Lesson 22 Day 4

1. Lesson 22 Day 4 You will need your textbook.

2. Phonics and Spelling • Remember that a(l) and o are two of the ways to spell the sound /ô/, as in the words lawful and tougher. • Part A • talk moss cost stalk • In the word talk, the letters al stand for the sound /ô/. • In the word moss, the /ô/ sound is spelled with an o. • Not all words with al and o are pronounced with the /ô/ sound. You should try the sounds you know to see which makes a familiar word. • Which letters stand for the /ô/ sound in cost? • Which letters stand for the /ô/ sound in stalk?

3. Phonics and Spelling • Read the sentences in Part B. Write the /ô/ words in your notebooks and circle the letters in each that stand for the sound /ô/ . • Part B • I think it is almost time for the show to start. • Yoko cannot sleep without a soft pillow. • Fritz is great at baseball, and he is also a strong soccer player. • We were so lost that it took us four hours to get home. • Answers: 1. almost—al 2. soft—o 3. also—a(l) 4. lost—o

4. Phonics and Spelling • taught walk • Pronounce the words above. Both of these words include silent letters. • What letters are silent? • Can you think of other words with silent letters? • Ought, naughty • When you write one of these words, you should look at it to see if it looks right. If it does not, look it up in a dictionary or on the spelling list. • When you revise or proofread your writing, you might find a word that does not look right. When this happens, ask yourself if the word might be missing a silent letter.

5. Fluency • Good readers adjust their reading rate depending on the text and their purpose for reading. • Should you read more slowly or more quickly when reading each of the following? • To find information for a research report? • To learn what happens next in a story? • To study for a test? • Turn to page 206 of “Bats Love the Night.” • Listen as I slow my reading rate for the informative caption. • Now echo-read that page with me. • Now read a few more pages with your partner. Remember to read more slowly when you come to informative captions about bats.

6. Sequence: Comprehension • What is sequence in a narrative? • The order of events • Remember you can often determine sequence by looking for time-order words and phrases. • Let’s read the passage and determine the sequence of events.

7. Sequence: Comprehension Bear Snacks Usually, bears eat fish, berries, fruits, or honey that they find in wild beehives. There are times, though, when they look for other things to eat. Sometimes bears go to the homes of people who live near big forests or national parks. These bears want a snack, but they do not want fish or honey. They want birdseed, and some of these bears do not let plastic birdfeeders stop them from getting to their snack. First, they knock over the birdfeeders, spilling seeds onto the ground. Then, they can eat the seeds they like from the pile on the ground. Next, they might pull the birdfeeder poles out of the ground and bend them. Finally, when they have finished their meals, they walk back to their homes in the woods.

8. Sequence: Comprehension • What would the bears do first? • The bears might knock over two birdfeeders. • What would the bears do after they bent the birdfeeder poles? • They would finish their meals. • What happens last? • The bears walk back to their homes. • Reread page 202 of “Bats Love the Night.” Write what Bat does as she wakes, using time-order words to indicate sequence.

9. Prefixes and Suffixes • Prefixes and suffixes are letters or syllables that may be added to a root word to change its meaning. • Prefixes are added to the beginning of the root word, and suffixes are added to the end of a root word. • dis- re- un- -ful -less -er -est -ly • What is the meaning of each prefix or suffix? • dis—not or the opposite of • re—again • un—not or the opposite of • -ful—full of • -less—without • -er—more • -est—the highest degree • -ly—in a way that is

10. Prefixes and Suffixes • happy • What prefix could be added to form a new word? • un- • What is the definition of the new word? • unhappy= not happy • write • What prefix could be added to form a new word? • re- • What is the definition of the new word? • rewrite= to write again • cold • What suffix could be added to form a new word? • -er, -est, -ly • What is the definition of the new word? • colder= more cold; coldest=most cold; coldly= in a way that is cold • fear • What suffix could be added to form a new word? • -less; -ful • What is the definition of the new word? • Fearless=without fear; fearful=full of fear • Write the following words and add prefixes or suffixes to each to form new words. • wonder trust loud

11. Robust Vocabulary • blanketed • If an area is blanketed in fog or snow, it is covered. If a street was blanketed with streamers after a parade, how would it look? • surroundings • The area around you is your surroundings. • If you were at the beach, what would your surroundings look like?

12. Vocabulary • nocturnal • An animal that is nocturnal sleeps during the day and is active at night. • What would a nocturnal animal probably be doing while you are at school? • plummet • If you drop suddenly from a great height, you plummet. • If you dropped a rock, would it plummet or fall slowly?

13. Vocabulary • inverted • Something that it turned upside-down or inside-out is inverted. • Are you inverted when you do a headstand or when you do a jumping jack? • effort • When you work hard, you use effort. • If you wanted to make an effort to get a good grade on a test, what would you do?

14. Vocabulary • swoops • When something swoops, it dives or dips downward. • Is a bird that swoops moving quickly or slowly? • detail • A detail is a small piece of information that is part of a larger whole. • What is a detail about your classroom?

15. Vocabulary • fluttering • When something moves through the air lightly and quickly, it is fluttering. • If a butterfly is fluttering, what parts of it are moving? • dozes • Someone who dozes takes short naps. • Is a person who dozes feeling tired or energized?

16. Vocabulary • Think about an animal that you might associate with each vocabulary word. Write the animal and the word. • blanketed • surroundings • plummet • inverted • effort • swoops • detail • fluttering • nocturnal • dozes

17. Grammar: Main and Helping Verbs • The main verbs tell the action or state of being. • Helping verbs tell when the action or state of being takes place. • Helping verbs work with the main verbs to tell when actions take place. • What helping verb/main verb combination could fit in the following sentences? • I ___a party. • am having • All my friends ____. • are going • It ____ fun. • will be

18. Grammar: Main and Helping Verbs • Think about an animal you have seen at the zoo or in the wild. Write 5 sentences about the animal. Each sentence should include a different main verb and helping verb.