1. You need your text book. Lesson 15 Day 1

2. Phonics and Spelling bundlelittlefiddle bundlelittlefiddle What sound do you hear at the end of each word? What sound do you hear at the end of each word? /əl/ /əl/ le stands for / əl / le stands for / əl / le and the consonant before it form a syllable. le and the consonant before it form a syllable. Let’s divide bundle into syllables. Let’s divide bundle into syllables. bun/dle bun/dle Now divide little into syllables. Now divide little into syllables. lit/tle lit/tle fiddle fiddle fid/dle fid/dle Is the vowel sound in the first syllable long or short? Is the vowel sound in the first syllable long or short? short short Whenever there are two consonants before –le, the vowel sound in the first syllable is short. Whenever there are two consonants before –le, the vowel sound in the first syllable is short.

3. Phonics and Spelling tablemaple beagleneedle / əl /and – le forms a syllable with the consonant that come before it.Remember that –le stands for / əl /and – le forms a syllable with the consonant that come before it.

4. Phonics and Spelling Let’s divide table into syllables. Let’s divide table into syllables. ta/ble ta/ble maple maple ma/ple ma/ple beagle beagle bea/gle bea/gle needle needle nee/dle nee/dle Now that we have read all of these words, is the vowel sound in the first syllable of each of them long or short? Now that we have read all of these words, is the vowel sound in the first syllable of each of them long or short? Long Long Whenever there is one consonant before –le, the vowel sound in the first syllable is long. Whenever there is one consonant before –le, the vowel sound in the first syllable is long.

5. Phonics and Spelling appleeaglestaplepurple appleeaglestaplepurple Where should each word be divided into syllables? Where should each word be divided into syllables? How do you know? How do you know? Is the vowel sound in the first syllable long or short? Is the vowel sound in the first syllable long or short? ap/pleshort vowel ap/pleshort vowel ea/glelong vowel ea/glelong vowel sta/plelong vowel sta/plelong vowel pur/ple doesn’t follow the rule because the vowel letter is followed by r pur/ple doesn’t follow the rule because the vowel letter is followed by r

6. Phonics and Spelling Work with a partner. Work with a partner. Divide each word into syllables and decide whether the vowel sound in the first syllable is long or short. Divide each word into syllables and decide whether the vowel sound in the first syllable is long or short. puzzlebeatlesample puzzlebeatlesample noodletitleable puz/zle shortbea/tle longsam/ple short puz/zle shortbea/tle longsam/ple short noo/dle long ti/tle longa/ble long

7. Spelling Pretest 1. title 1. title 2. rattle 2. rattle 3. saddle 3. saddle 4. gnat 4. gnat 5. knight 5. knight 6. wrench 6. wrench 7. rough 7. rough 8. edge 8. edge 9. police 9. police 10. giant 10. giant 11. judge 11. judge 12. hotel 12. hotel 13. seven 13. seven 14. broken 14. broken 15. taken 15. taken

8. Plot: Comprehension Review Most stories have characters—the people or animals that the story is about. Most stories have characters—the people or animals that the story is about. A story has a setting—where and when the story takes place. A story has a setting—where and when the story takes place. Stories also have a plot, which is the sequence of events that happen. Stories also have a plot, which is the sequence of events that happen. Most plots have a problem that the characters must solve. Most plots have a problem that the characters must solve.

9. Plot: Comprehension Review Think about the plot of “The Shepherd Boy and the Wolf.” Think about the plot of “The Shepherd Boy and the Wolf.” As I read, I think about what is happening in the story. I think about the important events. The boy cries “wolf” so people will come, but there is no wolf. Later in the story, he has a problem and cries “wolf,” but nobody believes him. As I read, I think about what is happening in the story. I think about the important events. The boy cries “wolf” so people will come, but there is no wolf. Later in the story, he has a problem and cries “wolf,” but nobody believes him. Think of another story you have read recently. Think of another story you have read recently. What was the problem or goal? The important events? The solution in the plot? What was the problem or goal? The important events? The solution in the plot?

10. issue An issue is an edition of a newspaper or magazine. Would you want to read the latest issue of a magazine? Explain. Where can you find the newest issue of your favorite magazine?

11. advice If you give someone advice, you tell what you think the person should do. If you give someone advice, you tell what you think the person should do. Who might you ask for advice about a problem? Why? Who might you ask for advice about a problem? Why? Where could you get advice about what kind of bike to buy? Where could you get advice about what kind of bike to buy?

12. consult When you consult someone, you ask him or her for information. When you consult someone, you ask him or her for information. When did you consult with your teacher? When did you consult with your teacher? Why might you consult a librarian? Why might you consult a librarian?

13. recommend When you recommend something, you tell someone that you think it is good. When you recommend something, you tell someone that you think it is good. If you disliked a movie, would you recommend it? Why or why not? If you disliked a movie, would you recommend it? Why or why not? What book would you recommend to a friend? What book would you recommend to a friend?

14. sensible Someone who is sensible makes good decisions and judgments. Someone who is sensible makes good decisions and judgments. Is it sensible to go for a walk during a thunderstorm? Explain. Is it sensible to go for a walk during a thunderstorm? Explain. When is it sensible to fly a kite? When is it sensible to fly a kite?

15. devise To devise is to figure out a way to do something. To devise is to figure out a way to do something. What might you do to devise a plan to save money? What might you do to devise a plan to save money? When might you need to devise a plan? When might you need to devise a plan?

16. Readers’ Theater Readers’ theater is like a play that is read aloud rather than acted out. Readers’ theater is like a play that is read aloud rather than acted out. The script “Ask the Experts” is about an advice column. The script “Ask the Experts” is about an advice column. People wanting advice write letters to a newspaper or magazine. People wanting advice write letters to a newspaper or magazine. The letters and advice are printed in the newspaper or magazine for other people to learn from. The letters and advice are printed in the newspaper or magazine for other people to learn from. What do you already know about giving and receiving advice? What do you already know about giving and receiving advice? What might be involved in creating an advice column for children? What might be involved in creating an advice column for children?

17. Readers’ Theater Turn in your reading book to page 432. Turn in your reading book to page 432. Let’s read the vocabulary words that will appear in this Readers’ Theater selection. Let’s read the vocabulary words that will appear in this Readers’ Theater selection. Reading for Fluency When you read a script aloud… When you read a script aloud… Read with feeling, the way a person would speak. Read with feeling, the way a person would speak. Let your voice rise and fall naturally to show the character’s feelings. Let your voice rise and fall naturally to show the character’s feelings. You learned to use two fluency strategies, expression and intonation, in Lessons 11-14. You learned to use two fluency strategies, expression and intonation, in Lessons 11-14. Throughout the Readers’ Theater you will find fluency tips that will help you read with the appropriate expression and intonation. Throughout the Readers’ Theater you will find fluency tips that will help you read with the appropriate expression and intonation.

18. Grammar: Possessive Nouns Possessive nouns tell who owns something. Possessive nouns tell who owns something. The writer’s pencil is sharp. The writer’s pencil is sharp. This sentence has a singular noun, or one writer. This sentence has a singular noun, or one writer. What shows that the writer owns the pencil? What shows that the writer owns the pencil? ‘s ‘s The students’ books were open. The students’ books were open. This sentence has a plural noun, or more than one student. This sentence has a plural noun, or more than one student. What is done to show that the books belong to the students? What is done to show that the books belong to the students? An apostrophe is added after the s. An apostrophe is added after the s.

19. Grammar: Possessive Nouns To make a singular noun possessive, add an apostrophe (‘) and s. To make a singular noun possessive, add an apostrophe (‘) and s. To make a plural noun possessive, add an apostrophe after the s. To make a plural noun possessive, add an apostrophe after the s.

20. Grammar: Possessive Nouns The girl__ shirt was brown. The girl__ shirt was brown. Is the noun singular or plural? Is the noun singular or plural? Singular Singular How do we make it possessive? How do we make it possessive? girl’s girl’s The boys__ hats were dirty after the game. The boys__ hats were dirty after the game. Is the noun singular or plural? Is the noun singular or plural? Plural Plural How do we make it possessive? How do we make it possessive? boys’ boys’

21. Grammar View slideshow on Pronouns View slideshow on Pronouns