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You need your text book. Lesson 26 Day 1. Phonics and Spelling  A syllable is a word part with only one vowel sound.  cat What is the vowel sound in.

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Presentation on theme: "You need your text book. Lesson 26 Day 1. Phonics and Spelling  A syllable is a word part with only one vowel sound.  cat What is the vowel sound in."— Presentation transcript:

1 You need your text book. Lesson 26 Day 1

2 Phonics and Spelling  A syllable is a word part with only one vowel sound.  cat What is the vowel sound in this word?  In words with more than one syllable, one of the syllables is accented, or stressed, more than the others.  They had enough money for the books.  In the word enough, the second syllable is stressed.  In the word money, the first syllable is stressed.  When one syllable is stressed or accented, the other is unstressed or unaccented.  Accented syllables are followed by accent marks (΄) in a dictionary.  For example, mo΄ -ney

3 Phonics and Spelling  How should each of the following words be divided? Which syllable is accented?  secret  se ΄-cret  trophy  tro ΄-phy  deserve  de-serve ΄

4 Spelling You try! Divide each word below into syllables and write an accent mark after the accented syllable. journey below tumble jour΄-ney be-low΄ tum΄-ble

5 Spelling Pretest  1. input  2. preset  3 misuse  4. inside  5. preview  6. incorrect  7. pretest  8. mislead  9. preheat  10. indoors  11. misplace  12. preschool  13. misread  14. mismatch  15. misspell

6 Cause and Effect Comprehension  Good readers look for cause-and-effect relationships.  The reason an event happens is the cause, and what happens as a result is the effect.  Finding these relationships helps readers focus on what happens in the story and why.

7 Cause and Effect  Turn to Student Edition page  Let’s use the chart below to identify a cause-and-effect relationship from the selection on page 257  Ask yourself what happened and why it happened. Cause:Effect:

8 Cause and Effect  Student Edition page 257.  What is the cause, or the reason why?  Try this! Think of one additional cause and effect and record it on your graphic organizer. Cause:Effect: Frank played the tuba morning, noon, and night.

9 Listening Comprehension  You will be listening to an article about the history of books.  What do you already know about the way books are made and how they look?  “All About Books” is a nonfiction article.  A nonfiction article includes only facts that can be verified, or proved to be true.  When you listen to a nonfiction article, you should pay attention to learn new things about a topic.

10 Listening Comprehension  As I read these paragraphs, I notice the order of events in the history of books. I see that in the Middle Ages, there were not many books. As a result, not many people could read. That means that the cause is that there were not many books, and the effect is that not many people could read.  The authors often explain why things happen by showing how one event leads to another. Without the first event, the second would not have happened.  As I read, try to identify cause-and-effect relationships about the way books have changed over time.

11 Listening Comprehension  After Reading:  What are some of the different forms books have taken over time?  Scrolls, codices, handwritten books on parchment  What are some new ways that students read today?  Books on tape, eBooks

12 Robust Vocabulary  A typesetter had to put each letter into place individually.  If you speak to your friends one at a time, you speak to them individually. Individually means one at a time.  Do you eat raisins individually or do you eat several at a time?  With the invention of the linotype machine, books had become truly affordable.  If you have enough money to buy something, that thing is affordable.  If you buy affordable clothes, are you likely to have more clothes or fewer clothes?

13 Robust Vocabulary  Ramona’s presentation made her teacher laugh.  If you describe or perform something in front of a group of people, you are putting on a presentation.  Would you rather give a presentation about a famous person or about your new pet?  Ramona’s book report was effective because her teacher and classmates liked it.  When you get the result you want, then your actions have been effective.  During a presentation, is it more effective to look at your audience or to look at the floor?

14 Grammar: Past-Tense & Future-Tense Verbs Ramona giggles when she is nervous. giggles is a present tense verb The action of a present tense verb happens in the present (now). If an action is finished or has already happened, it is in the past. Ramona giggled yesterday. giggled is a past-tense verb (the action it describes happened in the past) Past-tense verbs often end in –d or –ed, so you should look for those letters to identify past-tense verbs. If an action has not yet but is going to happen later, it will occur in the future. Ramona will giggle tomorrow. will giggle is a future-tense verb Future-tense verbs often use a helping verb. will is the helping verb & giggle is the main verb in the sentence You should look for will to identify future-tense verbs

15 Grammar: Past-Tense & Future-Tense Verbs  The sentences below use verbs in the past, present, and future tenses. In the sentences below, first identify the verb and then tell what tense it is in. How do you know? 1. Madeline loves her little brother. 2. Luke wanted a pony. 3. We carried all of the boxes into the attic. 4. Tomorrow Rick will bake a cake. 5. Noel runs five laps around the track every day. 6. Chloe will work in the garden next week. 7. Zack borrowed his dad’s camera.

16 Grammar  You try! Write 10 sentences that use different verb tenses.

17 Writing: Persuasive Paragraph Persuasion is writing that tries to convince, or persuade, the reader to believe an idea or opinion. Persuasive writing usually states the opinion or feeling in a topic sentence at the beginning. It also includes reasons, which are often facts, to support the opinion. As I read the passage, try to think about ways the writer supports his or her opinion.

18 Student Model: Paragraph That Persuades The Best Pet Dogs and cats make good pets, but hamsters are the best indoor pet of all. Hamsters are easy to care for. They are not picky eaters. You can give them a meal of fruits, vegetables, oats, or grains, and they will eat it. Hamsters are also fun to watch. They like to play in wheels or plastic balls, and they will go through a maze if you put some food at the end of it. Finally, they are perfect pets for children. Hamsters have very soft fur and are gentle animals. They do not take up much space and do not need much more than food, water, and a place to sleep. As you can see, hamsters have a lot of great qualities. If you are looking for a gentle pet that is easy to care for, a hamster is just right.

19 Writing  Organization: Writing A Good Middle The middle, or body, or a piece of persuasive writing provides reasons and examples to help the reader understand the writer’s feelings. The persuasive paragraph that we just read has a topic sentence, a body, and 2 concluding sentences. The body contains the writer’s supporting reasons.  What reasons did the writer use to support the opinion that hamsters are the best pets?

20  Writers use persuasion to convince readers to believe opinions about which the writer feels strongly.  What topics are important to you?  Writing prompt: Think of your favorite fruit, vegetable, pet and write a paragraph persuading someone else that it is the best. Give at least 3 good reasons.


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