THEME 4 - Education Place

Transcription

42595_118-119 7/18/03 10:05 AM Page 118
Theme
4
118
THEME 4:
Person to Person
42595_118-119 7/18/03 10:06 AM Page 119
EXTRA SUPPORT LESSONS FOR
Person to Person
Selections
1 Mariah Keeps Cool
2 Mom’s Best Friend
3 Yang the Second
and Her Secret Admirers
4 Dear Mr. Henshaw
THEME 4:
Person to Person 119
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THEME 4/SELECTION 1
Mariah Keeps Cool
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Syllabication: VCCCV Pattern
Warm-Up/Academic Language.
Objectives
• read words that have a VCCCV
pattern
• use the Phonics/Decoding
Strategy to decode longer words
Materials
•
•
•
•
•
Teaching Master ES4-1
Practice Master ES4-1
2 V Letter Cards for each student
3 C Letter Cards for each student
Anthology: Mariah Keeps Cool
Tell students that words that have the VCCCV (Vowel-ConsonantConsonant-Consonant-Vowel) pattern are divided into syllables
between the first and second consonants, as in the word
ap/proach. The sounds of the second and third consonants are
blended together.
Teach.
Write the word complete on the board. Have students hold up their V
and C cards to identify these letters as vowels or consonants. Illustrate
how to divide complete into syllables by putting a slash mark between
the m and p. Write VC/CCV beneath the letters om/ple on the board.
c o m /p l e t e
V C / CCV
Get Set for Reading
CD-ROM
Mariah Keeps Cool
Use the following sentence to model how to decode the word
complete: Be sure to complete your homework before you go to bed.
Education Place
www.eduplace.com
Mariah Keeps Cool
Audio CD
Mariah Keeps Cool
Audio CD for Person to Person
Lexia Phonics
CD-ROM
I see that the letters o-m-p-l-e form the VCCCV pattern.
I know that I can divide words with the VCCCV pattern into syllables after the first consonant, in this
case the letter m: c-o-m and p-l-e-t-e. If I put the syllables together, I get a word that sounds like kuhm
PLEET. Complete means “to finish.” That’s a word I
know, and it makes sense in the sentence.
Intermediate Intervention
Write the word constant on the board and underline o-n-s-t-a.
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Person to Person
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Have students hold up their V and C cards and say vowel or consonant
Teaching Master ES 4–1
to identify the VCCCV pattern in constant. Write the pattern below the
appropriate letters, and guide students in decoding constant.
Mariah Keeps Cool
Syllabication:
VCCCV Pattern
c o n /s t a n t
dol / phin
VC/CC V
It’s a sur
VC
prise party!
CCV
Congratulations to the league’s most im
VC
Fishing sup
VC
Repeat the procedure using the words exclude, inspire, and misplace.
plies sold here.
CCV
We’ve got the best lob
VC
Try our delicious in
VC
Guided Practice.
Display or distribute Teaching Master ES4-1.
proved team!
CCV
I have the an
VC
sters in town!
CCV
Copyright © Houghton Mifflin Company. All rights reserved.
V C/ C C V
stant cake mix!
CCV
swer to your question.
CCV
Grade 5
TMES 4–1
Theme 4: Person to Person
Read the first sentence with students, and have them identify the VCCCV
pattern in surprise. Have students hold up their V and C cards to
identify the letters u-r-p-r-i as vowels or consonants. Write VCCCV
under the appropriate letters.
Practice Master ES 4–1
Repeat the procedure with the remaining sentences.
Mariah Keeps Cool
Name
Syllabication:
VCCCV Pattern
Practice/Apply.
Distribute Practice Master ES4-1 to students, and review the directions
with them.
Instruct students to complete the Practice Master independently.
Circle the correct VCCCV syllable break for each word below.
The first one has been done for you.
Check students’ responses to make sure that they understand how to
LITERATURE FOCUS:
10–15 MINUTES
Preview Mariah Keeps Cool
divide and decode words with the VCCCV syllable pattern.
1. purchase:
purc/hase
pur/chase
2. control:
con/trol
co/ntrol
3. approach:
appr/oach
ap/proach
4. angry:
a/ngry
an/gry
5. complete:
com/plete
co/mplete
6. instant:
in/stant
inst/ant
7. explode:
expl/ode
ex/plode
8. panther:
pan/ther
pa/nther
Grade 5
PMES 4–1
Segment 1
Refer to the bottom of page 345 in the Teacher’s Edition and preview
with students Segment 1 of Mariah Keeps Cool (pages 345–351).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 348 and 350.
SELECTION 1:
Mariah Keeps Cool
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THEME 4/SELECTION 1:
Mariah Keeps Cool
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Problem Solving and Decision
Making
Objectives
• solve a problem along with a
story character
• use the steps to problem solving
• generate a list of possible
solutions
Materials
• Teaching Master ES4-2
• Practice Master ES4-2
• Anthology: Mariah Keeps Cool
Explain to students that there are steps to solving a problem. The
first step is to define the problem. The second step is to consider possible solutions. The third step is to decide which one
works best. The fourth step is to choose the best solution. The
fifth and last step is to carry out the solution. Point out that
decision making is part of problem solving.
Teach.
Write the following problem-solving steps on the board.
1. Define the problem.
2. Think about the possible solutions.
3. Look at each solution, and decide which one works best.
4. Choose the best solution.
5. Carry out the solution.
Discuss the steps with students to make sure they understand each step.
Show students a pencil with a broken point. Ask students to define your
problem. (Your pencil point is broken.) Invite students to suggest possible solutions. (Throw out the pencil. Sharpen the pencil. Buy a new
pencil.) Model how to evaluate possible solutions to the problem.
I’ve broken the point on my pencil. How can I solve this problem?
I could throw it away, sharpen it, or buy a new pencil.
If I throw it away, I still won’t have anything to write with. I
could buy a new pencil, but that would cost money. The best
solution may be to sharpen the pencil. That’s what I’ll do.
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Person to Person
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Read aloud the following story.
Mariah Keeps Cool
Problem Solving and
Decision Making
On Saturday morning, Darla called her friend Karin and asked,“Do
you want to sleep over tonight?” “I’d love to!” said Karin. Then
she remembered that they were celebrating her uncle’s birthday
that night. Karin’s father was making a birthday dinner, and Karin
had promised to help.“Oh no!” she cried.“What should I do?”
During their hike, Tim and his Aunt Sophia came to a
stream. “How do we cross the stream if there’s no
bridge?” Aunt Sophia asked.
Step 1. Define the problem.
Tim asked, “Should we try to jump over the stream?”
Aunt Sophia said, “I see some large rocks further down-
Ask students to define Karin’s problem. (Karin has agreed to be two
stream. Maybe we could cross there.”
Step 2. Think about possible solutions.
places at one time.) Have students suggest possible solutions. (Tell
Darla that she can’t sleep over after all; tell her father that she can’t
help with the dinner; or go to Darla’s house after the birthday dinner.)
that’s a good idea after all.” “I agree,” Aunt Sophia said.
“Let’s look at those rocks instead.”
Step 3. Examine the different solutions.
They examined the rocks. “They look large and flat
enough to step on,” Aunt Sophia said. “Let’s go.”
Step 4. Choose the best solution.
Guide students in evaluating and choosing the best solution. (If Karin tells
They crossed the stream safely and enjoyed their hike.
Step 5. Carry out the solution.
Darla that she can’t sleep over, both she and Darla will be disappointed.
If Karin doesn’t help with the birthday dinner, her father and uncle may be
disappointed. If she attends both the dinner and the sleepover, no one
will be disappointed. The third solution seems to be the best solution.)
Grade 5
TMES 4–2
“It might be dangerous to jump,” Tim said. “I don’t think
Guided Practice.
Name
Problem Solving and
Decision Making
Read each paragraph with students. Help them identify the problem-
Think about the possible solutions for each problem. Then choose the
best solution. Give the reasons for your choice.
solving step that is used. Label each paragraph with the correct step.
Problem 1: Daniel is trying to do his homework,
but his sister has the television on too loud.
Daniel can’t study with so much noise.
Possible solutions:
A. He should give up and do something else.
B. He should turn the radio on full-blast to drown out the noise.
C. He should ask his sister to turn down the volume on the television.
Practice/Apply.
Distribute Practice Master ES4-2. Review the directions with students.
Solution C is the best because if he gives up, he
won’t get his homework done. If he turns up his
radio, he’ll still have too much noise.
Check students’ responses to make sure that they understand how to use
the steps to problem solving to generate reasonable solutions.
10–15 MINUTES
Tell them to complete the Practice Master independently.
LITERATURE FOCUS:
Mariah Keeps Cool
Problem 2: Vanessa needs to make a quick phone call, but her brother
is on the phone and plans to talk for a while.
Possible solutions:
A. She should yell at her brother to get off the phone.
B. She should politely ask her brother if she can make a quick call and
give the phone back to him after she’s done.
C. She should make noise so that he can’t hear the other person.
Solution B is the best because if she yells or
makes noise, her brother might get mad and
talk longer on purpose.
Grade 5
PMES 4–2
Preview Mariah Keeps Cool
Segment 2
with students Segment 2 of Mariah Keeps Cool (pages 352–357).
pages 353, 355, and 356.
SELECTION 1:
Mariah Keeps Cool
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Mariah Keeps Cool
25–30 MINUTES
Syllabication: VCCCV Pattern
Teach.
Display the following words without the slash marks. Have students read
Objectives
• decode words by using syllable
generalizations
• divide words into syllables using
the VCCCV pattern
the words aloud with you: al⁄though, part⁄ner, dol⁄phin, func⁄tion,
con⁄stant, hand⁄some, hun⁄gry, mis⁄chief, ill/ness, emp/ty.
Remind students that long words can be divided into smaller parts
called syllables. Breaking words into syllables is another strategy for figuring out a long or unfamiliar word.
Materials
Explain that most of the time, a word can be divided between two consonants. But in many words, three consonants appear together. Point
out the VCCCV pattern in each of the words and underline the three
consonants.
Display the words empty and constant. Model the process of decoding
words with the VCCCV pattern:
I know that some words have two consonants that make
one sound, such as the ph in dolphin and the ch in
mischief. Other words have two consonants that form a
blend such as the st in constant and the mp in empty.
When I find a long word with the VCCCV pattern, I have
to think about the rules: Divide after the first two consonants when they are part of the first syllable. Empty fits
that rule. I will divide after the mp. Divide before the two
consonants when those letters are part of the second
syllable. Constant fits this rule. I will divide after the n.
Help students break two or three of the story words on the list above
into syllables. Display two columns and ask students to write the word
in the appropriate VC ⁄ CCV or VCC ⁄ CV column. Encourage students
to share their thinking.
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Person to Person
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Practice.
Help students continue through the remaining words on the list in the
same manner.
Refer students to the Phonics/Decoding Strategy Poster for more tips.
Apply.
Have students break the following story words into syllables using the
technique in the Practice: improve, monster, orchard, explain.
LITERATURE FOCUS:
10–15 MINUTES
Review Mariah Keeps Cool
Guide students through the Comprehension Skill Lesson for Problem
Solving and Decision Making on page 353 in the Teacher’s Edition.
Staples and
Dried Foods
Canned
Goods
SELECTION 1:
Mariah Keeps Cool
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Mariah Keeps Cool
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Comparing with Adjectives
Teach.
Display the following:
Objectives
• form the comparative and
superlative forms of adjectives,
using -er and -est
• form the comparative and
superlative forms of adjectives,
using more and most
Planning the party was hard work.
Keeping it a surprise was even harder.
Getting ready for the swim meet was the hardest work of all.
Ask: Why did I add the -er to hard in the second sentence? (It compares
two kinds of work.) Then ask: Why did I add -est to hard in the third
sentence? (It compares all three kinds of work.)
Summarize the rules for making comparisons:
• Add -er to the adjective to compare two people, places, or things.
• Add -est to compare three or more.
Display these sentences:
Brandon was helpful to Mariah.
Denise was more helpful than Brandon.
Mama was the most helpful of all.
Ask: What did I add to helpful when I wanted to compare two people?
(more) Ask: What did I add to compare three people? (most)
Summarize the rule for using more and most in comparisons.
Practice.
Have students choose the correct comparative form for each sentence.
1. Lynn is (older, oldest) than Mariah.
2. Lynn is the (older, oldest) of the three sisters.
3. Denise’s flowers were (colorfuler, more colorful) than Mariah’s.
Apply.
Have students edit a current draft of their writing, checking for correct
comparisons with adjectives.
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THEME 4:
Person to Person
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10–15 MINUTES
Comparing with Good and Bad
Teach.
Write the following sentences on the board:
Objectives
• use
and
• use
and
the adjectives good, better,
best correctly
the adjectives bad, worse,
worst correctly
Cynthia’s flowers are good.
Materials
Mariah’s flowers are better.
• Leveled Reader: Something for
Everyone
Denise’s flowers are the best of all.
Ask students what is being compared in the sentences. Help students
recognize which form is used when comparing two, and when
comparing more than two, people, places, things, or events.
Discuss comparisons with bad, worse, and worst.
Cynthia had a bad feeling that Lynn suspected something.
Denise felt worse than Cynthia did.
Mariah felt the worst of all.
Practice.
Have students choose the correct forms for the following sentences.
1. Lynn had a (good, better, more better) time than she had expected.
2. Mariah had the (better, bestest, best) time of all.
3. It was bad when Lynn showed up at Brandon’s house. It was even
(worst, worse, worser) when she decided to stay in bed.
Apply.
Display three drawings or photographs. Have students compare all three
using comparing forms of good or bad in their sentences.
LITERATURE FOCUS:
10–15 MINUTES
Preview Something for Everyone
Walk students through Something for Everyone and discuss the illustrations, using words such as neighborhood and nationalities.
Ask students to predict a problem the characters in the story must solve
based on the illustrations on pages 10, 12, 13, 14, and 15.
SELECTION 1:
Mariah Keeps Cool
127
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Mariah Keeps Cool
25–30 MINUTES
Problem Solving and
Decision Making
Objectives
• identify the steps of the problemsolving process
• apply the steps to the problems
faced by a story character
Materials
• Leveled Reader: Something for
Everyone
Teach.
Have students meet in small groups, and give each group the following
problem to solve: You and your mother are having a surprise party
for your sister this afternoon, but you can’t get your sister out of the
house. What should you do?
Give students five minutes to come up with a solution. Bring the groups
together to share their problem-solving processes and solutions.
Use the discussion to help students review the five steps of the problemsolving process described on page 122.
Model the problem-solving process for students. Say: The first thing I
could do is figure out the problem: How can we get my sister out of
the house so that we can prepare her surprise party?
Ask questions such as: Did you consider several possible solutions? How
did you decide which one was best?
Practice.
Tell students that the main character in Mariah Keeps Cool has several
problems to solve as she plans a surprise party for her sister. Display
this chart on the board:
Problem
Solution
Problem
Solution
Ask students to follow in their books as you read aloud pages 346–347.
Ask: What problem are Mariah and Denise having? (They want to make
decorations for Lynn’s party, but they don’t want Lynn to know where
they are going.) Write the problem on the chart.
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Person to Person
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Ask: How do they solve the problem? (Mariah pretends she is going to
Brandon’s to swim. She asks her mother to send Lynn on an errand
so that Denise can sneak away.) Write the solution on the chart.
Have students read pages 348–349, identify Mariah’s new problem, and
describe the solution. Write their responses on the chart.
Have students read the rest of the story and complete the chart.
Apply.
Have students keep track of the problems and solutions as they read
Something for Everyone by Joanna Korba in the Leveled Reader. Have
them complete the questions and activity on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit Mariah Keeps Cool and
Something for Everyone
Guide students through the problem-solving process for problems faced
by characters in Mariah Keeps Cool and Something for Everyone.
Also, help students look for words with the VCCCV syllable pattern. As
examples, you may wish to point out the words surprise and approach
on page 346 of Mariah Keeps Cool, and the word English on page 3 of
Something for Everyone.
SELECTION 1:
Mariah Keeps Cool
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3:30 PM
Page 130
THEME 4/SELECTION 2
Mom’s Best Friend
25–30 MINUTES
Syllabication: VV Pattern
Objectives
• read words that have the vowelvowel pattern
Materials
•
•
•
•
Teaching Master ES4-3
Practice Master ES4-3
2 V Letter Cards for each student
Anthology: Mom’s Best Friend
Tell students that in words with the VV (Vowel-Vowel) syllable pattern, the two vowels that appear together each stand for a different vowel sound. So words that have the VV syllable pattern are
divided into syllables between the two vowels, as in po/em.
Teach.
Distribute two V Letter Cards to each student and write poem on the
board. Have students hold up their Letter Cards to identify the vowels
as you say each letter in the word. Write V/V beneath the vowels. Say
poem, stressing the two syllables, and put a slash mark between the
appropriate vowels.
/em
V/V
po
Get Set for Reading
CD-ROM
Mom’s Best Friend
Education Place
www.eduplace.com
Mom’s Best Friend
Explain that students can use the VV pattern to decode words with
more than one syllable. Write violin on the board. Have students hold
up their Letter Cards to identify the VV pattern.
Cover the syllable lin. Remind students that the i and o in v-i-o stand for
two different vowel sounds. Write V/V under the vowels io. Add slash
marks to divide the word between the appropriate syllables.
Audio CD
Mom’s Best Friend
Lexia Phonics
CD-ROM
130
THEME 4:
Person to Person
vi / o / lin
V/ V
5XH131 7/21/03 1:25 PM Page 131
Model decoding create: The artist will create a piece of art.
Mom’s Best Friend
I see two vowels in the middle of the word. Maybe they stand
for the long e sound. That would give me a word that sounds
like KREET. That doesn’t sound right. I’ll try using the VV
pattern. If I divide between the vowels, I get kree AYT. That
sounds right, and it makes sense in the sentence. The artist
will create, or make, a piece of art.
When my grandmother was a little kid, she didn’t
have video games or television. Instead, she listened to
the radio. Her family had a big wooden radio, with a
glowing dial that you used to tune in stations. My
grandmother’s favorite show was about a mad scientist
who wanted to take over the world. Her parents loved
to listen to music—especially anything played on a piano.
One time, my grandmother sent in a poem to a contest
VV Syllable Pattern
Divided into Syllables
video
vid/e/o
radio
dial
ra/di/o
di/al
scientist
piano
sci/en/tist
pi/an/o
Guided Practice.
Display or distribute Teaching Master ES4-3 to students.
poem
Read the passage with students, pausing after each sentence for students
po/em
Grade 5
TMES 4–3
being held by a local station. She won a prize, and they
read her poem over the air!
to identify any words that have the VV pattern. Read aloud video.
Model how to divide the word into syllables. (vid/e/o)
Guide students in completing the chart.
Practice/Apply.
Mom’s Best Friend
Name
Check students’ responses to make sure that they can identify words
pi / an / o
In each sentence below, circle the word with the VV pattern. Write
the word next to the sentence, putting slash marks (/) between each
syllable. The first one has been done for you.
with the VV pattern and correctly divide them into syllables.
pi/an/o
1. My brother makes his living playing the piano.
2. You’ll ruin your appetite if you eat candy before dinner.
ru/in
10–15 MINUTES
du/et
Preview Mom’s Best Friend
Segment 1
4. We heard on the news that a meteor fell to Earth.
me/te/or
LITERATURE FOCUS:
3. The two singers sang a duet together.
5. I write in my diary every day.
di/a/ry
6. This year our town is hosting the annual Spring Party.
an/nu/al
7. That’s not a kitten, it’s a lion cub!
li/on
8. Our cat meows loudly whenever she is hungry.
me/ows
9. We just moved to this area and don’t know anyone yet.
ar/e/a
Grade 5
PMES 4–3
with students Segment 1 of Mom’s Best Friend (pages 369–379).
pages 373, 374, 377, and 378.
SELECTION 2:
Mom’s Best Friend
131
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7/18/03
3:43 PM
Page 132
Mom’s Best Friend
25–30 MINUTES
Noting Details
Objective
• identify story details that help
readers visualize story elements
or understand a character’s
emotions
Explain that authors use details to help readers picture characters,
places, and events. They also use details to help readers understand characters’ feelings and to help create a mood in a story.
Tell students that noting story details can help them to better
understand and enjoy a story.
Materials
• Anthology: Mom’s Best Friend
Teach.
Read the following passage with students.
Harold looked out his bedroom window. The sky was dark and
gray, and it was raining.“Oh no,” he groaned. Harold’s outdoor
club had planned to go camping in the state park that day.“So
much for the camping trip,” he sighed.
Someone knocked on the front door. It was Mrs. Mills, the outdoor
club leader. “Good morning,” Harold said gloomily.
“Good morning, Harold!” beamed Mrs. Mills.“Isn’t the rain great?”
Harold looked doubtful.“Now we’ll get to practice what we’ve
learned about keeping warm and dry outdoors,” she said cheerfully.
“We’ll have so much fun!”
Write the following chart on the board. Guide students in completing
the chart with details from the passage.
Details about
Place, Event, Mood
The story takes
place at Harold’s
home. The sky is
dark and gray.
It’s raining. They
plan to go camping in the state
park that day.
132
THEME 4:
Person to Person
Details about
Harold
Details about
Mrs. Mills
She beams and
He sees the rain
asks, “Isn’t the
and groans, “Oh
rain great?” She
no.” He sighs,
thinks it will let
“So much for
them practice
the camping
keeping warm and
trip.” He greets
dry. She thinks
Mrs. Mills
they’ll have fun.
gloomily.
7/18/03
3:43 PM
Page 133
Guided Practice.
Mom’s Best Friend
Noting Details
Read the first paragraph with students, and draw their attention to the
1. April ran into school with her backpack half-open and
illustration. Guide students to note details and answer the question.
her shoelaces untied. She was frowning.
Which story details tell you April is in a hurry?
Repeat the procedure using the two remaining paragraphs.
She’s running, her backpack’s open, and her
shoelaces are untied. She’s also frowning.
2. The snow blew into Robert’s face. He stood on the
Practice/Apply.
corner, shivering, and waited for the light to change.
Robert heard his stomach growl. He couldn’t wait to
cross the street and go into the warm diner.
Which story details tell you Robert is cold and hungry?
It’s snowing, he shivers, his stomach growls, and
Check students’ responses to make sure that they understand how noting
3. Chloe’s brother usually carries around a sketch pad and
some colored markers. He often wears clothes with
details can help them understand and picture a story.
paint stains all over them. He goes to art school.
What can you learn about Chloe’s brother?
He carries a sketch pad and markers, wears
clothes with paint stains, and goes to art school.
LITERATURE FOCUS:
Grade 5
TMES 4–4
he’s eager to go into the warm diner.
10–15 MINUTES
Preview Mom’s Best Friend
Segment 2
Mom’s Best Friend
Name
Noting Details
with students Segment 2 of Mom’s Best Friend (pages 380–385).
Read the following story. Then answer the questions below.
Mike rubbed his eyes and yawned as he walked out the door.
Prince, his neighbor’s dog, had been outside barking all night long.
Note the suggestions in the Extra Support box on Teacher’s Edition page
As Mike walked past his neighbor’s house, Prince came bounding
up as fast as his short, stubby legs could carry him. Mike yawned again
as he bent over to pet Prince. The small dog barked happily. Prince was
always especially friendly each morning after
he’d had a loud night. Mike wondered if
Prince felt bad for keeping him up, or if
the dog was just happy about the good
time he’d had.
384.
1. Which story details tell you that Mike is sleepy?
Mike rubbed his eyes and yawned as he walked
out the door.
2. Which story details tell you that Prince is a short dog?
He has short, stubby legs, and he’s described as a
small dog.
5XH133
3. Which story detail tells you that Prince has barked all night before?
It says that Prince was always especially friendly
each morning after he had a loud night.
4. Which story detail tells you that Mike likes Prince?
He stopped to pet Prince.
Grade 5
SELECTION 2:
PMES 4–4
Mom’s Best Friend
133
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7/18/03
3:44 PM
Page 134
Mom’s Best Friend
25–30 MINUTES
Teach.
Objectives
• decode VV words with irregular
spellings for long vowel sounds
• divide words with the VV pattern
into syllables
Two Vowels Together But One Vowel Sound
teach ⁄ es
rained
mail ⁄ box ⁄ es
peo ⁄ ple
rea ⁄ son
leash ⁄ es
Materials
Remind students that a good way to decode a word they don’t know is
to break it into syllables. Review that a syllable is a word part with just
one vowel sound.
Remind students that two vowels together usually stand for one vowel
sound; the sound is usually long. Ask students to read the words aloud
with you. Help students divide the words into syllables.
Display the following words, and tell students that in some words where
two vowels appear together, each of the vowels stands for its own
sound. Guide students to read the following words aloud with you.
Two Vowels Together and Two Vowel Sounds
o ⁄ be ⁄ di ⁄ ence
di ⁄ ag ⁄ o ⁄ nal
di ⁄ al
re ⁄ li ⁄ a ⁄ ble
re ⁄ al ⁄ ized
i ⁄ de ⁄ a
pi ⁄ an ⁄ o
un ⁄ u ⁄ su ⁄ al
po ⁄ em
li ⁄ on
ar ⁄ e ⁄ a
Write the following sentence and model how to use the Phonics/Decoding
Strategy to decode the underlined words: Mom discovered that, with
the right training, Ursula would be a reliable helper.
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Person to Person
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Page 135
I know that when two vowels appear together, they usually
have one long vowel sound. So I read train/ing, and it
sounds right. But I’m not sure about the next word with
two vowels together. I try re LIE ble, but it doesn’t sound
right. I could try re LEE ble, but that doesn’t sound right
either. So I look for word parts I know, like re- and -able.
That leaves the letters l and i. I’ll try ree LIE ubl—reliable.
That’s a word I know.
Practice.
Have pairs of students copy the words from the second chart. Ask them
to mark the VV pattern in the words and to use a slash to break the
words into syllables.
Apply.
Have students use four of the VV patterned words with one vowel sound
in sentences that they read aloud to a small group. Have students use
five of the VV patterned words with two vowel sounds in sentences
that they read aloud to the group.
LITERATURE FOCUS:
10–15 MINUTES
Review Mom’s Best Friend
Guide students through the Comprehension Skill Lesson for Noting
Details on page 377 in the Teacher’s Edition.
SELECTION 2:
Mom’s Best Friend
135
5XH136
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3:44 PM
Page 136
Mom’s Best Friend
10–15 MINUTES
Commas in a Series
Teach.
Write on the board the following pattern for punctuating words in a
Objectives
• identify items in a series
• use commas to set off items in a
series
series: _____ , _____ , and _____. Make the commas very large, or write
them in color. Seeing the pattern will help visual learners.
Have students read the following sentences aloud, one at a time.
• Dad, Joel, and Leslie stayed at home.
• Leslie had to deal with school, homework, and soccer.
• They divided up chores such as cooking, laundry, and dishes.
Note each time a comma appears. For example, read the first sentence
aloud and say: Dad COMMA Joel COMMA and Leslie stayed at home.
Repeat the procedure for the second and third sentences. Hearing the
pattern will help auditory learners.
Practice.
Have students copy the following sentences and add commas where
they are needed. Encourage visual learners to look at the patterns on
the board as they work. Encourage auditory learners to say the pattern
softly to themselves as they work.
1. They passed a garbage can full of pizza hoagies and cheese.
2. Mom fed groomed and trained Ursula.
3. She crossed the street missed the curb and kept walking into traffic.
4. I did the dishes the dusting and the weeding.
Apply.
Have each student ask a partner to read a draft of personal writing and
check it for the correct use of commas in a series.
136
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Person to Person
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3:45 PM
Page 137
10–15 MINUTES
More Uses for Commas
Objectives
Teach
Display this sentence: Yes, you can play with the dog after school, Lee.
Read the sentence aloud twice. Have students note any differences
between the two readings. First, read the sentence in a monotone without any pauses. Then reread the sentence again, but exaggerate the
pause after each comma. Ask students to discuss what they heard.
• use a comma to set off an
introductory word
• use a comma to set off a direct
address
Materials
• Leveled Reader: Pretty Cool, for
a Cat
Help them understand that the comma is used to show a pause.
• Use a comma to show a pause after words such as yes, no, well, and
okay when they are at the beginning of a sentence. For example, Yes
COMMA you can play…
• When a person is addressed by name, use a comma to separate the
name from the rest of the sentence. For example, …after school
COMMA Lee.
Practice.
Have students copy these sentences and add commas where needed.
1. It’s time to go to school Marco.
2. Pete why can’t strangers pet a guide dog?
3. Well Ara or Sammy can help you find that book.
Apply
Have partners read a draft of personal writing and check it for the
correct use of commas in direct address and introductions.
LITERATURE FOCUS:
10–15 MINUTES
Preview Pretty Cool, for a Cat
Walk students through Pretty Cool, for a Cat and discuss the illustrations, using words such as amusing, handicap, and patients.
Ask students to note details in the story using the illustrations.
SELECTION 2:
Mom’s Best Friend
137
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3:45 PM
Page 138
Mom’s Best Friend
25–30 MINUTES
Noting Details
Teach.
Pantomime furtively entering the room and hiding something. Then ask
Objectives
• use details to explain a
character’s feelings
• use details to visualize events
• use details to infer important
ideas
Materials
• Leveled Reader: Pretty Cool, for
a Cat
students what they saw.
Write the heading Details on the board. Under the heading, write the
details that students observed.
Ask: What conclusions did you draw about my behavior, based on
the details you noted? Write students’ responses under the heading
Conclusions.
Direct students’ attention to paragraph 2 on page 371. Explain that
instead of saying something directly such as Everyone missed Marit a
lot, the author gives details that readers can put together to discover
this for themselves.
Have students reread paragraph 2 aloud with you. Work with students to
select the details that can be used to infer that Marit was missed.
Take students through the process of noting important details. Have
them follow along as you reread the last paragraph on page 375 aloud.
Model the thinking:
By the end of this page, I figured out that Mom is cool; she
has confidence in Ursula and has learned to trust her.
Many people would be upset if their dog had walked
them into a bush, but Mom has learned how to make
corrections and knows how important it is to praise
Ursula’s work.
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Person to Person
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3:45 PM
Page 139
Help students put the strategy you have modeled in their own words.
For example:
To find important details I could ask:
1. How do I think this character is feeling?
2. What details gave me this idea?
3. Do these details “add up”?
Practice.
Have students work with a partner or in small groups to read page 378.
Ask them to note important details about the feelings of Mom and the
other people at Seeing Eye. They can jot their notes and conclusions
on a chart such as this:
Details
Conclusions
Have students discuss their conclusions with the class.
Apply.
Have students note details as they read Pretty Cool, for a Cat by Kitty
Colton in the Leveled Reader. Then have them complete the questions
and activity on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit Mom’s Best Friend and
Pretty Cool, for a Cat
Guide students in noting story details as they look through Mom’s Best
Friend and Pretty Cool, for a Cat. Also, help them look for words that
have the VV syllable pattern. As examples, you may wish to point out
the words piano and obedience on pages 374 and 377 of Mom’s Best
Friend, or the word meow on page 6 of Pretty Cool, for a Cat.
SELECTION 2:
Mom’s Best Friend
139
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3:46 PM
Page 140
THEME 4/SELECTION 3
Yang the Second and Her Secret Admirers
25–30 MINUTES
Words Ending in -ed or -ing
Objectives
• read words ending in -ed or -ing
Materials
• Anthology: Yang the Second and
Her Secret Admirers
Explain that the word endings -ed and -ing can be added to base
words to make new words. Tell students that for words that end
in e, they should drop the e before adding -ed or -ing , as in the
words admired and admiring. Explain that for words with a short
vowel sound in the final syllable, they should double the final
consonant before adding -ed or -ing, as in sipped and sipping.
Teach.
Write the words sniff, sniffed, and sniffing on the board. Circle the -ed
and -ing endings in sniffed and sniffing. Then cover each ending to
show the base word sniff. Have students say each word aloud.
sniff
sniff ed
sniff ing
Get Set for Reading
CD-ROM
Yang the Second and Her
Secret Admirers
Education Place
www.eduplace.com
Secret Admirers
Write the following word equations on the board. Circle each ending,
and have students read each word aloud.
smile – e + ed = smil ed
smile – e + ing = smil ing
Audio CD
Secret Admirers
Lexia Phonics
CD-ROM
nod + d + ed = nodd ed
nod + d + ing = nodd ing
Model decoding words with -ed and -ing in the following sentences:
They are looking at the map, which they purchased yesterday.
Who’s hogging the map?
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3:47 PM
Page 141
When I cover the -ing in l-o-o-k-i-n-g, I see look. When I cover the -ed
in p-u-r-c-h-a-s-e-d, I see purchas. It looks like the word purchase
without the e. Since words ending with e drop the e when an
ending is added, the word must be purchased. That makes
sense—they are looking right now at the map that they purchased yesterday. Now I cover the -ing in h-o-g-g-i-n-g. This looks
like hog, but with a second g. In words with a short vowel
sound in the final syllable, the final consonant is doubled before
the ending is added. So the base word might be hog. So someone
is asking who is hogging the map.
What a disaster! Herman dropped the birthday
cake. He’s blaming himself for letting it fall, but it
couldn’t be helped. He tried to watch where he was
walking, but he couldn’t see over the top of the cake. He
tripped over the rug, and now we have no cake! What
should we do? The party guests have just arrived!
-ed Ending
-ing Ending
Base Word
blaming
letting
blame
let
drop
helped
tried
dropped
help
try
walking
walk
tripped
arrived
trip
arrive
Grade 5
TMES 4–5
Guided Practice.
Read the passage with students.
Help students identify words that end in -ed or -ing. Help them identify
Name
the base word for each of these words. Record answers on the chart.
In each sentence, circle the word that ends in -ed or -ing. Then write its
base word in the blank.
Practice/Apply.
1. Have you ever played a trick on your brother or sister?
play
2. Next summer, we’re driving to Mexico.
drive
3. Sally rubbed the knee she hurt during the softball game.
rub
pack
4. Ellis packed up his backpack and left the library.
5. We divided the rest of the pie into two pieces.
6. Francisco is writing a letter to his grandfather.
divide
write
7. Don’t look at me—I wasn’t the one who was laughing.
Check students’ responses to make sure they understand how to decode
laugh
8. Remember that winning isn’t everything.
words with the -ed or -ing ending.
win
9. Just as she shut the door, she remembered that her keys were inside
remember
the car.
10. My sister is trying to teach her class
LITERATURE FOCUS:
10–15 MINUTES
Preview Yang the Second and
5XH141
how to play the erhu, a kind of
Chinese violin.
try
Grade 5
PMES 4–5
Her Secret Admirers Segment 1
with students Segment 1 of Yang the Second and Her Secret Admirers
(pages 394–400).
pages 397, 399, and 400.
SELECTION 3:
141
5XH142
7/18/03
3:47 PM
Page 142
25–30 MINUTES
Compare and Contrast
Objectives
• discuss the meanings of compare
and contrast
• compare and contrast two story
characters or two things
Explain that when we compare things, we show how things are
alike. When we contrast things, we show how things are different. Tell students that authors sometimes signal a comparison
using the clue word like. Authors sometimes signal contrasts
using the clue word but.
Materials
Her Secret Admirers
Teach.
Hold up a pen and a pencil. Ask students to compare the pen and pencil
by telling how they are alike. (Both are writing tools.) Have students
contrast the pen and pencil by telling how they are different. (The pen
and pencil are made of different materials.)
Point out that we can also compare and contrast story events and characters. Write like and but on the board. Remind students that authors
often use the clue word like to signal comparisons and the clue word
but to signal contrasts.
Read the following paragraph aloud.
Jenna and Kelsie are both in fifth grade. Jenna, like Kelsie, plays
soccer. Jenna’s favorite subject is math, but Kelsie prefers
history. Both girls enjoy reading.
Read the paragraph again. Ask students to raise their hands when they
hear the signal words like or but.
142
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Person to Person
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3:47 PM
Page 143
Draw the Venn diagram on the board. Guide students in completing the
diagram.
Jenna
favorite
subject is
math
in fifth grade,
play soccer,
enjoy reading
Kelsie
prefers
history
Rudy and Nella, my cats, are brother and sister, but
they act and look like cats from different families. Rudy’s
fur is white with black spots. He’s kind of quiet. He loves
looking out the window. Nella’s fur is black with white
spots. She’s pretty wild. She loves running around the
house and getting into trouble. She’s always knocking
over my mom’s plants.
So in a lot of ways, Rudy and Nella are pretty
different cats. They do have this in common, though—
they both love sleeping on top of my dad when he naps
Rudy
white with
black spots,
brother, quiet,
loves looking
out the
window
Guided Practice.
Read the passage with students.
same
family, like
to sleep on
dad while
he naps on
the couch
Nella
black with
white spots,
sister, wild,
runs around
the house,
gets into
trouble
Grade 5
TMES 4–6
on the couch. Lucky for them, he doesn’t seem to mind.
Ask students to compare and contrast Rudy and Nella.
Record students’ responses on the Venn diagram.
Practice/Apply.
Distribute Practice Master ES4-6 to students.
Name
Each of the sentences below compares and contrasts two people or
things. In the blanks provided, write what each pair has in common.
Then write what is different between the two items.
Review the directions with students.
1. A car needs gas to run. A wagon needs to be pulled by a person or
animal. Cars and wagons both have wheels.
Compare: They
Check students’ responses to make sure they understand how to
Contrast:
both have wheels.
A car needs gas. A wagon must be pulled.
2. One of my brothers plays the violin, and the other plays drums.
compare and contrast.
Compare: Both
Contrast:
play musical instruments.
One plays the violin. One plays drums.
3. Tomás speaks Spanish, while Greta speaks German. They both
speak English.
Compare: Tomás
LITERATURE FOCUS:
Contrast:
10–15 MINUTES
Preview Yang the Second and
Her Secret Admirers Segment 2
5XH143
and Greta both speak English.
He speaks Spanish. She speaks German.
4. Eva and Mark both play on sports teams, but Eva plays volleyball and
Mark plays soccer.
Compare: They
Contrast:
both play on sports teams.
Eva plays volleyball. Mark plays soccer.
5. James likes to eat chocolate ice cream. Kelly prefers to eat vanilla ice
cream rather than chocolate.
Compare: They
Contrast:
Grade 5
both like to eat ice cream.
He likes chocolate, and she likes vanilla.
PMES 4–6
with students Segment 2 of Yang the Second and Her Secret Admirers
(pages 400–406).
pages 404, 405, and 406.
SELECTION 3:
143
5XH144
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3:48 PM
Page 144
25–30 MINUTES
Inflectional Endings: -ed, -ing/
Doubling Final Consonants
Objectives
• decode words with the inflectional
endings -ed or -ing
• decode words with doubled consonants before the inflectional
endings -ed or -ing
• decode longer words with the
inflectional endings -ed or -ing
Teach.
Display the following, and ask students to read it aloud with you:
rub
rubbed
rubbing
drop
dropped
dropping
Materials
Her Secret Admirers
Ask students to discuss what happens to these words when -ed or -ing is
added. Display the following sentence and ask students to read it aloud
with you: The boy rubbed the chopsticks together before dropping
them into the pan.
In the word r-u-b-b-e-d, I find a part I know, rub. And I
know the ending -ed. But what is that extra letter b
doing there? Oh, I know. There’s a rule about that: When
a single vowel is followed by a single consonant at the
end of a word such as rub, you double the consonant
before adding -ed or -ing. I know that this sentence talks
about something that happened in the past, because I
see the -ed ending. R-u-b-b-e-d is the past tense of rub. I
know how to say that word: ruhb.
144
THEME 4:
Person to Person
5XH145
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3:48 PM
Page 145
Practice.
Display the following sets of base words and inflected forms, and read
the words aloud with students. Point out that sometimes the ending -ed
is pronounced as a separate syllable, and sometimes it is not.
Apply..
bat
batted
batting
shop
shopped
shopping
prefer
preferred
preferring
hog
hogged
hogging
Have pairs of students take turns reading aloud page 399 of the selection
to each other. If readers have difficulty decoding any words with doubled consonants before the endings -ed or -ing, encourage them to
refer to the Phonics/Decoding Strategy Poster. Also, the partner can
help decode the word. Words with this pattern on page 399 include
nodded, rubbing, dropped, planned, and stopping.
LITERATURE FOCUS:
10–15 MINUTES
Review Yang the Second and
Her Secret Admirers
Guide students through the Comprehension Skill Lesson for Compare
and Contrast on page 403 in the Teacher’s Edition.
SELECTION 3:
145
5XH146
7/18/03
3:48 PM
Page 146
10–15 MINUTES
Interjections
Teach.
Write these sentences on the board. Read them with students.
Objectives
• identify interjections
• punctuate interjections correctly
Hooray! I see Paul over by the beehive exhibit.
Oh, now he’s headed for the dinosaur room.
Great! Let’s carry out our plan!
Underline the interjections hooray, oh, and great. Point out that these
words show how the speakers are feeling. Use the sample sentences to
discuss interjections. Explain that words that simply express feelings
are called interjections.
Explain that if an interjection expresses strong feelings, it is followed by
an exclamation point and is set off from the rest of the sentence. If an
interjection expresses mild feelings, it is followed by a comma and is
part of a sentence.
Practice.
Write the following sentences on the board. Have students copy them
and punctuate the interjections.
Oh, no Paul already has a girlfriend.
Hey that’s not his girlfriend. It’s his sister.
Whew That was a close one.
Apply.
Have students write their own original sentences, using the following
interjections: great, well, help, hey. Afterward, write some of their original sentences on the board, and ask the class how to punctuate them.
146
THEME 4:
Person to Person
5XH147
7/18/03
3:48 PM
Page 147
10–15 MINUTES
Quotations
Teach.
Objectives
Paul said that he had noticed Yinglan in his math class.
“I’ve noticed Yinglan in my math class,” said Paul.
Tell students that a direct statement contains the speaker’s exact words.
In direct statements, quotation marks are used to set off those words
from the rest of the sentence.
Explain that the first sentence, an indirect statement, does not have
• identify direct quotations
• identify indirect quotations
• distinguish between direct and
indirect quotations
Materials
• Leveled Reader: Trevor from
Trinidad
Paul’s exact words. The second sentence, a direct statement, has his
exact words.
Practice.
Have students copy the following sentence pairs and punctuate them.
1 Here comes Paul said Yingtao.
Yingtao said Here comes Paul.
2. Mother told Yingtao I made your favorite dish.
Mother told Yingtao that she made her favorite dish.
Apply.
Have partners write a short dialogue between Paul and Second Sister for
the next time they meet. Tell them to include quotations.
LITERATURE FOCUS:
10–15 MINUTES
Preview Trevor from Trinidad
Walk students through Trevor from Trinidad and discuss the illustrations, using words from the story such as accent and carnival.
Ask students to compare and contrast the illustrations on pages 3 and 22,
and the illustrations on pages 6 and 20–21.
SELECTION 3:
147
5XH148
7/18/03
3:49 PM
Page 148
25–30 MINUTES
Teach.
Ask students to name two of their favorite singing groups or TV stars.
Objectives
• infer comparisons
• infer contrasts
• distinguish between comparison
and contrast
Materials
Her Secret Admirers
• Leveled Reader: Trevor from
Trinidad
Display a Venn diagram. Write the name of a singing group at the top of
one circle; write the name of the other group on the remaining circle.
Ask students how the two groups are alike. Write students’ responses
in the overlapping section of the two circles.
Explain to students that they have just made a comparison. When they
think about how two people, places, things, or events are alike,
students are comparing them.
Ask students how the two groups are different. Write responses in the
appropriate outer sections of the circles on the board. Explain to students that when they think about how two people, places, things, or
events are different, they are contrasting them.
Display this simple formula:
COMPARE = ALIKE
CONTRAST = DIFFERENT
Tell students that comparing and contrasting as they read can help them
understand a story better.
Tell students that Second Sister and Paul Eng are alike in some ways and
different in other ways. Display an empty Venn diagram and fill it in as
you model the strategy based on information from pp. 396–397.
148
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Person to Person
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3:49 PM
Page 149
On page 396, I read that Second Sister can play an erhu, a
Chinese stringed instrument. I also read that, unlike Second
Sister, Paul Eng has never seen or heard the erhu. That is
one way they are different. On page 397, I read about two
ways in which Paul is like Second Sister. Both have a
Chinese heritage. Both eat Chinese food.
Use words such as but, yet, though, same, like, different, however, also,
and while as you make a comparison or identify a contrast. Jot those
words to the side of the diagram.
Practice.
Have students work in groups to reread the rest of the story and compare and contrast Second Sister and Paul, using another Venn diagram.
Apply.
Have students compare and contrast characters in Trevor from Trinidad
by Delores Lowe Friedman in the Leveled Reader. Then have them
complete the questions and activity on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit Yang the Second and
Her Secret Admirers and
Trevor from Trinidad
Guide students as they compare and contrast two characters, events, or
things from the stories. Also, help them look for words ending in -ed or
-ing. As examples, you may wish to point out the words grabbed, making, and positioned on page 402 of Yang the Second and Her Secret
Admirers, and the words scolding and giggled on page 54 of Trevor
from Trinidad.
SELECTION 3:
149
5XH150
7/18/03
3:49 PM
Page 150
THEME 4/SELECTION 4
Dear Mr. Henshaw
25–30 MINUTES
Suffixes -ly, -ness, -ment,
-ful, -less
Objectives
• read words that have suffixes -ly,
-ness, -ment, -ful, and -less
Tell students that a suffix is a word part added to the end of a
word to change its meaning. Tell students they will learn to read
words that have the suffixes -ly, -ness, -ment, -ful, and -less.
Materials
• Anthology: Dear Mr. Henshaw
Teach.
Ask students to show an expression of sadness. Then display this word
equation: sad + ness = sadness
Circle sad. Explain that sad is the base word. Underline the suffix -ness.
Tell students that it means “the condition of.”
Write soft, base, and hope on the board. Have students say the words that
are formed from soft by adding -ly and -ness. Have them say the words
that are formed from base by adding -ment, and from hope by adding
-ful and -less. Elicit the meaning of each word.
Display the following chart. Help students to fill it in.
Get Set for Reading
CD-ROM
Dear Mr. Henshaw
Education Place
www.eduplace.com
Dear Mr. Henshaw
Audio CD
Dear Mr. Henshaw
Lexia Phonics
CD-ROM
Base Word
considerate: showing concern for
others
measure:
to find the size or
amount of
+ Suffix
-ly: in the
manner of
-ment: result
of an action
or process
New Word and Meaning
considerately: in a manner
that shows concern for
others
measurement:
the size or amount found
by measuring
pain:
hurt caused by
bound: a limit
ill: not healthy,
sick
-ful:
full of
-less: not having
-ness:
condition of
painful:
causing or full of pain
boundless: without limits
illness:
the condition of being sick
Model how to decode swiftly: The bird flew swiftly away from the cat.
150
THEME 4:
Person to Person
7/18/03
3:50 PM
Page 151
I see -ly at the end of this word. I’ll separate the suffix from
the word to get the base word, s-w-i-f-t. That sounds like
swihft, which means “moving very fast.” I remember that
the suffix -ly means something like “in the manner of.” So
swiftly must mean “moving in a very quick manner.”
Dear Mr. Henshaw
Suffixes -ly, -ness,
-ment, -ful, -less
1. The waiter ran
quick ly
toward the
kitchen.
2. I gave Jared a pay ment
of thirty dollars for his old
bike.
3. The young bird was
help less
without its
mother to protect it.
Guided Practice.
4. Anna is usually
cheer ful
in the
5. In the dark ness
Read each sentence with students and have them choose either -ly, -ness,
beyond their campfire, Jill
could see the stars and the
-ment, -ful, or -less to add to the base words. The new words should
make sense in the sentences.
outline of trees.
Grade 5
TMES 4–7
Practice/Apply.
morning, but I’m grouchy.
Ask students to complete the Practice Master independently.
Dear Mr. Henshaw
Name
Check students’ responses to make sure they understand how to decode
Suffixes -ly, -ness,
-ment, -ful, -less
words with the suffixes -ly, -ness, -ment, -ful, and -less.
Write a base word from the box below on each blank next to the
suffix, and create a new word that makes sense in the sentence. Each
base word is used once.
LITERATURE FOCUS:
Base Words
10–15 MINUTES
color
1. He was
Preview Dear Mr. Henshaw
with students Segment 1 of Dear Mr. Henshaw (pages 416–424).
pages 419, 421, 422, 423, and 424.
rest
enjoy
home
fear
safe
sad
rest less today and couldn’t sit still in his chair.
fear ful, but she soon relaxed.
3. Instead of getting upset, she
calm ly called for help.
4. After his best friend moved, Jay had a feeling of deep
sad ness.
Segment 1
calm
2. At first she was
safe ly and avoided the storm.
5. They came home
6. This red, green, and yellow sweater is my most
5XH151
color ful
piece of clothing.
7. We could see her
enjoy ment because she smiled.
8. Yesterday had been a bad day, but she was
hope ful that
today would be better.
Grade 5
SELECTION 4:
PMES 4–7
Dear Mr. Henshaw
151
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3:50 PM
Page 152
Dear Mr. Henshaw
25–30 MINUTES
Making Inferences
Objectives
• use story clues, life experiences,
and knowledge to infer
information that is not directly
stated in the text
• make inferences based on a
character’s actions and words
Materials
Explain that authors do not always tell everything about the characters or events in a story. When an author leaves out information
about characters or events, readers can use clues in the story,
along with their own experiences and knowledge, to make inferences, or reasonable guesses, about these characters or events.
Teach.
Read the following passage aloud:
“Have you written a thank-you note to Uncle John yet?” asked
Nelson’s mother. “I was just about to write it,” Nelson
sighed. He trudged slowly to his room and sat at his desk.
He looked glumly at a gift box on the desk. Finally, he took
out a pen and paper. “Thank you for the bow tie,” Nelson
wrote. “It’s just what I wanted for my birthday.”
Display the following question and chart. Help students complete the
chart. Remind them to make inferences using what they know from
story clues and from their personal experiences and knowledge.
1. How does Nelson feel about Uncle John’s gift?
Story Clues
Nelson sighs, trudges slowly
to his room, and looks
glumly at the gift box
before he starts to write.
Own Experiences
Often, when people don’t like
a gift, they’re not very eager
to write a thank-you note for
that gift.
Inference: Nelson does not like Uncle John’s gift.
Ask students: Why does Nelson’s mother ask whether he has written the
note yet? Model the process of making inferences.
152
THEME 4:
Person to Person
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Page 153
The story says that Nelson’s mother asks whether he’s written
the note yet. So I know that this is a note that Nelson needs
to write, but that he hasn’t written yet. From my own experiences, I know that thank-you notes are easy to put off
writing, especially when I’m not excited about the gifts I
got. So I think that Nelson’s mother asks this question
because she knows that he doesn’t like the gift.
Dear Mr. Henshaw
Making Inferences
Pam’s heart raced and her throat was dry. Ms. Simms
was calling on students to read their poems. Right now,
Tyler, who sat in front of Pam, was reading his poem.
Pam’s hands grew sweaty. She knew she’d be next. Just as
Ms. Simms turned to Pam, the bell rang. Pam sighed with
relief. “I don’t have to read my poem!” she sang. “At
least, not until tomorrow.”
Guided Practice.
1. How does Pam feel about reading her poem aloud?
Evidence from Story: Pam’s heart raced and her
throat was dry. She was happy when the bell
rang before she could read her poem.
Own Experiences: When I have to read something
I wrote in front of other people, sometimes I’m
nervous.
Inference: Pam doesn’t want to read her poem.
She’s nervous.
Read the story with students.
Grade 5
TMES 4–8
Guide students to answer the question based on story clues and their
own experiences and knowledge.
Practice/Apply.
Distribute Practice Master ES4-8 to students.
Dear Mr. Henshaw
Name
Making Inferences
Review the directions with students.
For each example, circle the letter of the inference that makes the
most sense. Then give the reason for your choice. (Answers will
vary.)
1. Todd pressed his hands against his ears, but he could still hear the
roar of the jet engines.
A. Todd thinks the jet engines are too loud.
B. Todd likes pressing his hands against his ears for fun.
C. Todd thinks the jet engines are too quiet.
Tell students to complete the Practice Master independently.
Have students share their responses with the group.
He’s covering his ears to shut out the noise.
People do that when something’s too loud.
Check students’ responses to make sure they understand how to make
2. Nancy’s tongue stuck to the roof of her mouth. She wished that she
had a tall glass of water in front of her.
A. Nancy is hungry.
B. Nancy just finished a big glass of water.
C. Nancy is thirsty.
inferences.
Nancy’s mouth is dry, and she wishes she had
water. When I’m thirsty, I feel like that.
LITERATURE FOCUS:
10–15 MINUTES
Preview Dear Mr. Henshaw
5XH153
3. When Juan saw that Kim had forgotten her lunch, he gave her half
of his sandwich and an orange.
A. Juan doesn’t like food.
B. Juan doesn’t like Kim.
C. Juan is generous.
Juan shares what he has. People who act this
way are usually generous.
Grade 5
PMES 4–8
Segment 2
with students Segment 2 of Dear Mr. Henshaw (pages 424–430).
pages 428 and 430.
SELECTION 4:
Dear Mr. Henshaw
153
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3:51 PM
Page 154
Dear Mr. Henshaw
25–30 MINUTES
Suffixes -ly, -ness, -ment,
-ful, -less
Objectives
• recognize when words have the
suffixes -ly, -ness, -ment, -ful, and
-less
• decode words with the suffixes
-ly, -ness, -ment, -ful, and -less
Teach.
Display these sentences:
Recently, they spoke on the phone.
Materials
Neatness counts in writing contests.
We all felt a lot of excitement.
The day was quiet and peaceful.
It was useless to worry.
Underline the base words recent, neat, excite, peace, and use, and circle
the suffixes in each word. Review the concept of base word, and
remind students that suffixes are word parts added to the end of a base
word. Tell students that recognizing suffixes makes decoding easier.
Use the first sentence to model how to decode words with suffixes.
Here is a word I can’t read right away. Let me look carefully for a part I know, and cover up the rest of it. Well,
I know recent. That’s a base word. OK, now I’ll look at
the other part of this word. Oh, it’s the suffix -ly. I know
that, too. I can read recent, and I can read -ly. When I
read the parts together, I get recently. And it makes
sense in the sentence, too.
154
THEME 4:
Person to Person
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3:51 PM
Page 155
Practice.
Remind students that knowing the following tips can help them decode
words with suffixes:
A suffix always appears after the base word.
It is usually a syllable.
It has the same pronunciation in different words.
Display the following word pairs: quick ⁄ quickly, week ⁄ weekly,
rain ⁄ rainy, sun ⁄ sunny, bump ⁄ bumpy, wild ⁄ wildly. Read each
pair of words aloud. Repeat the process with student-supplied words
ending in the suffixes -ly, -ness, -ment, -ful, and -less.
Refer students to the Phonics/Decoding Strategy Poster for more tips.
Apply.
Write two or three story-related sentences featuring each type of suffix.
Have students decode and define the words.
LITERATURE FOCUS:
10–15 MINUTES
Review Dear Mr. Henshaw
Guide students through the Comprehension Skill Lesson for Making
Inferences on page 423 in the Teacher’s Edition.
SELECTION 4:
Dear Mr. Henshaw
155
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Page 156
Dear Mr. Henshaw
10–15 MINUTES
Abbreviations
Teach.
Display these addresses:
Objectives
• recognize abbreviations
• interpret abbreviations
• read abbreviations
21 East Fifth Street
21 E. Fifth St.
Pacific Grove, California
Pacific Grove, CA
Ask students to describe what is different in each set above. (The first
has the words written out; the second includes abbreviations.)
Remind students that an abbreviation is a shorter form of another word,
with only some of the letters of the original word. Usually, a period
marks that a word has been abbreviated, or shortened.
Explain that many abbreviations are not used in regular writing.
However, they are used in addresses and in some other places. Share
these common abbreviations with students:
Street—St.
Avenue—Ave.
North—N.
Road—Rd.
United States—U.S.
South—S.
Practice.
Display the following abbreviations: St., Rd., U.S., N., Mr., CA, Dr. Invite
students to come to the board and write out the full words.
Ask students to indicate the abbreviations for the following:
1. the address of their school
2. the name of the principal
3. today’s day and month
Apply..
Have students replace the underlined words with their abbreviations:
Mister Lopez lives at 8 East Elm Avenue, Benson, New Mexico.
156
THEME 4:
Person to Person
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3:52 PM
Page 157
10–15 MINUTES
Titles
Teach.
Display these points about punctuation and discuss them with students:
1. Use quotation marks to punctuate stories, songs, and poems.
No one knows who wrote the poem “I Eat My Peas With Honey.”
Have you read the story “In the Wild”?
2. Underline titles of books, magazines, movies, plays, and newspapers
when writing. In printed type, use italics.
Objectives
• use quotation marks to punctuate
stories, songs, and poems
• underline titles of books, magazines, movies, plays, and
newspapers when writing
• italicize titles of books, magazines, movies, plays, and
newspapers when using printed
type
(magazine) Zoom, or in printed type, Zoom
(movie) The Red Pony, or in printed type, The Red Pony
Materials
• Leveled Reader: Upstate Autumn
Guide students to use the appropriate punctuation for other examples.
Practice.
Have students add the required quotation marks or underlining.
1. A review of the book Turtle Knows Your Name is in Kids magazine.
2. Have you read our town newspaper, The Mountain Times?
3. My brother has seen the movie The Black Stallion five times.
Apply.
Have students select some current writing that contains titles. Ask them
to make sure that titles are either enclosed in quotation marks, or have
been underlined or written in italics.
LITERATURE FOCUS:
10–15 MINUTES
Preview Upstate Autumn
Walk students through Upstate Autumn and discuss the illustrations,
using words from the story such as e-mail, computers, and librarian.
Ask students to make inferences about how characters feel based on
illustrations and their own experiences and knowledge.
SELECTION 4:
Dear Mr. Henshaw
157
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3:52 PM
Page 158
Dear Mr. Henshaw
25–30 MINUTES
Making Inferences
Teach.
Ask students to imagine that they walk into the room and see a friend
Objectives
• use personal knowledge and
story clues to make inferences
• revise inferences, or make new
ones, based on story
developments
jumping up and down and clapping his or her hands. What would they
imagine had just happened? Encourage students to see that they would
use clues based on what they saw and on their own personal knowledge to figure out that their friend had just received good news.
Tell students that since authors don’t say everything directly, readers
Materials
• Leveled Reader: Upstate Autumn
must also use story clues and their own knowledge and experience to
make inferences about what they read.
Explain that readers who make good inferences:
• look at the details and clues that the author includes
• think about their own knowledge and experience
• put the details and clues together
Look at page 420 with students and model making an inference about
how Leigh feels about the ride with his dad, adding details to a graphic
organizer such as this:
Selection details
+
personal knowledge
and experience
=
inferences
What clues can I find to tell me how Leigh feels? Here he
calls his father “skillful,” and here he says that the grapes
smelled good. From my own knowledge, I know that
children like to spend time with their dads, especially if,
like Leigh, they don’t get to see them very often. Also,
they are often proud of their dads. If I combine story
details and my own knowledge, I infer that Leigh feels
proud of his dad and considers this a special time.
158
THEME 4:
Person to Person
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4:02 PM
Page 159
Practice.
Look with students at the entry for March 24 on pages 420–421. Help
students infer that Leigh is proud of having a room that no one goes
into. Have students discuss how they used story details and what they
know to make their inferences.
Apply.
Have students make inferences about the characters as they read Upstate
Autumn by Jed Mannheimer in the Leveled Reader. Then have them
complete the questions and activity on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit Dear Mr. Henshaw and
Upstate Autumn
Guide students in making inferences about how characters feel during
different points in the stories. Also, help them look for words with the
suffixes -ly, -ness, -ment, -ful, and -less. As examples, you may wish to
point out the words skillful and lonely on pages 420 and 422 of Dear
Mr. Henshaw, and the word finally on page 88 of Upstate Autumn.
SELECTION 4:
Dear Mr. Henshaw
159

THEME 4 - Education Place

Transcription

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