1. You need your text book. Lesson 27 Day 1

2. Phonics and Spelling Most double vowels stand for a long vowel, but some v/v words have more than one syllable. Most double vowels stand for a long vowel, but some v/v words have more than one syllable. suit boat suit boat fluid boa fluid boa The first two words have only one syllable. The two vowels stand for a single long vowel sound. The first two words have only one syllable. The two vowels stand for a single long vowel sound. In fluid & boa, the two vowels stand for two separate vowel sounds. The vowels are part of separate syllables. In fluid & boa, the two vowels stand for two separate vowel sounds. The vowels are part of separate syllables. real react lies pliers fruit ruin real react lies pliers fruit ruin In real, the two letters ea stand for long e and there is only one syllable in the word. In real, the two letters ea stand for long e and there is only one syllable in the word. In react, the two letters stand for two vowel sounds, long e and short a, and there are two syllables in the word. re/act In react, the two letters stand for two vowel sounds, long e and short a, and there are two syllables in the word. re/act When you see a word with two vowels together, try the long vowel sound first. If that does not make a word, then you should divide the word into syllables between the vowels. When you see a word with two vowels together, try the long vowel sound first. If that does not make a word, then you should divide the word into syllables between the vowels.

3. Spelling Pretest Spelling Pretest 1. lion 1. lion 2. dial 2. dial 3 idea 3 idea 4. neon 4. neon 5. science 5. science 6. area 6. area 7. radio 7. radio 8. quiet 8. quiet 9. piano 9. piano 10. fluid 10. fluid 11. video 11. video 12. loyal 12. loyal 13. stereo 13. stereo 14. pliers 14. pliers 15. create 15. create

4. Make Inferences Comprehension Authors sometimes do not communicate everything in a word-for-word way. Instead, they imply, or suggest, information. Authors sometimes do not communicate everything in a word-for-word way. Instead, they imply, or suggest, information. Let’s read Student Edition page 324 together. Let’s read Student Edition page 324 together. As I read, I think about what I already know about a subject. I connect what I know with what the author tells me to understand the ideas in the story or article. As I read, I think about what I already know about a subject. I connect what I know with what the author tells me to understand the ideas in the story or article. Let’s read the passage on page 325 together. Let’s read the passage on page 325 together. Why do spiders have good eyesight? Why do spiders have good eyesight? To find and catch food. To find and catch food. Look back at the passage. What inferences can you make about insects in Florida? Look back at the passage. What inferences can you make about insects in Florida? There are many insects. There are many insects.

5. Listening Comprehension You will be listening to a fable about a lazy spider and a clever turtle. You will be listening to a fable about a lazy spider and a clever turtle. Think of a time when you felt lazy. Why did you feel that way? What happened because of it? Think of a time when you felt lazy. Why did you feel that way? What happened because of it? A fable is a fictional story that has a moral or lesson. A fable is a fictional story that has a moral or lesson. This story is a fable, so I expect that the characters will be animals. I also expect that there will be a lesson. The author may say it directly, or I may have to think about it myself. This story is a fable, so I expect that the characters will be animals. I also expect that there will be a lesson. The author may say it directly, or I may have to think about it myself. You should listen to a fable to enjoy the story and to understand the moral. You should listen to a fable to enjoy the story and to understand the moral. Remember that readers often have to make inferences in order to figure out important information that is not stated directly. Remember that readers often have to make inferences in order to figure out important information that is not stated directly. As I read “Anansi Goes Fishing,” listen to make inferences about the characters. As I read “Anansi Goes Fishing,” listen to make inferences about the characters.

6. Listening Comprehension After Reading: After Reading: Why did Turtle offer to work and let Anansi get tired in the story? Why did Turtle offer to work and let Anansi get tired in the story? Why does Warthog think Anansi is lying about Turtle cheating him? Why does Warthog think Anansi is lying about Turtle cheating him? How do you know that the story is a fable? How do you know that the story is a fable?

7. Robust Vocabulary “I want justice,” Anansi said. “Turtle cheated me.” “I want justice,” Anansi said. “Turtle cheated me.” If you treat others fairly, you are showing justice. If you treat others fairly, you are showing justice. Do you ask for justice when you want something done in a fair way or an unfair way? Do you ask for justice when you want something done in a fair way or an unfair way? Since there are two of us, we can share the task. Since there are two of us, we can share the task. A task is a job that needs to be done. A task is a job that needs to be done. What can be a difficult task, homework or eating? What can be a difficult task, homework or eating? What are some useful or important tasks you have done? What are some useful or important tasks you have done? Give some examples of justice you have seen or heard about in school, at home, or in the world around you. Give some examples of justice you have seen or heard about in school, at home, or in the world around you.

8. Robust Vocabulary Spiders can create elaborate designs in their webs. Spiders can create elaborate designs in their webs. Something that is elaborate is decorated with many details. Something that is elaborate is decorated with many details. Would an elaborate design have many tiny, colorful details or be very plain? Would an elaborate design have many tiny, colorful details or be very plain? The water spider has an inventive way to live underwater. The water spider has an inventive way to live underwater. A person who creates or solves something in a new way is inventive. A person who creates or solves something in a new way is inventive. Which would be inventive: a new kind of vehicle or a new sheet of paper? Which would be inventive: a new kind of vehicle or a new sheet of paper? If you were accidentally locked in a room, what would be an inventive way to get out? If you were accidentally locked in a room, what would be an inventive way to get out? Draw elaborate spider webs. Draw elaborate spider webs.

9. Grammar: Adverbs An adverb is a word that tells about a verb, an adjective, or another verb. Most adverbs tell how, when, or where. Many adverbs that tell how we do something end with –ly. “You worked hard these past two days, Anansi.” The word hard describes how Anansi worked during the past two days. The word hard is an adverb, and it tells how.

10. Grammar: Adverbs Each sentence below contains at least one adverb. Identify the adverb in each sentence. 1. 1. Joe proudly introduced his parents. 2. 2. Chris yelled loudly out the window. 3. 3. We played the game happily. 4. 4. We sadly said goodbye. 5. 5. The class worked silently. 6. 6. Max did his homework quickly today. 7. 7. Tina read the book slowly and carefully. 8. 8. Sarah hit the baseball hard.

11. Grammar You try! Write 10 sentences that use adverbs. You might write several sentences about how different students might walk to school. You try! Write 10 sentences that use adverbs. You might write several sentences about how different students might walk to school.

12. Writing: Explanation Some types of explanations, like recipes and how-to manuals, describe how to make or do something. Other types, like books about history or science, explain how or why something happens or has happened. Some types of explanations, like recipes and how-to manuals, describe how to make or do something. Other types, like books about history or science, explain how or why something happens or has happened. Explanations… Explanations… Tell how something is done or how and why it happens Tell how something is done or how and why it happens Include a main idea sentence Include a main idea sentence Gives information and details about the topic Gives information and details about the topic It is a good idea to use everyday words in explanations because they help readers understand the new information they are being given. It is a good idea to use everyday words in explanations because they help readers understand the new information they are being given.

13. Student Model: Explanation How to Make Jelly Toast It is easy to make toast and jelly. First, gather what you will need. That will be a toaster, a plate, a spoon, your favorite flavor of jelly, and one slice of bread. (You might want to try whole wheat bread. It is better for you, and it tastes better, too!) Set the toaster for how dark you want the toast— light, medium, or dark. Then, put your slice of bread in the toaster and start it. While you are waiting for the toast, open the jelly jar. Once the toast is ready, carefully put it onto your plate. Remember, toast is hot! You might need to use a napkin to handle it. Then, use your spoon to take jelly from the jar and put it onto your toast. Spread it with the back of the spoon. Finally, sit down and eat your toast. Do not forget to clean up your crumbs and put everything away once you are finished (unless you want to make another piece)!

14. Writing An explanation must have a topic. Use the chart below to decide upon topics for explanations. An explanation must have a topic. Use the chart below to decide upon topics for explanations. Keep your lists in your Response Journals, we will use them on day 2. Keep your lists in your Response Journals, we will use them on day 2. Things I Know How to Do Things I Would Like to Learn to Do

15. Writing prompt: Writing prompt: Explain the events in one day, organized by time-order (first, second, third, next…). Explain the events in one day, organized by time-order (first, second, third, next…).