“The Science Fair”

1. “The Science Fair” Theme 6 Lesson 28 Day 3

2. Question of the Day How do you feel when you compare yourself to other people? Sometimes, when I compare myself to other people, I __________. T244

3. Today’s Read Aloud • Set a purpose – Why would someone want to read or listen to a poem more than once? To enjoy; to practice fluency. • Listen and follow along as I read the poem aloud. T157

4. Jealous Jim Jim wants skates like Bobby’s. Jim wants a blue bike like Paul’s. Jim wants a sled like Mia’s. But not his own, at all. Jim has fancy gizmos, But he’s sick of every one. He wants the things his friends have. They seem like lots more fun. So Jim will watch his friends play And frown at what he’ll see – For most of all Jim wishes To end his jealousy! Now, read the poem with a partner. Pay attention to intonation. Communicate the meaning of the poem by reading expressively.

5. Suffixes –able, -ible, -less, -ous When you read long words, you should look for word parts that you know. -Less is a word part that often appears at the end of words. -Less means “without” friend/less – the root word is friend and the ending is –less friendless means “without friends” Jonah felt friendless when he moved to a new town. T158

6. Suffixes In the following sentences, find the letters that make up the ending –less in the scrambled word. Cross out those letters. Now unscramble the rest of the letters to make the word water. Put water and –less together. You make the word waterless. Write the word waterless. If something is very dry, it is waterless, or without water. 1. Without rain, the land was dry and seslteraw. • We spent a ssslleeep night, tossing and turning. • The trip went on so long that it seemed dnessel. • Only one small rleecass error kept the performance from being perfect. • Mara felt weak and eeloprssw after being sick in bed for a week.

7. Fluency – Intonation If readers did not read with intonation it would be hard to pay attention or to understand them. Good readers change their voices according to the meaning of the words and the rhythm of the sentences. When students read, they should: • emphasize key words and phrases. • vary their voices to keep readers interested. • try to speak naturally.

8. Fluency I am going to read aloud a page of “The Science Fair.” While I read, I will use my voice to make the words come alive. I will vary my tone to read softer, louder, higher, and lower when it is appropriate to the story. I also will make my voice louder when a word or phrase is very important. Turn to page 359 of “The Science Fair.” Notice that Beany is very worried. “What if our project is the worst one there?” The phrases our project and worst one should be emphasized because they are the most important words in the sentence. Reread page 361 to a partner. Your voices should change to reflect the characters’ thoughts, feelings, and personalities.

9. Make Predictions Good readers use both story details and what they already know in order to make predictions about what may happen. As readers read, they also revise or confirm their predictions. Making predictions in this way can be fun, like a guessing game. It also helps readers understand and remember what happens in a story. Authors almost always give clues about what may happen.

10. Make Predictions • Page 358 What clue on this page led you to predict what Beany’s science fair project is about? • Page 364 What clues on this page led you to predict that Kevin would be calm when he did his experiments for the judges?

11. “Advice from Dr. Fix-It” “Advice from Dr. Fix-It” shows examples of e-mail. E-mail has certain features that are different from letters sent through regular mail. These features include: • A header with the e-mail addresses of the person sending and the person receiving the letter; the date and time when the letter was sent; the subject, or topic, of the letter • Informal writing • Usually brief

12. “Advice from Dr. Fix-It” Follow along with me as I read the e-mail aloud. Why does an ice cube melt in the sun? What is it called when a liquid changes to a gas? How can you tell these letters were sent by e-mail?

13. Connections • Would Dr. Fix-It like Kevin and Beany’s experiment? Explain. • Would you like to be Beany’s science partner? Why or why not? • Why are science fairs important to students in real life?

14. Vocabulary • Why is it fun to be around people who have a great sense of humor? • If you could visit anywhere abroad, where would it be? Why? • How would you feel if your lunchbox suddenly started to expand all on its own? • What might cause water to erupt from a pipe? • If someone sprinkled pepper on your apple pie, would it taste good? Explain.

15. Vocabulary • What could you mix with pudding to make it grainy? How would that change the way the pudding looks and feels? • How long was your deliberation about which clothes to wear today? Explain. • Is it better to be thorough or careless when you are brushing your teeth? Why? • How much preparation would it take to give your best friend a surprise party? • If you were judging a science fair, to which project would you award first prize: one with really fun gimmicks or one based on thorough research? Explain.

16. Homographs Homographs are words that are spelled the same but have different meanings and origins. People use homographs every day. Homographs are: • are words that are spelled the same but have different meanings and origins. • sometimes have different pronunciations.

17. Homographs sow does moped What do these words mean in each of the following sentences? • The sow cared for her baby piglets. • The farmer will sow seed in that field soon. • The does ran through the forest. • Does your dog like to go outside? • Henry moped around all day after losing the game. • My older brother drove his moped to the store.

18. GrammarDOL Write these sentences correctly. • he couldn’t find no one. • we shouldn’t take nothing.

19. Contractions Not, like no, is a negative. Words like never, none, and nothing are also negatives that are related to the word no. Words like don’t, can’t, didn’t, and wouldn’t are negative contractions that contain a short form of not. You should never use two negatives in a sentence.

20. I can’t have any pizza. I can’t have no pizza. Notice the negative, can’t. The first sentence is correct because it only contains one negative. The second sentence has two negatives: can’t and no. If you meant that you were not able to eat pizza, the second sentence is incorrect. In fact, it means the opposite of what it is supposed to mean since it says that someone cannot have “no pizza,” which means that the person can have some pizza. I wouldn’t scream in no library. This sentence is wrong. How can we correct it?

21. Writing – Description Open your Student Edition to page 358. Notice that the first sentence is a topic sentence that names the event being described. The detail sentences help make the event clearer and more real for readers. Description • Includes a topic sentence. • Tells what is being described. • Uses details to show what made the event exciting or memorable. • Shows excitement about the event. • Uses strong, specific language that appeals to the senses.

22. Description List some questions that students may have about a science fair. How could a writer answer these questions in a description of the science fair? Use the charts from Day 2 to help you draft your descriptions of a memorable event. Use sensory details and precise vocabulary for your detail sentences and anticipate and answer questions readers might have. Using simile, metaphor, alliteration, and anomatopoeia can make your writing more interesting.