Fun Alone or with Someone: Exploring Main Ideas and Reference Sources

1. Lesson 9 Day 3 Student’s will need a thesaurus. Reading book and journal.

2. Question of the Day • What things are more fun to do with someone else than alone? • Write about something you can do alone or with someone else. Tell which way you like better. T324

3. Read Aloud • Why might you read a poem more than once? • to enjoy it again • to practice fluency • I am going to reread the poem “Share Because”. Follow along as I read. Then you will practice reading it fluently and expressively with partners. T325

4. Read Aloud T325 transparency R61

5. Spelling/Phonics • stripe, script, strike, scrub • Remember to blend the sounds of the consonants strand scr when reading these words. I want you to read the words to your partner and make a sentence for each one. • string, spring These words are almost the same, except for the second letter. • Stray and spray follow the same pattern, as do strain and sprain. T326-327

6. Spelling/Phonics • We can use what we know about three-letter blends to read any word, even nonsense words. I want you to help me read the following nonsense words. A good way to attack unfamiliar words is to break them into parts you know. We will read the blend, then the rest of the word, and finally we will put the parts together. • 1. spriff, 2. sprell, 3. scrobe, 4. spraw, 5.sproy, 6. scruzzle, 7. sprook, 8. scrent, 9. sprale T326-327

7. Fluency • Good readers • do not rush when they read aloud • pay attention to punctuation • pay attention to the meanings of the words to help them read expressively. • pause slightly when they see a comma and pause longer when they see a period. T328

8. Fluency • I will read part of “Stone Soup” aloud. I will not read too fast or too slow. I’ll pay attention to the punctuation marks to know when and how to pause, how to read a character’s words, and when to read questions or exclamations. • Turn to page 258 and follow as I read aloud. T328

9. Fluency • I want you to read page 258 with your partner. I want you to read at a proper pace and pay attention to punctuation marks. Let’s find places in the story where the characters use dialogue, or their own words. When we come to dialogue, we should read with stronger expression. • Read page 258 with your partner. (go to next slide.)

10. Fluency page 258

11. Fluency • Choose your favorite page from “Stone Soup” to read with your partner. You may read only the first half of the page if it is long. Remember to be a good reader and pay attention to punctuation. T328

12. Focus Skill Main Idea and Details • You can often discover the main idea of a selection by thinking about what happens in the beginning, in the middle, and at the end. • We will revisit “Stone Soup” to discover the main idea of the story. • We will also fill in a graphic organizer to help us with our ideas. T329

13. Focus Skill Main Idea and Details cont. • On page 258, the monks decide to find out what makes people happy. What does this detail tell you about the main idea? • The story is probably about how to find happiness. • On page 266, each villager is giving what he or she has. The next person gives even more. How does this detail add to the main idea? • Seeing others gain happiness from sharing encourages others. • On page 271, the villagers tell the monks, “With the gifts you gave given, we will always have plenty. You have shown us that sharing makes us all richer.” How does this detail help explain the main idea? • It shows that the villagers have learned that sharing can bring happiness. • We will put these ideas into a graphic organizer to help us better understand the main idea and three important details. T329

14. Focus Skill Main Idea and Details cont. Main Idea Sharing brings happiness. Detail Detail Detail Three monks want to find out what makes people happy. The villagers have learned that sharing can bring happiness. As each villager gives, others want to give more.

15. Use Reference Sources • Books such as dictionaries, thesauruses, atlases, and encyclopedias are reference sources that they can use when locating information for a report or an essay. All of these materials are also available on the Internet. Books, maps, charts, and photographs are other useful reference materials.

16. Use Reference Sources • We will explore a thesaurus today. A thesaurus can help readers locate synonyms. Synonyms may be listed as a word or phrase. A thesaurus may have more than one entry for a word. Some words may be listed as a noun, a verb, and an adjective.

17. Use Reference Sources cont. • Thesauruses are organized alphabetically, in the same way that dictionaries are organized. The words listed after an entry are synonyms for the entry word. They, too, are listed alphabetically. A thesaurus may also list antonyms for the entry word. • Let’s work with the word happy. • A thesaurus can help you find more exact or interesting words to use in your writing. T330

18. Use Reference Sources cont. T330

19. You Try! • Look up these words in a thesaurus. Write down one synonym for each word. • walk • sleepy • angry • leader • friend Extra support page 74

20. A legend is a story passed down through he years. Features of legends include… Based on fact, but includes made-up parts A main character with exaggerated accomplishments SE274-275 T332-333

21. SE274-275 T332-333

22. Respond to the Legend • What is the main idea of the legend? • Johnny Appleseed left his mark on America by carrying apple trees to the western part of the country. • What would you like to say to Johnny Appleseed? • How can you tell that this is a legend? • Johnny’s real name is given, so the story is based on fact. We don’t know how much else is true. T333

23. Robust Vocabulary • dense: Does the group of desks in this classroom look dense? • If something is very heavy, do you think it is dense? Why or why not? • reaction: If someone tickles your foot, what is your reaction? • What is the reaction of ice to heat? T336-337

24. Robust Vocabulary • ingredients: What are some of the ingredients in pancakes? • What ingredientswould you use to make a sandwich? • momentum: If everyone copied your yellow shoelaces, would your idea have momentum? • If your school collected pennies for charity, how could the idea gain momentum? T336-337

25. Robust Vocabulary cont. • famine: How would most people feel if they are in the midst of a famine? Would you rather live through a famine or go to a banquet? Why? • generous: How might a person show that he or she is generous? Do you think you are generous? Why or why not? T336-337

26. Robust Vocabulary cont. • gaze: If you gazed at something for an hour, do you think you would have memorized what it looks like? Why or why not? • Would you be likely to gazeat a stranger if he or she could see you? Explain. • agreeable: Do you think that hanging upside down from a tree for an hour is an agreeable thing to do? Why or why not? • Would scrambled eggs be an agreeablemeal to you? Explain. T336-337

27. Robust Vocabulary cont. • Banquet: What kind of clothes would you like to wear to a banquet? • What might you do at a banquet? • Curiosity: Would a tree growing in the middle of your living room be a curiosity? Why or Why not? • Do you think that people with green hair are a curiosity? Why or why not? t336-337

28. DOL farmer carrots • 1. The farmers grew carrot in her field. • 2. she gave the carrots to a boys. boy S t338

29. Grammar • The following words are plural nouns (They name more than one.): carrots, homes, boys, cakes, mountains. • Each of these plural nouns is formed by adding an –s to the singular form. • I want you to help me make the following singular nouns plural. 1. monk; 2. lunch; 3.fox; 4. lady; 5. wish; 6. potato • 1. monks; 2. lunches; 3. foxes; 4. ladies; 5.wishes; 6. potatoes • Remember the rules for making nouns plural: if the word ends in ch, x, sh. or a vowel, you add –es; if the word ends with y, change the y to i and add –es. T338

30. Grammar Practice • With your partner, create a list of 8 plural nouns. Then work together to create sentences with at least 4 of your plural nouns. We will share in 5 minutes. T338

31. Writing • We are going to use our prewriting information from yesterday to write a first draft of a summary. • Remember that a good summary includes: • The main idea and key details of a passage • Uses words that will help readers understand the exact meaning of a passage • Uses strong, exact language. T339

32. Writing cont. • I will read aloud the first and last pages of “Stone Soup.” • At the beginning of the story, the monks want to find out what makes people happy. In the end of the story, they learn that sharing brings happiness. Should this information be included in a summary of “Stone Soup”? T339

33. Writing cont. • I want you to use the list of ideas and facts from yesterday to create a summary paragraph of the story you chose. Remember to use strong, exact words in your summary. t339