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Lesson 15 Day 4

Lesson 15 Day 4. You will need your textbook, workbook, journal, and pencil. Phonics and Spelling. The baby saw the shadow.

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Lesson 15 Day 4

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  1. Lesson 15 Day 4 You will need your textbook, workbook, journal, and pencil.

  2. Phonics and Spelling • The baby saw the shadow. • baby: This word has a consonant between two vowels. When you see this pattern, you can try dividing the word after the first vowel and then pronounce the word with a long vowel sound. • ba/by V/CV • Does this sound like a familiar word? • If the word does not sound familiar, you can try dividing it after the second consonant and then pronounce a short vowel sound. • shadow • shad/ow VC/V

  3. Phonics and Spelling • final • fi/nal V/CV long • habit • hab/it VC/V short • color • col/or VC/V short • music • mu/sic V/CV long

  4. V/CV Long Vowel broken Friday begin VC/V Short Vowel given cabin river Phonics and Spellingbroken, given, Friday, begin, cabin, river

  5. Syllabication Rules • Words with a consonant and –le at the end are divided so that one consonant and –le form a syllable. If the first syllable has a long vowel sound, there is only one consonant before –le. If the first syllable has a short vowel sound, there are two consonants before –le, and a syllable division is between them. • VCV two-syllable words with a long vowel sound in the first syllable are divided after the first vowel. • VCV two-syllable words with a short vowel sound in the first syllable are divided after the middle consonant.

  6. Comprehension Strategies • Turn to pages 440-441. Scan these pages. • These pages tell about the important parts of chapter books and how you can use those parts as you read. • Your purpose for reading these two pages is to get information about chapter books. • Read the information about reading a chapter book on p. 440. • Look at the first two pages of a chapter book on p. 441. Let’s read aloud the explanatory boxes.

  7. Comprehension Strategies • The title often gives clues to the plot of the book. • Since chapter books are divided into parts called chapters, each chapter has a chapter number and/or a title. • Chapter books have one long plot broken into chapters. The important events in the chapters lead to the big problem being solved, or the goal being reached, by the end of the book.

  8. Comprehension Strategies • Read the information on p. 440 about using story structure and asking questions. • The main characters, setting, and problem are usually introduced in the first chapter. • When you read a chapter book, you have to keep the big problem in mind and think about the important events. • Remember to ask yourselves questions about what has happened, is happening, and will happen.

  9. Comprehension Strategies • “Iris and Walter, True Friends” is a chapter book about a boy, a girl, and a horse. • What do you already know about horses? • What is our purpose for reading?

  10. Robust Vocabulary Expertise • If someone commented on your expertise in science, would that probably mean you were a scientist? • In what areas do you feel that you have expertise?

  11. correspondence • How do you feel when you receive correspondence from someone? • What type of correspondence do you like to receive?

  12. luscious • If you told your mom that something she fixed for dinner was luscious, does that mean you liked it? • What type of dessert do you think is the most luscious?

  13. shudder • Does thunder make you shudder? • What other things might make someone shudder?

  14. Grammar • A pronoun takes the place of a noun Think of some examples of pronouns (me, he, she, it, we, they) • An antecedent is the noun that is referred to by a pronoun.

  15. Grammar continued Identify the pronoun and the antecedent in this sentence. Maria gave the puppies a bath. They were very wet. puppies is the antecedent. They is the pronoun that refers to puppies.

  16. Grammar continued Pronouns and antecedents must match or agree. Singular pronouns are used to replace singular antecedents . Plural pronouns are used to replace plural antecedents. If an antecedent is a male, the pronoun must be male. If the antecedent is a female, the pronoun must be female. If the noun is a thing or place, the pronoun must match.

  17. Grammar continued (guided practice) 1. Amar and Sue went to the park. He played catch together. Amar and Sue is a plural antecedent and needs a plural antecedent such as they. 2. Mr. Green says she will teach math next year. Mr. Green is a male antecedent and needs a male pronoun

  18. Grammar continued (guided practice) 3. Mother wore a new dress today. They likes it very much. They must be replaced with the singular pronoun she. 4. The players felt good because he won the game. He must be replaced with the plural pronoun they.

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