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You need your text book.

You need your text book. Lesson 27 Day 2. Spelling.

mark-nicholson
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You need your text book.

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  1. You need your text book. Lesson 27 Day 2

  2. Spelling • Words are made up of syllables. One of each of the pairs of words on this page is divided into two syllables. With each pairs of words, clap for each syllable. Then identify the two-syllable words and identify where to divide the syllables. Two vowels together usually stand for a long vowel sound, but some words are divided into syllables between the vowels and each vowel stands for a sound. Try both sounds to make a word that sounds correct. • Part A • lion point • laid dial • neon does • science thief • quiet flies • fluid suit • loyal toy • lies pliers • create meat • trial tried e

  3. Phonics and Spelling • Use the chart below to sort each of the spelling words. Draw lines to divide each of the words into syllables.

  4. Vocabulary • Turn to Student Edition p. 326-327. • Read the selection titled “A Florida Wildlife Tour.”

  5. prey • An animal that is hunted for food is prey. • What creatures might be prey for a shark? • What is the Florida scrub lizard’s prey?

  6. shallow • Something shallow is not very deep. • Would you rather swim in shallow water or deep water? Why? • Where, besides shallow burrows, do wolf spiders hide?

  7. strands • Long, thin pieces of something are strands. • What do you do when strands of hair get in your eyes? • How do mice use strands of Spanish moss?

  8. social • A social animal is one that lives in a group with other animals of the same kind. • Which are more social—dogs or cats? Explain. • What are two social animals in Florida’s freshwater swamps?

  9. spiral • A spiral shape curls around and around in a circle. • Why might a spinning spiral make someone dizzy? • What kind of snake curls into a spiral shape when it rests?

  10. reels • A person reels something in by winding up a line attached to it. • If someone reels in a fish, in what direction would the fish be traveling? • Where might a person reel in a fish?

  11. Grammar: Adverbs • Adverbs can describe where or when as well as how something happens. • She will eat lunch then. • Then describes when she will eat lunch and then is an adverb. • here soon outside • The words above are adverbs that tell where or when. • Ken is staying here. • Why is the word here included in this sentence? How could using this type of word help your writing? • The adverb here describes where Ken is staying. Adverbs can help your writing to be more descriptive. • What other adverbs could replace here? • below now everywhere • Write sentences using each of the adverbs above.

  12. “Spiders and Their Webs” • Turn in your Reading book to page 328-329. Genre Study • Look at the information about expository nonfiction on p. 328. • Expository nonfiction explains information and ideas. Expository nonfiction gives facts and details to help build an understanding of a real topic. Textbooks, newspaper articles, and encyclopedias are examples of expository nonfiction. • Look for… • Charts that give additional information • Facts and details that help you build an understanding of a topic

  13. As you read “Spiders and Their Webs” you will fill in the graphic organizer on Practice Book page 233. You can fill in this sort of chart for any expository nonfiction text that you read. What the Author Tells You : What You Already Know: Inference:

  14. Comprehension Strategy • Look at the Comprehension Strategy at the bottom of page 328. • Ask questions as you read to help you better understand the text. • Good readers often ask questions to help them understand what they are reading. They make sure they understand information by asking questions about what, where, when, why, and how. • Ask yourself, Do I understand what I just read?

  15. “Spiders and Their Webs” • You are going to read a selection about spiders. • What do you already know about spiders? Add that information to Practice Book page 233. • The usual purpose for reading expository nonfiction is to learn information. • Read the title and the author’s name on page 328-329. • What is in the photograph? • Looking at the title and photograph, what do you think you might learn in the selection?

  16. Summarizing • Authors do not always directly state everything readers want or need to know about a topic. • To find out the information, readers add what they already know to the facts that the author gives them. This is called making inferences. • Using the graphic organizer on Practice Book page 233, write a brief summary of the selection.

  17. Fluency • Following the punctuation marks in a selection can help readers make a reading sound like natural speech. • Open to page 300 of “Spiders and Their Webs.” Listen as I read the opening paragraph aloud, using natural phrasing. Notice where the pauses occur. • Read the next paragraph with your partner. Speak as naturally as possible and use punctuation as a guide to phrasing.

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