Lesson 6 Day 2
You will need your Reading book
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and response journal.
Question of the Day
 What goals have you set for yourself?
 (Think: How did you achieve it? How did
that make you feel?)
 What would be a good goal for our class?
 A good goal for our class would be
____________________. (Tell why this
is a good goal and how we can achieve
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this goal.)
Read Aloud
 What is the purpose for reading a poem?
 for enjoyment
 to learn what someone else is thinking
and feeling
 to practice fluency
 to listen to rhythm and rhyme
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Read Aloud
You’ve Got to Work Together
You’ve got to work together,
That’s what my sister said.
For when you work together,
You’re sure to get ahead.
You’ve got to work together,
and then you’ll get things done.
When all those hands are working,
It might feel more like fun!
You’ve got to work together,
In everything you do.
For when you work together,
Good things will come to you!
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Phonics and Spelling
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Compound words are made up of two smaller words.
treehouse
tree/house
What is the definition of a treehouse?
A house in a tree.
sandbox
sand/box
What is the definition of a sandbox?
surfboard
surf/board
What is the definition of a surfboard?
moonlight
moon/light
What is the definition of moonlight?
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Phonics and Spelling (cont.)
 Find the compound words in each
sentence. Tell where you would divide
the words.
 Can you sell newspapers outside the
ballpark?
 news/papers out/side
ball/park
 One afternoon, Babe Ruth watched his
teammates play ball.
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 after/noon
team/mates
Phonics and Spelling (cont.)
Help me place each word in the correct column.
pickup, hallway, mailbox, classroom, thumbtack, outside, bedroom,
upstairs, airplane, sunshine, something, playground, teaspoon,
sandpaper, cannot, raindrop, baseball, homework, sidewalk, notebook
First word is
longer
•pickup
•hallway
•mailbox
•classroom
•thumbtack
Second word is
longer
outside
•bedroom
•upstairs
•airplane
•sunshine
•something
•playground
•teaspoon
•sandpaper
Both words are
equal lengths
•cannot
•raindrop
•baseball
•homework
•sidewalk
•notebook
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Fact and Opinion
 A fact is something that can be seen or
proved.
 An opinion is a person’s thoughts or
feelings.
 Clue words such as think and believe can
help readers know that a sentence states
an opinion.
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Turn to page 156 in your
book.
 Read the paragraph in the blue box on page
157.
 When I look at the first sentence, I see the
words I think. This tells me that “baseball has
an interesting history” is someone’s opinion. An
opinion cannot be checked because different
people think different things are interesting.
 The second sentence is about something that
happened in history. Dates can be checked in
a reference book, and if they are correct, the
sentence states a fact.
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As we read the paragraph on page 157 we will stop and
decide whether each sentence is a fact or opinion.
fact
 In the mid-1800s, the
first baseball teams
were formed in the
United States.
 At first, there were no
rules for how to play.
 Alexander Cartwright
wrote the first set of
rules for baseball.
opinion
 I think baseball has
an interesting history.
 Getting written rules
was the best thing to
happen to baseball.
 Players everywhere
could then play the
game the same way.
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Fact and Opinion
Promethean Lesson
 Fact and opinion
Build Robust Vocabulary
 midst- If you are in the midst of something, you
are in the middle of it.
 Say the word with me, midst.
 Would it embarrass you if you forgot your lines
in the midst of a presentation?
 shabby- Shabby things look old and worn out.
 Say the word with me, shabby.
 If your clothes were worn out, would they look
shabby.
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Build Robust Voc. (cont.)
 dazed- If you are dazed, you are confused and
cannot think properly.
 Say the word with me, dazed.
 When might a person be dazed by excitement?
 elevated- Something that is elevated is lifted
up.
 Say the word with me, elevated.
 Why would a speaker be elevated on a
platform?
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Build Robust Voc. (cont.)
 embarrass- If you embarrass someone, you
make that person feel uncomfortable or
ashamed.
 Say the word with me, embarrass.
 Would it embarrass you to trip and fall in the
hall?
 collapses- When something collapses, it falls
down because it is not well supported.
 Say the word with me, collapses.
 Would you want to watch while an old building
collapses?
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Build Robust Voc. (cont.)
 Turn to page 158 in your Reading book.
 Read page 158 with me.
1. What might people think of the child’s shabby
shirt?
2. What could the child do to not embarrass his
or her mom?
3. How do you think the narrator felt when in the
midst of shopping he or she saw his or her
favorite shirt?
4. Why was the shirt on an elevated platform?
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Build Robust Voc. (cont.)
 Read page 159 with me.
5. Would you be dazed if you had five
hours of homework?
6. Why is it a problem if a clothing rack
collapses?
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Build Robust Voc. (cont.)
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The boy makes a contribution to his family by
earning money.
contribution- If you help your family reach its
goal, you make a contribution to your family
Say the word with me, contribution.
Which would be a contribution to your family,
washing the car or playing baseball?
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Build Robust Voc. (cont.)
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The boy took initiative to find a way to sell
more newspapers.
initiative- When you take initiative, you make
the first step in doing something without
being told what to do.
Say the word with me, initiative.
Do you take initiative when you set up a
garage sale, or when you collapse on the
sofa?
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Congratulations! You did it.
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Reading Genre:
 Today you will be reading a story “The
Babe and I”.
 It is Historical Fiction
 Historical fiction is a made-up story that
is set in the past and has people, places,
and events that are real or could be real.
 Look for
 A real time and place in the past
 Facts as well as opinions about people in
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history.
Comprehension
Strategy
 Reread!
 Good readers are confused by something
they read, they often reread that part of a
selection.
 As they read, they think about whether
they understand what is happening.
 If not, they can reread earlier parts of the
story to make the events in the story
clearer.
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Building Background
 You are going to read a story about a boy
growing up in The Bronx, New York,
during the Great depression. This was
from 1929 to 1939, and millions of people
were out of work.
 What might family members to earn
money in times like that?
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Set a Purpose and Predict
 Two Purposes to read this story is to…
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enjoy and to learn.
 Turn in your book to page 160-161.
 “The Babe” in the title is Babe Ruth, a
famous baseball player from the 1930’s.
 Let’s predict what we think this story
might be about.
 Now read to find out why the story is
called “The Babe and I”.
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Check Comprehension:
Retelling
 Name one fact you learned from “The
Babe and I”.
 Now give me and opinion you have about
the selection.
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Fluency: Phrasing
 Good readers
 make their reading sound like normal
speech by following the natural pauses
between phrases, or groups of words.
 do not pause after each word or two.
 The punctuation often shows where
readers should pause.
 Turn to page 172-173 of “The Babe and
I” and listen as I read.
 Now let’s choral read this page.
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DOL
J
 1. jacob shouts the headline^, and the boy
collects the money?.
T
 2. the boy thought selling apples was a
job^ but his father did not!
,
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Grammar
 A few blocks from home we passed a woman
selling apples.
 This sentence tells a complete thought.
 We turned onto Webster Avenue, and there
were more apple sellers.
 This is a compound sentence. It is made up of two
sentences joined together.
 The word and joins the two sentences.
 Compound sentences are joined with the words,
and, or, or but. In a compound sentence, a comma
is used before the joining words.
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Grammar (cont.)
Which sentence is a compound sentence?
Jacob called to the boy.
I wanted to tell him he didn’t have to
pretend he still had his job, but I couldn’t.
WB pg. 19
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Writing
Character Sketch
• Describes how a person looks, sounds,
or acts
• Tells what a person is like
• Includes a topic sentence
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Writing (cont.)
 Who might read a character sketch?
 What would the purpose of writing a
character sketch be?
 You can inform, entertain, or persuade
your audience with the character.
 The topic sentence can let your readers
know what the purpose of the sketch is.
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Writing (cont.)
 Listen as I read pg. 168 from “The Babe
and I”.
 I am going to brainstorm words to
describe Jacob .
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How Jacob Looks,
Sounds, or Acts
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young
poor
loud
confident
What Jacob Is
Like
 friendly
 smart
 hard-working
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Choose a character from a previous story.
Complete a chart like the one below.
How the Character Looks,
Sounds, or Acts
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What the Character
is Like