Phonics and Spelling Lesson

1. Lesson 19 Day 4 You will need your textbook.

2. Phonics and Spelling • Looking for word parts, such as prefixes, can help you decode longer words. • Knowing the meanings of prefixes can help you figure out the meanings of words. • un- “not” • re- “again” • dis- “not”

3. Phonics and Spelling • unknown • rewrite • What are the prefixes? • un- re- • The words have letter pairs that stand for one sound. • What are the letter pairs and their sounds? • kn /n/ wr /r/

4. Phonics and Spelling • unkindly • This word has the prefix un- and the suffix –ly. The root word is kind. • un/kind/ly • recopied • Prefix re- and suffix –ed. Root word is copy • re/copi/ed • disappeared • Prefix dis- and suffix –ed. Root word is appear • dis/appear/ed

5. Phonics and Spelling • unsurprisingly • un/surpris/ing/ly • Root word: surprise • The letter e was dropped before the ending was added. • What is the meaning of the word? • recovering • re/cover/ing • Root word: cover • disguised • dis/guis/ed • Root word: guise

6. Phonics and Spelling • Find the word with a prefix and ending in each sentence. Draw lines to separate the prefix, root word, and ending(s). Write the meaning of each word. • 1. Jake was riding his bike unsafely. • un/safe/ly “in a way that is not safe” • 2. Taneshia disconnected the computer. • dis/connect/ed “made not connected” • 3. I have finished rechecking my answers to the test. • re/check/ing “checking again” • 4. The baby was unhelpful when he pulled the tablecloth off the table. • un/help/ful “in a way that is not helpful” • 5. Rereading is a good way to figure out something if you don’t understand it the first time. • re/read/ing “reading again” • 6. Ethan unexpectedly won the big race. • un/expect/ed/ly “in a way that is not expected”

7. Phonics and Spelling • dislike • dissatisfied • When you spell words with a prefix, you already know how to spell part of the word. • The part with the prefix is always spelled the same way, as in dislike. • When you add the prefix dis- to a word, the spelling of the root word does not change. • When the root word starts with s, the new word has a double s, as in dissatisfied.

8. Fluency • Good readers break the text into groups of words. • This makes it easier to read with expression and at an appropriate speed. • As you read, you should: • Pause at commas and end punctuation. • Pause at the end of a group of words that go together.

9. Fluency • As I read page 125 of “Half-Chicken,” I notice that there are three commas in the last sentence. The commas break the sentence into phrases. If I pause slightly at each comma, the sentence will be easier to read and easier to understand. Listen to see how I pause for periods and commas. • Teacher read aloud page 125 • Students choral read page 125

10. Theme: Comprehension • What is the theme in a story? • The message or idea the author wants to give • You can determine the theme of a story by asking yourselves: • What do the characters do and say? • What happens in the story? • What can I learn from the characters and events?

11. Theme: ComprehensionThe Fish That Jumped Long ago, in the palace of the emperor of China, two goldfish were swimming in their pond. One of them looked at the beautiful room across from the pond and sighed. “How I long to explore that room,” she said. “Why don’t you just do it? Just jump out and take a look around,” the second fish suggested. So the first goldfish gathered all her strength and jumped. With a Whoosh! she soared out of the pond. With a Thump! she landed on the floor. She was in the beautiful room at last—but she could not breathe! She gasped and flopped about in a panic. She could see the other goldfish in the pond. The other fish motioned her to jump back in. With her last strength, she flipped herself into the air. Splash! She landed back in the pond. She lay at the bottom, breathing hard. Then she swam to the other goldfish. “It was a beautiful room,” she said. “But really, I like it better in here.” And that is why, to this day, goldfish very rarely jump out of their bowls and ponds.

12. Theme: Comprehension • What does the goldfish do in the story? • jumps out of her bowl • What happens to her? • She cannot breathe out of the water. • What can you learn from what she does? • Be content where you are

13. Theme: Comprehension • The author of a story often does not state the theme directly. • If the theme is not stated directly, you need to figure it out and state it in your own words. • What are some different ways to state the theme of “The Fish That Jumped”? • Remember that variations on how the theme is stated are acceptable.

14. Author’s Purpose: Comprehension • An author’s purpose is the reason why that author writes something. • An author usually writes in order to inform, entertain, or persuade. • Often, an author writes with more than one purpose in mind. • Details and facts within a story or selection help readers understand what the author’s purpose is.

15. Author’s Purpose: Comprehension • Let’s recall the story “Half-Chicken”. • At the beginning, the author says that she is going to tell a story that her grandmother told her and that her grandmother’s grandmother told her. In the story, Half-Chicken learns a lesson about kindness being repaid. This story is a folktale, a story written to entertain and often to teach a lesson as well.

16. Author’s Purpose: Comprehension • Think back to the read aloud selection, “Luck.” • What is the author’s purpose for the selection? • to entertain and inform • How did you know this? • It is an interesting story about a crane’s search for home. It does give facts about cranes. • Turn to pages 138-139 of your Student Edition. • What is the author’s purpose on these pages? • to entertain: the poem could not be true, so it is not to inform or persuade; it rhymes, and is fun to read, so it must be to entertain.

17. Robust Vocabulary • deliberately • If the situation I name is a situation in which you should walk deliberately, you should walk deliberately around your desks. If it is not, you should stand still. • sneaking up to surprise your best friend • running in a race • cheering for your favorite team • carrying eggs

18. Robust Vocabulary • composed • If the thing I name is something that might be composed, you should nod your heads “yes.” If it is not, you should shake your heads “no.” • a pair of shoes • a piece of art • a song • an egg

19. Robust Vocabulary • gratitude • If the situation I name is one in which someone would feel gratitude, you should act out a handshake. If it is not, you should shake you heads. • finishing a hard job • giving a birthday gift • receiving a present • completing your homework

20. Robust Vocabulary • compassion • If the person I describe is someone you would feel compassion for, you should extend a helping hand. If it is not, you should hold up your hand in a “stop” signal. • a person whose home has burned down • a person who wins a prize • a person whose dog gets lost • a person who gets an A on a test

21. Extend Word Meanings • 1. Is a vain person likely to look messy? • 2. If you overheard someone’s secret, what would you do? • 3. Are you more likely to do what some suggested or what someone demanded? • 4. What is the most enormous meal you ever ate? • 5. If you exclaim with joy, what might you say?

22. Word Relationships • Categorize Key Vocabulary Group the following words into verbs or words that describe exclaimed composed overheard deliberately swift vain

23. Word Relationships continued Remember that exclaimed and suggested can be used instead of the words said. Verbs Descriptive Words exclaimed deliberately suggested swift overheard vain

24. Grammar Review Verbs • Action verb tells what someone or something does. Remind students that a verb must agree in number with its subject. • A singular subject takes a singular verb form. • A plural or compound subject takes a plural verb form.

25. Grammar Review Verbs • Read the sentences and point out the subject. Then decide if the subject is plural or singular. If the subject is plural we will use a plural form of the action verb. If not, then we will us a singular form. • The three pigs build houses. • The first pig builds his house of straw. • The wolf blows it house.

26. Grammar Review Verbs • The three pigs build houses. pigs (plural) build • The first pig builds his house of straw. pig (singular) builds • The wolf blows it house. wolf (singular) blows Complete Grammar Practice p. 69