Day 4 Genre: Fable Vocabulary Strategy: Word Structure Vocabulary Strategy: Word Structure Comprehension Skill: Sequence Comprehension Skill: Sequence Comprehension Strategy: Summarize Comprehension Strategy: Summarize

Question of the day: What is the difference between what we need and what we want?

If you expect success, you will get it. We studied short vowel sounds in VC/CV words. We studied short vowel sounds in VC/CV words. Read this sentence to yourself. Raise your hand when you know which words have the VC/CV pattern. Read this sentence to yourself. Raise your hand when you know which words have the VC/CV pattern. Divide each word into syllables. Divide each word into syllables. Do the vowels in the first syllables stand for long or short sounds? Do the vowels in the first syllables stand for long or short sounds?

Their mission was to take supplies to the space station. We studied short vowel sounds in VC/CV words. We studied short vowel sounds in VC/CV words. Read this sentence to yourself. Raise your hand when you know which words have the VC/CV pattern. Read this sentence to yourself. Raise your hand when you know which words have the VC/CV pattern. Divide each word into syllables. Divide each word into syllables. Do the vowels in the first syllables stand for long or short sounds? Do the vowels in the first syllables stand for long or short sounds?

Let’s read these words! challenge number picnic mellow lesson basket sudden shallow signal written plenty shudder

Let’s read these sentences! As soon as we heard thunder, we took shelter in the house. As soon as we heard thunder, we took shelter in the house. The contest winner will get a nice prize. The contest winner will get a nice prize. Rabbits are a common sight in our yard. Rabbits are a common sight in our yard. I just cannot find that lost mitten. I just cannot find that lost mitten.

Small Group Time! Let’s Read!

Fluency Partner Reading Partner Reading With your Partner practice reading aloud p. 50, three times. You should read at an appropriate rate and offer each other feedback. With your Partner practice reading aloud p. 50, three times. You should read at an appropriate rate and offer each other feedback.p. 50p. 50

Day 4 Grammar Objectives Define and identify the subject of a sentence. Define and identify the subject of a sentence. Define and identify the predicate of a sentence. Define and identify the predicate of a sentence. Use subjects and predicates correctly in writing. Use subjects and predicates correctly in writing. Become familiar with subject and predicate assessment on high- stakes tests. Become familiar with subject and predicate assessment on high- stakes tests.

Now the man bring carpets too sell. Now the man brings carpets to sell. A carpenter make things out of would. A carpenter makes things out of wood.

STANDARDIZED TEST PREP Test Tip Test Tip A test may ask you to identify the subject of a sentence. The subject may include more than one person, place, or thing. Be sure to include the complete subject. A test may ask you to identify the subject of a sentence. The subject may include more than one person, place, or thing. Be sure to include the complete subject. Jay and I can hike. Jay and I can hike. Subject: Jay and I Subject: Jay and I

Subjects/Predicates The subject is the part of the sentence that tells whom or what the sentence is about. The subject is the part of the sentence that tells whom or what the sentence is about. The predicate is the part of the sentence that tells what the subject is or does. The predicate is the part of the sentence that tells what the subject is or does.

Spelling Day 4 Objective: Spell plurals by adding -s or -es to most words. Objective: Spell plurals by adding -s or -es to most words.

REVIEW PLURALS -s, -es Create a matching game. Write the plural spelling words on the left side of the paper. Then write the singular form of each word in a different order on the right side of the paper. Next, exchange lists with a partner. Finally, match up the singular and plural forms of the words. Create a matching game. Write the plural spelling words on the left side of the paper. Then write the singular form of each word in a different order on the right side of the paper. Next, exchange lists with a partner. Finally, match up the singular and plural forms of the words.

Spelling Strategy Problem Endings Problem Endings The last letter of a singular word determines how the plural of the word is formed. You need to pay attention to the last letter of singular words to help spell plurals correctly. The last letter of a singular word determines how the plural of the word is formed. You need to pay attention to the last letter of singular words to help spell plurals correctly.

1. pennies 2. inches 3. plants 4. families 5. bodies 6. glasses 7. wishes 8. pockets 9. lists 10. copies 11. parties 12. bunches 13. crashes 14. supplies 15. pencils Challenge Words 16. accidents 17. libraries 18. mysteries 19. carpenters 20. merchants

GREAT JOB!