Lesson 14 day 3

1. Lesson 14 day 3 You need your book, journal, workbook and pencil. Tancie West 3rd grade John S. Jones Elementary

2. Read Aloud • Hey, bug! • Hey! Bug, stay! • Don’t run away, • I know a game that we can play. • I’ll hold my fingers very still • And you can climb a finger-hill. • No, no, • Don’t go. • Here’s a wall-a tower, too, • A tiny bug town, just for you. • I’ve a cookie. You have some. • Take this oatmeal cookie crumb. • Hey, bug, stay! • Hey, bug! • Hey!

3. Phonics: V / cv and vc / v syllable patterns • tuba habit • tu / ba hab / it • V /CV (long) VC/ V (short) • Nonsense words • lo / mat • tra/ tap • wap/ ent • pu/ dar • sil / ub • ri / nog • Find the words with the V /VC and VC/V • The baby tiger began to walk to the river. • baby tiger river • We will go to a cozy cabin in the desert on Friday. • cozy cabin desert

4. Fluency: intonation • Good readers… • Make their voices sound like normal speech (talking) • Emphasize important words by making their voices higher or lower • Make their voices go higher or lower to show emotion or expression • End questions with a slightly higher voice and end statements with a slightly lower voice • Turn to pg. 411 and listen. • Let’s echo read this page.

5. Author’s Purpose is as easy as PIE! • P –persuade I – inform E – entertain • Look at pg. 416. • What information did the author give on this page? • This page tells how the hole was made bigger and how animals immediately moved in. • Why do you think the author felt that this information was important? • It helps readers understand the life of a tree and how animals use it. • Turn to page 419. • Why did the author include this information? • To show that different animals used the same hole during different times of the year.

6. Nonfiction features: Graphic aids • Good readers use… • More than the main text • Illustrations • Captions • Charts • Graphs • Maps Do this… Look at the pictures or maps and determine what they have to do with the words on the page. Read charts, graphs, and captions with pictures. If you are unsure of what you are reading, check the graphic aids for clues or helpful information. • Look at pg. 412. • How does the bear sharpen her claws? • She scratches the trunk. • Look at the picture on page 414. • What do grubs look like? • Grubs look like tiny worms. • Look at the picture on page 415. • Why does the word spear describe how the woodpecker gets the beetles? • The woodpecker’s beak is long and sharp. The beak could stab the beetles.

7. Paired selection • “Be a Birdwatcher”, is nonfiction because it presents information or ideas about real things. • Nonfiction includes: • Facts about real things or events • Instructions on how to do or make something • Graphic aids, such as photographs, illustrations, or maps • Listen • Notice the a lot information is in nonfiction often have numbers or round bullet marks to separate items. • This helps highlight the important information and make it stand out. • Nonfiction – helps us learn information. • What are some ways to tell different kinds of birds apart? • Color, size, beak, movement, song • Does “ Be a Birdwatcher’ give facts or made- up information? • facts • How is this different from fiction? • Nonfiction gives real information; fiction is made up.

8. Connections • Turn to page 428-429. • How is the author’s purpose in “ One Small Place in a Tree” like the author’s purpose in “ Be a Birdwatcher?” • How is it different? • The author’s purpose in both is to inform; One gives information in story form, while the other gives information in a list form. • tt – text to text • What do you think you will notice about the next tree you see? • I will notice whether birds are making a nest in the tree. • ts – text to self • Why is a tree important to its environment? • Animals use the tree throughout the tree’s life and after its death. • tw - text to world

9. Robust vocabulary • sprout • Have you ever planted seeds and waited for them to sprout? If so, what type of seeds did you plant? How long did it take for them to sprout? • damp • What do you think it is like to go out into cold, damp weather? How would it feel? • What do you do with a damp towel? • transformation • What kind of transformation happens to a tadpole? • harmony • How do people act when they are living in harmony with one another? • What pets might not live in harmony with one another? Why? • suppose • Which makes more sense: to ask what you suppose you will have for dinner tonight, or to ask what you suppose you had for dinner last night? Why?

10. Robust Voc. Cont. • roost • Does a hen roost, or does a hamster roost? • strikes • If an idea strikes you, does it come slowly or quickly? • If a ball strikes you, does it hit you or miss you? • spears • Do you need a long, sharp stick or a short, fat stick to spear something? • If you wanted to spear a strawberry, would you use a toothpick or a spoon? • glimpse • If you walked in the forest, what might you catch a glimpse of – a rabbit or a lot of trees? • If you caught a glimpse of a person turning a corner, why might you not be certain who the person is? • maze • If a building is like a maze, is it easy or difficult for you to find your way around? • Do you think it would be fun to be in maze? Why or why not?

11. Grammar • Emma studies birds. He has learned a lot about bluebirds. • He • Let’s make a list of names you know. • Now let’s think of a pronoun that will take the place of the name.

12. Writing Effect: a garden snake went into the log to cool off Cause: The tree fell down. Effect: a red salamander laid its eggs in the log Effect: a spider made a web

13. Writing • Cause and Effect Paragraphs • Include the cause or the effect in the first sentence • Use key words to show a relationship between the cause and the effect • May include several effects or several causes