1. Lesson 23 Day 3 You will need your textbook, workbook, paper, and pencil.

2. Phonics and Spelling preheat misprint inexact What are the prefixes in these words? pre-, mis-, in- Where would we divide these words into syllables? pre/heat mis/print in/exact Remember that prefixes have their own meanings and when they are added to words, new words with new meanings are formed. pre-“before” mis-“badly or wrongly” in-“not”

3. Phonics and Spelling misunderstand You can use your knowledge of prefixes to break this word into parts and to decode it. What is the prefix? mis- What is the base word? understand mis/understand What does this word mean? to understand wrongly

4. Phonics and Spelling In each of the following words, tell the prefix first and then what the word means. 1. misjudge mis-judge wrongly 2. inaccurate in-not accurate 3. prepaid pre-paid before 4. mislabel mis-label wrongly 5. inattention in-not paying attention 6. misuse mis-use wrongly 7. presort pre-sort before 8. mismatch mis-match wrongly 9. inactive in-not active 10. misbehave mis-behave badly 11. misprint mis-print wrongly 12. preclean pre-clean before

5. Phonics and Spelling Let’s sort the spelling words according to their prefixes. pre-mis-in- presetmisuseinput previewmisleadinside pretestmisplaceincorrect preheatmisreadindoors preschoolmismatch misspell

6. Fluency When good readers read aloud, they use their voices to express the emotions and actions that are part of the story. Reading with expression makes a story more interesting and more fun both to read and to hear. Good readers:  Think about what is happening in the story  Change volume and tone to match the events or feelings  Pay attention to punctuation

7. Fluency I am going to read page 230 of “Chestnut Cove.” I will pay attention to what is happening so I can make my voice match. I will watch for punctuation marks to tell me when to pause. I see that one sentence begins and ends with and. Usually and is in the middle of a sentence. Listen carefully to how I change the tone and volume of my voice. Teacher read aloud page 230. Students echo-read each sentence.

8. Cause and Effect: Comprehension A cause is why something happens. An effect is what happens as a result of a cause. Asking “why” questions can help identify a cause. Asking “what” questions can help identify an effect. Identifying cause-and-effect relationships can help readers determine what causes the characters’ actions and what the results of those actions are.

9. Cause and Effect: Comprehension Let’s review “Chestnut Cove” to find causes and effects of the characters’ actions. Pages 243-245Joe Morgan lets himself be lowered alongside the cliff to save Eloise. Why does he do that? Everyone knows and loves Eloise and will do anything to save her. Pages 245-246Mrs. Lark says she thinks the whole contest is silly. What happens after she makes this comment? Everyone gets together and eats their watermelons so the contest will be over.

10. Mayors: Paired Selection “Mayors” is an example of expository nonfiction. Expository nonfiction presents information or ideas about things that really happen. Expository nonfiction selections may include special features to make it easier for readers to understand the information and to enjoy what they read. These features may include:  Graphic aids, such as photographs, diagrams, maps, charts, illustrations, or captions  Headings that separate and introduce sections

11. Mayors: Paired Selection Read aloud the title. Notice the boldfaced questions that separate the sections. Think about what you already know about mayors. The purpose for reading expository nonfiction usually is to get information. Read “Mayors.”

12. Mayors: Paired Selection What are the responsibilities of most mayors? To run departments; to improve schools; to make laws; to guide visitors; to improve the community; to honor people for important achievements What kind of person do you think would be a good mayor? Someone who is decent, honest, hard-working, fair, and responsible. How can you tell that “Mayors” is expository nonfiction? It tells facts about what mayors do. It has photographs of real mayors.

13. Robust Vocabulary eagerly If someone eagerly did a task, were they happy about doing it? Explain. Have you ever eagerly performed a task? If so, what task did you do? transferred If you helped your parents to clear the table, what items would be transferred to the kitchen? If your mom said she transferred some items to your room, what things would you expect to find there? fondness Imagine someone who has a fondness for the outdoors. Would this person spend their time hiking or watching TV? What are some things that you have a fondness for? emotion Would the winner of a contest be full of emotion? Why or why not? What emotion might you feel if you did not get a gift that you had been hoping for? ridiculous If a person had a dream that did not make sense, why might they say it was ridiculous? What costume might make you feel ridiculous?

14. Robust Vocabulary disgraceful What might a teacher say if she read a paper that was disgraceful? If your bedroom was in disgraceful shape, what might it look like? decent If your coach said that you are a decent soccer player, would you be pleased? Why or why not? What would you say if someone offered you decent pay for pet sitting a hamster? Explain. inherit How would you feel if you inherited a lot of money? What would you do with the inherited money? contented Imagine someone who is not contented with how he or she is doing in school. What would you suggest that this student do? Would you let friends in your bedroom if you were not contented with how your room looked? Explain. collaborate On what activities do you like to collaborate with others? What things would you prefer to do alone rather than collaborate on with someone?

15. Homophones: Vocabulary beebe Ieye forfour Compare and contrast the words in each pair. They sound the same but are spelled differently and have different meanings. These pairs of words are homophones. Homophones are two or more words that sound the same but have different meanings and different spellings. Tell the meanings of each pair of homophones above.

16. Homophones: Vocabulary When you read, you can use context to confirm which word is intended. When you write, you need to think carefully about the spelling you are using. You may need to check in a dictionary to see that you are using the correct spelling for the word.

17. Homophones: Vocabulary Ashley stroked the hare’s ears. Their books are on the desk. Do you know him? In the first sentence, hare is an animal, but hair sounds just the same. In the second sentence, their shows ownership, but there and they’re sound just the same. In the third sentence, know is used, but no sounds just the same.

18. Homophones: Vocabulary Identify the homophone pairs in the following sentences. Then tell the meanings of each of those homophones. 1. The wind blew our blue sailboat across the lake. blew, blue 2. Our family ate dinner ate eight o’clock. ate, eight 3. We will go to the store at two o’clock, too. to, two, too 4. Is your mail carrier a male or a female? mail, male 5. Be careful not to tie a knot in your shoelaces. not, knot

19. Grammar: Present-Tense Verbs Most verbs show action. Verb tense tells the time of the action. Mrs. Lark is growing watermelons. This sentence is correct because the subject (Mrs. Lark) and the verb (is growing) agree. ______ grow watermelons. Is this correct? Mrs. Lark grow watermelons. What are some subjects that agree with the verb for this sentence? I, We, They, The villagers