1. Lesson 28 Day 3 You will need your textbook, workbook, paper, and pencil.

2. Phonics and Spelling  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.”  friendless  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.

3. Phonics and Spelling  Each of the following sentences has a word to unscramble.  Each unscrambled word will end in –less.  1. Without rain, the land was dry and seslteraw.  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 waterless. Write the word waterless. If something is very dry, it is waterless, or without water.

4. Phonics and Spelling  2. We spent a ssslleeep night, tossing and turning.  sleepless  3. The trip went on so long that it seemed dnessel.  endless  4. Only one small rleecass error kept the performance from being perfect.  careless  5. Mara felt weak and eeloprssw after being sick in bed for a week.  Powerless  Each of the spelling words for this week ends with –able, -ible, -less, or –ous.  (Do spelling word card activity)

5. Fluency  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 you read, you should: –Emphasize key words and phrases. –Vary your voices to keep readers interested. –Try to speak naturally.

6. 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.”  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.  Teacher read aloud page 359.  Students choral read page 359.

7. Make Predictions: Comprehension  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.

8. Make Predictions: Comprehension  Authors almost always give clues about what may happen.  Page 358What clue on this page led you to predict what Beany’s science fair project is about?  Beany is proud of herself for figuring out how to demonstrate that solids also expand when they are heated.  Page 364What clues on this page led you to predict that Kevin would be calm when he did his experiments for the judges?  He tells Beany she needs to forget about what other people are doing; He focuses on setting up for his experiments rather than worrying.

9. Advice from Dr. Fix-It: Paired Selection  “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: –Informal writing –Usually brief –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

10. Advice from Dr. Fix-It: Paired Selection  Let’s read the title together.  Identify the information in the header of each e-mail.  Think about what you already know about ice to set a purpose for reading.  Why does an ice cube melt in the sun?  The sun gives energy to its particles to make them move so much that it cannot hold its shape.  What is it called when a liquid changes to a gas?  evaporation  How can you tell these letters were sent by e-mail?  Each letter shows the e-mail addresses of the writer and the person receiving the e-mail, the date and time the e- mail was sent, and the subject of the e-mail.

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

12. Robust Vocabulary  grainy  What could you mix with pudding to make it grainy? How would that change the way the pudding looks and feels?  deliberation  How long was your deliberation about which clothes to wear today? Explain.  thorough  Is it better to be thorough or careless when you are brushing your teeth? Why?  preparation  How much preparation would it take to give your best friend a surprise party?  gimmick  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.

13. Homographs: Vocabulary  Homographs are words that are spelled the same but have different meanings and origins.  People use homographs every day.  Homographs: –Are words that are spelled the same but have different meanings and origins. –Sometimes have different pronunciations.

14. Homographs: Vocabulary  sowdoesmoped  The context tells a reader which pronunciation and meaning the writer intended.  Let’s identify each homograph’s meaning in the following sentences.  1. The sow cared for her baby piglets.  a female pig  2. The farmer will sow seed in that field soon.  to plant seed  3. The does ran through the forest.  two or more female deer  4. Does your dog like to go outside?  to do  5. Henry moped around all day after losing the game.  moved around grumpily  6. My older brother drove his moped to the store.  a motorized bike

15. Grammar: 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.

16. Grammar: Contractions  I can’t have any pizza.  Notice the negative, can’t, in this sentence.  This sentence is correct because it only contains one negative: can’t.  I can’t have no pizza.  Notice the 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.

17. Grammar: Contractions  I wouldn’t scream in no library.  This sentence is incorrect because it contains two words that are negative: wouldn’t and no.  How could we correct this sentence?  I wouldn’t scream in a library.  Now correct these sentences.  I don’t want nothing.  I don’t want anything.  I won’t eat none.  I won’t eat any.