1. Charlotte’s Web
Lesson 26
Day 4

2. Question of the Day One of my favorite animals is ________________.
What can animals do that people cannot do?
People can do many things that animals
cannot do, such as talk, cook, or paint a mural.
There are also things animals can do that people cannot do, such as fly, live under the water, or survive in the frozen north. Think about what a spider can do that people are unable to do.
One of my favorite animals is ________________.
One thing it can do that I cannot do is __________.
Add sentences to provide details about what your favorite animal can do that you cannot do…
Think !
WRITE
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3. “Julio Sings Like a Frog”
Today’s Read Aloud
“Julio Sings Like a Frog”
For enjoyment;
To find out about the character Julio;
To find out how a boy sings like a frog.
Our purpose for
reading this story ……..
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4. Julio Sings Like a Frog
Julio was talking with his father. “It’s a nice summer day,” said his dad. “Do you want to walk down to the pond?”
“I don’t know,” said Julio. “It’s a little hot to walk that far.” Just then, a blue dragonfly zipped through the air. “I wish we could fly there like that dragonfly.”
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5. Julio Sings Like a Frog
“Well, we could try,” said Dad. He spread his arms and took a running jump.
“Nice try,” said Julio, laughing. “But maybe we should walk instead.”
When they reached the pond, Julio heard frogs croaking. “I think I can make that sound.” Julio puffed out his cheeks and let out the air. “Hmm … I don’t really sound like a frog.”
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6. Julio Sings Like a Frog
“Well, when frogs croak, they are really singing to each other,” said Dad.
“I can sing,” said Julio. “I love singing with my friends.”
“That’s right, you do. And, remember, people can fly, too. They just need airplanes.”
“That is true, said Julio, but I still wish I could fly like a dragonfly and sing like a frog.”
His father sat down next to the pond. Julio joined him, and they both enjoyed the view.
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7. Julio Sings Like a Frog
What animal in the story can fly? Why do you think Julio wants to fly like a dragonfly?
What other animal does Julio want to imitate? How does Julio try to croak like a frog?
What does the story tell you about animals and their abilities?
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8. T74 Review Transparency R178
Suffix -sion
Root Word Suffix New Word Sound
admit sion admission shun
decide sion decision zhun
Pronounce the root words, admit and decide. Now let’s add the suffix –sion and pronounce the new words, admission and decision.
Notice the s sound made when saying admission. Now notice the z sound when pronouncing decision.
Remember – the ending –sion can be pronounced two ways, shun and zhun.
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9. Suffix -sion
Write discussion in your notebook and write /sh n/ after the word.
discuss +
-sion =
discussion
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10. Suffix -sion
Write the word revision in your notebook and write /zh n/ after the word.
revise +
-sion =
revision
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11. Suffix -sion
Reread the word discussion, how do we pronounce the final sound in this word?
/sh n/
Reread the word revision, how do we pronounce the final sound in this word?
/zh n/
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12. T74 Practice/Apply Transparency R178
Suffix -sion
Part B
discussion decide precision
diversion fish expansion
pressure mitten ribbon
Some of the words above end in –sion.
Which words end with the /sh n/ sound?
discussion, expansion
Some of the words above end in –sion.
Which words end with the /zh n/ sound?
precison, diversion
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13. T74 Practice/Apply Transparency R178
Suffix -sion
Part B
discussion decide precision
diversion fish expansion
pressure mitten ribbon
Which words do not have either the /sh n/ or the /zh n/ sound?
decide, fish, pressure, mitten, ribbon
In your notebook, make one column for /sh n/ words and another for /zh n/ words. Copy the words above into the appropriate columns. Then add additional words with partners.
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14. Suffixes -tion, -sion
Remember, when –tion and –sion are added to root words and word parts, the root word or word part often changes. This pattern can be learned and practiced.
We may drop the final consonant or vowel.
For example:
attend + tion (drop letter d) = attention
- We may change the final letters in some way.
For example:
prepare + tion (change the e to a) = preparation
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15. Fluency Fluency - Punctuation
Good Readers use many strategies to help them read fluently. It is important to pay attention to punctuation and use it like a road map for reading.
As you read you should:
Pause at commas and stop at periods.
Raise the pitch of your voice for questions.
Read sentences with exclamation points with excitement.
Begin here
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16. Listen as I read: Notice
Fluency - Punctuation
Listen as I read:
Notice
As I read part of Charlotte’s Web aloud, I am going to pay attention to all punctuation marks. I will use them as a guide for reading, pausing at commas, stopping at periods, and raising the pitch of my voice at the end of questions.
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17. T76 Guided Practice - Practice/Apply
Fluency - Punctuation
Now I will divide you into groups and you can choral-read pages 308 and 309 from Charlotte’s Web. Remember to pay attention to punctuation and use it as a guide for your reading.
Let’s repeat-read P of Charlotte’s Web. This time, raise your hands every time you come to a period. This will help you remember to stop briefly each time you see a period when you are reading.
Remember to take your time reading, pay attention to punctuation, and ask for help when necessary.
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18. Focus Skill Making Inferences- Comprehension
Writers do not directly tell readers all the information that is needed to understand a story.
It is up to readers to figure out, or make inferences about, characters, events, or other parts of a story.
Listen as I read aloud “A Noise from the Barn.”
Pay attention to specific information the writer has given Then we will answer questions about it.
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19. Angela was finishing her farm chores when she heard a loud noise
Angela was finishing her farm chores when she heard a loud noise. It sounded like baaaaaah. “What was that?” Angela asked the wise old cow.
“That sound came from inside the barn,” said the cow, who continued chewing her portion of grass. “I wouldn’t worry about it.”
“What do you think?” the girl asked Horner the horse, who was standing nearby.
“Well, I’m not sure,” replied Horner, who was a much more nervous creature than the cow. “Perhaps you should check on it. You
A Noise From the Barn
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20. never know. There just might be something wrong.”
Angela ran to the barn and opened the heavy, wooden door. She saw her father kneeling down in the sheep pen. He looked like he was concentrating. “What’s happening Dad? Is there a problem with the sheep?”
“Well, come and see for yourself,” said Dad.
Angela came closer. Her father was washing something. Next to him a mother sheep was resting on a pile of straw.
“We have a new baby sheep!” cried Angela
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21. “Yes, it’s a healthy lamb
“Yes, it’s a healthy lamb. I was a little worried because it came so early. But everything turned out fine.”
“I guess that cow was right,” said Angela. “There isn’t anything to worry about.”
“Bessie the cow knows what she’s talking about, said Dad. “This little lamb is something to be happy about!”
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22. T77 Practice/Apply Transparency R171
Making Inferences
What do you already know about cows?
Cows give us milk, cows do not really talk.
2. What does the author tell you about Bessie?
She is old and wise; she says not to worry about the noise.
Why do you think Bessie can talk in this story?
Bessie must be special; this is a fantasy, and in fantasies animals and other parts of nature often talk.
end
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23. T77 Independent practice Transparency R171
Making Inferences
Let’s revisit Charlotte’s Web, then answer the following questions.
What does the author tell you about Wilbur?
He lives on Zuckerman’s farm; he is friends with Charlotte.
What do you already know about pigs?
Pigs have curly tails, pigs lie around in the mud.
Why do you think Wilbur can talk in this story?
Wilbur is a character in the story; he is not real; this is a fantasy.
end
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24. Sequence Sequence is the order in which events happen.
Time-order words such as first, next, then, later, and finally, can help readers figure out the sequence of events in a passage.
Dates and times are also time-order words.
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T78 Reinforce the Skill

25. Sequence First, Mr. Wilson introduced the acting troupe.
Then, the actors did a scene from Charlotte’s Web.”
At the end, we all clapped.
How can I determine sequence in the passage above?
As I read, I ask myself, “What are the time-order words?” I think that First and Then are time-order words. Then I ask myself, “What happened first?”
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26. Sequence How can I determine sequence? (continued)
I tell myself that the word first means Mr. Wilson introduced the acting troupe must be the first event in the passage.
The word then tells me the next event is the actors performed.
Then the words At the end tell me that we all clapped was the last thing that happened.
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27. T78 Reinforce the Skill Practice/Apply
Sequence
first next May 21, :30 P.M.
How are these words alike?
They are time-order words.
Let’s make sentences that reflect time-order using these words. For example:
The car race began at 4:30 P.M. on May 21, 1985.
Now, in your notebook, brainstorm a list of time-order words and phrases. Write two or three sentences with your words. For example:
In the morning, the school bus arrives at 7:30 A.M.
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28. Robust Vocabulary a broom some red ribbons a porcupine hairbrush
I will name some objects that are bristly. If you think the object I name is bristly, nod your head “yes.” If not, shake your head “no.”
a broom
some red ribbons
a porcupine
hairbrush
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29. Robust Vocabulary a monster eating an orange falling down the stairs
I will name some objects that might be dreadful. If I name something dreadful, put a frightened look on your face. If not, look very brave.
a monster
eating an orange
falling down the stairs
playing tag
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30. Robust Vocabulary If you were summoning someone, what would you say?
If you wanted to be sedentary for a day, what would you do?
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31. Robust Vocabulary eating pizza yelling hiking with your family
I will name some actions that might be a nuisance. If the action I name is a nuisance, give a “thumbs up” sign. If not, give a “thumbs down.”
eating pizza
yelling
hiking with your family
poking a person in the arm
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32. Robust Vocabulary I will clean the table.
I will say some phrases. If the phrase sounds as if someone is boasting, puff yourself up as big as you can. If it does not sound like boasting, shake your head “no.”
I will clean the table.
I know I will win first place.
I am happy you won.
I am the best swimmer in the school.
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33. Robust Vocabulary What are some objects that might sway in the wind?
If you were adamant about winning the contest, what would you say?
What is inevitable on a rainy day?
What is one way in which a family member obliges you?
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34. Grammar – Irregular Verbs
Daily Proofreading:
our teacher sayed the answers aloud.
Our teacher said the answers aloud.
I has gone on a rollercoaster meny times.
I have gone on a rollercoaster many times.
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35. Grammar – Irregular Verbs
Remember that the tense of a verb tells the time of the action.
A verb may show past, present, or future tense.
Irregular verbs in the past tense tell about actions that happened yesterday or some other time in the past.
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36. Grammar – Irregular Verbs
Remember….
Irregular verbs do not end in –ed.
Some irregular verbs, such as run, say, bring and ring, are used incorrectly. Students should memorize the tenses of these verbs.
Irregular verbs can be used with helping verbs, such as has or have.
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37. Let’s Practice Using – Irregular Verbs
Susan carried her lunch to school.
The verb carried is a regular –ed verb that tells about a past event. What irregular verb(s) could we use instead? brought, took What can we say about brought and took? They are irregular verbs that have a similar meaning, but do not end in –ed.
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38. Let’s Practice Using – Irregular Verbs
The bell has sounded already.
What can you tell me about the verbs in this sentence? Has is a helping verb and sounded is a regular –ed verb. What helping verb and irregular verb could we use instead? has, rung Note, the words has rung tell about an action in the past, but not in a specific time.
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39. Let’s Practice Using – Irregular Verbs
Brainstorm a list of irregular verbs you could use to tell a mini-story about what happened on a field trip. In your notebook, start with the irregular verbs brought and rung. Now add to the list. With partners, write four sentences in all. Exchange your work with another set of partners and circle all the irregular verbs you find.
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40. Writing Directions Directions
You will now revise and finish your drafts. When writing directions use clear, detailed sentences explaining what to do.
Also include numbers or time-order words such as first, next, now, then or last.
Directions
Explain how to do something.
Explain steps one-by-one and in time-order.
Use accurate words and phrases.
Use numbers or time-order words.
Follow a logical order.
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41. Writing wilbur scrambled to the top of the manure pile
Proofread and correct the following sentence using editor’s marks.
wilbur scrambled to the
top of the manure pile
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