Lesson 21 Day 4

1. Lesson 21 Day 4 You will need your textbook.

2. Phonics and Spelling • Can you look for a booksoon? • The word soon has the /ōō/ sound and the words look and book have the /ŏŏ/sound. • The letter combination oo can stand for /ōō/ or /ŏŏ/.

3. Phonics and Spelling • Part A: • redrew untrue reglue soon • What vowel sound do you hear in all of these words? • /ōō/ • What letters stand for /ōō/? • ew, ue, ue, oo • What are the prefixes in these words? • re-, un-, re- • hook took noodle crook noon • What words have the /ŏŏ/ sound? • hook, took, crook • What letters stand for the /ŏŏ/ sound? • oo • What vowel sound do the other words have? • the /ōō/ sound • When you see a word with oo, you should try the sounds you know to see which makes a familiar word.

4. Phonics and Spelling • Part B: • What words in the following sentences have the /ōō/ and /ŏŏ/sounds? • 1. How soon can I look at the new nook in your room? • /ōō/ look, nook, room • /ŏŏ/ soon • 2. Do you know what the crook took? • /ōō/ crook, took • 3. A girl named Brook shook her right leg. • /ōō/ Brook, shook • 4. The moon shone brightly, and the wind shook the leaves on the trees. • /ōō/ shook • /ŏŏ/ moon • 5. Be careful not to lose the loose pages in that cookbook. • /ōō/ cookbook • /ŏŏ/ loose

5. Phonics and Spelling • koco okoh oorkb • These spelling words belong to the same family. • They are all oo words. • Unscramble each word. • If you have trouble, think about letter patterns. • Write the letter pattern oo and then move the remaining letters around to spell the word. • cook, hook, brook • The /ŏŏ/ sound is almost always spelled with the letter combination oo. • The sound /ōō/ can be spelled with the letter combinations oo, ew, ue, or ui.

6. Fluency • Good readers take their time when reading expository nonfiction. • They read at a comfortable rate, not reading too quickly or too slowly. • That way, they do not make mistakes with punctuation marks, or mispronounce words. • As you read, you should: • take you time and read at your own rate. • not skip words and punctuation. • ask for help with pronunciation, if needed. • correct any mistakes you make while reading.

7. Fluency • I am going to read part of “Antarctic Ice” aloud. I am going to read at a comfortable rate so I don’t skip any words or punctuation marks. If I make a mistake, I will correct it and continue my reading at my own pace. Listen to see if you think that makes my reading easier to understand. • Teacher read aloud pages 174-175. • Students choral read pages 174-175. • Remember to read at an appropriate rate—not too quickly or slowly—and to pay attention to punctuation.

8. Sequence: Comprehension • Sequence is the order in which events happen. • Time-order words (for example, first, next, then, last) and dates and times (April 4, 1968, 3:30 P.M., and so on) are used to signal the order of events in a piece of writing.

9. Sequence: Comprehension Blizzards A blizzard is a severe winter storm dangerous, harsh, and terrible. Winds howl at 35 miles per hour or more, and the temperature drops. To make it worse, wind whips the snow around so rapidly that it becomes almost impossible to see more than a few yards in any direction. How does a blizzard get started? First, a mass of cold air moves south from the Arctic. Next, this cold air meets the warmer air around it and forces that warmer air to rise. Then, as the warmer air rises, it creates a cold front. Finally, when all this has happened, heavy snowfall begins. The most violent form of a blizzard is a whiteout. It is called this because snow if blowing around so much that people cannot tell the difference between the ground and the sky. Everything is white with snow. It is this combination of wind, cold, and blinding snow that makes blizzards so dangerous. They can cause car accidents, trap people inside vehicles and buildings, and even crush homes under the weight of heavy snow. It is no wonder that people listen carefully when blizzard warnings are given.

10. Sequence: Comprehension • What is the first step in the forming of a blizzard? • A mass of cold air moves south from the Arctic. • What else happens before snow begins to fall? • Cold air forces the warm air to rise, and this creates a cold front.

11. Sequence: Comprehension • Let’s revisit “Antarctic Ice.” • What are the animals doing in the beginning of “Antarctic Ice”? • They are waiting for summer to arrive. • What are the animals doing at the end of “Antarctic Ice”? • Some of the animals have gone north for the winter while others have stayed behind. • How did the authors use sequence to organize their writing? • They began the selection in winter and ended in winter. They told what happened throughout the year.

12. Compare and Contrast: Comprehension • When you compare people, things, or even ideas, you tell how they are alike. • When you contrast, you tell how people, things, or ideas are different. • Clue words, such as same and both signal that things are alike. • Words such as unlike or but signal that things are different. • Comparing and contrasting can help readers better understand expository nonfiction. • Teacher read aloud page 171. • As I read, I ask myself, “What do the penguins do in winter and summer?” How is it alike and different? In winter and summer the penguins take care of their young. In winter the mother penguin lays one egg and the father penguin keeps it warm. In summer the chick is too big to sit on her father’s feet.

13. Robust Vocabulary • conserved • I will name some things that might or might not need to be conserved. If the resource should be conserved, nod your heads “yes”. If the resource does not need to be conserved, shake your heads “no”. • rain forests • gasoline • oceans • lightning flashes

14. strict • I will name several jobs. If a job requires that someone follows strict rules, give a “thumbs-up” sign. If it does not, give a “thumbs-down”. • professional football players • pop singers • circus clowns • police officers

15. Vocabulary • absence • Whose absence would you notice the most at school? • shelters • What kind of building shelters animals?

16. permanently • I am going to name some ways to attach things together. If the things might stay together permanently if they are attached that way, you should lock your hands together. If they might not stay together, you should move your hands far apart. • paper clip • screws • nails • clear tape

17. drifts • If the thing I name might drift, clap your hands. If it would not drift, keep quiet. • a feather • bubbles • a rock • an anchor

18. Vocabulary • scarce • When might milk be scarce in the refrigerator? • dim • How would you fix a dim flashlight? • harsh • What kind of harsh weather have you experienced recently? • bleak • If someone told you that some land looked bleak, how might it look?

19. Grammar: The Verb Be • The verb be is a special verb that tells what or where the subject of a sentence is. • The subject and verb of a sentence must agree. A singular subject must have a singular verb, and a plural subject must have a plural verb. • Compound subjects joined by and need a plural verb. Compound subjects joined by or need a singular verb.

20. Grammar: The Verb Be • What are the subjects of the following sentences? Are they singular or plural? • What is the correct form of the verb be for these sentences? • The boy ___ sick yesterday. • boy: singular Verb: was • The leaves ___ green last month. • leaves: plural Verb: were

21. Grammar: The Verb Be • Beach volleyball are a competitive sport. • Tracy and Christie is yawning. • How should we write these sentences correctly? • Beach volleyball is a competitive sport. • Tracy and Christie are yawning.