This document provides a lesson plan for teaching students about schools around the world. It includes questions for students, instructions for reading activities, and explanations of educational concepts like using dictionaries and identifying subjects and predicates in sentences. The lesson covers topics such as different types of schools, reading fluency, locating information in nonfiction texts, and using vocabulary words in context. The overall goal is to teach students about various features of schools globally and build their reading and language skills.

1. Lesson 3 Day 3
“Schools Around the World”

2. Question of the Day
What part of being at school is the most
important to you? (such as learning to read,
making friends, and joining clubs or teams,
etc…)
*Write about something at school that really
matters to you. Tell me why it matters to you.
T238

3. Today’s Read Aloud: First Day
of School
Why might someone reread or listen to a
poem again?
 To enjoy it, understand it better, or to pay
more attention to the sounds of words.
T239

4. Today’s Read Aloud: First Day of School
When I left home that morning
I thought the day would never end.
I didn’t know that later on
I’d Meet a new best friend.
You came up and told me, “Hi there!
Who are you? What’s your name?”
And from that moment on
Things just weren’t the same.
You were a litter older-
I was seven, and you were eight.
I had been scared to go to school
But you made it just great.
So now I’m Saying thanks
For what you did long ago.
You’re still my closest friend,
The best I’ll ever know.

5. Long Vowel Diagraphs
Words with the CVCe pattern usually have a
long vowel sound. I want you to read the
words aloud after me.
 late
 rake
 tame
 shade

6. Long Vowel Digraphs
 There are other spellings that stand for the
long a sound.
 For example:
 pail say against
 day rain paid
 may sway wait said
T240

7. Words with ai, ay
 Both ai and ay can stand for the long a sound.
 pay sway wait train
The ay usually comes at the end of a word or syllable,
while ai generally appears in the middle. Tell me
where you hear the long a sound in these words.
 gray rain braid bay
T241

8. Fluency
 Remember good readers read aloud at a comfortable pace that
helps their listeners stay interested. Good readers adjust their
reading rate depending on their purpose and the writing form.
 My purpose for reading “Schools Around the World” is to learn
information about schools. I want to make sure that anyone
listening to me read can also understand the information, so I’ll
read the nonfiction selection more slowly than I would if I were
reading a story for enjoyment.
 Turn to page 94! I am going to show you how to read nonfiction
at a slower speed.
T242

9. Locate Information:
Comprehension
 There are special ways to find information in
nonfiction writing. Nonfiction books often have
features such as a table of contents, an index, and
headings that help readers locate facts, ideas, and
topics.
 Captions can be another text feature that can help
readers get information. Captions are brief
passages that are found near a photo, illustration, or
other visual aid. A caption tells what is happening in
the picture or explains what the graphic aid is about.
A caption can also give information not included
elsewhere.
T243

10. Locate Information:
Comprehension
 Open your books to page 92.
Which photograph does this caption tell you
about? What does it tell you about that
illustration?
 Page 93. Why do you think the author put this
information in the caption instead of in the
text?
T243

11. Use a Dictionary
What do you do when you see or hear a word
that you do not know? Do you ask someone
about it? Do you make guesses about its
meaning?
 Using a dictionary is the best way to learn
about a new, difficult, or interesting words.
T244

12. Use a Dictionary
 Each word has an entry that shows how to say the
word and what the word means.
 Inside the dictionary all of the words that begin with
the same letter are grouped together in alphabetical
order. Some dictionaries have tabs. These tabs
extend out from the edge of certain pages to help
people locate the entries that begin with a particular
letter.
 Guide Words may be at the top of the page, the
bottom of the page or both. The guide words are the
first and last entries listed on that page.

14. Keys to the Universe
 Turn to page 106!
 How is the living room like a classroom?
Why did grandpa want the poet and the other
children to learn the alphabet?
 Do you think the title is a good one? Why or
why not?
T246/247

15. Vocabulary
 Why would it be better to take a proper sleeping bag on a camping
trip instead of just an old blanket.
 Explain why it would not be proper to call a friend at 4:00am?
 If your family went on a trip, where might your dog be boarding while you
were away?
 Why might your aunt send you an e-mail rather than a letter if you were
boarding at a school in another country?
 How would reading more books help improve your literacy?
 What do you think computer literacy is?
 How is having a diet of diverse foods better than eating the same food all
the time?
 How can students with diverse talents help you put on a school talent
show? T250/251

16. Vocabulary
 What resources might help you write a science
report?
 What resources does your community have to help
children have fun in the summer?
 Why is it a good idea for police officers to wear
uniforms?
 Why is it helpful when members of a basketball
team wear uniforms.
 What chores do you do now at home or at school?
 Which home chore would be your favorite? Why?
 Does a tutor work with a large group or with a small
group?
 Why might a person learning a new language have
a tutor?

17. Vocabulary
Name some parts of your school
culture.
What part of your culture are you
most proud of?
Is there a certain cereal you like to eat
for breakfast?
Which book should we be certain to
read?

18. These explain what the picture shows. (captions)
It gives facts and information about a subject.
To tell about different kinds of schools.
Getting to school
Schools bring teachers and learners together.
They all learn new ideas.
Live away from home.
Picturing in your mind the schools described.

19. Essay Question
 Use information to write about the type of
school you would like to go to.
 I would like to go to a school that doesn’t
have walls. I would like to sit outside and see
trees and mountains while I learn. I would
also like to go where I could learn to dance.

20. DOL
5, E eddie flew
flu his kite.
6.The cat kat purred softly
soft.

21. Complete and Simple Subjects and Predicates
Remember that the subject of a sentence
is who or what the sentence is about. The
simple subject names only the person, place, or
thing that the sentence is about.
The shiny keys dropped to the desk.
The simple subject is keys. The complete
predicate is all the words that tell about what
the subject is or does: dropped to the desk. The
simple predicate names the action: dropped.
T252

22. Paragraph of Information
 Gives facts about real things
 Has a topic sentence
 Discusses a topic that can be covered in one
paragraph
 Includes details
Turn to page 98 and read the first paragraph.
What information do you see that goes with
the above chart.