1. Question of the Day
What wild creatures have you seen in your neighborhood?
Write complete sentences in your notebook :
I saw a ______________in my neighborhood.
It was _____________.
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2. Read Aloud Hey, Bug! You are going to hear the poem,
What might be the purpose for reading or listening to a poem again?
To enjoy; to learn more about the author’s thoughts.
Listen and follow along to enjoy the poem.
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3. Now, repeat after me as we read the poem again.
Hey, Bug! by Lilian Moore
Hey, bug, stay!
Don’t run away,
I know a game that we can play.
I’ll hold my fingers very still
and you can climb a finger-hill.
No, no,
Don’t go.
Here’s a wall – a tower, too,
a tiny bug town, just for you.
I’ve a cookie. You have some.
Take this oatmeal cookie crumb.
Hey, bug!
Hey!
Now, repeat after me as we read the poem again.
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4. Hey, Bug! Discussion Questions
Why do you think the writer wants to play with the bug? What do you think the writer could do to make the bug want to stay?
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5. V/CV and VC/V Syllable Patterns
The baby saw the shadow.
Look at the word “baby,” in the sentence above. This word has a consonant between two vowels.
Remember –
When you see this pattern, you can try dividing the word after the first vowel and pronouncing the word with a long vowel sound.
ba/by
Does this sound like a familiar word?
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6. V/CV and VC/V Syllable Patterns
If the word doesn’t sound familiar, you can try dividing it after the second consonant and pronouncing a short vowel sound.
Try dividing shadow, to produce a familiar word.
shad/ow
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7. V/CV and VC/V Syllable Patterns
Divide the following words into syllables.
final habit color music
fi/nal hab/it col/or mu/sic
Let’s label the first vowels as long or short.
fi/nal long hab/it short
col/or short mu/sic long
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8. V/CV and VC/V Syllable Patterns
Draw two columns. Label the first, V/CV Long Vowel, and the second, VC/V Short Vowel as below. Look at the following words and write them under the correct column.
broken given Friday begin cabin river
V/CV – Long Vowel VC/V – Short Vowel
broken given
Friday cabin
begin river
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9. COMPREHENSION STRATEGIES– Review
Reading Chapter Books.
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10. COMPREHENSION STRATEGIES– Review
Reading Chapter Books.
Preview.
Turn to pages in your textbooks. Scan the pages.
These pages tell about the important parts of chapter books and how you can use these parts as you read.
Set a Purpose for Reading.
Your purpose for reading these two pages is to get information about chapter books.
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11. COMPREHENSION STRATEGIES– Review
Reading Chapter Books.
Discuss Text Features
Let’s read the information on Page 440.
Now let’s look at the explanatory boxes on Page 441.
The title is sometimes a clever way to get a reader interested in a book. It often gives a clue to the plot of the book.
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12. COMPREHENSION STRATEGIES– Review
Reading Chapter Books.
Discuss Text Features
Since chapter books are divided into parts called chapters, each chapter has a chapter number and/or a title. A title might give a clue to what the chapter is about.
Chapter books have one long plot broken into chapters. The important events in the chapters lead to the big problem being solved, or the goal being reached, by the end of the book. Sometimes a chapter has a smaller plot of its own.
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13. COMPREHENSION STRATEGIES– Review
Review the Focus Strategies.
Discuss Story Structure/ Asking Questions.
Let’s read the information on Page You can use what you know about story structure to help you understand a chapter book.
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14. COMPREHENSION STRATEGIES– Review
Review the Focus Strategies.
Discuss Story Structure/ Asking Questions.
The main characters, setting and problem are usually introduced in the first chapter. When you read a chapter book, you have to keep the big problem in mind and think about the important events.
Remember to ask yourself questions about what has happened, is happening, and will happen.
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15. COMPREHENSION STRATEGIES– Review
Set a Purpose and Read.
“Iris and Walter, True Friends,” is a chapter book about a boy, a girl, and a horse.
What do you know about horses?
Let’s set a purpose for reading
this selection.
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16. COMPREHENSION STRATEGIES– Monitor Comprehension
Locate the book title and chapter title.
Read the Stop and Think box on P. 443.
Author’s Purpose.
What do you think was the author’s purpose in writing this chapter book?
(to entertain readers)
Plot
What is the problem in this chapter so far?
(The horse named Rain won’t let Iris near her.)
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17. COMPREHENSION STRATEGIES– Apply Comprehension Strategies.
Use Story Structure, Ask Questions.
Think Aloud.
I read that Iris, Walter, and the horse Rain are the characters in this story. I know that this is the beginning of the chapter, but I already see a problem with Rain and Iris. I’m asking why Rain is acting unfriendly or shy. Iris is thinking of a solution. I’ll read on to find out what happens.
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18. COMPREHENSION STRATEGIES– Monitor Comprehension
Locate the chapter title and describe the clue it gives about this chapter’s events.
Read P. 444.
Stop and read the Stop and Think box on P before continuing reading.
Character’s Traits
What do you learn about Iris’s character on these pages?
(She does not give up until she achieves her dream)
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19. COMPREHENSION STRATEGIES– Monitor Comprehension
P Plot How is the plot’s problem solved in this chapter? (Rain learns to trust Iris over time.) What do you think might happen in the next chapter? (In the next chapter, Walter might get to ride Rain.)
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20. COMPREHENSION STRATEGIES– Apply Comprehension Strategies
Ask Questions. Think Aloud. As I’m reading, I’m wondering whether Rain will ever go near Iris. Is Rain just scared? Why is she scared? As the story goes on, I see that Iris’s problem is solved. It looks like there is perhaps another chapter to come, since Walter wants to try riding Rain, too.
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21. READERS’ THEATER “Ask the Experts”

22. READERS’ THEATER “Ask the Experts”
Focus on Fluency
Reading with intonation and expression.
As you are rehearsing your readers’ theater roles, you need to read with expression as if you have an audience in front of you.
Think Aloud
I practiced reading the role of Smarty Jackson several times. I realized that I want the other experts to take me seriously when I speak. I make my voice go higher and lower to sound natural when I read. This makes it easy for others to understand what I am saying.
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23. READERS’ THEATER “Ask the Experts”
Rehearse Roles.
At first you will rehearse with others who have the same roles.
Take turns reading the character’s speech. After someone finishes reading, offer positive comments about what you liked about how they read the part.
For example, you might say, “I like the way you changed your voice to sound sad.”
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24. READERS’ THEATER “Ask the Experts”
Rehearse Roles.
Now you will rejoin your groups to rehearse the entire script.
Remember to stand and read the way you will when you present in front of the class. Please practice reading with expression and intonation so it will be interesting and entertaining to the audience.
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25. expertise Building Vocabulary
If someone commented on your expertise in science, would that probably mean you were a scientist?
In what areas do you feel that you have expertise?
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26. correspondence Building Vocabulary
How do you feel when you receive correspondence from someone?
What types of correspondence do you like to receive?
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27. luscious Building Vocabulary
If you told your mom that something she fixed for dinner was luscious, does that mean you liked it?
What type of dessert do you think is the most luscious?
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28. shudder Building Vocabulary Does thunder make you shudder?
What other things might make someone shudder?
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29. Grammar – Pronoun-Antecedent Agreement
Remember, A pronoun is a word that takes the place of a noun in a sentence. What are examples of pronouns? me, he, she, it, we they The antecedent is the noun referred to by a pronoun. What are the pronoun and antecedent in the following sentence? Maria gave the puppies a bath. They were very wet. They, puppies
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30. Grammar – Pronoun-Antecedent Agreement
Pronouns and antecedents must match, or agree. A singular pronoun replaces a singular antecedent. A plural pronoun replaces a plural antecedent. If an antecedent is male, the pronoun must be male. If an antecedent is female, the pronoun must be female. If the noun is a thing or place, the pronoun must match.
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31. Grammar – Pronoun-Antecedent Agreement
Let’s read the following sentences together. How would you make the pronouns agree with the nouns? Amar and Sue went to the park. He played catch together. (They) Mr. Green says she will teach math next year. (he) Mother wore a new dress today. They likes it very much. (She) The players felt good because he won the game. (they)
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32. Grammar – Pronoun-Antecedent Agreement
Now you can write the sentences correctly in your notebook. Amar and Sue went to the park. He played catch together. Mr. Green says she will teach math next year. Mother wore a new dress today. They likes it very much. The players felt good because he won the game.
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33. Writing – Publish
Grammar-Writing Connection. Read your writing and make sure you have used the correct pronouns to refer to the antecedents. Complete your final writing. Finish writing your final copy. Proofread your writing one more time to be sure that you have copied everything correctly, and that you have correctly capitalized and punctuated your sentences. You may illustrate your writing if you wish.
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34. Writing – Publish Handwriting Neatness counts.
Correct spacing between the letters in a word and between words will help make your writing easy to read. If you need to make a correction, please do so neatly.
Compile a magazine.
You are editors. You may want to put all of the same type of writing together in a section, or you many want to mix up topics.
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