Grammar, Mechanics, and Usage: Using commas in lists

• Have students turn to page 4 and circle all the commas on the page. Point out the listed phrases in the last sentence of the second paragraph.
• Instruct students that whenever they have a list, they will put a comma between the items. Listed items can be nouns, verbs, adjectives, or, as here, entire phrases or clauses.
• Tell students that if the items in the list are joined by conjunctions, they do not need commas. Make it clear that this rule applies only when all the items are joined by conjunctions. In the list on page 4, the last item is joined to the list by the word and, but the list still uses commas.
• Have students read on to page 8, underlining lists as they go. Point out the two adjectives, crunchy and delicious on page 8. Write the two words on the board with a word-sized space between them. Ask students what they need to put between the two words. Add the comma. Then, erase the comma and write the word and. Point out that if there is a conjunction, no comma is needed.
• Hand out worksheet 2. Instruct students to put commas between all the items in the lists. Remind them not to use commas if all of the items have conjunctions between them. 

Vocabulary: Compound words

• Write the words world-famous, wildlife, and New Zealand on the board. Tell students that these are examples of different types of compound words. Each example has two parts that make up one word meaning; some are separated by hyphens, some are joined, and some are separate.
• Ask them to tell you the two parts of the words. Ask how knowing the meanings of the words wild and life can help them understand the meaning of wildlife.
• Pair students and have them search the book and underline other examples of compound words. Have them use one color for two words joined, another color for hyphenated words, and a third for separate words. Words they will find are: everyone, shortbread, leftovers, seaweed, nearby, wingspans, northwest, rattlesnakes, Midwest, everyone, West Africa, sweet potatoes, sour cream, ice cream, South Pacific, Latin America.
• Once students have finished, have them share the words they found. Record them on the board. Ask students to identify the two words that make up each compound word and explain how the two meanings combine. 

Building Fluency 

Reading Independently

• Allow students to read their books independently or with partners. Partners can take turns reading in the book. 

Home Connection

• Have students take their books home. They can read them to parents, caregivers, siblings, or friends.