2. Lesson 6 Day 2 You will need your Reading book.

3. Phonics and Spelling  Compound words are made up of two smaller words.  treehousetree/house  What is the definition of a treehouse?  A house in a tree.  sandboxsand/box  What is the definition of a sandbox?  surfboardsurf/board  What is the definition of a surfboard?  moonlightmoon/light  What is the definition of moonlight?

4. Phonics and Spelling (cont.)  Find the compound words in each sentence. Tell where you would divide the words.  Can you sell newspapers outside the ballpark?  news/papers out/sideball/park  One afternoon, Babe Ruth watched his teammates play ball.  after/noon team/mates

5. Phonics and Spelling (cont.) Help me place each word in the correct column. pickup, hallway, mailbox, classroom, thumbtack, outside, bedroom, upstairs, airplane, sunshine, something, playground, teaspoon, sandpaper, cannot, raindrop, baseball, homework, sidewalk, notebook first word is longer pickuppickup hallwayhallway mailboxmailbox classroomclassroom thumbtackthumbtack second word is longer outsideoutside bedroombedroom upstairsupstairs airplaneairplane sunshinesunshine somethingsomething playgroundplayground teaspoonteaspoon sandpapersandpaper both words are equal lengths cannotcannot raindropraindrop baseballbaseball homeworkhomework sidewalksidewalk notebooknotebook

6. Build Robust Vocabulary  midst- If you are in the midst of something, you are in the middle of it.  Say the word with me, midst.  Would it embarrass you if you forgot your lines in the midst of a presentation?  shabby- Shabby things look old and worn out.  Say the word with me, shabby.  If your clothes were worn out, would they look shabby.

7. Build Robust Voc. (cont.)  dazed- If you are dazed, you are confused and cannot think properly.  Say the word with me, dazed.  When might a person be dazed by excitement?  elevated- Something that is elevated is lifted up.  Say the word with me, elevated.  Why would a speaker be elevated on a platform?

8. Build Robust Voc. (cont.)  embarrass- If you embarrass someone, you make that person feel uncomfortable or ashamed.  Say the word with me, embarrass.  Would it embarrass you to trip and fall in the hall?  collapses- When something collapses, it falls down because it is not well supported.  Say the word with me, collapses.  Would you want to watch while an old building collapses?

9. Build Robust Voc. (cont.)  Turn to page 158 in your Reading book.  Read page 158 with me. 1.What might people think of the child’s shabby shirt? 2.What could the child do to not embarrass his or her mom? 3.How do you think the narrator felt when in the midst of shopping he or she saw his or her favorite shirt? 4.Why was the shirt on an elevated platform?

10. Build Robust Voc. (cont.)  Read page 159 with me. 5.Would you be dazed if you had five hours of homework? 6.Why is it a problem if a clothing rack collapses?

11. Build Robust Voc. (cont.)  The boy makes a contribution to his family by earning money.  contribution- If you help your family reach its goal, you make a contribution to your family  Say the word with me, contribution.  Which would be a contribution to your family, washing the car or playing baseball?

12. Build Robust Voc. (cont.)  The boy took initiative to find a way to sell more newspapers.  initiative- When you take initiative, you make the first step in doing something without being told what to do.  Say the word with me, initiative.  Do you take initiative when you set up a garage sale, or when you collapse on the sofa?

13. Congratulations! You did it.

14. Writing Character Sketch Describes how a person looks, sounds, or actsDescribes how a person looks, sounds, or acts Tells what a person is likeTells what a person is like Includes a topic sentenceIncludes a topic sentence

15. Writing (cont.)  Who might read a character sketch?  What would the purpose of writing a character sketch be?  You can inform, entertain, or persuade your audience with the character.  The topic sentence can let your readers know what the purpose of the sketch is.

16. Writing (cont.)  Listen as I read pg. 168 from “The Babe and I”.  I am going to brainstorm words to describe Jacob.

17. How Jacob Looks, What Jacob Is Sounds, or Acts Like  young  poor  loud  confident  friendly  smart  hard-working

18. Choose a character from a previous story. Complete a chart like the one below. How the Character Looks, What the Character Sounds, or Acts is Like

19. Grammar  A few blocks from home we passed a woman selling apples.  This sentence tells a complete thought.  We turned onto Webster Avenue, and there were more apple sellers.  This is a compound sentence. It is made up of two sentences joined together.  The word and joins the two sentences.  Compound sentences are joined with the words, and, or, or but. In a compound sentence, a comma is used before the joining words.

20. Grammar (cont.) Which sentence is a compound sentence? Jacob called to the boy. I wanted to tell him he didn’t have to pretend he still had his job, but I couldn’t. WB pg. 19