copyright 2006 www.brainybetty.com Author: Judith Viorst Illustrator: Ray Cruz Genre: Realistic Fiction Skill: Sequence 11/8/2018 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com Question of the Day What tips might you give someone to help them learn to save money? 11/8/2018 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com 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. 11/8/2018 copyright 2006 www.brainybetty.com

Dragonflies have large wings. We studied plural words formed by adding -s or - es or by changing y to i and adding -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? 11/8/2018 copyright 2006 www.brainybetty.com

I love sandy beaches and blue skies. We studied plural words formed by adding -s or - es or by changing y to i and adding -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? 11/8/2018 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com DECODE LONGER WORDS parties pickaxes balloons batches quizzes baseballs fusses paintbrushes foxes goldfinches stories details 11/8/2018 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com 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. 11/8/2018 copyright 2006 www.brainybetty.com

Small Group Read pages 84-85 11/8/2018 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com 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. 11/8/2018 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com 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. 11/8/2018 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com 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. 11/8/2018 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com Guided Practice A sentence that tells something is a statement. It begins with a capital letter and ends with a period. A sentence that asks something is a question. It begins with a capital letter and ends with a question mark. 11/8/2018 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com Test Tip You might be asked to identify statements and questions. Don't assume that any sentence that begins with words such as what and why is 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? 11/8/2018 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com Objectives: Spell words ending in -ed, -ing, -er, or -est. 11/8/2018 copyright 2006 www.brainybetty.com

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. 11/8/2018 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com 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." 11/8/2018 copyright 2006 www.brainybetty.com