1. Lesson 8 Day 1 You will need a pencil, paper, your reading book.

2. Spelling/Phonics  Turn to Student Edition page 224.  Let’s look at the chart on that page.  The ow in cow stands for the /ou/ sound.  ow can also stand for the /ō/ sound.  The two words beneath cow also have the /ou/ sound.  Which word uses the spelling ou and which word uses the spelling ow?  In the word cow, the /ou/ sound is spelled ow.

3. Spelling/Phonics  Look at the other column on the chart.  The word boy has the sound /oi/.  oy is one way of spelling the sound /oi/.  Read the words listed beneath boy.  Which word uses the spelling oi for the /oi/ sound? Which word uses the spelling oy for the /oi/ sound?  Sort the following words by words that contain the /ou/ sound and words that contain the /oi/ sound:  coinboil how toyloud pouch  /ou/ sound—how, loud, pouch  /oi/ sound—coin, boil, toy

4. Spelling/Phonics Practice  Read the sentences on page 225.  Copy the chart, and write each underlined word from the sentences in the correct column. Underline the letters that stand for /ou/ and /oi/.

5. Spelling Pretest  1. foil  2. loud  3. gown  4. coil  5. house  6. annoy  7. growl  8. moist  9. enjoy  10. round  11. spoil  12. mouse  13. clown  14. bounce  15. cowboy  16. eyebrows  17. voyage  18. boiling  19. cloudy  20. avoid

6. Main Idea and Details  The main idea is the most important idea in a paragraph. It is often found in the first or last sentence of a paragraph, but it can be found in the middle.  Details are facts and statements that support and explain the main idea.  Turn to Student Edition page 203.  As I read the first paragraph, I see that the first sentence is “Officer Mike and Aero are partners.” This tells me what this paragraph is about. As I continue reading, I look for details that support and explain that sentence.  Pick out the first supporting detail from the third paragraph on page 203. How does it support the main idea of that paragraph?

7. Main Idea and Details  Write in your notebook the supporting details in the paragraph. Afterwards, explain how these details support the main idea in the paragraph.

8. Listening Comprehension  You will be listening to a nonfiction selection about wild animals that help each other in unusual ways.  Nonfiction gives ideas and information about a topic.  As I read aloud the first paragraph of “Weird Friends,” I see that this selection is about animals that help each other. The selection is nonfiction, so I expect to read facts and explanations about animals helping one another.

9. Listening Comprehension  A main idea is the most important idea in a paragraph. It often is found at the beginning or end of the paragraph. The main idea is supported by details that give information about it.  Listen for main ideas and supporting details as I read “Weird Friends.”  A long piece of nonfiction may have more than one main idea.  After Reading:  Summarize how at least one pair of “Weird Friends” help each other.  How do you know “Weird Friends” is nonfiction?

10. Vocabulary  The crocodile went charging home because its nest was in danger.  If an animal is charging, it is rushing or moving quickly towards something or someone.  If a strange dog were charging you, would you run or stand still?  The ferocious crocodile protected the “water thick-knees” bird.  A ferocious animal is angry and dangerous.  Are most dogs you know gentle or ferocious?

11. Vocabulary  Two bull elks crash horns to see who is dominant.  The strongest or most powerful member of a group is dominant.  Which is dominant, a puppy or a grown cat?  Two arctic hares hit each other because they are in a conflict.  If two animals are fighting, they are in a conflict. If you are arguing with someone, you are in a conflict with each other.  Do you talk about conflict or argue about it?

12. Grammar  An abbreviation is a shortened form of a word or phrase that is used in place of the whole word or phrase.  Most abbreviations begin with a capital letter and end with a period.  Mr.Mrs.St. Pl.  Mr. is the abbreviation for Mister.  Mrs. is the abbreviation for Mistress.  St. is the abbreviation for Street.  Pl. is the abbreviation for Place.  Notice how each abbreviation is capitalized and ends with a period.

13. Grammar Practice  The following sentences include abbreviations. Identify each abbreviation. What does the abbreviation stand for? Remember most abbreviations begin with a capital letter and end with a period. 1.Mrs. Brown lives in Orlando. 2.The mayor’s office is on Main St. 3.The school on Rose Pl. is near my house? 4.I asked Mr. Sanchez for help with my homework. 5.My full name is Anthony James Flynn, Jr. 6.Underhill Rd. goes near Beartown Mountain. 7.My favorite teacher is Ms. Kim. 8.Miss Lu moved to Benton Ave.

14. Writing Writing  “The Leaping Gray Whale” is a paragraph that describes. A descriptive paragraph uses vivid and precise words to create a picture of its topic. Vivid words help a reader hear, see, smell, taste, or feel what is happening. Precise words give specific information about the topic.  As I read the paragraph, identify the vivid and precise words that make a picture of the gray whale.

15. Writing cont.  Read the following paragraph with me.  The Leaping Gray Whale  We waited for the gray whale to come to the surface. Finally, it rose out of the blue-green water, and the sunlight flashed on the whale’s enormous, bumpy back. It was crusted with hundreds of barnicles. We were close enough to see the creature’s round, friendly eye. A gushing stream of water shot from its blowhole. Then, the whale raised its huge tail and slapped it on the water with an ear- splitting crash. Finally, the whale sank slowly into the sea.

16. Writing cont.  A description:  Uses vivid words that appeal to the senses.  Uses precise words that give specific information about the topic.  The sun was hot.  Some ants were in the kitchen.  These underlined words are not vivid or precise.  The sun was glowing.  The word glowing gives a better picture of what the sun was like.  What vivid or precise words could replace the word some?