Lesson 18 Day 3 You will need your textbook, workbook, journal, and pencil.

Phonics and Spelling Suffixes are word parts added to the end of a root word to form a new word. Suffixes are word parts added to the end of a root word to form a new word. You can use what you know about the meaning of a suffix to understand longer words or words that are unfamiliar. You can use what you know about the meaning of a suffix to understand longer words or words that are unfamiliar. -er“more or one who does something” -er“more or one who does something” -est“most” -est“most” -ly“in a way that is ____” -ly“in a way that is ____” -ful“full of” -ful“full of”

Phonics and Spelling fasterhungriest slowlythankful fasterhungriest slowlythankful When reading longer words, it is helpful to look for word parts, such as suffixes, that form syllables. When reading longer words, it is helpful to look for word parts, such as suffixes, that form syllables. fasterhungriest slowlythankful fasterhungriest slowlythankful

Phonics and Spelling Look at the underlined word in each sentence. What do you notice about each one? Look at the underlined word in each sentence. What do you notice about each one? I walked to bed sleepily. I walked to bed sleepily. What is the meaning of the underlined word? What is the meaning of the underlined word? “in a way that is sleepy” “in a way that is sleepy” Monique is taller than Jake. Monique is taller than Jake. taller“more tall” taller“more tall” Mom was thankful for the help when she fell. Mom was thankful for the help when she fell. thankful“full of thanks” thankful“full of thanks” What is the largest animal on earth? What is the largest animal on earth? largest“most large” largest“most large” We rapidly filled up the buckets with water in case they were needed. We rapidly filled up the buckets with water in case they were needed. rapidly“in a way that is rapid” rapidly“in a way that is rapid”

Phonics and Spelling Which spelling words have the following suffixes? Which spelling words have the following suffixes? -er, -est, -ly, -ful -er, -est, -ly, -ful -er: nicer, bigger, faster, smaller -er: nicer, bigger, faster, smaller -est: finest, nicest, biggest -est: finest, nicest, biggest -ly: really, lonely, quickly, slowly -ly: really, lonely, quickly, slowly -ful: useful, careful, playful, thankful -ful: useful, careful, playful, thankful

Fluency Reading with correct phrasing helps readers know where ideas begin and end. Reading with correct phrasing helps readers know where ideas begin and end. When you read, you should always: When you read, you should always: –pay attention to punctuation so you know when to pause or stop –pay attention to when ideas or thoughts begin and end –try to sound like natural speech

Fluency I’m going to read a page of “Me and Uncle Romie” aloud. I will not stop at the ends of lines, but I will pause at commas and periods. When I come to a very long sentence, I will pause between ideas or phrases. And I will try to make my voice sound natural, as if I were talking to a friend. I’m going to read a page of “Me and Uncle Romie” aloud. I will not stop at the ends of lines, but I will pause at commas and periods. When I come to a very long sentence, I will pause between ideas or phrases. And I will try to make my voice sound natural, as if I were talking to a friend. Teacher read aloud page 92. Teacher read aloud page 92. Notice the dash in the third sentence. Let me model how to use it to pause between ideas or phrases. Notice the dash in the third sentence. Let me model how to use it to pause between ideas or phrases. How does the dash change my phrasing? How does the dash change my phrasing? Continue reading pages 92 and 93. Continue reading pages 92 and 93. Notice how each phrase I read does not have to be a complete sentence. Notice how each phrase I read does not have to be a complete sentence. Students choral read with teacher. Students choral read with teacher.

Theme: Comprehension The theme is the main message in a story. The theme is the main message in a story. Sometimes a writer states the theme directly. Sometimes a writer states the theme directly. More often, readers must think about the story and what happens to the characters and figure out the theme. More often, readers must think about the story and what happens to the characters and figure out the theme. The theme of “Me and Uncle Romie” has to do with how art can bring families together by reminding them of special times they have had. The theme of “Me and Uncle Romie” has to do with how art can bring families together by reminding them of special times they have had.

Theme: Comprehension How does James feel about his visit to New York City? (page 90) How does James feel about his visit to New York City? (page 90) Unsure, because he does not know his relatives very well and they do not have children. Unsure, because he does not know his relatives very well and they do not have children. What does James see in Uncle Romie’s paintings? (page 99) What does James see in Uncle Romie’s paintings? (page 99) He sees Harlem, his favorite part of New York City. He sees Harlem, his favorite part of New York City.

Theme: Comprehension Story Clue How Clue Shows Theme Page 90: James feels unsure about his visit to New York City. James is not close to his family in New York City. Page 99: James likes the pictures of Harlem. The paintings show what James and Uncle Romie saw.

Follow Directions: Comprehension You follow directions every day: directions from a coach, directions on a page, directions from a music or dance teacher. You follow directions every day: directions from a coach, directions on a page, directions from a music or dance teacher. When you follow written directions you should: When you follow written directions you should: –read the directions all the way through before following them. –look for numbers or time-order words, such as first, second, third, next, then, and finally to know the order to do the steps. –picture each step in their mind so you can make sure you have everything you need to complete the task.

Follow Directions: Comprehension Remember that Uncle Romie made collages. Remember that Uncle Romie made collages. Notice the words in the next few sentences that signal time order. Notice the words in the next few sentences that signal time order. First, get newspapers, photographs, magazines, and cloth. First, get newspapers, photographs, magazines, and cloth. Second, design your picture and sketch it onto a board. Second, design your picture and sketch it onto a board. Then, cut out the shapes from newspapers, magazines, photographs, and cloth. Then, cut out the shapes from newspapers, magazines, photographs, and cloth. Next, put your shapes in place and make adjustments. Next, put your shapes in place and make adjustments. Finally, paste the shapes in place on the board to make a collage. Finally, paste the shapes in place on the board to make a collage. Reading the directions all the way through explains why you do not cut out your shapes straight away. Reading the directions all the way through explains why you do not cut out your shapes straight away. The word third could be substituted for then and the word last for finally. The word third could be substituted for then and the word last for finally. The directions could also have numbered steps instead of signal words. The directions could also have numbered steps instead of signal words.

Follow Directions: Comprehension Copy the following mixed-up directions in the correct order. Then read aloud the directions in the correct order. Copy the following mixed-up directions in the correct order. Then read aloud the directions in the correct order. How did you know the correct order? How did you know the correct order? Then, punch a hole in the top of the plate. Then, punch a hole in the top of the plate. Finally, hang your plate on the wall. Finally, hang your plate on the wall. First, draw a design on a paper plate. First, draw a design on a paper plate. Next, thread some colorful yarn through the hole and tie the ends together. Next, thread some colorful yarn through the hole and tie the ends together. Second, paint the design on the plate. Second, paint the design on the plate.

Follow Directions: Comprehension Here is the correct order for the directions. Here is the correct order for the directions. First, draw a design on a paper plate. First, draw a design on a paper plate. Second, paint the design on the plate. Second, paint the design on the plate. Then, punch a hole in the top of the plate. Then, punch a hole in the top of the plate. Next, thread some colorful yarn through the hole and tie the ends together. Next, thread some colorful yarn through the hole and tie the ends together. Finally, hang your plate on the wall. Finally, hang your plate on the wall.

The Art of Collage: Paired Selection “The Art of Collage” is an example of a how-to article. “The Art of Collage” is an example of a how-to article. Sometimes a how-to article has an introduction that gives more information about the author or topic. Sometimes a how-to article has an introduction that gives more information about the author or topic. “The Art of Collage” has an introduction that tells about the author and about collage. “The Art of Collage” has an introduction that tells about the author and about collage.

The Art of Collage: Paired Selection How-to articles often have the following features: How-to articles often have the following features: –a list of materials –steps in order by number or time-order words –illustrations that show some or all of the steps to be followed –The purpose for reading a how-to article is to learn how to do or make something. –Recall what you already know about the making of a collage or other kind of art. –Read aloud the title. Notice the letters in the title show different styles of art, like a collage.

The Art of Collage: Paired Selection What supplies do you need to make a collage? What supplies do you need to make a collage? Pencil, scrap paper, one sheet of paper or poster board, colored papers, scissors, glue Pencil, scrap paper, one sheet of paper or poster board, colored papers, scissors, glue What is the second thing you should do when making a collage? What is the second thing you should do when making a collage? Draw a sketch of what you want to show. Draw a sketch of what you want to show. Do these directions make sense? How can you tell? Do these directions make sense? How can you tell? Yes; I can picture the steps in my mind and see that the order of the directions makes sense; also, the list of materials tells me all the things I will need to do the project. Yes; I can picture the steps in my mind and see that the order of the directions makes sense; also, the list of materials tells me all the things I will need to do the project.

Robust Vocabulary dull dull Would you be more likely to notice a shiny or dull button on someone’s shirt? Explain. Would you be more likely to notice a shiny or dull button on someone’s shirt? Explain. towers towers If a person towers over you, what could you do to look the person in the eyes? If a person towers over you, what could you do to look the person in the eyes? glorious glorious What is the most glorious sight in your town or city? Why is it glorious to you? What is the most glorious sight in your town or city? Why is it glorious to you? memory memory What memory do you have of a visit by a friend or family member? What memory do you have of a visit by a friend or family member? crept crept If you crept to school, how long would it take you to get there? Why? If you crept to school, how long would it take you to get there? Why?

Robust Vocabulary ruined ruined What is something of yours that has been ruined? How was it ruined? What is something of yours that has been ruined? How was it ruined? streak streak If you saw a strange bird streak across the sky, would it be easy or hard to tell what it really looked like? Explain. If you saw a strange bird streak across the sky, would it be easy or hard to tell what it really looked like? Explain. yanked yanked If someone yanked your arm while you were writing, what might happen to what you were writing? If someone yanked your arm while you were writing, what might happen to what you were writing? masterpiece masterpiece What kind of masterpiece would you like to make? Describe what would make it a masterpiece. What kind of masterpiece would you like to make? Describe what would make it a masterpiece. heritage heritage What things would you include in a collage about your heritage? Why? What things would you include in a collage about your heritage? Why?

Grammar: Articles Articles are words that can tell about one or more objects, people, places, or ideas. Articles are words that can tell about one or more objects, people, places, or ideas. A and an are articles that tell about something that is one of many things. A and an are articles that tell about something that is one of many things. The is an article that can be used for both singular and plural nouns. The is an article that can be used for both singular and plural nouns. Raphael saw a teacher. Raphael saw the teacher. Raphael saw the teachers. Raphael saw a teacher. Raphael saw the teacher. Raphael saw the teachers. When the article a is used, it means that Raphael saw one of many teachers. When the article a is used, it means that Raphael saw one of many teachers. In the second sentence, when the article the is used with a singular noun, teacher, it means that Raphael saw the only teacher. In the second sentence, when the article the is used with a singular noun, teacher, it means that Raphael saw the only teacher. In the third sentence, the article the is used to refer to more than one teacher. In the third sentence, the article the is used to refer to more than one teacher.

Grammar: Articles I saw a ant. I saw an ants. I saw a ant. I saw an ants. The article in each sentence is incorrect. The article in each sentence is incorrect. What is the correct article for each sentence? What is the correct article for each sentence? I saw an ant; use “an” because ant begins with a vowel sound. I saw an ant; use “an” because ant begins with a vowel sound. I saw the ants; use “the” because the sentence is referring to more than one ant. I saw the ants; use “the” because the sentence is referring to more than one ant.