What wild creatures have you seen in your
neighborhood?
Write complete sentences in your notebook :
I saw a ______________in my neighborhood.
It was _____________.
T418
Read Aloud
You are going to hear the poem,
What might be the purpose for reading
or listening to a poem again?
To enjoy; to learn more about the
author’s thoughts.
Listen and follow along to enjoy the poem.
T419
Hey, Bug!
by Lilian Moore
Hey, bug, stay!
Don’t run away,
I know a game that we can play.
I’ll hold my fingers very still
and you can climb a finger-hill.
No, no,
Don’t go.
Here’s a wall – a tower, too,
a tiny bug town, just for you.
I’ve a cookie. You have some.
Take this oatmeal cookie crumb.
Hey, bug, stay!
Hey, bug!
Hey!
Now, repeat after me as we read the poem again.
T419
Hey, Bug!
Discussion Questions
Why do you think the writer wants to play
with the bug?
What do you think the writer could do to
make the bug want to stay?
T419
V/CV and VC/V Syllable Patterns
The baby saw the shadow.
Look at the word “baby,” in the sentence above. This word has a consonant between
two vowels.
Remember –
When you see this pattern, you can try dividing the word after the first vowel and
pronouncing the word with a long vowel sound.
Does this sound like a familiar word?
ba/by
T420
V/CV and VC/V Syllable Patterns
If the word doesn’t sound familiar, you can try dividing it after the second
consonant and pronouncing a short vowel sound.
Try dividing shadow, to produce a familiar word.
shad/ow
T420
V/CV and VC/V Syllable Patterns
Divide the following words into syllables.
final
fi/nal
habit color music
hab/it col/or mu/sic
Let’s label the first vowels as long or short.
col/or short
fi/nal long
mu/sic long
hab/it short
T420
V/CV and VC/V Syllable Patterns
Draw two columns. Label the first, V/CV Long Vowel, and the second, VC/V Short
Vowel as below. Look at the following words and write them under the correct
column.
broken given Friday begin cabin river
V/CV – Long Vowel
broken
VC/V – Short Vowel
given
Friday
cabin
begin
river
T420
COMPREHENSION STRATEGIES–
Review
Reading Chapter Books.
T422
COMPREHENSION STRATEGIES–
Review
Reading Chapter Books.
Preview.
Turn to pages 440-441 in your textbooks. Scan the
pages.
These pages tell about the important parts of
chapter books and how you can use these parts
as you read.
Set a Purpose for Reading.
Your purpose for reading these two pages is to get
information about chapter books.
T422
COMPREHENSION STRATEGIES–
Review
Reading Chapter Books.
Discuss Text Features
Let’s read the information on Page 440.
Now let’s look at the explanatory boxes
on Page 441.

The title is sometimes a clever way to
get a reader interested in a book. It
often gives a clue to the plot of the
book.
T422
COMPREHENSION STRATEGIES–
Review
Reading Chapter Books.
Discuss Text Features
Since chapter books are divided into parts
called chapters, each chapter has a
chapter number and/or a title. A title
might give a clue to what the chapter is
about.
 Chapter books have one long plot broken
into chapters. The important events in the
chapters lead to the big problem being
solved, or the goal being reached, by the
end of the book. Sometimes a chapter has
a smaller plot of its own.

T422
COMPREHENSION STRATEGIES–
Review
Review the Focus Strategies.
Discuss Story Structure/ Asking Questions.
Let’s read the information on Page 440. You
can use what you know about story
structure to help you understand a chapter
book.
T422
COMPREHENSION STRATEGIES–
Review
Review the Focus Strategies.
Discuss Story Structure/ Asking Questions.
 The main characters, setting and
problem are usually introduced in the
first chapter. When you read a chapter
book, you have to keep the big problem in
mind and think about the important
events.
 Remember to ask yourself questions
about what has happened, is happening,
and will happen.
T422
COMPREHENSION STRATEGIES–
Review
Set a Purpose and Read.
“Iris and Walter, True Friends,” is a chapter book
about a boy, a girl, and a horse.
What do you know about horses?
Let’s set a purpose for reading
this selection.
T422
COMPREHENSION STRATEGIES–
Monitor Comprehension
P. 442-443.
Locate the book title and chapter title.
Read the Stop and Think box on P. 443.
Author’s Purpose.
What do you think was the author’s purpose in
writing this chapter book?
(to entertain readers)
Plot
What is the problem in this chapter so far?
(The horse named Rain won’t let Iris near her.)
T422
COMPREHENSION STRATEGIES–
Apply Comprehension Strategies.
Use Story Structure, Ask Questions.
Think Aloud.
I read that Iris, Walter, and the horse Rain
are the characters in this story. I know that this is
the beginning of the chapter, but I already see a
problem with Rain and Iris. I’m asking why Rain
is acting unfriendly or shy. Iris is thinking of a
solution. I’ll read on to find out what happens.
T424
COMPREHENSION STRATEGIES–
Monitor Comprehension
P. 444-445.
Locate the chapter title and describe the clue it
gives about this chapter’s events.
Read P. 444.
Stop and read the Stop and Think box on P. 445
before continuing reading.
Character’s Traits
What do you learn about Iris’s character on these
pages?
(She does not give up until she achieves her
dream)
T425
COMPREHENSION STRATEGIES–
Monitor Comprehension
P. 444-445.
Plot
How is the plot’s problem solved in this
chapter?
(Rain learns to trust Iris over time.)
What do you think might happen in the
next chapter?
(In the next chapter, Walter might get to ride
Rain.)
T425
COMPREHENSION STRATEGIES–
Apply Comprehension Strategies
Ask Questions.
Think Aloud.
As I’m reading, I’m wondering whether Rain
will ever go near Iris. Is Rain just scared? Why is
she scared? As the story goes on, I see that Iris’s
problem is solved. It looks like there is perhaps
another chapter to come, since Walter wants to
try riding Rain, too.
T425
READERS’ THEATER
“Ask the Experts”
T426
READERS’ THEATER
“Ask the Experts”
Focus on Fluency
Reading with intonation and expression.
As you are rehearsing your readers’ theater roles, you
need to read with expression as if you have an
audience in front of you.
Think Aloud
I practiced reading the role of Smarty Jackson several
times. I realized that I want the other experts to
take me seriously when I speak. I make my voice go
higher and lower to sound natural when I read. This
makes it easy for others to understand what I am
saying.
T426
READERS’ THEATER
“Ask the Experts”
Rehearse Roles.
At first you will rehearse with others who have the
same roles.
Take turns reading the character’s speech. After
someone finishes reading, offer positive
comments about what you liked about how they
read the part.
For example, you might say, “I like the way you
changed your voice to sound sad.”
T426
READERS’ THEATER
“Ask the Experts”
Rehearse Roles.
Now you will rejoin your groups to rehearse the
entire script.
Remember to stand and read the way you will
when you present in front of the class. Please
practice reading with expression and intonation
so it will be interesting and entertaining to the
audience.
T426
Building Vocabulary
expertise

If someone commented on your
expertise in science, would that
probably mean you were a scientist?

In what areas do you feel that you
have expertise?
T427
Building Vocabulary
correspondence

How do you feel when you receive
correspondence from someone?

What types of correspondence do you
like to receive?
T427
Building Vocabulary
luscious

If you told your mom that something
she fixed for dinner was luscious,
does that mean you liked it?

What type of dessert do you think is
the most luscious?
T427
Building Vocabulary
shudder

Does thunder make you shudder?

What other things might make
someone shudder?
T427
Grammar –
Pronoun-Antecedent Agreement
Remember, A pronoun is a word that takes
the place of a noun in a sentence.
What are examples of pronouns?
me, he, she, it, we they
The antecedent is the noun referred to by a
pronoun. What are the pronoun and
antecedent in the following sentence?
Maria gave the puppies a bath. They were
very wet.
They, puppies
T428
Grammar –
Pronoun-Antecedent Agreement
Pronouns and antecedents must match, or
agree.
A singular pronoun replaces a singular
antecedent.
A plural pronoun replaces a plural antecedent.
If an antecedent is male, the pronoun must be
male.
If an antecedent is female, the pronoun must
be female.
If the noun is a thing or place, the pronoun
must match.
T428
Grammar –
Pronoun-Antecedent Agreement
Let’s read the following sentences together.
How would you make the pronouns agree with the
nouns?
Amar and Sue went to the park. He played
catch together.
(They)
Mr. Green says she will teach math next year.
(he)
Mother wore a new dress today. They likes it very
much.
(She)
The players felt good because he won the game.
(they)
T428
Grammar –
Pronoun-Antecedent Agreement
Now you can write the sentences correctly in
your notebook.
Amar and Sue went to the park. He played
catch together.
Mr. Green says she will teach math next year.
Mother wore a new dress today. They likes it
very much.
The players felt good because he won the
game.
T428
Writing – Publish
Grammar-Writing Connection.
Read your writing and make sure you have used
the correct pronouns to refer to the
antecedents.
Complete your final writing.
Finish writing your final copy. Proofread your
writing one more time to be sure that you have
copied everything correctly, and that you have
correctly capitalized and punctuated your
sentences.
You may illustrate your writing if you wish.
T429
Writing – Publish
Handwriting
Neatness counts.
Correct spacing between the letters in a
word and between words will help make your
writing easy to read. If you need to make a
correction, please do so neatly.
Compile a magazine.
You are editors. You may want to put all
of the same type of writing together in a
section, or you many want to mix up topics.
T429