Lesson 25 day 2

1. You need your textbook, workbook, journal and pencil. Lesson 25 day 2

2. Phonics Remember there are several ways to spell the /ô/ sound. Pronounce each of the following words. pause bought awful talk long naughty Each word has the /ô/ sound. Which letters stand for the /ô/ sound in each of the words above? pause bought awful talk long naughty The letters au, ough, aw, al, o, & augh can all stand for the /ô/ sound. There are exceptions. o, au(gh), aw, a(l), and ough do not stand for /ô/ in all words. laugh goal awake vote rough You will have to try out different pronunciations for words with o, au(gh), aw, a(l), and ough.

3. Phonics Pronounce each of the following words: soft cause thaw false Name the letters in each word that stand for /ô/. soft cause thaw false What other words have the same vowel sound that stand for /ô/? moss pause law almost Read the following sentences. Which words have the /ô/ sound? We took a long walk on the grass. long, on, walk Milo’s yawn made Ann yawn also. yawn, also

4. Sequence: Comprehension Review • Sequence is the order of events in a text. Time-order words and phrases such as these can show the sequence of events: first, next, then, last, finally, before, & after. • Remember that dates, times, & phrases such as in the morning or later that day can also help you determine sequence. • Turn in your Student Edition to page 245 of “Chestnut Cove.” Identify the time-order words and phrases on that page. • Twenty minutes later, before, then • Reread page 245. With a partner, identify the sequence of events on the page. • First, the villagers bring supplies to rescue Eloise. • Second, they lower Joe Morgan over the cliff. • Next, Joe rescues Eloise. • Then, Mrs. Lark thanks everyone and asks them to eat watermelon with her. • Last, one of the Ferguson kids yells, “Picnic in the town square!”

5. Author’s Message • The author’s message is the main idea the author wants the reader to learn or understand. • To find the author’s message, readers should think about what they have learned from a piece of writing. They should also consider why the author wanted the reader to know that information. • Look back at Student Edition page 250 “Mayors.” What important information happened on that page? Why do you think the author wanted you to know those facts about mayors? • Think about “Mayors” and write what you think the author’s message might be.

6. Readers’ Theater • “The Robodogs of Greenville” is science fiction. • Science fiction is usually set in the future and the characters use technology that does not exist in real life. • Describe any science fiction stories you have read or movies you have seen. • What elements do the stories & movies share, such as futuristic vehicles or houses? • When you read a character’s words in a script, you should read at the same rate you would when talking to a friend. • Use your voice to show the feelings of the characters, such as excitement, sadness, or happiness. For the part of Robodog, however, you may choose to sound like a robot. • When reading the script today, you should focus on adjusting your reading rate and reading with expression.

7. Vocabulary • Read-Aloud “Farming in Space”.

8. confused A confused person is mixed up and doesn’t know what to do. The roots grew in all directions, so the plants seemed confused. Has a set of directions ever confused you? What did they try to explain?

9. shifting If something is shifting, it is moving or changing. The air is shifting even when we can’t feel a breeze. How can you tell when the wind is shifting from one direction to another?

10. futuristic Something that is futuristic tells how things might be in the future. Cosmo and Diz live in a futuristic community. What do you think futuristic furniture might look like?

11. realistic Something that is realistic describes or shows things as they really are. Cosmo’s and Diz’s emotions about dogs were realistic. Would a story about pigs who can fly be realistic? Why or why not?

12. Grammar: Main & Helping Verbs • A helping verb works with a main verb to tell when the action or state of being takes place. • am is are • was were has had have • will • The first row lists helping verbs that are used to show action or state of being that is happening in the present. • The second row lists helping verbs that indicate the past. • The word will indicates the future.

13. Grammar: Main & Helping Verbs • Maria ____ fixing the car. • Which verb could be used to fill in the first blank? • is, was • Is puts the sentence in the present tense. • Was puts it in the past. • Assignment: Write 10 sentences using a helping verb that indicates a different time.