L EAD Unit 5 Week 3 Day 3 21

R EINFORCE THE T HEME  Page 26-27 Kumak’s Fish  Discuss the story’s events   Who is at the front of the line?

What is he holding?

  Who are the people behind him?

What are they doing?

V OCABULARY W ORD R S TRATEGY ELATIONSHIPS : D ETERMINE   What strategies can we use to help us figure out unfamiliar words?

Readers can look at other words in the text with similar or opposite meanings.

 Page 5 Kumak’s Fish Use word relationships like synonyms: Kumak sees the frozen river. I’m not sure what frozen river means. Then he says “the ice is still hard.” Frozen river means “a river whose water has turned into ice.”

R EAD AND C OMPREHEND : D RAW C ONCLUSIONS  Authors don’t always tell readers everything they need to know. They expect readers to put information and ideas together. This is called

drawing conclusions

.

 Pg 14-15 Kumak’s Fish

In the text Prior Knowledge Conclusion

The hooking stick twitches and spins When fish eat the bait, they pull on the line.

Kumak has caught a big fish with the hooking stick.

P REPARE TO R EAD : S OUND D EVICES  Authors often choose words that have special sounds to help readers imagine what’s happening in a story.

 Pg. 30 Kumak’s Fish Find the word Whoosh! Say it together. What other words are sound words?

  Author’s also use sound by repeating certain words. Why does the author repeat “it’s a good day for fish?”

R EAD T OGETHER  Reread Pg. 3-32 in Kumak’s Fish  What conclusion can you draw about why Kumak’s family uses a sled pulled by dogs?

 What changes each time the author writes “twitched this way,” “twitched that way,” and “went around and around”? Why does the author repeat these words?

 How does the end of the story connect to the Author’s note?

W ORD W ORK : P HONICS  /oi/ spelled oi, oy  Read the word point. What sound do you hear?

 Read the following words:

boil, join, foil, noise, toy, joy

Read the word oil.

b+ oil = s+oil= f+ oil = br+ oil=

I like soy sauce on rice.

Did you point out the toy you want?

We avoid using too much foil.

If you enjoy making noise, join a band.

W ORD W ORK  High Frequency Words:

Eyes, long, practice, prepared Reread Decodable Reader 20 Jack’s Trip Fluency: Practice Companion pg. 36 “Lady Bird”

G RAMMAR : P RONOUNS THAT SHOW OWNERSHIP  My books are in your bag.  My and your are pronouns that show ownership. They tell who owns an object.  There are other pronouns that show ownership: Find the pronouns that show ownership in the following phrases: his shoes her pencil our family their house That tree is losing its leaves.

W RITE A F ABLE  Use the model fable The Prettiest Pet (writing models chart, p. 36) - What is porcupine’s problem?

 Fables have problems that the characters need to solve.

 How is porcupine’s problem related to the lesson “who you are inside is more important than how you look”?

W RITE A F IRST D RAFT  Beginning: Introduce the characters It was a cold, wintry morning. Bear and Ladybug were fast asleep in their beds. At 7am their alarm clocks began to beep and buzz. It was time to get up for school. Bear reached over, turned off the alarm, and fell back asleep. School could wait. He was so tired! Ladybug was tired too, but she slowly stretched and climbed out of bed. What will happen next?

W RITE A F IRST D RAFT ( CONT .) Middle: Remember the lesson of the story and add ideas to the draft.

Meanwhile at school, Bear and Ladybug’s teacher, Mrs. Mouse was getting ready for the day. She had a surprise for her students. The first one to arrive at school would get to meet a very special visitor. Mrs. Mouse hoped that the animals that hibernate would be able to wake up and get to school on time. End: Write an end. Don’t forget to include the lesson !