Lesson 22 Day 3

1. Lesson 22 Day 3 You will need your textbook, workbook, paper, and pencil.

2. Phonics and Spelling • Part A: • paw pad • drag draw • crab crawl • Which words have the /ô/ sound? • paw, draw, crawl • All three of these words are spelled with the letter combination aw. • aw is one of the ways to spell /ô/.

3. Phonics and Spelling • Part B: • 1. I like raw carrots better than cooked ones. • What word has the /ô/ sound as aw in this sentence? • raw • 2. Victor saw three birds in the tree. • saw • 3. Many towns have laws to prevent littering. • laws

4. Phonics and Spelling • Part C: • Each of the following sentences is missing one of this week’s spelling words. • Each missing word uses aw to stand for the /ô/ sound. • 1. In spring, the ice on the ground will _____. • thaw • 2. Jorge asked if he could drink his juice with a _____. • straw • 3.When I am tired, I always _____. • yawn

5. Phonics and Spelling • There are a variety of ways to spell the /ô/ sound. • ought • soft • yawn • walk • What letters stand for the /ô/ sound in these words? • ough, o, aw, al • These letter combinations are not always pronounced /ô/. • There is no good rule to know when words spelled this way are pronounced with the /ô/ sound. • You will have to memorize the spelling of the words.

6. Fluency • When good readers read aloud, they adjust their reading rate depending on what they are reading. • When you read stories and narratives, you can read more quickly. • When reading informative pieces with complex facts and details, you should read more slowly. • Your reading rate may change depending on your purpose for reading, too. • When reading for enjoyment, you may read more quickly. • When reading for research or studying for a test, you may read more slowly.

7. Fluency • I’m going to read part of “Bat Loves the Night.” I’m going to pay attention to my reading rate. I know that the captions have facts about bats, so I will read the captions a little slower. • Teacher read aloud pages 202-203. • Students choral read page 204.

8. Sequence: Comprehension • One way to tell the sequence of events in a piece of writing is to look for words that tell time order. • first next after that • yesterday today later that day • May summer a week later • in the afternoon • These are examples of time-order words and phrases that you may find in stories and nonfiction.

9. Sequence: Comprehension • Let’s revisit “Bat Loves the Night.” • Let’s try to determine the sequence of order in this story. • Look for time-order words and phrases to answer these questions: • Page 208 What time-order word do you find on this page? • then • Pages 209-210 What is the sequence of events on these pages? • First Bat plunges and grabs the moth. Next the moth gets away. Then Bat grabs it again, and finally Bat eats it.

10. Author’s Message: Comprehension • An author’s message is the main idea he or she wants the reader to learn in a nonfiction text. • The author’s message can simply be the information the reader learns in a selection, or it can be the reason the author tells this information. • Thinking about what you have learned and why you have learned it can help you determine the author’s message.

11. Author’s Message: Comprehension • When I read a nonfiction selection, I think about the facts the author includes. I think about the main ideas. Then I ask myself, What is the big idea? What does the author want me to remember about this topic? • Let’s identify the author’s message for “Bat Loves the Night.” • What did you learn from “Bat Loves the Night?” • I learned about how bats hunt and feed their babies. • Why is this important? • It shows that bats have families just like us that they have to provide for. • What might be the author’s message in writing “Bat Loves the Night”? • Bats are not scary; bats are useful because they eat insects.

12. Author’s Message: Comprehension • Think back to “They Only Come Out at Night.” • What did “They Only Come Out at Night” teach you? • It taught me about the nighttime habits of different animals. • What do you think the author’s message may have been for “They Only Come Out at Night”? • Many nocturnal animals that we think are inactive all day have active lives at nighttime.

13. Bottlenose Dolphins: Paired Selection • “Bottlenose Dolphins” is an example of a magazine article. • Magazine articles usually offer information and facts about a topic. • Do you prefer biographies, magazine articles, informational narratives, or another kind of nonfiction? • Most magazine articles have certain features to help readers understand and enjoy the information. • These features may include: • Graphic aids, such as photographs, diagrams, maps, charts, and illustrations • Captions that help explain the graphic aids

14. Bottlenose Dolphins: Paired Selection • Let’s read the title together. • Look at the illustration on the first page. • It shows what a bottlenose dolphin looks like. • What do you know about dolphins? • The purpose for reading a magazine article is usually to get information. • Let’s read the article aloud.

15. Bottlenose Dolphins: Paired Selection • What does the map on page 219 show? • It shows where dolphins live in the world. • In what ways are dolphins like people? • They are social and like to talk to each other. • What special features does the magazine article include? • photos, illustrations, diagrams, map

16. Robust Vocabulary • blanketed • If a field was blanketed in snow, how would it look? • In what season would a hillside be blanketed in flowers? • surroundings • Look around you. What are your surroundings like? • What might the surroundings in a fairy tale look like? • plummet • If you see a rock plummet down a mountainside toward you, what should you do? • Why might a hawk plummet from the sky? • inverted • If a person inverted himself, what might he or she be doing? • If a shirt is inverted, what should you do before putting it on? • effort • Would you have to make an effort to win a race? • What takes more effort, climbing stairs or eating a snack? Why?

17. Robust Vocabulary • swoops • If an owl swoops down on a mouse, what is it probably doing? • What is another animal that swoops? • detail • What is an important detail about bats’ hunting? • What is a detail about dolphins and bats that is the same? • fluttering • If a bird is fluttering its wings, are its wings moving fast or slowly? • What is another animal you might see fluttering its wings? • nocturnal • What does a nocturnal animal do during the day? • Why do nocturnal animals go out at night? • dozes • When a kitten dozes, is it easy to wake up? • Describe what happens when someone dozes.

18. Grammar: Main and Helping Verbs • The predicate of a sentence is the part that includes the verb. • Bat has strong wings. • Is there a main verb and a helping verb in the predicate? • Look at the word has in the first sentence. • Even though has is often a helping verb, it can also be the only verb in a sentence. • There is no helping verb in the predicate of the sentence. • Bat has eaten a moth. • Is there a main verb and a helping verb in this sentence? • eaten: main has: helping

19. Grammar: Main and Helping Verbs • Bat is flying in the dark. Bat is sleepy. • Bat has a baby. Bat has returned to the roost. • Find the sentence in each pair that has a main verb and a helping verb. • Bat is flying in the dark. • Bat has returned to the roost. • Identify the helping and main verbs in each sentence. • is; helping flying; main • has; helping returned; main