funny feet

18. DOL frog jumped • 1. The jumped frog into the pond • 2. my turtle eat leaves. . turtles M

19. Subject/Predicate • The complete subject is all the words that tell who or what the sentence is about. • The simple subject names the one person, place, or thing that the sentence is about. • The complete predicate is all the words that tell what the subject is or does. • The simple predicate names the one action that the subject does. T406

20. Subject/Predicate Practice • The frisky puppy jumped into the basket. I want to find the complete subject, so I ask myself, “Who is the sentence about?” • Complete subject: The frisky puppy • I want to find the complete predicate, so I ask myself, “What did the puppy do?” • Complete predicate: jumped into the basket • Help me find the one word that is the simple subject and the one word that is the simple predicate. • SS: puppy SP: jumped t406

21. Subject/Predicate Practice • On your paper write 2 sentences about playing outside. • Now complete this chart (on your paper) using the parts of your 2 sentences. T406