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Author: Judith Viorst Illustrator: Ray Cruz Genre: Realistic Fiction Skill: Sequence PowerPoint Presentation
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Author: Judith Viorst Illustrator: Ray Cruz Genre: Realistic Fiction Skill: Sequence

Author: Judith Viorst Illustrator: Ray Cruz Genre: Realistic Fiction Skill: Sequence

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Author: Judith Viorst Illustrator: Ray Cruz Genre: Realistic Fiction Skill: Sequence

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  1. Author: Judith Viorst • Illustrator: Ray Cruz • Genre: Realistic Fiction • Skill: Sequence copyright 2006 www.brainybetty.com

  2. Question of the Day • What tips might you give someone to help them learn to save money? copyright 2006 www.brainybetty.com

  3. Phonics Objectives: • Use word parts to decode words with endings -ed, -ing, -er, and -est. • Review plurals. • Blend and read words with endings -ed, -ing, -er, and -est and plural words. • Apply decoding strategies: blend longer words. copyright 2006 www.brainybetty.com

  4. Dragonflies have large wings. • We studied plural words formed by adding -s or -es or by changing y to i andadding -es. • Read the sentence to yourself. Raise your hand when you know which words are plural. • How do you form the plural of wing? • How do you form the plural of dragonfly? copyright 2006 www.brainybetty.com

  5. I love sandy beaches and blue skies. • We studied plural words formed by adding -s or -es or by changing y to i andadding -es. • Read the sentence to yourself. Raise your hand when you know which words are plural. • How do you form the plurals of these words? copyright 2006 www.brainybetty.com

  6. DECODE LONGER WORDS partiespickaxesballoons batchesquizzesbaseballs fussespaintbrushesfoxes goldfinchesstoriesdetails copyright 2006 www.brainybetty.com

  7. READ WORDS IN CONTEXT 1. Some animal babies ride in pouches. 2. The twins got new dresses and new watches for their birthday. 3.The big boxes were filled with surprises. 4. Flashes of lightning lit up the clouds. copyright 2006 www.brainybetty.com

  8. Small GroupRead pages 84-85 copyright 2006 www.brainybetty.com

  9. FLUENCY Partner Reading Partners practice reading aloud p. 79, three times. You should read with characterization, as if you were Alexander, and offer your partners feedback. copyright 2006 www.brainybetty.com

  10. Grammar Objectives: • Define and identify sentences that are statements. • Define and identify sentences that are questions. • Become familiar with statement and question identification assessment on high-stakes tests. copyright 2006 www.brainybetty.com

  11. Daily Fix-It • What hapened to the dollar in my drawer. • What happened to the dollar in my drawer? • Dan spended it at the fare. • Dan spent it at the fair. copyright 2006 www.brainybetty.com

  12. Guided Practice • A sentence that tellssomething is a statement.It begins with a capital letterand ends with a period. • A sentence that asks something is a question.It begins with a capital letterand ends with a question mark. copyright 2006 www.brainybetty.com

  13. Test Tip • You might be asked to identify statements and questions.Don't assume that anysentence that begins withwords such as what and whyis a question. It may be a statement or another kind of sentence. • Statement: What I saw was an airplane. • Question: What is in the sky? copyright 2006 www.brainybetty.com

  14. Objectives: • Spell words ending in-ed, -ing, -er, or -est. copyright 2006 www.brainybetty.com

  15. Spelling Strategy - Doubling Up • The last letter of a base word determines how the word is spelled when -ed, -ing, -er, or-est is added. Pay attention to the last letter of base words to spell new words correctly. copyright 2006 www.brainybetty.com

  16. Partner Work You will work with a partner. Take turns calling out the base form of each spelling word. Then the other partner will spell the related spelling word. For example, when one partner says "please," the students would reply by spelling "pleased." copyright 2006 www.brainybetty.com