Transcript Aero and Officer Mike: Police Partners

“The Science Fair”
Theme 6 Lesson 28
Day 3
Question of the Day
How do you feel when you compare
yourself to other people?
Sometimes, when I compare myself
to other people, I __________.
T244
Today’s Read Aloud
• Set a purpose – Why would someone
want to read or listen to a poem more
than once?
To enjoy; to practice fluency.
• Listen and follow along as I read the
poem aloud.
T157
Jealous Jim
Jim wants skates like Bobby’s.
Jim wants a blue bike like Paul’s.
Jim wants a sled like Mia’s.
But not his own, at all.
Jim has fancy gizmos,
But he’s sick of every one.
He wants the things his friends have.
They seem like lots more fun.
So Jim will watch his friends play
And frown at what he’ll see –
For most of all Jim wishes
To end his jealousy!
Now, read the poem with a partner. Pay attention to intonation.
Communicate the meaning of the poem by reading expressively.
Suffixes –able, -ible, -less, -ous
When you read long words, you should look
for word parts that you know. -Less is a
word part that often appears at the end
of words.
-Less means “without”
friend/less – the root word is friend and
the ending is –less
friendless means “without friends”
Jonah felt friendless when he moved to a
T158town.
new
Suffixes
In the following sentences, find the letters that make up the
ending –less in the scrambled word. Cross out those
letters. Now unscramble the rest of the letters to make
the word water. Put water and –less together. You make
the word waterless. Write the word waterless. If
something is very dry, it is waterless, or without water.
1.
2.
3.
4.
Without rain, the land was dry and seslteraw.
We spent a ssslleeep night, tossing and turning.
The trip went on so long that it seemed dnessel.
Only one small rleecass error kept the performance from
being perfect.
5. Mara felt weak and eeloprssw after being sick in bed for
a week.
Fluency – Intonation
If readers did not read with intonation it would
be hard to pay attention or to understand
them. Good readers change their voices
according to the meaning of the words and
the rhythm of the sentences. When students
read, they should:
• emphasize key words and phrases.
• vary their voices to keep readers interested.
• try to speak naturally.
Fluency
I am going to read aloud a page of “The Science Fair.” While I
read, I will use my voice to make the words come alive. I
will vary my tone to read softer, louder, higher, and lower
when it is appropriate to the story. I also will make my
voice louder when a word or phrase is very important.
Turn to page 359 of “The Science Fair.” Notice that Beany is very
worried. “What if our project is the worst one there?” The
phrases our project and worst one should be emphasized
because they are the most important words in the sentence.
Reread page 361 to a partner. Your voices should change to
reflect the characters’ thoughts, feelings, and personalities.
Make Predictions
Good readers use both story details and what they
already know in order to make predictions about
what may happen. As readers read, they also revise
or confirm their predictions. Making predictions in
this way can be fun, like a guessing game. It also
helps readers understand and remember what
happens in a story.
Authors almost always give clues about what may
happen.
Make Predictions
• Page 358
What clue on this page led you
to predict what Beany’s science fair project is
about?
• Page 364
What clues on this page led
you to predict that Kevin would be calm
when he did his experiments for the judges?
“Advice from Dr. Fix-It”
“Advice from Dr. Fix-It” shows examples of e-mail. Email has certain features that are different from
letters sent through regular mail. These features
include:
• A header with
the e-mail addresses of the person
sending and the person receiving the
letter; the date and time when the letter
was sent; the subject, or topic, of the
letter
• Informal writing
• Usually brief
“Advice from Dr. Fix-It”
Follow along with me as I read the e-mail aloud.
Why does an ice cube melt in the sun?
What is it called when a liquid changes to a gas?
How can you tell these letters were sent by e-mail?
Connections
1. Would Dr. Fix-It like Kevin and Beany’s
experiment? Explain.
2. Would you like to be Beany’s science
partner? Why or why not?
3. Why are science fairs important to students
in real life?
Vocabulary
• Why is it fun to be around people who have a
great sense of humor?
• If you could visit anywhere abroad, where
would it be? Why?
• How would you feel if your lunchbox suddenly
started to expand all on its own?
• What might cause water to erupt from a pipe?
• If someone sprinkled pepper on your apple
pie, would it taste good? Explain.
Vocabulary
• What could you mix with pudding to make it grainy?
How would that change the way the pudding looks
and feels?
• How long was your deliberation about which clothes
to wear today? Explain.
• Is it better to be thorough or careless when you are
brushing your teeth? Why?
• How much preparation would it take to give your
best friend a surprise party?
• If you were judging a science fair, to which project
would you award first prize: one with really fun
gimmicks or one based on thorough research?
Explain.
Homographs
Homographs are words that are spelled the
same but have different meanings and origins.
People use homographs every day.
Homographs are:
• are words that are spelled the same but have
different meanings and origins.
• sometimes have different pronunciations.
Homographs
sow does moped
What do these words mean in each of the
following sentences?
1.
2.
3.
4.
5.
6.
The sow cared for her baby piglets.
The farmer will sow seed in that field soon.
The does ran through the forest.
Does your dog like to go outside?
Henry moped around all day after losing the game.
My older brother drove his moped to the store.
Grammar
DOL
Write these sentences correctly.
1. he couldn’t find no one.
2. we shouldn’t take nothing.
Contractions
Not, like no, is a negative. Words like never, none,
and nothing are also negatives that are related
to the word no. Words like don’t, can’t, didn’t,
and wouldn’t are negative contractions that
contain a short form of not. You should never
use two negatives in a sentence.
I can’t have any pizza. I can’t have no pizza.
Notice the negative, can’t. The first sentence is correct
because it only contains one negative. The second
sentence has two negatives: can’t and no. If you
meant that you were not able to eat pizza, the
second sentence is incorrect. In fact, it means the
opposite of what it is supposed to mean since it says
that someone cannot have “no pizza,” which means
that the person can have some pizza.
I wouldn’t scream in no library.
This sentence is wrong. How can we correct it?
Writing – Description
Open your Student Edition to page 358.
Notice that the first sentence is a topic sentence that names the
event being described. The detail sentences help make the
event clearer and more real for readers.
•
•
•
•
•
Description
Includes a topic sentence.
Tells what is being described.
Uses details to show what made the event exciting or
memorable.
Shows excitement about the event.
Uses strong, specific language that appeals to the senses.
Description
List some questions that students may have about a
science fair. How could a writer answer these
questions in a description of the science fair?
Use the charts from Day 2 to help you draft your
descriptions of a memorable event. Use sensory
details and precise vocabulary for your detail
sentences and anticipate and answer questions
readers might have. Using simile, metaphor,
alliteration, and anomatopoeia can make your
writing more interesting.