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Lesson 20 Day 4

Lesson 20 Day 4. You will need your textbook. Prefixes un-, re-, dis-. Recognizing word parts, such as prefixes, helps you to break up longer words and makes them easier to read. Read the following words unleash replay disapprove What is the prefix and meaning of each word?.

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Lesson 20 Day 4

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  1. Lesson 20 Day 4 You will need your textbook

  2. Prefixes un-, re-, dis- • Recognizing word parts, such as prefixes, helps you to break up longer words and makes them easier to read. • Read the following words unleash replay disapprove • What is the prefix and meaning of each word?

  3. Prefixes un-, re-, dis- • Read the following sentences. • “Don’t do that!” said the man unkindly. • unkindly • Not saying “please” is disrespectful. • disrespectful • The show will rerun tonight. • rerun

  4. Prefixes un-, re-, dis- • Add prefixes to the following words: • cover uncover recover • please displease • write rewrite • like dislike • happy unhappy

  5. Spelling Review • Remember that when we add a prefix to a word, it makes a new word. *Un- and dis- means not or the opposite of, as in unhappy or disappear *Re- means again, an in repaint.

  6. Comprehension Strategies • Reading fables • Preview pages 152-155. Read the information at the top of page 152. Read aloud the callouts on page 153. • Fables are short stories that present a moral, or lesson, at the end. Most fables have animals or objects that talk and act like people.

  7. Comprehension Strategies • Set Purpose The purpose for reading these two pages is to understand fables and their features. • Text Features Read the first paragraph and the callouts on page 153. Each time they read a fable they will usually see the following features. *The title often gives clues to what the fable is about. *A fable has a clearly defined beginning, middle and end. *Most fables have a moral, or lesson that comes at the very end.

  8. Comprehension StrategiesReview the focus strategies • Discuss Comprehension Strategies on page 152 Student will read and discuss the information about using story structure and reading ahead. • Apply to Reading Fables Using what you know about story structure will help readers better understand what they are reading. Remember when you read something that you do not understand that you should read ahead. • Set a Purpose “The Cracked Chinese Jug” is a fable about a leaking water jar. What do you know about caring water from a river or well.

  9. Monitoring Comprehension • Compare and contrast • How are the two jugs alike? • Both are made of clay and carry water. One jug is cracked and embarrassed. The other is perfect and proud. • Theme • Which sentence explains the theme of the fable? • My flaws are really my most valuable parts!

  10. Following Directions • Comprehension Review When have you had to follow directions? Why is following directions important, and what could happen if you did not follow directions? • Create directions for a simple game, such as tic, tac, toe, steps in writing a friendly letter, or paragraph. Include all materials and give clear, specific steps so that anyone could read and follow the directions.

  11. Build Robust VocabularyReview • dialogue/rehearse Raise you hand if the thing I name requires dialogue to be rehearsed. a play an audience a game reader’s theater • criticize/flawless Nod your heads if the thing I name could be flawless if criticized in a helpful way. a dance performance a pencil a soccer game a speech

  12. Build Robust VocabularyReview • immerse/camaraderie Raise your hand if you think camaraderie could happen if they were immersed in the things I name. water a group project a camping trip a band • mandatory Raise your hands if the thing I name is mandatory at school. PE buy lunch math wearing socks

  13. Build Robust VocabularyReview • versions Hold up you index finger if the thing that I name can have several versions. a chair computer software a rug a song • tragic/limp Say tragic or limp to describe the thing I name flood handshake plant injured child

  14. Grammar Review Action Verbs • Action Verbs show action, or what someone or something doe, did or will do. • Identify the verb in each sentence • Keri runs to the library. • runs • Patrick dropped the book on the floor. dropped

  15. Grammar Review Action Verbs • Let’s read these sentences together and identify the action verb in the each sentence • Kumar plays the piano. • plays • Dr. Egan ate a pear. • ate • Janet enjoyed the party. • enjoyed • The horses will stomp the grass. • stomp

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