You need your text book, workbook, pencil and journal. Lesson 13 Day 3

Phonics and Spelling  ice  ace  edge  age  The letters c and g are followed by the letter e.  What sound does c stand for? /s/  What sound does g and dge stand for? /j/

Phonics and Spelling Read these words with me. iceaceedgeage dicefacehedgecage micelaceledgepage nicepacewedgerage riceracedredgesage viceplacepledgewage pricespacestage slicebrace spicetrace twice

Phonics and Spelling Part B: What is the letter that follows c or g? policeceleryofficeceilingrefrigeratormarginimaginedifference

Phonics and Spelling Part C 1.The prince ate a bowl of rice. 2.Do not write in the margin of the page. 3.Take my advice and do not glance away from the road when you ride a bike. 4.Please slice a wedge of cheese for me.

Phonics and Spelling  The letter s usually stands for /s/, but the letter c can stand for /s/ when c is followed by i or e.  The letter j usually stands for /j/, but g can stand for /j/ when g is followed by i or e.  The spelling dge can also stand for /j/, usually at the end of a word or syllable.  You will have to remember which words are spelled with c, g, or dge.

Fluency  When good readers read nonfiction aloud, their voice expresses the feeling of the passage.  Good readers change the pitch or intonation of their voice, making it go high and low when reading words and phrases that need emphasis.  Good readers also use end marks as clues for reading particular words and sentences.

Fluency  When you read nonfiction, you should make your voice go up and down, depending on:  How important words are.  End marks and other punctuation. Teacher will model read p Now let’s choral read p. 388.

Author’s Purpose  An author’s purpose is the reason he or she writes something.  Authors write to inform, to entertain, or to persuade.  Sometimes, a writer might want to entertain readers while also informing them.

Author’s Purpose  To identify the author’s purpose, readers need to consider what the main message is and why the author would want to give that message.  In “A Tree is Growing,” the main message is what trees are like and how they grow and change during the year. The author wants to inform readers about trees.  The author also has specific purposes on some pages, such as to explain what bark is or what roots do.

Author’s Purpose  Let’s discuss the following passages from “A Tree is Growing” and find details and facts that help us identify the author’s purpose.  Read p. 379 (first paragraph)  Purpose: To tell what roots are and what they do.  Read p. 380  Purpose: To tell what bark is and what it does.  Read p. 383  To tell what bark is made of.

Using Graphic Aids  There are many kinds of graphic aids— photographs, drawings, maps, charts, graphs, and diagrams.  Graphic aids are used in books, magazines, newspapers, and other reading material for several reasons.  They help explain ideas, gather and organize information, and even make reading more enjoyable.  Thumb through your student edition to find some examples of graphic aids and their uses.

Using Graphic Aids  Turn to p Look at the graphic aid.  This graphic aid is a diagram that shows the parts of a tree trunk.  The labels give readers additional information about trees and bark.  What can you see if you slice through the tree trunk?  Where does cambium appear in the tree trunk?

Using Graphic Aids  Let’s look at p  What is spread across these pages?  A tree at different stages, beginning at 10 years of age and going up to 200 years.  What animal is shown in front of the 30-year-old tree?  A wild turkey  At what ages is the tree on p. 385?  50 and 200  How are the changes shown as the tree gets older?  The tree gets taller and thicker.  What doesn’t change as the trees get older?  The marked point that is about as high as the turkey’s head doesn’t change.  What does the graphic aid help you understand?  That the top, not the rest of a tree, grows taller.

Paired Selection  “Ancient Trees Survive in California’s Mountains” is an example of a news feature.  A news feature if nonfiction, tells about current events or interesting topics, and is found in a newspaper.  A news feature may include:  A headline with the title of the article  A first paragraph that tells what the article is about

Paired Selection  One purpose for reading a news feature is to gain information.  Now let’s read about unusual trees that grow in California.  Read p  Why do you think the author calls the bristlecone trees “survivors”?  How do you think the author feels about bristlecone pine trees? How can you tell?  How can you tell that “Ancient Trees Survive” is a news feature?

Robust Vocabulary  tugged  If you tugged at the branch of a tree, what might happen?  paused  Why might a teacher pause in the middle of speaking to a class?  scavenger  What kind of animal do you know of that is a scavenger?  self-sufficient  In what ways are you self-sufficient?  absorb  What can a towel absorb?

Robust Vocabulary  columns  If you built a treehouse, would you want columns on the front?  particles  Imagine that you find particles of crackers on the kitchen floor. What might have happened?  dissolve  Do you think sugar will dissolve in water?  protects  How can you protect yourself from sunburn?  rustling  When would it be pleasant to hear a rustling noise?

Grammar  Let’s review the pronouns we have learned so far. I, me, you, he, him, she, her, it, we, us, they, them  (Your name) wrote a sentence on the board. IIII  The class read the sentence back to (Your name).  me  Instead of using your name to talk about yourself as the subject, you usually use the pronoun I.  If you want to refer to yourself as the object, you often use the pronoun me.

Grammar  When you refer to yourself as part of a group, you refer to yourself last.  My friends and _____ walked home. IIII  The teacher called on Jack and _____.  me