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Lesson 27 Day 3

Lesson 27 Day 3. You will need your textbook, workbook, paper, and pencil. Phonics and Spelling. Let’s clap the syllables in the following words as we read them aloud: stereo cereal Two vowels that appear together usually combine to stand for one sound.

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Lesson 27 Day 3

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  1. Lesson 27 Day 3 You will need your textbook, workbook, paper, and pencil.

  2. Phonics and Spelling • Let’s clap the syllables in the following words as we read them aloud: • stereo cereal • Two vowels that appear together usually combine to stand for one sound. • At other times, though, they stand for two sounds, not one sound. • You should try the long vowel sound first when you see an unfamiliar word. • If the long wound does not make a word, you should divide the word into syllables between the vowel letters.

  3. Phonics and Spelling • Let’s clap each syllable of the first word together. • 1. piano • The word piano and many of the other words in this list have three syllables and one of the syllable divisions in each word comes between two vowels. • pi/an/o three • The first division is between the two vowels i and a.

  4. Phonics and Spelling • Let’s continue with these words: • 2. poetry • po/et/ry three • 3. lion • li/on two • 4. diary • di/a/ry three • 5. casual • cas/u/al three • 6. science • sci/ence two • 7. genuine • gen/u/ine three • 8. react • re/act two • 9. realize • re/al/ize three or real/ize two

  5. Fluency • When good readers read aloud, their speech sounds natural. • As you read, you should do the following: • Read in phrases, using punctuation to guide your pauses and expression. • Use other clues such as parentheses and capital letters to guide your expression.

  6. Fluency • I’m going to read part of “Spiders and Their Webs” aloud. I will read each sentence smoothly by paying attention to punctuation. I will pause slightly after each comma, and longer after each end mark. When I see a capital letter, I know that I am either starting a new sentence or reading a proper noun, so I change my voice accordingly. When I see that the author has written a word in all capital letters, I use my voice to make those words sound important. • Teacher read aloud page 331. • Students choral read page 331. • Remember to pause at punctuation and to pay attention to the capitalization in the last sentence, emphasizing but not “yelling” the capitalized words.

  7. Make Inferences: Comprehension • Readers often need to make inferences and “read between the lines” of a selection. • To make inferences, readers need to think about what they already know about a topic as well as about what they read in a selection. • Let’s find the information in “Spiders and Their Webs” that would help someone make the following inferences. • Page 330, First paragraph Spiders probably live in the area around my home. • You can find spider webs just about anywhere. • Page 330 Older male spiders do not do much web building. • Young and female spiders are usually the web builders. • Page 333, Habitats Entry Golden orb weavers are not very common in the United States. • Golden orb weavers are found mainly in Florida and Texas.

  8. For You: Paired Selection • Let’s read the title of the poem and look at the illustrations. • Identify the creatures. • Poetry is a kind of writing that uses imaginative language. • Poems usually describe something or present a feeling that the writer has had. • Poems can have certain features. These may include: • Rhyme • Rhythm • Imagery (words that create mental pictures)

  9. For You: Paired Selection • In this poem a child is talking to his or her mother. • Remember that one purpose for reading a poem is enjoyment. • Listen as I read aloud the first two lines of “For You.” • Notice the rhyme at the end of the lines. • Now let’s read the whole poem. • What is the silvery thread in the sky? • a spider’s web • Who is the fellow all covered in fuzz? • a spider

  10. Robust Vocabulary • justice • Name a person whose job it is to make sure there is justice. • Give an example of a time when you think justice was served. • task • Name a task you perform every day. • What would you do if you were asked to perform a task that was too difficult for you? • prey • Name something that may be prey for a lion. • shallow • Name a place where there may be shallow water. • reels • Name something you might accidentally reel in while fishing.

  11. Robust Vocabulary • strands • Name something that comes in strands. • What could you do if the strands of your hair were stuck in something? • social • Name a person you know who is social. What social things does that person do? • What is your favorite type of social event? Why is this your favorite? • spiral • Name something that has a spiral shape. • elaborate • Name something in the room that has an elaborate design. • Why might it take a long time for you to paint an elaborate picture? • inventive • Name someone you know who is inventive. What does that person do that is inventive?

  12. Multiple-Meaning Words: Vocabulary • Words can be spelled the same and pronounced the same but have different meanings. • Lamps light the street. • Dad will light the fire. • The meaning of the word light in the first sentence is “to make bright.” • Even though the word light in the second sentence is spelled and pronounced the same as the word light in the first sentence, it means something different: “to start a flame, to make something burn.” • Light is a multiple-meaning word.

  13. Multiple-Meaning Words: Vocabulary • Readers can use context to determine which meaning of a multiple-meaning word is being used. • The moon was very bright. • What is the meaning of bright in this sentence? • something that gives off a lot of light • Bright is a multiple-meaning word. • My little sister is very bright. • What is the meaning of bright in this sentence? • smart

  14. Multiple-Meaning Words: Vocabulary • sight breeze • You will come up with a different definition for each of these words. • I will read a sentence and you will then give us a definition of the multiple-meaning word in that sentence. • 1. Sight is one of the five senses. • sight: the power to see • 2. The Everglades is quite a sight. • sight: something interesting or amazing to look at • 3. The leaves moved in the breeze. • breeze: a light wind • 4. The spelling test was a breeze because I studied very hard. • breeze: something that is very easy

  15. Grammar: Adverbs • Adverbs can tell about verbs, adjectives, and other adverbs. • Adverbs usually tell how, when, or where. • Adverbs can also be used to compare. • Usually, the word more or the word most appears in front of an adverb that compares. • Beth runs more quickly than Tom. • More quickly is used to compare how Beth runs with how Tom runs.

  16. Grammar: Adverbs • happily forcefully loudly • carefully closely slowly • These words are adverbs. • Jack hummed more happily after he heard the good news. • More happily compares how Jack hummed before and after he heard good news. • Now you give me sentences for the next five words.

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