Lesson 24 Day 4 You will need your textbook.

Phonics and Spelling  The /ə/ sound often appears in the unaccented syllable in two-syllable words.  Three-syllable words can also have the /ə/ sound.  remember  The third syllable has the /ə/ sound.  In this word, only one of the two unaccented syllables has the /ə/ sound.  In three-syllable words, the /ə/ sound can be found in any of the syllables.  Sometimes, the /ə/ sound might be found in two of the syllables of a three-syllable word.  performer  The first and third syllables both have the /ə/ sound.

Phonics and Spelling  1. musical  How many /ə/ sounds are there in this word?  one  Which syllable has the /ə/ sound?  the third  2. computer  There are two syllables with the /ə/ sound in this word. Which syllables are they?  the first and the third  Both syllables with the /ə/ sound are unaccented.

Phonics and Spelling  Let’s continue with some more words.  Which syllables are accented?  Which syllable(s) have the /ə/ sound?  3. audience  au΄-di-ence  4. melody  mel΄-o-dy  5. achievement  a-chieve΄-ment  6. successful  suc-cess΄-ful

Fluency  Good readers emphasize certain words to express the meaning in a sentence.  Reading with expression means: Emphasizing words to show emotion. Altering reading volume, depending on the meaning of words.

Fluency  As I read part of “Ramona Quimby, Age 8,” I think about the emotion expressed in each word. I will change the way I say the words so listeners will recognize how the characters are feeling.  Teacher read aloud page 268.  Notice how I changed my voice to express phrases like a loud clear voice, meowed softly, The happiest kids, and The giggle came back.  Students echo-read page 268.

Cause and Effect: Comprehension  Explain the difference between causes and effects.  Causes are why something happened.  Effects are what happened.  Recognizing cause and effect can help you better understand the events in a story.

Yard Sale  Sandy had asked her mother over and over again for a new soccer ball. Her mother finally said that Sandy could have the ball if she could earn the money to buy it. Of course, Sandy didn’t want just any soccer ball. She wanted the one with her favorite player’s signature on it, and so it cost more than a regular ball.  Sandy really wanted that soccer ball, so she asked her friends to think of a way to earn enough money for it. Emma suggested that she should have a yard sale. Jess and Jenny said that it was not only a great idea, but that they would like to join in and earn some money of their own. Working together they would be able to have a larger sale and attract more customers. They would each sell some of their old toys and games, and Jess and Jenny could also sell some homemade muffins.  The four girls made posters to advertise the yard sale, and Sandy’s mother helped them put the signs up around the neighborhood. Many neighbors came to shop, and by the end of the afternoon almost everything had been sold. Sandy had enough money for her soccer ball!

Cause and Effect: Comprehension  What does Sandy want?  She wants a new autographed soccer ball.  What does Sandy decide to do?  She and her friends have a garage sale.  What happened at the end of the day?  Sandy had enough money for the soccer ball.

Cause and Effect: Comprehension  Both “Yard Sale” and “Ramona Quimby, Age 8” are about girls who want to accomplish something.  What does Sandy want to do?  Sandy wants to raise money for an autographed soccer ball.  What does Ramona want to do?  Ramona wants to have a book report that stands out from everyone else’s.  In both stories the girls are brave and try something new.  What happens when Sandy has the yard sale?  Sandy earns the money she needs.  What happens when Ramona meows and dances in front of her class?  Ramona has a book report that stands out.  How are the effects similar?  Both girls learn that being brave and trying new things is rewarding.

Fact and Opinion: Comprehension  A fact is something that can be seen or proven.  An opinion is a person’s thoughts or feelings about a topic.  Ramona’s presentation made the book sound interesting.  Ramona’s last statement came from a commercial.  When I read the first sentence, I notice the word interesting. This tells me that the statement is someone’s feelings about Ramona’s presentation. Someone may think that her presentation is interesting, but it cannot be proved. This sentence is an opinion. Then I read the second sentence. I remember that Ramona’s ending sentence is “I can’t believe I read the whole thing.” I know that there is a commercial with a similar sentence. This sentence is a fact.

Fact and Opinion: Comprehension  Many students ended their book reports the same way.  Ramona’s report was very creative.  Which sentence can be proven and which cannot?  Which sentence is a fact and which is an opinion?

Robust Vocabulary  Is it more affordable to buy a new shirt every day or to wash and wear a shirt more than once?  Would it take a long time to speak to everyone in your class individually?  How can you get rid of clutter?  What kinds of things are visible in the winter but not in the summer?  What would you say to someone who mentioned that he or she had two dogs for pets?  If you wanted to tell your friend something while you were in the library, would you yell or beckon?  What would you remark to someone who had just made a mistake?  What is something this year that caused you to be flustered?  Why might a presentation include pictures or actions?  If you wanted something, would it be more effective to yell rudely or to calmly give your reasons for wanting it?

Robust Vocabulary  Synonyms are words or phrases that have the same meanings as other words.  The mess in her room made the room look small.  The report he made was entertaining.  Think of Vocabulary Words that mean the same thing as the underlined words in these sentences.  clutter  presentation

Grammar: Past-Tense and Future-Tense Verbs  The tense of a verb tells the time of the action.  A verb may show past, present, or future tense.  A past-tense verb tells about an action that has already happened.  A present-tense verb tells about an action that is happening now.  A future-tense verb tells about an action that will happen.

Grammar: Past-Tense and Future-Tense Verbs  My sister is a great writer someday.  Yesterday, she will finish her story.  The verbs in these sentences are incorrect.  What tense should be used in the first sentence?  future  How should we rewrite the first sentence?  My sister will be a great writer someday.  What tense should be used in the second sentence?  past  How should we rewrite the second sentence?  Yesterday, she finished her story.