Lesson 14 Day 4

1. Lesson 14 Day 4 You will need your text book, work book, pencil and journal

2. Review V/CV and VC/V Syllable Pattern • All words are made up of syllables, and each syllable has only one vowel sound. • Remember that the first vowel sound in V/CV words is pronounced with a long vowel sound and that the first vowel in VC/V words is pronounced with a short vowel sound. • These syllable patterns are a good way to remember how to decode words into syllables.

3. Now, let’s divide two words into syllables and identify whether it has a long or short vowel sound. • final • fi/nal long • habit • hab/it short

4. Words with V/CV and VC/V Syllable Patterns Let’s identify words with the V/CV and VC/V syllable pattern. music color given broken (Part A)

5. Let’s divide these words into syllables and determine whether the first vowel has a long or short sound. • mu/sic • long or short? • col/or • long or short? • bro/ken • long or short? • giv/en • long or short?

6. Read the paragraph and identify the VCV words. Is the first vowel sound in each word long or short? We have a cabin by the river. Our family has a habit of going there each Friday night. We begin our trip at seven o’clock at night. It is great to get to that cozy house. Even if we never went outside, it would be a fun trip. But no day inside can equal a day on the open water. I will recall every detail of our weekends together for many years into the future.

8. Let’s look at word this wordrobin it has the VCV spelling pattern.Is the first vowel sound in robin long or short?Use the spelling list and identify words with V/CV and VC/C

9. petal pet/al seven sev/en solid sol/id given giv/en color col/or wagon wag/on cabin cab/in fi/nal fi/nal hotel ho/tel music mu/sic total to/tal taken ta/ken pupil pu/pil broken bro/ken VC/V V/CV

10. Fluency Intonation *Remember when good readers read aloud, their voices rise as if they were telling a story or having a conversation. • Think about how the words would sound in normal conversation • Look ahead to be able to emphasize important words or phrases • Pay attention to punctuation Listen as I read part of “One Small Place in a Tree” (page 419) I am going to think about the words and punctuation as I read so I can emphasize my voice. (partner read 419-422)

11. Author’ PurposeComprehension What are some of the reasons that we write? to inform, entertain , persuade How can readers determine the author’s purpose? by looking for clues such as whether the selection tells facts or is a story

12. author’s purpose (read aloud) Full Life You might think that a old, dead tree standing in the forest is just as eyesore. Think again. Standing dead trees are called “snags,” and snags are important to many kinds of wildlife. Wood ducks, woodpeckers, eagles, and owls build nest in snags. Hawks often use snags as perches. Many small animals such as raccoons, mice and squirrels also call these hallowed out trees their home.

13. Full Life continued To us, some of the creatures living in snags are pest. Plenty of ants, beetles, spiders, and earthworms are found in wildlife trees. However, these tiny tenants are important sources of food for many other species. Snags may look ready to fall over any minute, but some large trees can stand for more than 150 years after they have died! So, when you see a dead tree, think of the life inside. What may look like an eyesore is actually home-sweet-home to many of our forest friends.

14. Author’s Purpose continued • What is the author of this selection telling you about? • the importance of a dead tree • What was the author’s purpose and why do you think that? • to inform; the author gives information about how animals use snags before and after they fall • Read page 416 and find information the author wanted to tell the reader.

15. Reinforce: Main Idea and Detail Sometimes the author states the main idea in a sentence. Other times, the reader has to think about the details in the passage to decide the main idea. Open you reading books to page 416. As I read the last paragraph , I see that the first sentence is “Now disease strikes.” Then I read the details. I ask myself, “What do these details have in common.” They are all about the bacteria in the tree. Then the last sentence says about the tree, “It’s dying inside and out.” So the main idea must be a combination of all these parts: “Bacteria are killing the tree.”

16. Main Idea Continued Read-Aloud Anthology page 51 Name some important details from the story. The tall oak begins to topple; the wind tears the oak’s roots; the tree crashes down. As I re-read the first sentence use the details to determine the main idea. The storm makes the tree fall. Independent Practice; Read page 426 of “Be a Birdwatcher” and find details and then write the main idea in your journal

17. Speaking and ListeningCause and Effect Presentations Giving a Presentation Always remember to speak expressively in order to show your opinions about a topic.

18. Robust Vocabulary Discuss the meaning of the vocabulary words If I name something that might sprout stand up and pretend you are sprouting. a flower seed a rock a chair a weed If I name something that is damp. Stand up and dry yourself with a towel. a cactus in the desert a towel in a bathroom a runner after a long race a swimmer

19. Robust vocabulary continued Nod you heads “yes” if these are examples of a transformation. If they are not then nod you head ”no”. A tadpole becomes a frog A caterpillar becomes a butterfly A child puts on a new shirt Dough becomes bread If I name something in harmony, they you should purr like a happy kitten. If they are not in harmony, you should growl like a hungry lion. Brothers arguing over who is strongest A family enjoying a meal Football team battling in a game Musicians playing in an orchestra

20. Homographs Words with more than one meaning are called homographs. record present desert Remember that some homographs have more than one pronunciation and that the only way to tell the correct pronunciation is to read the rest of the sentence.

21. Grammar: Pronoun-Antecedent Agreement • A pronoun takes the place of a noun. • The antecedent is the noun that is being replaced. • A singular antecedent needs a singular pronoun. • A plural antecedent needs a plural pronoun. • Pronouns must have the same gender—male or female or none—as their antecedents.

22. Grammar • What pronouns are missing? • Cindy says _1__ loves Grandpa’s house. _2__ always spends part of summer vacation there. Cindy says, “__3_ has a pool and _4__ lets _5_ swim in _6_ every day!”

23. Grammar • Cindy says _she__ loves Grandpa’s house. _she/Cindy__ always spends part of summer vacation there. Cindy says, “_he/Grandpa__ has a pool and _he__ lets _me_ swim in _it_ every day!”