2. Day 2 Genre: Fable Vocabulary Strategy: Word Structure Vocabulary Strategy: Word Structure Comprehension Skill: Sequence Comprehension Skill: Sequence Comprehension Strategy: Summarize Comprehension Strategy: Summarize

3. Question of the day: Why do you think fables are often about people who travel from place to place?

4. Plural words name more than one thing. flips wishes pennies Are these words singular or plural? Are these words singular or plural? How do you know? How do you know? Most words can be made plural by just adding - s. Most words can be made plural by just adding - s. To make words that end with s, ss, ch, sh, x, or z plural, add -es. To make words that end with s, ss, ch, sh, x, or z plural, add -es. To find the singular form of many words, I just cover the final s or es, but some singular words change when they become plural. To make words that end in a consonant and y plural, we change y to i. To find the singular form, we need to change the i back to y. To find the singular form of many words, I just cover the final s or es, but some singular words change when they become plural. To make words that end in a consonant and y plural, we change y to i. To find the singular form, we need to change the i back to y.

5. peaches peaches students students guesses guesses cities cities families families boxes boxes lessons lessons dishes dishes Let’s read these words:

6. Let’s read these sentences: My brothers put the groceries in the car. My brothers put the groceries in the car. Our lunchboxes are filled with sandwiches. Our lunchboxes are filled with sandwiches. My buddies and I rode ponies at the fair. My buddies and I rode ponies at the fair.

7. Objectives Use word structure to determine the meaning of compound words. Use word structure to determine the meaning of compound words.

8. Vocabulary Strategy for Compound Words Word Structure When you are reading you may come across a long word. Look closely at the word. Do you see two small words in it? It may be a compound word. You may be able to use the two small words to help you figure out the meaning of the compound word. For example, goatseller is a person who sells goats. Word Structure When you are reading you may come across a long word. Look closely at the word. Do you see two small words in it? It may be a compound word. You may be able to use the two small words to help you figure out the meaning of the compound word. For example, goatseller is a person who sells goats.

9. 1. Divide the compound word into its two small 1. Divide the compound word into its two small words. 2. Think of the meaning of each small word and put the two meanings together. 3. Try the new meaning in the sentence. Does it make sense? words. 2. Think of the meaning of each small word and put the two meanings together. 3. Try the new meaning in the sentence. Does it make sense?

10. Let’s read "At the Market.“ Let’s read "At the Market.“ After we read we will use the meanings of the small words in each compound word to help you figure out the meaning of the compound word. After we read we will use the meanings of the small words in each compound word to help you figure out the meaning of the compound word.

11. They meet in the marketplace in the center of the town. The word marketplace is made up of two small words. I know "place" is location. I know "market" is a place where things are sold and bought. So marketplace must mean "a place where people buy and sell things." The word marketplace is made up of two small words. I know "place" is location. I know "market" is a place where things are sold and bought. So marketplace must mean "a place where people buy and sell things."

12. And over there is a carpetmaker. He has made beautiful carpets. The word carpetmaker is made up of two small words. I know “carpet" is fabric on the floor. I know “maker" is a person who makes things. So carpetmaker must mean “ a person who makes carpets”. The word carpetmaker is made up of two small words. I know “carpet" is fabric on the floor. I know “maker" is a person who makes things. So carpetmaker must mean “ a person who makes carpets”.

13. Words to Know carpenter carpetmaker knowledge marketplace merchant plenty straying thread

14. More Words to Know stunned wanderer

15. merchant a person whose business is buying goods and selling them for a profit

16. carpenter someone whose work is building and repairing things made of wood

17. carpetmaker a person who makes carpet and rugs for floors

18. knowledge what you know

19. marketplace a place where people meet to buy and sell things

20. plenty a full supply

21. straying wandering

22. thread a thin string made of strands twisted together

23. Small Group Time! Let’s Read!

24. Fluency Choral Reading Let’s read aloud p. 49. Notice the rate at which I am reading. Let’s practice as a class doing three choral readings of p. 49. Remember: Not too fast and not too slow! Choral Reading Let’s read aloud p. 49. Notice the rate at which I am reading. Let’s practice as a class doing three choral readings of p. 49. Remember: Not too fast and not too slow!p. 49p. 49p. 49p. 49

25. Day 2 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.

26. The carpets is beautiful? The carpets are beautiful. The woman needs supplys for the carpet The woman needs supplies for the carpet.

27. 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.

29. Spelling Day 2 Objective: Spell plurals by adding -s or -es to most words. Objective: Spell plurals by adding -s or -es to most words.

30. To create plurals for most words, only the letter s needs to be added. However, if a word ends in ch, sh, or ss, the letters es must be added to create the plural. For words that end in y, that final y must be changed to i before adding es. To create plurals for most words, only the letter s needs to be added. However, if a word ends in ch, sh, or ss, the letters es must be added to create the plural. For words that end in y, that final y must be changed to i before adding es.

31. Let’s point out the difference between the singular form and the plural form in each pair of words. plant plants plant plants inch inches inch inches penny pennies penny pennies

32. Let’s identify the singular form of each plural spelling word. We will group words with the s ending together, the es ending together, and the ies ending together. Let’s identify the singular form of each plural spelling word. We will group words with the s ending together, the es ending together, and the ies ending together.

33. Find the Pattern! -s-es-ies

34. 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

35. GREAT JOB!