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“Charlotte’s Web”

“Charlotte’s Web”

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“Charlotte’s Web”

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  1. “Charlotte’s Web” Theme 6 Lesson 26 Day 3

  2. Question of the Day What kind of farm animal would you like to be? Why? If I were a farm animal, I would want to be a _______ because ________. T244

  3. Today’s Read Aloud • Set a purpose – Why would someone want to read or listen to a poem more than once? To understand the characters and meaning better, to enjoy the rhyming words. • Listen and follow along as I read the poem aloud. Listen to the poem’s musical rhythm and rhyming words. T157

  4. A Pig is Never Blamed A pig is never blamed in case He forgets to wash his face. No dirty suds are on his soap, Because with soap he does not cope. He never has to clean the tub After he has had a scrub. For whatever mess he makes, A bath is what he never takes. But then, what is a pool to him? Poor pig, he never learns to swim. And all the goodies he can cram Down his gullet turn to ham. It’s mean: Keeping clean. You hardly want to, till you’re very big. But it’s worse to be a pig. Now, choral read with similar accuracy, pausing and/or stopping whenever a comma or period appears.

  5. What does the writer think of pigs? • What happens to all the goodies that the pig eats? • Which words rhyme with soap and tub?

  6. Suffixes –tion, -sion Many words end with the suffix –tion , and –tion is pronounced /shen/. The final consonant or vowel is usually dropped from a root word when –tion is added. election production preparation Notice the –tion ending in all of these words. When –tion is added to a root word, it makes a word with more than one syllable. The syllable that is stressed, however, usually does not change. T158

  7. Suffixes elect election The second syllable is stressed in elect and the same syllable is stressed in election. There are some word pairs in which a different syllable is stressed, such as prepare and preparation. These words are exceptions that you should learn. Words with –tion: • You can feel the balamotionor of the engine. • When are you going to rovacationmop? • Mr. Gonzalez asked a motiquestionnav. • Wilbur ate a large pessiportionactio. • This story is portifictiona. Identify the –tion words in the jumbled underlined words.

  8. Fluency If listeners cannot understand what a reader says, they will not understand the story. A way to avoid this confusion is to recognize that punctuation is like a road map for good reading. Commas, periods, question marks, and exclamation points tell readers how to read. You should use punctuation marks as clues for when to pause, stop, ask, or exclaim. I am going to read aloud a page of “Charlotte’s Web.” I will pause at commas and stop at periods. When a character asks a question, my voice will rise at the end. I will show excitement when I come across an exclamation point! If I make a mistake, I will correct it and continue reading.

  9. Fluency Follow with me as I read aloud page 305 of “Charlotte’s Web.” Notice that Wilbur is trying to spin a web, but fails. When he falls, he makes an Oomph! sound. Without the exclamation point, you would not have known to read the word with emphasis. Now, echo-read page 305 after me. Turn to page 306. What different punctuation marks do you see? Now, we are going to choral read pages 305-306.

  10. Comprehension: Make Inferences Figuring out information is one of the fun parts of reading. Readers make inferences by combining what they know with information that the writer gives them. Making inferences helps readers better understand a story. Turn to page 309 in your Student Edition. • What does Charlotte say about people walking across the Queensborough Bridge? • What do you know about people living in a big city? • What do you think is the message of this passage?

  11. “Caterpillars Spin Webs, Too!” “Caterpillars Spin Webs, Too!” is an example of expository nonfiction. Nonfiction explains a topic and gives facts and details about it. Features that make nonfiction different from poetry or fiction: • Graphic aids, such as photographs, illustrations, or diagrams • Captions that explain the graphic aids • Headings that tell readers what each section is about

  12. “Caterpillars Spin Webs, Too!” Follow along with me as I read “Caterpillars Spin Webs, Too!” on pages 314-315. Spiders are not the only creatures that make webs. Listen for important facts and details. • Why do caterpillars spin webs? • What do caterpillars weave into their webs? • Does “Caterpillars Spin Webs, Too!” give made-up information or facts?

  13. Connections • Think about the reason that caterpillars spin webs and the reason that spiders spin webs. How are they alike? How are they different? • Would you like to have a friend like Charlotte? Explain. • Could the events in “Charlotte’s Web” happen in real life? How do you know?

  14. Vocabulary • How might a bristly hairbrush feel? What other objects feel bristly? • What dreadful sound have you heard? • What words do you hear summoning you to the breakfast table? • What can you say to a person who is being a nuisance? • Are there times when you feel like being sedentary? • What would you do to oblige your neighbor?

  15. Vocabulary • Why would a kindergartner feel like boasting? • How do swings move when they sway? • What do you do to show that you are adamant about something? • What things are inevitable on the Fourth of July?

  16. Multiple-Meaning Words Words may have more than one meaning. For instance, the word calf may mean “a baby cow” or “the part of the lower portion of a person’s leg.” To figure out which meaning of a word like this is being used in a sentence, you can get help from the other words in the sentence. They usually provide clues to which meaning of a multiple-meaning word is being used.

  17. Multiple-Meaning Words He brings his bat to baseball practice. The bat catches an insect. Bat is in both sentences. Even though bat is spelled the same, it means two different things. What clue words tell you what bat means in each of these sentences?

  18. Multiple-Meaning Words pen ball Pen and ball each have more than one meaning. Each word will answer two of the following questions. • What kind of tool do you use to write? • What round object is kicked in a soccer game? • Where do pigs live on a farm? • Where did Cinderella lose her glass slipper?

  19. GrammarDOL Write these sentences correctly. • marvin runned away from the bee. • Cassie bringed her new purse.

  20. Irregular Verbs jumped laughed played How do we know these are regular past-tense verbs? Irregular verbs that end in the past tense do not end in –ed. runned sayed bringed/brung ringed/runged These odd pronunciations tell you that something is wrong. These are irregular verbs and do not have an –ed ending. How can I correct these verbs?

  21. Christine bringed her pet hamster to class. What is the verb? What is the correct form of the verb? Brought tells about a past event and does not end in –ed.

  22. Writing – Directions • Explain how to do something. • Explain steps one-by-one and in time order. • Use accurate words and phrases. • Use numbers or time-order words. • Follow a logical order. Follow with me as I read the last two paragraphs of “Charlotte’s Web” on page 304 in the Student Edition. Charlotte’s directions tell Wilbur how to spin a web. Her directions follow a logical order, because she directs Wilbur to climb up before hurling himself down.

  23. Directions Refer to your topic charts from Day 2 as you draft your directions. Remember to keep your audience and purpose in mind (For whom are you writing? What are you explaining?) and to use numbers or time-order words, such as now, first, next, and last. Use accurate words and phrases. Accurate words and phrases help readers follow directions.