The day Eddie met the author Day 4

1. Lesson 2 Day 4

2. Question of the Day
Who is a person you
admire?
What have you learned
from the person you
look up to? In what
ways would you like to
be like that person?
A person I admire is
______. I admire this
person because _____.

3. Today’s Read Aloud:
Breakfast Time
 What might be the purpose for
listening or reading a story?
 For fun or enjoyment, to learn
something new, or to build fluency.

4. Today’s Read Aloud:
Breakfast Time
Leon’s sister Keisha woke him by shaking his
shoulder. Leon rolled over, “come on,” he
heard her say. “It’s six o’clock. Remember
our plan?”
They tiptoed down the steps in their bare
feet. Their parents were still asleep. Keisha,
who was twelve, led the way into the
kitchen. The sun had just started to stream
through the window. “All right,” Keisha
said, “let’s make them breakfast.”

5. Today’s Read Aloud:
Breakfast Time
Leon sat on the floor. He rubbed his eyes. How are we
going to make breakfast?” he said. “mom makes it
every day. “What do we know about making
breakfast?”
“Just watch me and do what I say,” Keisha said. She got
glasses and bowls from the cabinets. Then, she found
a tray. “Get the bread and the butter and the orange
juice, too,” she said.
Leon followed her instructions. Soon, they had a
beautiful breakfast for their parents, with juice, toast,
cereal, and a piece of fruit.
“Wow,” Leon said, “you should be a cook”, Keisha said.
“Together, we’re already cooks”.

6. Today’s Read Aloud:
Breakfast Time
 What do Keisha and Leon plan to do?
 How does working together help them
achieve their goal?

7. Root Words; Endings –ed, -ing
 Read this word to yourself tripped.
Now, name the root and the ending.
How is the root word changed when
that ending was added?
 Doubling the final p before adding –ed
I want you to do the same thing you just
did with these two words:
shaking and raked
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8. Root Words; Endings –ed, -ing
 Remember that words are often easier to read if they
are broken into syllables. Think of how many beats
are in a word.
 Like planted it has 2 syllables plant/ed
 How many syllables do these words have?
starling star/ling
calling call/ing
patted pat/ted
Do you see if the final consonant of a root word is
doubled when an ending is added, one consonant
goes into each syllable, as in pat/ed.
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9. Root Words; Endings –ed, -ing
 Adding a final –ed does not always
add an extra syllable. Find the root
word for each of these words. How
many syllables does each word have?
hiked
jumped
shared
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10. Root Words; Endings –ed, -ing
T174 Video by Shannon Waits of Southside Elementary

11. Fluency
 Remember good readers are accurate
and read exactly what is written on
the page. As you read, you should
 Pause when you come to punctuation.
 Read in a comfortable, natural speaking
voice.
 Sound out words that you do not know.
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12. Fluency
 As I read part of “The Day Eddie Met the
Author,” I’m going to read the words
carefully. I will pay attention to the
punctuation. I will read each sentence at a
comfortable, natural speed. I’m going to
use expression to show how the characters
feel and think. See if you think that makes
my reading easier to understand.
 Turn to page 64 in your reading books.
 After I read I want you to get with a
partner and re-read this page together.
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13. Eddie felt disappointed.
The author says that the best way to become a writer is to read a lot of books.
It has characters with feelings that real people have.
The story takes place at Eddie’s school.
Everyone has a story to tell.
He wants to know how authors know what to write.
Eddie will tell that he learned how to be a writer.
Eddie meets a real author at his school.

14. Written Response
Essay: Write about what Eddie and
the narrator of “Surprise” think about
when they read books.
Eddie and the narrator feel like book
authors write parts that are just for
them. They wonder how the writers
know how to write special parts for
each reader.

15. Characters and Setting
 Who can tell me who the characters
are in a story?
 Who can tell me what the setting is in
a story?
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16. The Science Project
Jean made a wonderful volcano for her science project.
It showed all the different parts inside the volcano.
She thought she could win a prize at the Science Fair.
Still, she was nervous. She adjusted the volcano
again and again. She practiced explaining it and
answering questions. But other projects were great,
too. Her friend Luis had built a small cave with rocks
that glowed.
When they day of the fair came, Jean carefully carried
her project up the path into school. She was so
excited, the heavy volcano didn’t seem to weigh
anything at all—until she tripped. The volcano crashed
to the ground. Pieces were all over the place. What
would she do?
Transparency R9

17. The Science Project
Just then, Luis came by,
“Oh, no!” he said.
Then, without another
word, he started
gathering up pieces
and putting them back
in place. In no time,
Jean and Luis had the
volcano back together.
“It doesn’t look quite as
good as before, but it
will do,” said Jean.
“Yes,” said Luis, “but now
it looks as if it really
did erupt!”
Transparency R9

18. The Science Project
 What is the setting? How do you know?
 What does Jean do that lets you know she is worried
about something?
 How do you know that Luis is helpful?
 Now reread page 69 of “The Day Eddie Met the
Author.”
 What kind of person does the visiting author seem to
be? What does she say or do that lets you know what
she is like?
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19. Vocabulary
Would you conquer one of these?
Sleeping peacefully Learning to ride a bike
Being afraid of heights Laughing at a joke
Which would be a resistance?
Singing along with the radio Visiting the doctor
Going to sleep early Playing with friends
Which one of these would make you ponder?
Reading a new word Jumping up and down
Eating dinner at home Working on a puzzle
When would you feel anticipation?
Waiting for a game to begin Cleaning you room
Getting ready for the first day of school Painting a picture

20. Vocabulary
Would one person in a movie theater be thought of as an
assembly?
Would you use just one kind of fabric in a quilt that is a
patchwork?
If you saw an animal that squirmed, how would it move?
How would you feel about having an autographed copy
of your favorite author’s new book?
If your principal dismissed third graders at the end of an
assembly, what would the students do?
Do you have plenty of time to relax after school?
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21. DOL
1. stay away from that hot stove?
2. we won the game.
Check Your Work!
1. Stay away from that hot stove!
2. We won the game!
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22. Commands and Exclamations
 A command tells someone to do something.
It can end with a period or an exclamation
mark.
 An exclamation expresses surprise,
excitement, or other strong feelings. It has an
exclamation mark at the end of the sentence.
 Sometimes an exclamation is a command,
such as What out for the truck!
 Sometimes an exclamation is not a command,
such as I found a dollar! That sentence does
not tell a person to do something.
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23. Commands and Exclamations
 Tell me if these are either commands
or exclamations.
1. Tell me about the last book you read.
2. I love that story!
3. Do not bend the pages!
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24. Writing: Interview
 Today we are going to revise our interview
questions.
 Once you have revised your questions, I
want you to write your classmate’s name in
the spaces you left between the questions
to show who is being interviewed.
Remember to be accurate in recording
answers, but you do not have to take down
the answer word for word. Save these
interviews for tomorrow!
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