Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
ComprehensionGenreRealistic Fiction is a
made-up story that could
have happened in real life.
EvaluateSummarize
As you read, fill in your
Summarizing Chart.
Read to Find OutWhat happened that day at
the library?
544
MAIN SELECTION• Because of Winn-Dixie
• Skill: Summarize
PAIRED SELECTION• “I Love the Look of Words”
• Literary Elements: Onomatopoeia and Simile
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 561M–561V
ComprehensionGENRE: REALISTIC FICTION
Have a student read the definition of
Realistic Fiction on Student Book page
544. Students should look for events
that could happen in real life.
STRATEGYEVALUATE
Remind students that evaluating a
realistic story involves thinking critically
about the ways in which the characters
and events are portrayed.
SKILLSUMMARIZE
Remind students that to summarize
a story, they should identify the most
important ideas or events and retell
these in their own words.
Vocabulary Words Review the tested vocabulary words:
selecting, positive, snuffled, consisted, peculiar, and advanced.
Story Words Students may be unfamiliar with these words.
Pronounce the words and give meanings as necessary.
Memorial (p. 546): something that is put up, kept, or done to
remember a person
palmetto (p. 550): a palm tree with leaves shaped like fans
544
by Kate DiCamillo
Main Selection
545
As you read Because of Winn-Dixie, fill in the Summarizing Chart.
How does the information you wrote in the Summarizing Chart help you to evaluate Because of Winn-Dixie?
On Level Practice Book O, page 151
Approaching Practice Book A, page 151
Beyond Practice Book B, page 151
Preview and PredictAsk students to read the title, preview the
illustrations, and make predictions about
the selection. What kind of personality
does the dog in the photographs seem
to have? Have students write their
predictions and any questions they may
have about the story.
Set PurposesFOCUS QUESTION Discuss the “Read
to Find Out” question on Student
Book page 544. Remind students to
look for the answer as they read.
Point out the Summarizing Chart in the
Student Book and on Practice Book
page 151. Explain that students will fill
it in as they read.
Read Because of Winn-Dixie
Use the questions and Think Alouds
to support instruction about the
comprehension strategy and skill.
Main Selection Student pages 544–545
If your students need support
to read the Main Selection,
use the prompts to guide
comprehension and model
how to complete the graphic
organizer. Encourage students
to read aloud.
If your students can read the
Main Selection independently,
have them read and complete
the graphic organizer. Remind
them to use appropriate
strategies for different purposes.
If your students need an alternate selection, choose the
Leveled Readers that match their instructional level.
Because of Winn-Dixie 545
I spent a lot of time that summer at the Herman W. Block Memorial Library. The Herman W. Block Memorial Library sounds like it would be a big fancy place, but it’s not. It’s just a little old house full of books, and Miss Franny Block is in charge of them all. She is a very small, very old woman with short gray hair, and she was the fi rst friend I made in Naomi.
It all started with Winn-Dixie not liking it when I went into the library, because he couldn’t go inside, too. But I showed him how he could stand up on his hind legs and look in the window and see me in there, selecting my books; and he was okay, as long as he could see me. But the thing was, the fi rst time Miss Franny Block saw Winn-Dixie standing up on his hind legs like that, looking in the window, she didn’t think he was a dog. She thought he was a bear.
546
Main Selection Student page 546
Develop Comprehension
1 MAINTAINDRAW CONCLUSIONS
What can you conclude about the
narrator’s recent past when she says
that Miss Franny was the first friend
she made in Naomi? (The narrator
had probably just moved to the town
of Naomi, or she had been having
difficulty making friends there until she
met Miss Franny.)
2 STRATEGYEVALUATE
Teacher Think Aloud I can tell from
the first page that the narrator of
the story is also a character in it. She
is a first-person narrator, because
she refers to herself as I and me,
and she talks about events in which
she was involved. When she talks
about “that summer” and says “It all
started,” I know she is remembering
things that happened in the past. I
also get the sense that the author
is using the narrator’s point of view
to organize the events in the story.
I will keep reading to see how the
narrator’s personality affects the way
the story is told.
Find the sentence that contains the
word selecting . What are some other
words that can be used in this sentence
to replace selecting? (Possible answers:
choosing, picking)
1
2
3
For those students who want to write interpretive and responsive
essays on literature, get them started with the following exercises:
• describe the piece’s literary elements (plot, setting, character)
• describe the theme
• describe the characters and how they change
• describe the setting and recognize its importance to the story
• compare this text’s theme with another text’s
• compare and contrast story elements of two works
• draw a conclusion
• analyze and evaluate author’s use of story elements and language
in a written and visual text.
Writing Extension
546
This is what happened: I was picking out my books and kind of humming to myself, and all of a sudden, there was this loud and scary scream. I went running up to the front of the library, and there was Miss Franny Block, sitting on the fl oor behind her desk.
“Miss Franny?” I said. “Are you all right?”“A bear,” she said.“A bear?” I asked.“He has come back,” she said.“He has?” I asked. “Where is he?”“Out there,” she said and raised a fi nger and pointed at
Winn-Dixie standing up on his hind legs, looking in the window for me.
“Miss Franny Block,” I said, “that’s not a bear. That’s a dog. That’s my dog. Winn-Dixie.”
547
Develop Comprehension
3 SUMMARIZE
Summarize the information in the
second paragraph on page 546 to tell
how an action that the narrator takes
puts the events of the story in motion.
(The narrator shows Winn-Dixie how
to stand on his hind legs and look
through the library window. As a
result, Miss Franny mistakes him for
a bear.) Add this information to your
Summarizing Chart.
4 WRITER’S CRAFT: MULTIPLE
PARAGRAPHS
How does using the clause “This is
what happened” help the author
organize her paragraphs in a logical
order to tell the story? (Suggested
answer: The narrator has already
provided the background information
that leads to Miss Franny’s becoming
frightened by Winn-Dixie in the first
two paragraphs on page 546. Saying
“This is what happened” lets the reader
know that the narrator is now going to
fill in more of the details. She moves
from telling about what happened to
showing it with the dialogue in the
paragraphs that follow.)
Main Selection Student page 547
4
Event
The narrator shows Winn-Dixie how to look through the window, and
Miss Franny mistakes him for a bear.
Question 3 SUMMARIZEExplain Write the question on the board and circle the word
action. Then write, puts the story in motion = starts the story. Tell
students they should look for the action that starts the story. Read
aloud the first sentence of the second paragraph on page 546 (It all
started with . . . “). Explain that these words signal the beginning of
a story. Ask, What is the action that starts the story? Then write this
sentence frame to help students answer: Winn-Dixie wanted (to go
inside the library) , but (he couldn’t) , so the narrator
(showed him how to stand on his hind legs) . The problem
was Miss Franny thought Winn-Dixie was (a bear) .
Because of Winn-Dixie 547
“Are you positive?” she asked.“Yes ma’am,” I told her. “I’m positive. He’s my dog. I
would know him anywhere.”Miss Franny sat there trembling and shaking.“Come on,” I said. “Let me help you up. It’s okay.” I
stuck out my hand and Miss Franny took hold of it, and I pulled her up off the fl oor. She didn’t weigh hardly anything at all. Once she was standing on her feet, she started acting all embarrassed, saying how I must think she was a silly old lady, mistaking a dog for a bear, but that she had a bad experience with a bear coming into the Herman W. Block Memorial Library a long time ago and she never had quite gotten over it.
“When did that happen?” I asked her.“Well,” said Miss Franny, “it is a very long story.”
SummarizeSummarize the story so far.
548
Main Selection Student page 548
Develop Comprehension
5 SUMMARIZE
Summarize the story so far. (The
narrator spends a lot of time at the
library in her new town. When she
teaches her dog, Winn-Dixie, to stand
on his hind legs and look through
the library window, he frightens Miss
Franny, who thinks she sees a bear.
The narrator helps Miss Franny to her
feet and assures her that Winn-Dixie is
really a dog. Miss Franny says she had
a bad experience with a bear a long
time ago.) Add any new main ideas to
your Summarizing Chart.
Regional Speech
Explain People’s everyday speech is often influenced by the history
and culture of the place in which they live. When we travel, we can
hear differences in pronunciation and notice idiomatic expressions
or other phrases that are particular to a region.
Discuss Tell students that the setting of Because of Winn-Dixie is a
town in Florida. Ask them to identify dialogue on pages 548 and 549
that they may associate with the Deep South. (Possible responses:
The double negative in “She didn’t weigh hardly anything at all.”
Miss Franny always refers to the library by its full name.)
Apply Have students write down other expressions used by the
characters that reflect Southern speech patterns. Then have them
add expressions they recall from other stories, films, or television
shows that have a Southern setting or characters.
5
Event
The narrator shows Winn-Dixie how to look through the window, and
Miss Franny mistakes him for a bear.
The narrator helps Miss Franny up and assures her Winn-Dixie is not a bear.
548
“That’s okay,” I told her. “I am like my mama in that I like to be told stories. But before you start telling it, can Winn-Dixie come in and listen, too? He gets lonely without me.”
“Well, I don’t know,” said Miss Franny. “Dogs are not allowed in the Herman W. Block Memorial Library.”
“He’ll be good,” I told her. “He’s a dog who goes to church.” And before she could say yes or no, I went outside and got Winn-Dixie, and he came in and lay down with a “huummmppff” and a sigh, right at Miss Franny’s feet.
She looked down at him and said, “He most certainly is a large dog.”
“Yes ma’am,” I told her. “He has a large heart, too.”“Well,” Miss Franny said. She bent over and gave Winn-
Dixie a pat on the head, and Winn-Dixie wagged his tail back and forth and snuffl ed his nose on her little old-lady feet. “Let me get a chair and sit down so I can tell this story properly.”
549
Develop Comprehension
6 MONITOR AND CLARIFY
What self-monitoring strategies can
you use to help infer how Miss Franny
is feeling when she comments on what
a large dog Winn-Dixie is? (Suggested
answer: I can reread and ask myself
questions. The narrator heard a scream
and found Miss Franny behind her
desk. Why was she hiding? She was
afraid that a bear had come back. So
she may still feel a bit frightened. She
may also still feel embarrassed about
mistaking Winn-Dixie for a bear and is
noting his size as a way to explain her
mistake.) Students should self-question
before, during, and after reading.
7 STRATEGYDICTIONARY
When the narrator says Winn-Dixie has
a large heart, what connotation does
the word heart have? (In this sentence,
heart does not mean “an organ that
pumps blood.” The narrator has just
been talking about how Winn-Dixie
gets lonely without her and how he
goes to church. She means that he is a
loving and well-behaved dog.)
Main Selection Student page 549
Find the sentence that contains the
word snuffled . What are some other
words or phrases that can be used in this
sentence to replace snuffled? (Possible
answers: sniffed, breathed in and out)
6
7
Because of Winn-Dixie 549
Back when Florida was wild, when it consisted of nothing but palmetto trees and mosquitoes so big they could fl y away with you,” Miss Franny Block started in, “and I was just a little girl no bigger than you, my father, Herman W. Block, told me that I could have anything I wanted for my birthday. Anything at all.”
Miss Franny looked around the library. She leaned in close to me. “I don’t want to appear prideful,” she said, “but my daddy was a very rich man. A very rich man.” She nodded and then leaned back and said, “And I was a little girl who loved to read. So I told him, I said, ‘Daddy, I would most certainly love to have a library for my birthday, a small little library would be wonderful.’ ”
550
Main Selection Student page 550
Develop Comprehension
8 STRATEGYEVALUATE
Teacher Think Aloud As Miss Franny
begins to tell her story, I notice that
she gives some details about the way
things were in Florida a long time
ago. I think the author includes this
information to show how Miss Franny
has a different way of speaking than
the narrator does. What other details
from this page help you evaluate
the way the author develops the
character of Miss Franny?
(Encourage students to apply the
strategy in a Think Aloud.)
Student Think Aloud I notice that
her way of speaking is more formal.
She says “consisted of” instead of
“made of,” and she uses the word
prideful, which sounds old-fashioned.
She also says the same thing in
more than one way. For example,
“my father, Herman W. Block” and
“So I told him, I said, ‘Daddy.’” I think
the author is letting us know that
Miss Franny likes to be precise and is
proud of her background.
9 REGIONAL SPEECH
What things does Miss Franny say that
show she is speaking as a person from
the southeastern United States would?
(Possible answers: She uses figurative
language, such as in the phrase
“mosquitoes so big they could fly away
with you.” She also uses adverbial
phrases that add emphasis to what she
is saying, such as most certainly in “I
would most certainly love.”)
8
9
Film Adaptation
Explain A film version of Because of Winn-Dixie was released in
2005. The photographs that illustrate this story show AnnaSophia
Robb playing the narrator (Opal), Eva Marie Saint as Miss Franny
Block, and Courtney Jines as Amanda Wilkinson.
Discuss If any students have seen the film, ask them to share their
informed judgments about the depictions of the characters. You might
also have them summarize memorable sections of the film, responding
specifically to the performances, filming style, pacing, and so on.
Apply Play the portion of the videotape or DVD that corresponds
to the text. Ask students to write two or three paragraphs that
compare and contrast the book and the film. Have them use
evidence from the text to support their opinions. What is the film’s
theme?
550
“You asked for a whole library?”“A small one,” Miss Franny nodded. “I wanted a little
house full of nothing but books and I wanted to share them, too. And I got my wish. My father built me this house, the very one we are sitting in now. And at a very young age, I became a librarian. Yes ma’am.”
“What about the bear?” I said.“Did I mention that Florida was wild in those days?” Miss
Franny Block said.“Uh-huh, you did.”“It was wild. There were wild men and wild women and
wild animals.”“Like bears!”“Yes ma’am. That’s right. Now, I have to tell you, I was
a little-miss-know-it-all. I was a miss-smarty-pants with my library full of books. Oh, yes ma’am, I thought I knew the answers to everything. Well, one hot Thursday, I was sitting in my library with all the doors and windows open and my nose stuck in a book, when a shadow crossed the desk. And without looking up, yes ma’am, without even looking up, I said, ‘Is there a book I can help you fi nd?’
“Well, there was no answer. And I thought it might have been a wild man or a wild woman, scared of all these books and afraid to speak up. But then I became aware of a very peculiar smell, a very strong smell. I raised my eyes slowly. And standing right in front of me was a bear. Yes ma’am. A very large bear.”
“How big?” I asked.“Oh, well,” said Miss Franny, “perhaps three times the
size of your dog.”
551
10Develop Comprehension
10 SUMMARIZE
How would you summarize the way
Miss Franny became a librarian? (Miss
Franny’s father was wealthy. When
she was little, he said she could have
anything she wanted for her birthday.
She asked for a little house full of
books to read and share. Her father
built it for her. She has worked in it
ever since.) Add this information to
your Summarizing Chart.
Main Selection Student page 551
Stop here if you wish to read
this selection over two days.STOP
Summarize
If students are having difficulty identifying the main ideas in a
passage, help them think of questions they can ask themselves to
focus their thinking. Such questions might include:
• What did Miss Franny love as a child?
• What kind of man was Miss Franny’s father?
• For what reason did Miss Franny’s father ask her what she wanted?
• How did Miss Franny describe her wish to her father?
• When did Miss Franny start being a librarian?
Can students summarize the
main ideas in a realistic story?
If not, see the Extra Support
on this page.
Event
The narrator shows Winn-Dixie how to look through the window, and
Miss Franny mistakes him for a bear.
The narrator helps Miss Franny up and assures her Winn-Dixie is
not a bear.
Miss Franny’s wealthy father built her a small library for her birthday.
Have students respond to the
selection by confirming or revising
their predictions and purposes and by
noting additional questions.
Because of Winn-Dixie 551
“Then what happened?” I asked her.“Well,” said Miss Franny, “I looked at him and he looked
at me. He put his big nose up in the air and sniffed and sniffed as if he was trying to decide if a little-miss-know-it-all librarian was what he was in the mood to eat. And I sat there. And then I thought, ‘Well, if this bear intends to eat me, I am not going to let it happen without a fi ght. No ma’am.’ So very slowly and very carefully, I raised up the book I was reading.”
“What book was that?” I asked.“Why, it was War and Peace, a very large book. I raised it
up slowly and then I aimed it carefully and I threw it right at that bear and screamed, ‘Be gone!’ And do you know what?”
“No ma’am,” I said. “He went. But this is what I will never forget. He took
the book with him.”“Nuh-uh,” I said.“Yes ma’am,” said Miss Franny. “He snatched it up
and ran.”“Did he come back?” I asked.“No, I never saw him again. Well, the men in town used
to tease me about it. They used to say, ‘Miss Franny, we saw that bear of yours out in the woods today. He was reading that book and he said it sure was good and would it be all right if he kept it for just another week.’ Yes ma’am. They did tease me about it.” She sighed. “I imagine I’m the only one left from those days. I imagine I’m the only one that even recalls that bear. All my friends, everyone I knew when I was young, they are all dead and gone.”
She sighed again. She looked sad and old and wrinkled. It was the same way I felt sometimes, being friendless in a new town and not having a mama to comfort me. I sighed, too.
552
Main Selection Student page 552
11
12
13
14
Develop Comprehension
11 GENRE: REALISTIC FICTION
What details on this page help to make
the story seem realistic? (Miss Franny
describes the way the bear acts when
he is standing in front of her. Using its
nose to sniff Miss Franny seems like the
behavior of a real bear. The book that
she throws at the bear, War and Peace,
is a real book. Miss Franny’s actions
seem to be actions that a real person
in that situation might take.)
12 MAINTAINDRAW CONCLUSIONS
How do you think the men in the
town felt about Miss Franny? Explain
your answer. (Suggested answer: They
probably liked her, but they may have
thought she was a bit unusual. She
says that they teased her about the
bear. They probably wondered if there
ever really was a bear. They might have
thought that she had imagined it or
that she was exaggerating what really
happened. Their teasing seems to have
been good-natured.)
13 SUMMARIZE
How would you summarize Miss
Franny’s experience with the bear?
(Miss Franny did not expect a bear to
enter the library. When she realized
he was standing in front of her, she
thought for a moment, then threw a
book at him. The bear left, but took
the book. Afterward, people teased her
about the bear.) Add this information
to your Summarizing Chart.
Practicing Language Help students understand the hyphenated
names Miss Franny calls her younger self on pages 551 and 552.
Point out the colloquial phrases “little-miss-know-it-all” and “miss-
smarty-pants” in the text. Explain the literal meanings and then the
intended insults. Ask, What does it mean to know it all? (to be very
smart) When Miss Franny says she was a know-it-all, what does she
mean? (that she thought she was very smart)
552
553
Develop Comprehension
14 STRATEGYEVALUATE
Why is the last paragraph on page 552
important to the story?
Student Think Aloud
After hearing
how all of Miss Franny’s friends had
died, the narrator says she also feels
“sad and old and wrinkled” because
she is friendless and does not have a
mother. I think the author is showing
us that the narrator and Miss Franny
have some important things in
common, even though there is a
big difference in their ages. It may
have been Winn-Dixie’s appearing
in the window that caused the two
characters to spend time together,
but the author wants to show a
connection growing between them.
Main Selection Student page 553
Cross–Curricular ConnectionFLORIDA BEARS
Share with students that bears really can be found in Florida.
Known as black bears, they once lived in all parts of the state
until European settlers arrived and confined them to specific
areas. Invite students to think about what they would like
to know regarding these wild creatures of the American
Southeast.
Have students work in groups to research different aspects of
the bears’ lives, such as their diet, physical traits, and behavior.
Have students compile their information to make a book about
Florida bears.
Event
The narrator shows Winn-Dixie how to look through the window, and
Miss Franny mistakes him for a bear.
The narrator helps Miss Franny up and assures her Winn-Dixie is not a bear.
Miss Franny’s wealthy father built her a small library for her birthday.
Miss Franny tells how the bear surprised her in the library and left with the book she threw.
Because of Winn-Dixie 553
Winn-Dixie raised his head off his paws and looked back and forth between me and Miss Franny. He sat up then and showed Miss Franny his teeth.
“Well now, look at that,” she said. “That dog is smiling at me.”
“It’s a talent of his,” I told her.“It is a fi ne talent,” Miss Franny said. “A very fi ne talent.”
And she smiled back at Winn-Dixie.“We could be friends,” I said to Miss Franny. “I mean you
and me and Winn-Dixie, we could all be friends.”Miss Franny smiled even bigger. “Why, that would be
grand,” she said, “just grand.”
SummarizeHow did they become friends? Leave
the details out of your summary.
554
Main Selection Student page 554
15
16
Develop Comprehension
15 STRATEGYDICTIONARY
What is the connotation of the word
grand when Miss Franny says, “Why,
that would be grand . . . just grand”?
(In this context, instead of meaning
“large” or “magnificent,” grand means
“wonderful” or “very nice.”)
16 SUMMARIZE
How did they become friends? Leave
the details out of your summary. (The
narrator and Miss Franny both love to
read, so it is natural that they would
meet in the library. When Miss Franny
is frightened, thinking she has seen a
bear instead of Winn-Dixie, the two
begin talking. From listening to Miss
Franny’s story about the bear, the
narrator realizes that Miss Franny is
lonely too. Winn-Dixie has helped two
people who both need a friend to find
one another.) Use this information to
complete your Summarizing Chart.
STRATEGIES FOR EXTRA SUPPORT
Question 16 SUMMARIZERole Play Help students understand how Miss Franny and the
narrator became friends by asking questions about friendships
students may have formed. Where did you meet your friend? How
did you meet? Why are you friends? Have students use convincing
dialogue to role-play the characters in the story, answering the
same questions as the narrator and Miss Franny would. Then help
students summarize the information.
Event
The narrator shows Winn-Dixie how to look through the window, and
Miss Franny mistakes him for a bear.
The narrator helps Miss Franny up and assures her Winn-Dixie is not a bear.
Miss Franny’s wealthy father built her a small library for her birthday.
Miss Franny tells how the bear surprised her in the library and left with the book she threw.
The narrator and Miss Franny become friends when they discover how well
they understand each other.
554
And right at that minute, right when the three of us had decided to be friends, who should come marching into the Herman W. Block Memorial Library but old pinch-faced Amanda Wilkinson. She walked right up to Miss Franny’s desk and said, “I fi nished Johnny Tremain and I enjoyed it very much. I would like something even more diffi cult to read now, because I am an advanced reader.”
“Yes dear, I know,” said Miss Franny. She got up out of her chair.
Amanda pretended like I wasn’t there. She stared right past me. “Are dogs allowed in the library?” she asked Miss Franny as they walked away.
“Certain ones,” said Miss Franny, “a select few.” And then she turned around and winked at me. I smiled back. I had just made my fi rst friend in Naomi, and nobody was going to mess that up for me, not even old pinch-faced Amanda Wilkinson.
555
17
Main Selection Student page 555
During Small Group Instruction
If No Approaching Level Leveled Reader Lesson, p. 561P
If Yes On Level Options, pp. 561Q–561R
Beyond Level Options, pp. 561S–561T
Can students identify and use important events to summarize
the story?
Develop Comprehension
17 MAINTAINDRAW CONCLUSIONS
Why do you think Amanda pretends
that the narrator isn’t there? (Suggested
answer: The narrator calls Amanda
“pinch-faced,” and Amanda does seem
rather stuck up and full of herself.
Amanda probably thinks the narrator is
not good enough to be her friend.)
RETURN TO PREDICTIONS
AND PURPOSES
Review students’ predictions and
purposes. Were they correct? Did they
describe what happened that day at
the library? (Winn-Dixie causes the
narrator and Miss Franny to become
friends.)
REVIEW READING STRATEGIES
Discuss: In what ways did summarizing
the important events in the story help
you to understand why the narrator
and the librarian become friends?
What strategies did you use when you
came to difficult words?
PERSONAL RESPONSE
Ask students to discuss and write
about a time when a pet or another
animal helped them get to know
someone.
Because of Winn-Dixie 555
Kate DiCamillo wrote this story while she was shivering in Minnesota one winter. Kate had moved there from Florida and was very homesick. She also felt sad because she was not allowed to have a dog in her apartment. When Kate went to sleep, she dreamed she heard a girl say she had a dog named Winn-Dixie. Kate started writing the story as soon as she woke up.
Because of Winn-Dixie became the fi rst book that Kate published. It won a Newbery Honor, which is one of the most respected awards a children’s book can receive. She is also the author of The Tiger Rising and of The Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup, and a Spool of Thread, which received the Newbery Medal in 2004.
When Kate wrote Because of Winn-Dixie, she would get up early every day to write two pages before leaving for her job at a bookstore. She no longer works at the bookstore, but she still writes two pages every morning.
Other books by Kate DiCamillo
Author’s PurposeThis selection is realistic fiction—a made-up story that has true-to-life details. What was the author’s purpose for writing? Why do you think so?
Find out more about Kate DiCamillo
at www.macmillanmh.com
Because of Kate
556
Respond Student page 556
Author
BECAUSE OF KATE
Have students read the biography of
the author.
DISCUSS
■ What are some ways that the story
grew out of Kate DiCamillo’s own
experiences, both awake and asleep?
■ How did writing Because of Winn-
Dixie change DiCamillo’s life?
■ How would the story be different
if the author changed the literary
elements, such as setting and dialect?
■ What might be a different solution to
Miss Franny’s problem with the bear?
How would that solution change
the story? Have students write down
their ideas and share with a partner.
WRITE ABOUT IT
Invite students to name different
places where they have made friends.
Then ask them to write about what
they do to let someone know they
want to be his or her friend.
Students can find more information about Kate DiCamillo at www.macmillanmh.com
Author’s CraftDescriptive and Regional Language
Writers use descriptive language to bring their stories to life and
create pictures in readers’ minds.
■ Example: “She is a very small, very old woman with short gray
hair.” (p. 546) This description creates a picture of the librarian
for the reader.
■ Ask students how descriptive language creates pictures. Ask
how these mental pictures are affected by the photographs.
■ Writers also use language, phrases, or expressions that are
indicative of a specific region or culture.
■ Have students find and discuss examples of cultural or regional
language, such as “Why, that would be grand . . . just grand.” (p. 554)
Author’s PurposeSuggest that students keep the genre
in mind as they skim the story for
clues to Kate DiCamillo’s purpose for
writing. They should conclude that her
purpose is to entertain and may cite
the humorous details about the dog
and the focus on an unlikely friendship
as evidence.
556
Comprehension Check
Summarize
Use your Summarizing Chart to help
you summarize Because of Winn-Dixie.
Include the most important plot events.
Think and Compare
1. Summarize the peculiar story that Miss Franny Block tells
Opal. Focus on the main events of her story. Evaluate:
Summarize
2. Reread pages 548–552 of Because of Winn-Dixie. What
does Miss Franny mean when she says she never had
quite gotten over it? Analyze
3. What funny story would you share with a new friend?
Apply
4. Why are Miss Franny Block and Opal a good match
for each other? Evaluate
5. Read “A Library Card for Emilio”
on pages 542–543. How is
Emilio like Opal in Because of
Winn-Dixie? How are they
different? Use details from
both selections in your
answer. Reading/Writing
Across Texts
557
Comprehension Check
SUMMARIZE
Have partners summarize Because of
Winn-Dixie in their own words. Remind
students to use their Summarizing
Chart to help them organize their
summaries.
THINK AND COMPARE
Sample answers are given.
1. Summarize: Miss Franny’s father
built her a library in Florida when
she was a young girl. One day she
was in the library when a bear
walked in. She was afraid the bear
would eat her so she threw a book
at him. She scared him off, but he
took the book away with him.
2. Analyze: Miss Franny means that
she is still very much afraid that the
bear will return someday. USE AUTHOR
AND ME
3. Text to Self: Answers will vary.
Students might tell about their first
day of school or an unusual event.
4. Text to World: Miss Franny and
Opal both love to read. Miss Franny
likes to tell stories and Opal likes
to listen. They are both lonely and
want to form new friendships. USE
AUTHOR AND ME
FOCUS QUESTION
5. Text to Text: Opal and Emilio both
recently moved to a new town and
enjoy time at the library. Emilio’s
first language is not English, and he
is unsure of himself at first. Opal is
more outgoing and friendly.
Respond Student page 557
Author and Me
Model the Author and Me strategy with questions 2 and 4.
The answer is not directly stated in the selection. You have to think
about what you already know and link it to what you read.
Question 2 Think Aloud:
I need to remember what I learned
about Miss Franny and the story she told Opal about a bear. I
know that she is still afraid when she sees things outside the
library window. Therefore, she must still be waiting for the bear
to return.
Question 4 Think Aloud:
I read that Opal recently moved to
a new town and Miss Franny no longer had many friends. Two
lonely people with things in common may easily make a new
friendship.
Because of Winn-Dixie 557
Fluency/Comprehension
As I read, I will pay attention to end punctuation.
Nate Jasper fumbled for his library card and handed it
10 to Ms. Kim, the librarian. He was checking out books
20 about life in the American colonies for a social studies
30 report. He hadn’t realized it was his turn because he
40 was distracted by a sign taped to the wall beside the
51 circulation desk.
53 The sign read: “First Annual Highland Drawing
60 Contest. Prizes to be awarded for drawings that best show
70 the exciting and unique beauty of Highland, Vermont.”
78 “I see that our drawing contest has caught your eye,”
88 said Ms. Kim. “Are you an artist?”
95 “Yeah, I guess I am,” said Nate. “But I’ve never entered
106 a contest.”
108 “Well, why not consider making this your first?” asked
117 Ms. Kim. “We have a Young Artists division, and we need
128 people like you to help make the contest a success. The
139 winning drawings will be displayed here in the Highland
148 Public Library. Here, take a flyer and think about it.” 158
Comprehension Check
1. What does Ms. Kim say to Nate? Summarize
2. Why is Nate a good candidate to enter the contest? Draw Conclusions
Words Read – Number of Errors = Words
Correct Score
First Read – =
Second Read – =
Ms. Kim asks Nate if he is an artist. She suggests that he should enter the contest and gives him a flyer.
Nate is a good candidate to enter the contest because he is an artist.
On Level Practice Book O, page 152
Approaching Practice Book A, page 152
Beyond Practice Book B, page 152
Objectives• Read accurately with good
prosody
• Rate: 113–133 WCPM
Materials
• Fluency Transparency 21
• Fluency Solutions
• Leveled Practice Books, p. 152
Echo-Read Discuss
what is happening in
the passage. Explain the
meaning of the expressions
nose stuck in a book, shadow
crossed the desk, and wild
man/woman. Echo-read
the passage with students.
Trace the sentences as you
read.
During Small Group Instruction
If No Approaching Level Fluency, p. 561N
If Yes On Level Options, pp. 561Q–561R
Beyond Level Options, pp. 561S–561T
Can students read accurately with good prosody?
FluencyRepeated Reading: Intonation/Pausing
EXPLAIN/MODEL Tell students that good readers learn to read
groups of words together in phrases. Explain that the text on
Transparency 21 has been marked with slashes that indicate pauses
and stops. A single slash indicates a pause, usually between phrases.
A double slash indicates a stop, usually between sentences. Have
the class listen carefully to your pauses and intonation as you read.
PRACTICE/APPLY Reread the first two sentences of the passage
with students. Then divide them into two groups. Have groups
alternate reading sentences. Remind students to pay attention to
the pauses and stops as indicated by the slash marks. Students
will practice fluency using Practice Book page 152 or the Fluency
Solutions Audio CD.
Transparency 21
“Oh,/ yes,/ ma’am,/ I thought I knew the answers to
everything.// Well,/ one hot Thursday,/ I was sitting in my
library with all the doors and windows open and my nose
stuck in a book,/ when a shadow crossed the desk.// And
without looking up,/ yes ma’am,/ without even looking
up,/ I said,/ ‘Is there a book I can help you find?’//
“Well,/ there was no answer.// And I thought it might
have been a wild man or a wild woman,/ scared of all
these books and afraid to speak up.// But then I became
aware of a very peculiar smell,/ a very strong smell.// I
raised my eyes slowly.// And standing right in front of me
was a bear.// Yes ma’am.// A very large bear.”//
Fluency Transparency 21
from Because of Winn-Dixie, page 551
557A
Fluency/Comprehension
Objective• Draw conclusions
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAIN/MODEL
■ Readers can use information from a story, as well as personal
experience, to draw conclusions.
■ By paying attention to details, readers can draw conclusions
about what a character may say or do next or how the plot might
change as the story unfolds.
Ask students to discuss details from “A Library Card for Emilio” that
help them to draw conclusions about events or characters in the
story.
PRACTICE/APPLY Discuss Because of Winn-Dixie. Invite students
to form literature circles to respond to the questions below.
Students should discuss the narrative conveying the story grammar
(characters, roles, plots) and emphasizing expression and body
language.
■ What things do you know about Miss Franny Block, even before
she told the story about the bear?
■ What can you conclude about the narrator? What details in the
story give you clues?
■ What can you conclude about the relationship between Opal and
Amanda Wilkinson?
For comprehension practice use Graphic Organizers on Teacher’s
Resource Book pages 40–64.
Draw Conclusions
Introduce 413A–B
Practice/Apply
414–437; Leveled Practice, 113–114
Reteach/ Review
443M–T, 447A–B, 448–463, 469M–T; Leveled Practice, 120–121
Assess Weekly Tests; Unit 4 Test; Benchmark Tests A, B
Maintain 503B, 529B, 557B
Because of Winn-Dixie 557B
Paired Selection Student page 558
Popcorn leaps, popping from the floorof a hot black skilletand into my mouth.Black words leap,snapping from the whitepage. Rushing into my eyes. Slidinginto my brain which gobbles themthe way my tongue and teethchomp the buttered popcorn.
PoetryFree Verse Poems do
not have to follow rhyme
schemes but often contain
rhythmic patterns and
other poetic elements.
Literary ElementsOnomatopoeia is the use
of a word that imitates the
sound that it stands for,
such as hiss.
A Simile compares two
different things, usually by
using the words like or as.
II LoLovevethethe LLookook ofof
WWordsordsThe word popping sounds like the thing it describes. This is an example of onomatopoeia.
558
PoetryGENRE: FREE VERSE POEM
Have students read the bookmark on
Student Book page 558. Explain that a
free verse poem
■ usually doesn’t rhyme or have a set
rhythm;
■ contains other poetic elements, such
as imagery, figurative language, and
repetition.
Literary Elements: Onomatopoeia and Simile
EXPLAIN/MODEL
Literary elements, such as
onomatopoeia and similes, help the
poet express ideas in a richer, more
colorful way.
■ Point out the word popping as an
example of onomatopoeia on
page 558.
■ Point out the simile on page 559.
PRACTICE/APPLY Ask students to think
of other examples of onomatopoeia,
such as animal sounds (buzz, woof,
meow, moo). Challenge them to think
of similes to describe a library.
Read “I Love the Look of
Words” As you read, remind students to
apply what they have learned about
free verse poems in both oral and
written responses. Have them look for
figurative language, such as simile, or
for sensory details that call upon one
of the five senses to make language
more accessible.
1 LITERARY ELEMENTS: SIMILE
The poet does not use a simile in the first nine lines of the poem, but
she compares several things. What simile can you create to show one
of her comparisons? (Possible answer: Like popcorn leaping into my
mouth, words leap into my eyes. My brain gobbles up words just as
my tongue and teeth chomp the buttered popcorn.)
2 LITERARY ELEMENTS: ONOMATOPOEIA
How does the author’s use of onomatopoeia bring the words from
her book to life? (She uses the sound snapping to describe the words
leaping from the page.)
1
2
558
When I have stopped reading,ideas from the words stay stuckin my mind, like the sweetsmell of butter perfuming myfingers long after the popcornis finished.
I love the book and the look of wordsthe weight of ideas that popped into my mindI love the tracksof new thinking in my mind.
— Maya Angelou
Poetry
Connect and Compare1. Although it doesn’t rhyme, this free verse poem contains
elements of poetry, such as onomatopoeia. Besides the word popped, what other examples of onomatopoeia can you find? Onomatopoeia
2. The poet uses a simile to compare her brain to something. What is it? Analyze
3. Compare the narrator in this poem with the narrator in Because of Winn-Dixie. How are they alike? How are they different? Reading/Writing Across Texts
Find out more about free verse poems at www.macmillanmh.com
This simile compares ideas sticking in the poet’s mind to the smell of butter sticking to her fingers.
559
3 MAKE INFERENCES
How would you describe the poet’s
attitude toward books? (She says the
words leap into her brain and the ideas
stay in her mind. She loves learning
new ideas and thinking about them.)
Connect and Compare
SUGGESTED ANSWERS
1. Snapping is an example of
onomatopoeia as is the use of the
word chomp. ONOMATOPOEIA
2. When she eats, she gobbles up
popcorn and the smell of butter
sticks to her fingers. When she
reads, she gobbles up words and
ideas stick in her mind. ANALYZE
3. FOCUS QUESTION Answers may
vary. Students might say that both
narrators like books and learning.
They are different because the poet
writes about her love of learning
and the narrator in Because of Winn-
Dixie writes about how she made a
new friend. READING/WRITING ACROSS TEXTS
Paired Selection Student page 559
Internet Research and Inquiry Activity Students can find more facts
about free verse poems at www.macmillanmh.com
3
Because of Winn-Dixie 559
Features of a Comparison
In a comparison, the writer tells how two things are the same and
different. A comparison gives true information.
■ A comparison describes how two people, ideas, places, or
things are similar.
■ A comparison describes how two people, ideas, places, or
things are different.
■ A comparison organizes details in a logical order.
■ A comparison uses special words, such as alike, both, and
different, to point out what is similar and what is different.
Ike and Cara
by Ramona C.
I am writing to compare two characters
from the books we read this year. One is
Ike from Dear Mrs. LaRue, and the other
is Cara from Dear Mr. Winston.
Right away, you can tell that Ike’s
character could never be real—dogs
cannot talk or write letters to their owners.
Cara’s character could be real. She looks
and writes like a real person. Ike uses
a typewriter. Cara types her letter on a
computer.
The two characters are alike in that
they are both clever, they get in trouble,
and they were invented to make readers
like me laugh.
Write a Write a ComparisonComparison
Writer’s CraftMultiple ParagraphsWriters arrange multiple paragraphs in a logical order when they compare and contrast. You can use Venn diagrams to sort out similarities and differences before you write.
I arranged my paragraphs in a logical order.
First I told how the characters are different. Then I told how they are alike.
560
WritingMultiple Paragraphs
READ THE STUDENT MODEL
Read the bookmark about multiple
paragraphs. Multiple paragraphs
help writers to organize ideas so
that readers will understand them.
Writers can focus each paragraph on a
separate important idea.
Have students turn to page 546.
Identify and discuss the organization of
multiple paragraphs.
Then have the class read Ramona
C.’s comparison and the callouts.
Tell students that they will write a
comparison of two book characters.
They will also learn how to use multiple
paragraphs to organize their ideas.
WRITING• Descriptive Writing
• Writer’s Craft: Multiple Paragraphs
WORD STUDY• Words in Context
• Connotation and Denotation
• Phonics: VCCV Pattern
• Vocabulary Building
SPELLING• Words with the VCCV Pattern
GRAMMAR• Adjectives
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 561M–561V
560
Transparency 81
Writing Transparency 81
PREWRITE
Read and discuss the writing
prompt on page 561. Explain that
the purpose of a comparison is to
inform. Students’ audience will be
their teacher and classmates. Students
can work independently or in pairs to
brainstorm book characters for their
comparisons. Present the minilesson
on Organization on page 561B, then
display Transparency 81 and discuss
how Ramona used a Venn diagram to
plan a comparison with similarities and
differences. Have students use a Venn
diagram to plan their own comparisons.
DRAFT
Display Transparency 82. Discuss how
Ramona used her Venn diagram to
write a draft of her comparison. Talk
about how she could improve the
draft. Before students write, present
the lesson on Multiple Paragraphs
on page 561A and the Evaluate
Character minilesson on page 561B.
Have students use their Venn diagrams
to write their comparisons. Remind
them to organize their paragraphs by
similarities and differences.
REVISE
Display Transparency 83 and discuss
Ramona’s revisions. Point out that
she added an introduction to make
the purpose of her comparison clear.
Students can revise their drafts or
place them in writing portfolios to
work on later. If they choose to revise,
have partners use the Writer’s Checklist
on page 561. Then ask students
to proofread their writing. For
Publishing Options, see 561A.
For lessons in Grammar and Spelling,
see page 561B and 5 Day Spelling and
Grammar on pages 561G–561J.
Transparency 81: Venn diagram
Transparency 82: Draft
Transparency 83: Revision
Writer’s Checklist Ideas and Content: Did I choose clear similarities
and differences?
Organization: Are my multiple paragraphs in a
logical order? Did I tell how my characters are
alike in one paragraph and different in another?
Voice: Is it clear how I feel about the characters?
Word Choice: Did I use adjectives that paint vivid
pictures of the characters?
Sentence Fluency: Did I use a variety of sentence
lengths and types?
Conventions: Did I use correct punctuation
throughout? Did I capitalize proper nouns?
Descriptive Writing
Your TurnChoose two characters you know
from books. Then write a description
that compares and contrasts the
characters. Start your writing by
introducing your subjects. Tell how they
are alike in one paragraph and how
they are different in another paragraph.
Use the Writer’s Checklist to help you
evaluate your writing.
561
Writing Student pages 560–561
Venn Diagram
Different
Alike
cleverget introublewrite
lettersamusing
could neverbe real
uses a typewriter
could bereal
types on a computer
Ike Cara
Writing Transparency 81
Because of Winn-Dixie 561
SPEAKING STRATEGIES
■ Practice your presentation
beforehand.
■ Speak loudly and clearly.
■ Emphasize comparison
words such as alike and
different.
■ Use your voice to
emphasize important
ideas so that listeners can
follow your thoughts.
LISTENING STRATEGIES
■ Look at the speaker.
■ Listen carefully to
identify differences and
similarities.
■ Think about whether you
agree with the speaker’s
feelings about the
characters.
■ After the speaker has
finished, ask questions.
Multiple ParagraphsEXPLAIN/MODEL
Good writers make their comparisons clear by highlighting
similarities in one paragraph and differences in another. Each
paragraph begins with a topic sentence and includes supporting
details. Have students reread Ramona’s comparison on page
560. Point out that Ramona tells about differences in the second
paragraph and similarities in the third paragraph. Display
Transparency 84.
Think Aloud There are two paragraphs. Each starts with a strong,
clear topic sentence that gives that paragraph’s main idea.
The rest of the paragraph contains supporting details that tell
more about the main idea. The information flows from the first
paragraph to the next in a way that makes sense. Topic sentences
help me follow from the first to the second paragraph.
Writing Transparency 84
Transparency 84
Topic Sentence: My friend Joan and I are both the same in
lots of ways.
Supporting Details: We love cooking. We play soccer on a team.
Topic Sentence: Joan and I are different in some ways, too.
Supporting Details: She is good at math. I do best in art. Joan is
quiet. I talk a lot!
A. They help people every day.
B. Nate and Shelley are very different as characters, too.
C. Nate and Shelley are both amazing characters.
D. Nate could never be real because he is a superhero.
E. They both care a lot about other people.
F. Shelley is a real person who solves real problems.
Paragraph 1
Topic
Sentence
Paragraph 2
Topic
SentenceSupporting
Detail
Supporting
DetailSupporting
Detail
Supporting
Detail
Paragraph 1: C: Topic Sentence; E: Supporting Detail; A: Supporting DetailParagraph 2: B: Topic Sentence; D: Supporting Detail; F: Supporting Detail
Writing Transp
arency 84
PRACTICE/APPLY
Work with students to organize the sentences into two paragraphs:
one about similarities and one about differences, with each
having a topic sentence and two supporting details. Discuss how
students made their decisions. Then have them identify paragraph
organization in another nonfiction article they have read.
Tell students that as they draft their comparison, they should think
about ways to organize their ideas into multiple paragraphs that
reflect similarities and differences between their characters.
Publishing OptionsStudents can read aloud their comparisons to the class. See the Speaking and Listening tips below. They can also use their best cursive to write their comparison. (See Teacher’s Resource Book pages 168–173 for cursive models and practice.) Then invite students to collect their comparisons into a class booklet or post them on a bulletin board.
4- and 6-Point Scoring Rubrics
Use the rubrics on pages 661G–661H to score published writing.
Writing Process
For a complete lesson, see Unit Writing on pages 661A–661H.
Writer’s CraftWriting
561A
Technology
Writing
Writer’s Toolbox
Adjectives
Explain/Model Adjectives describe nouns or
pronouns. They tell what kind, which, or how
many of something. For example, a green parrot
tells what kind of parrot, while six parrots tells
how many parrots. Point out the adjective real
in the fourth sentence of Ramona’s comparison.
This adjective describes the kind of person Cara is.
Good writers make sure to use adjectives correctly.
Practice/Apply Work with students to find more
adjectives in Ramona’s comparison on page 560.
Have them identify the noun or pronoun each
describes and tell what information the adjective
gives. Ask students to pay attention to using
adjectives correctly in their writing.
Writing Trait: Organization
Explain/Model Good writers organize their ideas
to fit the writing assignment. For a comparison,
writers need to identify similarities and differences.
Explain that a Venn diagram helps writers list ideas
this way as they plan. It shows differences in the
outer circles and similarities in the center overlap.
Practice/Apply Display Transparency 81. Have
students read the information in the outer circles
and overlap. Guide them to see that the outer
circles tell how each character is different. The
overlap lists ways the two characters are the same.
Evaluate Character
Explain/Model When good writers compare
book characters, they may also include their
feelings about the characters. Have students reread
Ramona’s last sentence on page 560. Point out that
she says both characters made her laugh. Discuss
with students how this sentence shares Ramona’s
feelings about the characters—she enjoyed them
because they made her laugh.
Practice/Apply As students draft, tell them to
include their reactions to the characters. Suggest
that they focus on a single reaction and tell about it
at the end of a paragraph.
Spelling Words with the VCCV Pattern
Ask students to find the word letters in the student
model on page 560. Point out the VCCV (vowel-
consonant-consonant-vowel) pattern. Explain that
many words follow this spelling pattern, both with
double consonants, as in letter, or with different
consonants, as in plastic. Ask students to pay
attention when they spell words with the VCCV
pattern. Remind them that they can use a print or
online dictionary to check spelling in their drafts.
For a complete lesson on spelling words with the
VCCV pattern, see pages 561G–561H.
Suggest that students print their work and proofread it on
paper as well as on-screen. Ask them which method works
best for them.
Because of Winn-Dixie 561B
Word StudyWord Study
Review
VocabularyWords in Context
EXPLAIN/MODEL
Review the meanings of the vocabulary words. Display Transparency
41. Model how to use word meanings and context clues to fill in the
first missing word with students.
Think Aloud In the first sentence, I learn that Opal was choosing
items to buy. I know that selecting means “choosing.” When I try
selecting in the sentence, it makes sense.
PRACTICE/APPLY
Help students complete item 2. Then have students use context
clues to write missing words for items 3–6 on a separate sheet of
paper. Students can exchange papers, check answers, and explain
the context clues they used to figure out the missing words. Remind
students that context clues will not always be helpful when they
encounter an unfamiliar word. Sometimes they will need to use a
dictionary.
Ask and Answer Questions Student pairs should generate and
then answer questions related to vocabulary words. For snuffled,
they might ask: When might you have snuffled?
Objectives• Apply knowledge of word
meanings and context clues
• Distinguish between a word’s
denotation and connotations
Materials
• Vocabulary Transparencies
41 and 42
• Leveled Practice Books, p. 154
Extend Language Act
out the sound of the word
snuffled. Explain that the
word is an example of
onomatopoeia. Write other
examples on the board
and make the sounds, such
as buzz, honk, and pop.
selecting (p. 546)
choosing
positive (p. 548) certain,
sure
snuffled (p. 549) sniffed,
usually loudly
consisted (p. 550) made
up (of)
peculiar (p. 551) not usual;
strange
advanced (p. 555) beyond
the beginning level
Transparency 41
consisted positive snuffled peculiar advanced selecting
1. Opal moved through the store, carefully selecting the items she wanted to buy.
2. Her entire order consisted of macaroni and cheese, tomatoes, and rice.
3. Winn-Dixie influenced Opal’s life in a positive way; he made her want to be a better person.
4. His coat had no peculiar, or unpleasant, odor.
5. Winn-Dixie was smart, more advanced than the average dog.
6. Sometimes, Winn-Dixie snuffled along the floor, looking for food.
Vocabulary Transparency 41
561C
Vocabulary Strategy Transparency 42
Transparency 42
Word Study
Personalize To introduce
connotations, draw J and
L. Say, school. Ask, What
feelings do you have when I
say the word school? Write
the word under one or both
of the faces and discuss
students’ responses. Repeat
this with the words sports,
doctor, and poetry.
The dictionary definition of a word is its denotation. The feelings associated with a word are its connotation.
The bold words in each pair of sentences below have similar denotations, but their connotations are different. Write the feelings you associate with each word.
1. The day was crisp—just perfect for taking a walk.
2. The day was raw. How I wish I’d worn my gloves.
3. Alicia is really goofy.
4. Alicia is really funny.
5. Juan was thrifty and saved his money.
6. Juan was cheap and spent hardly any of his money.
Responses should reflect whether the word has a positive or negative connotation.
A pleasant coolness—positive
Damp and cold—negative
Funny in a silly way—negative
Amusing—positive
Wise about spending money—positive
Stingy—negative
On Level Practice Book O, page 154
Approaching Practice Book A, page 154
Beyond Practice Book B, page 154
During Small Group Instruction
If No Approaching Level Vocabulary, pp. 561N–561O
If Yes On Level Options, pp. 561Q–561R
Beyond Level Options, pp. 561S–561T
Can students use context clues to choose the correct word? Do
they understand the difference between connotation and
denotation?
STRATEGYDICTIONARY: CONNOTATION AND DENOTATION
EXPLAIN/MODEL
Words have a denotation, which is the basic dictionary meaning of
the word. Many words also have a connotation, which includes any
feelings or ideas that are associated with them.
Have students copy the chart on Transparency 42 into their
notebooks. Model how to fill in the chart, saying that advanced
is defined as “beyond the beginning level,” but the connotation
of advanced might be “ahead of others; better than most.” Have
students write in the connotation and denotation of advanced, and
continue to do numbers 2–5 in pairs.
PRACTICE/APPLY
Have students write a journal entry in which they describe the
connotations that everyday objects, such as television, water, and
brother, have for them.
Connotation and Denotation
DENOTATION CONNOTATION WORD
1. advanced
2. handshake
3. broccoli
4. desk
5. flag
Because of Winn-Dixie 561D
Word StudyWord Study
Objectives• Recognize the VCCV pattern
and its relationship to
syllabication
• Use prefixes and suffixes
to change a root word’s
meaning
• Illustrate the literal and
figurative meanings of idioms
Materials
• Leveled Practice Books, p. 155
• Teacher’s Resource Book, p. 25
Phonics In the
intermediate stage
of reading, we teach
students how to look at
words and how syllables
are divided.
Donald Bear
Go to
www. macmillanmh.com
Phonics Decode Words with the VCCV Pattern
EXPLAIN/MODEL In most words with the VCCV pattern, the
first vowel sound is short. The word will be divided between the
consonants in most cases. When the two consonants are digraphs,
the word is divided either before the first consonant or after the
second. Write plastic.
Think Aloud If I divide this word between the consonants, I have
two syllables to figure out. The first syllable has the blend pl,
followed by a, which is probably short a, followed by s. So I can
pronounce it /plas/. The second syllable is tic, pronounced /tik/. If
I blend the two syllables together, I get /plas tik/ plastic. I know
that word.
PRACTICE/APPLY Write swallow, foggy, picket, album, bitter, and
holly. Have students underline the VCCV pattern. Then have them
read the words aloud, blending the two syllables together. Point out
that some words have a double consonant while others have two
different consonants.
Decode Multisyllabic Words Have students use their knowledge
of phonics patterns, compound words, and word parts to decode
long words. Write these words on the board: pocket, blandest,
captive, and following. Model how to decode pocket, focusing in the
VCCV pattern, and have students decode the other words. For more
practice, use the decodable passages on Teacher’s Resource Book
page 25.
VCCV Tic-Tac-Toe Have partners play tic-tac-toe with Spelling Words
or other words. One partner chooses the double-consonant pattern;
the other uses the pattern with two different consonants. Players
take turns writing words with their pattern on a tic-tac-toe grid until
one gets three words with the same pattern in a row.
A two-syllable word with the VC/CV pattern is usually divided between the two consonants.
swal low wel come
The first syllable of a VC/CV word is a closed syllable. That means it has a short vowel sound and ends in a consonant.
Divide each word below into syllables. Write the syllables in the blanks provided.
1. copper
2. member
3. planner
4. market
5. summer
6. slender
7. fossil
8. blanket
9. fi ction
10. witness
11. litter
Which syllable is accented in these words?
12.
cop per
mem ber
plan ner
mar ket
sum mer
slen der
fos sil
blan ket
fic tion
wit ness
lit ter
the first
On Level Practice Book O, page 155
Approaching Practice Book A, page 155
Beyond Practice Book B, page 155
During Small Group Instruction
If No Approaching Level Phonics, p. 561M
If Yes On Level Options, pp. 561Q–561R
Beyond Level Options, pp. 561S–561T
Can students decode words with VCCV patterns?
561E
Word Study
Vocabulary Building
Literal and Figurative Meaning Explain that words
have a literal meaning, that is, a dictionary definition.
Words may also have a figurative meaning when they
are used as figures of speech, such as metaphors and
idioms. Write on the board: face the music. Discuss
and illustrate the literal and figurative meanings of
the words in the idiom. Provide a list of other idioms,
such as get off the hook, throw caution to the wind, spill
the beans, pick a bone with, and in the doghouse. Then
have students choose an idiom to illustrate. Have
them write sentences for the other idioms.
Spiral Review
Root Words and Affixes Write vocabulary words
from this week and previous weeks on index
cards. Divide the students into equal teams. Have
students select a card from the deck and either
name the root word for the vocabulary word,
or add a prefix or suffix to change the word.
Students will earn one point for each answer. The
team with the most points when all cards have
been used wins.
Vocabulary PuzzleMaker For additional vocabulary
and spelling games, go to
www.macmillanmh.com
Vocabulary Building
Oral Language
Expand Vocabulary Have
students write GOING TO THE
LIBRARY in the center of a word
web. Using the selection, print or
electronic dictionaries, thesauruses,
newspapers, and encyclopedias,
have them brainstorm words that
relate to going to the library and
write them on the web.
Apply Vocabulary
Cooperative Learning In groups, have students
brainstorm traits about Winn-Dixie, Opal, or Miss
Franny, and write a two-paragraph
character sketch. They will include
at least four vocabulary words.
Encourage them to use
figurative language, such as
similes. When finished, have
each group read all the
sketches, and choose the one
that describes someone they
would most like to be friends with and explain why.
books
GOING TO THE LIBRARY quiet
reference
librarian
shelvescheck-out
Because of Winn-Dixie 561F
5 Day Spelling
Words with the VCCV Pattern
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences, say
the underlined word. Read the
sentence and repeat the word.
Have students write the words on
Spelling Practice Book page 129.
For a modified list, use the first 12
Spelling Words and the three Review
Words. For a more challenging list,
use Spelling Words 3–20 and the
two Challenge Words. Have students
correct their own tests.
Have students cut apart the Spelling
Word Cards BLM on Teacher’s
Resource Book page 86 and figure
out a way to sort them. Have them
save the cards for use throughout
the week.
Use Spelling Practice Book page 130
for more practice with this week’s
Spelling Words.
For Leveled Word Lists, go to
www.macmillanmh.com
TEACHER AND STUDENT SORTS
■ Review the Spelling Words,
pointing out the VCCV pattern in
the middle of each word. Write
dinner on the board. Ask students
whether the first vowel is long or
short. (short)
■ Use the cards on the Spelling
Word Cards BLM. Attach the key
words dinner and blanket to a
bulletin board. Model how to sort
the words by whether they have
the same or different consonants
in the middle. Have students take
turns sorting cards and explaining
their sorts.
■ Then invite students to do an
open sort in which they sort
all the Spelling Words any way
they wish; for example, by parts
of speech or by vowel sounds.
Discuss students’ various methods
of sorting.
Spelling
Dictation Sentences 1. Dinner will be at seven.
2. The blanket was blue and fuzzy.
3. Wes climbed the willow.
4. We used plastic forks.
5. Welcome to my new house.
6. Summer is my favorite season.
7. Use the dipper to scoop some water.
8. We often have foggy weather.
9. Inez loves thriller movies.
10. She buys a ticket to every one!
11. Try not to swallow the pits.
12. We painted the picket fence.
13. The witness answered questions.
14. Was the thief slender?
15. She nodded and said, “Yes.”
16. I wrote the meeting in my planner.
17. Scott is a member of the club.
18. We found a bird fossil.
19. Thunder rumbles in the hills.
20. One red rose blossom opened.
Review/Challenge Words 1. There is no talking in the library!
2. The portrait was drawn by hand.
3. Wrap a shawl around your shoulders.
4. Put these dishes in the cupboard.
5. The dog was big, but friendly.
Words in bold are from the main selection.
Pretest Word Sorts
Spelling Practice Book, pages 129–130 Spelling Practice Book, page 131
dinner foggy nodded
blanket thriller planner
willow ticket member
plastic swallow fossil
welcome picket rumbles
summer witness blossom
dipper slender
Review talking, drawn, shawl
Challenge cupboard, friendly
561G
ANALOGIES
Read each analogy below. Ask
students to copy the analogies
into their word study notebooks.
Tell them to complete each
analogy by writing a Spelling
Word in the blank.
1. pink is to color as is to
movie (thriller)
2. large is to big as is to
skinny (slender)
3. day is to night as is to
winter (summer)
4. math is to subject as is to
weather (foggy)
Challenge students to describe the
exact relationship for each analogy
above. (Example: Foggy is a type
of weather.) Then have them write
a definitional sentence for each
Spelling Word.
SPIRAL REVIEW
Review words with /ô/. Write
talking, drawn, and shawl on the
board. Have students identify the
letters that spell /ô/.
PROOFREAD AND WRITE
Write these sentences on the
board. Have students proofread,
circle incorrect spellings, and write
the words correctly.
1. Jill ate her diner with a plasstic
fork. (dinner, plastic)
2. In the sumer, the pikket fence
is lined with flowers. (summer,
picket)
3. The thriler movie was about
a missing wittness. (thriller,
witness)
4. We wrapped the brittle fosil in
a blanckit. (fossil, blanket)
POSTTEST
Use the Dictation Sentences on
page 561G for the Posttest.
If students have difficulty with any
words in the lesson, have students
place them on a list called Spelling
Words I Want to Remember in a
word study notebook.
Challenge student partners to
look for words that have the same
consonant and vowel pattern they
studied this week.
Spelling
Word Meanings Review and Proofread Assess and Reteach
thriller member dipper blossom plasticfossil willow summer ticket dinnerplanner nodded slender welcome marketswallow foggy picket blanket witness
What’s the Word?
Complete each sentence with a spelling word. 1. I had to leave the library to get home in time for .
2. She is a of the book club.
3. This we will go to the library every week.
4. The reading group was talking about the they had just fi nished.
5. A white fence surrounds the library grounds.
6. The librarian is also the of children’s activities.
7. The old woman put on a shawl for her walk to the .
8. We read a story about a new dinosaur that was found.
9. The sign said: “ to the library!”
10. He curled up under a to read the next chapter.
11. The shady spot under the tree was perfect for reading.
12. The man when the librarian told him where to fi nd the book.
13. It was a rainy and morning, perfect for a trip to the library.
14. The book was hidden between two larger books on the shelf.
15. Please your food before you start talking.
16. The librarian helped me fi nd the in a book about fl owers.
17. My library card is made of blue .
18. The boy put the into the pot to scoop out some soup.
19. He got a speeding on his way home from the library.
20. There was only one to the car accident.
dinnermember
summerthriller
picketplanner
marketfossil
Welcomeblanket
willownodded
foggyslender
swallowblossomplastic
dipperticketwitness
Spelling Practice Book, page 132
There are six spelling mistakes in this flyer for the library’s book club. Circle the misspelled words. Write the words correctly on the lines below.
Wellcom to the Main Street Library! We hope you will join us this
somer each Saturday at noon for our book club meeting. When the
weather is nice, we meet under the willo tree in front of the library. Bring
your lunch and a blanket to sit on while we discuss some wonderful
books and stories.
To become a memmbur of the club, all you have to do is show up!
Our fi rst book is a real thriller! It’s about a boy who becomes a hero
because he is a wittnes to a crime. Next up is a story about a dinosaur
fosel that a scientist in Montana found.
We hope to see you this Saturday!
1. 3. 5.
2. 4. 6.
Writing Activity
What can you learn about in the library? Write a paragraph about something you have learned by using the library, or about something you would like to learn. Use at least four spelling words in your description.
Welcomesummer
willowmember
witnessfossil
Spelling Practice Book, page 133
Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correctword. Before you begin, look at the sample set of words. SampleA has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page.
Sample A: Sample B:
� butter � baskit� buter � bascet� buttur � basket� buttor bassket
1. � thriler� thrillir� thrillor� thriller
2. � fassil� fossil� fossul fassol
3. � plannur� planner� planir� plannar
4. � swallo� swalow� swallow swalloe
5. � membur� membir� member� membar
6. � willoe� wilowe� willow wilow
7. � noddud� noddid� nauded� nodded
8. � fawgy� faugy� foggie foggy
9. � dippur� dippir� dippor� dipper
10. � simmir� summur� summer summor
11. � slendor� slender� slendir� slendoor
12. � picket� pickit� pikket pickot
13. � blossom� blassom� blossum� blassum
14. � tikket� ticket� tickit tikkit
15. � wellcome� welcome� welkome� welkum
16. � blankit� blankut� blancket blanket
17. � plastic� plastick� plastik� plasstik
18. � dinnir� dinnor� dinner dinnur
19. � market� markette� markit� marcket
20. � witniss� witnuss� witnez witness
�
��
����
��
��
��
�� ��
��
��
��
����
����
�� ����
Spelling Practice Book, page 134
Because of Winn-Dixie 561H
5 Day Grammar
Adjectives
INTRODUCE ADJECTIVES
Present the following:
■ An adjective is a word that
describes a noun or a pronoun.
■ An adjective may tell what
kind, which, or how many of
something.
■ Adjectives usually come before
the nouns they describe: I saw a
green parrot.
■ An adjective may also follow a
linking verb: The parrot was green.
REVIEW ADJECTIVES
Review adjectives with students.
Ask them what the purposes of
adjectives are. Ask them to identify
where adjectives are placed in a
sentence.
INTRODUCE PROPER ADJECTIVES
Present the following:
■ An adjective can be formed from
a noun.
■ A proper adjective is formed
from a proper noun and is always
capitalized.
■ Many proper adjectives describe
where someone or something is
from, such as Mexican.
■ Brand names are often used as
proper adjectives.
Grammar
Daily Language ActivitiesUse these activities to introduce each day’s lesson. Write the day’s activity on the board or use Transparency 21.
DAY 1I went to ours library today. I saw Leni Laura and Lisa? (1: our; 2: Leni, Laura,; 3: Lisa.)
DAY 2Mine favorite book was long. Are her’s favorites always short. I know she like exciting books. (1: My favorite; 2: her; 3: short?; 4: likes)
DAY 3I found a book short in the childrens’ section. It’s recipes sounded tasty. (1: short book; 2: children’s; 3: Its)
DAY 4What a great book about indian art! Is there an easy book about turkish crafts? (1: Indian; 2: Turkish)
DAY 5I am looking for a good picture of a Plant fosil. My friend wants a book of chinese folk tales to read this sumer. (1: plant; 2: fossil; 3: Chinese; 4: summer)
Introduce the Concept Teach the Concept
• Adjectives are words that describe nouns or pronouns. For example, adjectives may tell what a noun or pronoun looks, sounds, smells, tastes, or feels like.
• Adjectives may be placed before a noun or pronoun. Adjectives may come after the words a, an, and the.
• Adjectives may follow a linking verb.• Use commas to separate three or more adjectives in a series.
Read the sentences below. Write each adjective on the line provided. Some sentences may have more than one adjective.
1. Florida has big mosquitoes.
2. Miss Franny wanted a little house with lots of books.
3. That short, smart woman is the librarian.
4. She feared that she would seem like a silly woman.
5. This book is long and diffi cult.
6. The large bear had a strong smell.
7. The bear looked dangerous.
8. Winn-Dixie had clean, sharp teeth.
9. Miss Franny’s father was rich.
10. When she saw the dog, she let out a loud, high scream.
11. The dog was friendly and clean.
12. The bookshelves are high.
13. Her father had a loud, scratchy voice.
14. The road was not steep at all.
biglittle
short, smartsilly
long, difficultlarge, strong
dangerousclean, sharp
richloud, high
friendly, cleanhigh
loud, scratchy
steep
Grammar Practice Book, page 129
• Proper adjectives are formed from proper nouns.• A proper adjective begins with a capital letter. • Common adjectives are not formed from proper nouns.
Do not capitalize common adjectives.
On the line, rewrite each proper adjective correctly.
1. Today I sat and read in the herman w. block room at the library.
2. I read a book about bears who live in the michigan woods.
3. I also learned that mosquitoes live in the fl orida swamps.
4. I read about a chinese custom of having brides wear red at weddings.
5. The room had a shelf of books about asian countries.
6. This library has more books than both pleasantville libraries put together.
7. I won’t miss the chill of minnesota winters.
8. I lived near the canadian border, where it got very cold.
9. That reminds me, I want to fi nd a book on eskimo life.
10. I already read a book on native american tribes.
Herman W. Block
Michigan
Florida
Chinese
Asian
Pleasantville
Minnesota
Canadian
Eskimo
Native American
Grammar Practice Book, page 130
Use Students’ Ideas Ask
students to describe the
narrator in Because of Winn-
Dixie. Write the sentences
on the board. Point out the
placement of adjectives.
Have students write three
sentences describing a
student without stating who
it is. Ask volunteers to read
their sentences and have
the class guess the identities
of the students.
See Grammar Transparency 101 for modeling and guided practice.
See Grammar Transparency 102 for modeling and guided practice.
561I
REVIEW PROPER ADJECTIVES
Review how to identify proper
adjectives.
MECHANICS AND USAGE:
REVIEW PUNCTUATION
■ When two adjectives are used
together, separate them with a
comma or the word and.
■ Use commas to separate three
or more adjectives in a series.
■ Some adjectives do not need
to be separated with commas.
These adjectives describe color,
size, or age: big old house.
■ Do not use commas between
common adjectives and proper
adjectives: tasty Chinese food.
REVIEW ADJECTIVES AND
PUNCTUATION
Ask students to discuss the types
of adjectives. Have them explain
how to place adjectives in a
sentence. Ask them when to use
commas with adjectives.
PROOFREAD
Have students correct errors in the
following sentences.
1. Does the library have a large
section of irish poetry? (Irish)
2. What a huge collection of
books? (books!)
3. Find out if Robert Frost was
english? (English.)
4. This book is funny exciting and
appealing. (funny, exciting,)
ASSESS
Use the Daily Language Activity
and page 133 of the Grammar
Practice Book for assessment.
RETEACH
Write the corrected sentences
from the Daily Language Activities
and the Proofread activity on
index cards. Tell students to form
two teams. One team draws a card
and reads the sentence. The other
team calls out the adjectives and
identifies them as common or
proper. Teams take turns until all
cards have been read. The team
that calls out the most correct
answers wins.
Use page 134 of the Grammar
Practice Book for additional
reteaching.
Grammar
Review and Practice Review and Proofread Assess and Reteach
• Do not use a comma to separate a single adjective from a noun.• When only two adjectives are used together, separate them
with a comma or and. Do not use both.• Use commas to separate three or more adjectives in a series.• When you are using only two adjectives before a noun, some
adjectives do not need to be separated with commas. These adjectives describe color, size, or age: a woman with short gray hairy .
• Do not use commas or and to separate a common adjective from a proper adjective: the hot Alabama summers.
Rewrite each sentence on the line provided. Be sure to punctuate the sentences correctly.
1. The library is just a little, old, house with lots of books.
2. My dog is friendly, and, calm.
3. The bear came out of the wild, Florida forest.
4. The book was long interesting and hard.
5. That snobby, young girl just came into the library.
6. The bear put his big, and black nose in the air.
7. I grew up in a small, town.
8. I enjoyed the bright colorful exciting pictures in this book.
The library is just a little old house with lots of books.
My dog is friendly and calm.
The bear came out of the wild Florida forest.
The book was long, interesting, and hard.
That snobby young girl just came into the library.
The bear put his big black nose in the air.
I grew up in a small town.
the bright, colorful, exciting pictures in this book.I enjoyed
Grammar Practice Book, page 131
• Adjectives describe nouns or pronouns.• Proper adjectives are formed from proper nouns.• A proper adjective begins with a capital letter. • Common adjectives are not formed from proper nouns.
Do not capitalize common adjectives.
Rewrite each sentence in the paragraph below. Remember to use commas and and correctly with adjectives. Capitalize proper dadjectives. Use a separate page if you need to.
The little, bookstore on the corner is different from the huge, Smithville
bookstore in town. Both stores have lots of interesting, and exciting books.
But that’s the only way they are alike. The small, blue, store on the corner
is warm dim. It is fi lled with old and, unusual books. This store is not like
the big smithville store. The Smithville store is bright, and cool. It has new,
books by famous popular writers. There is even a counter where you can get
a hot sweet tasty cup of cocoa.
The little bookstore on the corner is different from
the huge Smithville bookstore in town. Both stores gg
have lots of interesting and exciting books. But that’s g gg g
the only way they are alike. The small blue store on y y yy y y
the corner is warm and dim. It is filled with old and
unusual books. This store is not like the big Smithville gg
store. The Smithville store is bright and cool. It has gg
new books by famous, popular writers. There is even y p py p p
a counter where you can get a hot, sweet, tasty cup of y g y py g y p
cocoa.
Grammar Practice Book, page 132
A. Complete each sentence with an adjective from the boxbelow. Remember to capitalize any proper adjectives.
reddish atlantic british lonely ohio
1. My dog gets when he’s by himself.
2. I gathered shells on the sandy shore.
3. My dog’s hair is long and .
4. We live in a little town.
5. The librarian’s voice sounded .
B. Choose the group of words that best completes each sentence. Circle the letter of your choice.
6. I brought home a kitten.
a. fl uffy, white, b. fl uffy white
7. The house was .
a. warm and cozyb. warm, and cozy
8. Her dog is .
a. large, brown, and shyb. large brown and shy
9. This book contains words.
a. common spanish b. common Spanish
10. The car had tags.
a. yellow New Jerseyb. yellow, New Jersey
lonelyAtlantic
reddishOhio
British
b
a
a
b
a
Grammar Practice Book, pages 133–134
See Grammar Transparency 103 for modeling and guided practice.
See Grammar Transparency 104 for modeling and guided practice.
See Grammar Transparency 105 for modeling and guided practice.
Because of Winn-Dixie 561J
ELL Practice and
Assessment, 136–137
Fluency Assessment
En
d-o
f-W
ee
k A
sse
ssm
en
t
Weekly Assessment, 261–268
Administer the Test Weekly Reading Assessment, Passage and questions, pages 261–268
ASSESSED SKILLS
• Summarize
• Vocabulary Words
• Dictionary: Connotations and Denotations
• Adjectives
• Words with VCCV Patterns
Administer the Weekly Assessment online or
on CD-ROM.
FluencyAssess fluency for one group of students per week.
Use the Oral Fluency Record Sheet to track the number
of words read correctly. Fluency goals for all students:
113–133 words correct per minute (WCPM).
Approaching Level Weeks 1, 3, 5
On Level Weeks 2, 4
Beyond Level Week 6
Alternative Assessments• Leveled Weekly Assessment for Approaching Level,
pages 269–276
• ELL Assessment, pages 136–137
Assessment Tool
561K
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary: Connotations
and Denotations
Items 1, 2, 3, 4
IF...
0–2 items correct . . .
THEN...
Reteach skills using the Additional
Lessons page T6.
Reteach skills: Go to
www.macmillanmh.com
Vocabulary PuzzleMaker
Evaluate for Intervention.
COMPREHENSION
Skill: Summarize
Items 5, 6, 7, 8
0–2 items correct . . . Reteach skills using the Additional
Lessons page T1.
Evaluate for Intervention.
GRAMMAR
Adjectives
Items 9, 10, 11
0–1 items correct . . . Reteach skills: Grammar Practice Book
page 134.
SPELLING
Words with VCCV patterns
Items 12, 13, 14
0–1 items correct . . . Reteach skills: Go to
www.macmillanmh.com
FLUENCY 109–112 WCPM
0–108 WCPM
Fluency Solutions
Evaluate for Intervention.
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
To place students
in the Intervention
Program, use
the Diagnostic
Assessment in the
Intervention Teacher’s
Edition.
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Because of Winn-Dixie 561L
Phonics
Approaching Level Options
Objective Decode words with the VCCV pattern
Materials • Student Book “A Library Card for Emilio” • Teacher’s Resource Book, p. 25
WORDS WITH THE VCCV PATTERN
Model/Guided Practice
■ Explain that in most words with the VCCV pattern, the first vowel is
short and the word is usually divided between the consonants.
■ Write willow on the board. Point to the word and read it aloud. Say: I
divide this word between the consonants to make two syllables. Then I look
at the first syllable wil, which is pronounced with a short i sound: /wil/. The
second syllable low is pronounced /lō/. If I blend the two syllables together, I
get /wil lō/. Say it with me: /wil lō/. The word is willow.
■ Have students follow your model to sound out the word number.
MULTISYLLABIC WORDS WITH THE VCCV PATTERN
■ Write the word signaling on the board, and have students divide it into
syllables. Help students sound out the syllables, one syllable at a time:
/sig/ /nә l/ /ing/, /sig nә l ing/, signaling. Have students read the word
several times.
■ Have pairs of students work together to practice decoding longer words
with the VCCV pattern. Write the following words on the board and ask
student pairs to copy them onto a sheet of paper. Have them say each
word and draw lines to divide it into syllables.
comforted admitted wonderful rescuing
welcoming napkin disturbance happening
■ Check each pair or group for their progress and accuracy. Provide
constructive feedback.
WORD HUNT: WORDS WITH THE VCCV PATTERN IN CONTEXT
■ Review words with the VCCV pattern.
■ Have students search page 543 of “A Library Card for Emilio” to find
words with the VCCV pattern. Ask them to write the words and divide
each word into syllables.
■ Check to see if students have found the following: tissue, better,
confidently.
■ Repeat the activity with the decodable passages on Teacher’s Resource
Book page 25.
For each skill below,
additional lessons are
provided. You can use these
lessons on consecutive days
after teaching the lessons
presented within the week.
• Summarize, T1
• Connotation and
Denotation, T6
Additional Resources
To help students build
speed and accuracy with
phonics patterns, use
additional decodable
text on page 25 of the
Teacher’s Resource Book.
Decodable Text
If students pronounce a
word such as napkin with
a long a sound, rather
than short a, isolate the
first syllable nap and have
students pronounce it in
isolation before putting it
together with the second
syllable.
ConstructiveFeedback
561M
Objective Read with increasing prosody and accuracy at a rate of 113–123 WCPM
Materials • index cards • Approaching Practice Book A, p. 152
WORD AUTOMATICITY
Have students make flashcards for the following words with the VCCV
pattern: dinner, foggy, nodded, blanket, thriller, planner, willow, ticket,
member, plastic, swallow, fossil, welcome, picket, rumbles, summer, witness,
blossom, dipper, slender.
Display the cards one at a time and have students say each word. Repeat
twice more, displaying the words more quickly each time.
REPEATED READING
Encourage students to follow along as you read aloud the Fluency
passage on Practice Book A page 152. Tell students to pay close attention
to the intonation of your voice as you read sentences that end with
periods and sentences that end with question marks. Then read one
sentence at a time and have students echo-read the sentence, copying
your pauses and intonation.
Students can take turns reading the Fluency passage with a partner.
Students should look at the end punctuation marks and be careful to use
the proper intonation.
TIMED READING
At the end of the week, have students do a final timed reading of the
passage on Practice Book A page 152. Students should
■ begin reading the passage aloud when you say “Go”
■ stop reading the passage after one minute when you say “Stop”
Keep track of miscues. Coach students as needed. Help students record
and graph the number of words they read correctly.
Vocabulary
Objective Apply vocabulary word meanings
Materials • Vocabulary Cards • Student Book Because of Winn-Dixie
VOCABULARY WORDS
Display the Vocabulary Cards for this week’s words: advanced, consisted,
peculiar, positive, selecting, and snuffled. Review the definitions of each
word in the Glossary of the Student Book. Remind students that these
are the words’ denotations. Then have students find each vocabulary
word in Because of Winn-Dixie and discuss its meaning in context.
Approaching Practice Book A, page 152
If students read dialogue
without sufficient
expression, pauses, and
attention to punctuation,
reread the passage to
them, one sentence at a
time, exaggerating the
correct expression and
pauses. Have students copy
your expression as they
echo-read each sentence.
ConstructiveFeedback
Practice Vocabulary
Write these sentences on
the board to explain the
vocabulary. Have students
choose the correct missing
words from the vocabulary
cards. 1. I will look around
before a computer
to buy. (selecting) 2. Our
dinner of chicken,
potatoes, and peas.
(consisted) 3. Teachers
thought Sarah was very
smart so they placed her in
classes. (advanced)
Because of Winn-Dixie 561N
Vocabulary
Approaching Level Options
Review last week’s words
(coral, reef, partnership,
current, eventually, brittle,
suburbs) and this week’s
words (peculiar, snuffled,
positive, selecting,
consisted, advanced). Have
students write a synonym for
each word.
Objective Investigate connotation and denotation
Materials • Student Book Because of Winn-Dixie
DICTIONARY: CONNOTATION AND DETONATION
Remind students that many words also have a connotation besides their
meaning, or denotation. Ask students which word from each pair below
they would choose to describe the qualities of a friend.
skinny or slender clever or tricky relaxed or lazy
calm or boring peculiar or special thrifty or cheap
Comprehension
Objective Identify and summarize important information
Materials • Student Book “A Library Card for Emilio”
• Transparencies 21a and 21b
STRATEGYEVALUATE
Remind students that evaluating what they read can help them
understand more about the characters and events in a story.
SKILLSUMMARIZE
Explain/Model
■ Important, or essential, information will help a reader summarize the story.
■ Unimportant, or nonessential, information may make the story clearer or
more interesting, but a story can be summarized without it.
■ Summaries should be in the students’ own words.
Display Transparencies 21a and 21b. Reread the first page.
Think Aloud
It seems like the feelings of the main character are important
in this story. I can think about how Emilio is feeling at the beginning of
the story. Then I can think about how he is feeling later and why he feels
different. This may help me to summarize the story when I get to the end.
Practice/Apply
Discuss the following questions with students:
■ What happened when Emilio got to the library?
■ What happened at the end of the story? How did Emilio’s feelings
change? Why?
■ What story events would you include or leave out of your summary?
Student Book, or Transparencies 21a and 21b
by Susan Pinter
561O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials • Leveled Reader The ABC Volunteer
PREVIEW AND PREDICT
Have students read the title and preview the illustrations and first two
chapters. Ask students to write down any questions they may have, and
then make predictions about what might happen in the story.
VOCABULARY WORDS
Review the vocabulary words as needed. As you read together, discuss
how each word is used in context.
STRATEGYEVALUATE
Remind students that evaluating what they read can help them
understand the events in a story better.
SKILLSUMMARIZE
Tell students to read the first two chapters. Remind them to look for and
paraphrase important information to help them retell the story.
Think Aloud At the beginning of Chapter 1, I find out why Jenny has to
go to an after-school program. I also learn that Jenny has been doing
this since kindergarten. I will keep reading to see what happens next. I
will add these events to my Summarizing Chart.
READ AND RESPOND
Finish reading The ABC Volunteer with students and have them complete
the Summarizing Chart. Discuss the following questions.
■ Why didn’t Jenny think that she could teach Roberto to read?
■ Who do you think benefited more from the ABC program, Jenny or
Roberto? Why?
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare “A Library Card for Emilio” and The ABC
Volunteer.
■ How might Jenny’s experience have been different if Emilio were her
student instead of Roberto?
■ Think about how Roberto thanked Jenny. Should Emilio thank the
librarian? Why or why not?
Leveled Reader
Because of Winn-Dixie 561P
Leveled Reader LessonVocabulary
On Level Options
Student Book
I Lovethe Look of
Words
On Level Practice Book O, page 152
As I read, I will pay attention to end punctuation.
Nate Jasper fumbled for his library card and handed it
10 to Ms. Kim, the librarian. He was checking out books
20 about life in the American colonies for a social studies
30 report. He hadn’t realized it was his turn because he
40 was distracted by a sign taped to the wall beside the
51 circulation desk.
53 The sign read: “First Annual Highland Drawing
60 Contest. Prizes to be awarded for drawings that best show
70 the exciting and unique beauty of Highland, Vermont.”
78 “I see that our drawing contest has caught your eye,”
88 said Ms. Kim. “Are you an artist?”
95 “Yeah, I guess I am,” said Nate. “But I’ve never entered
106 a contest.”
108 “Well, why not consider making this your first?” asked
117 Ms. Kim. “We have a Young Artists division, and we need
128 people like you to help make the contest a success. The
139 winning drawings will be displayed here in the Highland
148 Public Library. Here, take a flyer and think about it.” 158
Comprehension Check
1. What does Ms. Kim say to Nate? Summarize
2. Why is Nate a good candidate to enter the contest? Draw Conclusions
Words Read – Number of Errors = Words
Correct Score
First Read – =
Second Read – =
Ms. Kim asks Nate if he is an artist. She suggests that he should enter the contest and gives him a flyer.
Nate is a good candidate to enter the contest because he is an artist.
Objective Review vocabulary words and their connotations and denotations
Materials • Vocabulary Cards
VOCABULARY WORDS
Have the class play a game of Ten Questions. Display all of the
Vocabulary Cards. One volunteer is “it” and will think of one of the
vocabulary words. Students can ask yes/no questions until they figure out
the word. Questions can relate to the part of speech, the meaning, or the
syllabication. For example, students could ask, Is it a noun? Does it have two
syllables? If the class asks ten questions and cannot name the word, the
person who is “it” tells the word.
DICTIONARY: CONNOTATION AND DENOTATION
Explain that many words have two different types of meanings—
connotations and denotations. A connotation is the feeling or emotion
that a word expresses. A denotation is the exact dictionary definition.
Choose one word and create a web, listing other words that have similar
meanings and connotations.
Literary Elements
Objective Identify uses of onomatopoeia and simile
Materials • books of poetry • Student Book “I Love the Look of Words”
ONOMATOPOEIA AND SIMILES
Discuss the purpose and importance of onomatopoeia and simile in “I
Love the Look of Words.” Have students look at different poems to find
and discuss examples of onomatopoeia, similes, and other figurative
language.
Objective Read fluently with appropriate prosody at a rate of 113–133 WCPM
Materials • On Level Practice Book O, p. 152
REPEATED READING
Model reading the passage on Practice Book O page 152. Tell students
to pay close attention to the difference in your intonation as you read
sentences that end with periods and sentences that end with question
marks. Then read one sentence at a time and have students echo-read.
Timed Reading Partners should practice the passage throughout the
week. Have each student do a timed reading at the end of the week.
561Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials • Leveled Reader Drawing Highland
PREVIEW AND PREDICT
Have students preview Drawing Highland. Show the cover and read the
title of the book.
■ Ask students what they think the story will be about.
■ Ask what students think drawing means in the title.
STRATEGYEVALUATE
Discuss the importance of reading critically and evaluating what you read.
SKILLSUMMARIZE
Review: When you summarize a story, you retell what happened using your
own words. You include only the most important, or essential, events and
details. Unimportant, or nonessential, details can be left out and the summary
will still make sense. Explain that students will use important details to
complete their Summarizing Charts.
READ AND RESPOND
Have students read Chapters 1 and 2 orally and offer fluency support as
needed. Discuss Nate and Briana’s different perspectives on the town.
Have them begin filling in their Summarizing Charts. They should explain
why they thought a detail was important or unimportant.
VOCABULARY WORDS
As they finish reading Drawing Highland, ask students to point out
vocabulary words as they appear. Discuss how each word is used. For
example, What synonym could be used to replace positive in this sentence
from the story: “I’m positive that you know about lots of local spots that I
haven’t discovered yet”?
MAKE CONNECTIONS ACROSS TEXTS
Invite students to summarize and draw connections between Drawing
Highland and Because of Winn-Dixie.
■ Ask students what the characters in these stories have in commom.
■ Have students explain the importance of the library in each of the
stories.
ELLLeveled Reader
Go to pages
561U–561V.
Leveled Reader
Because of Winn-Dixie 561R
Vocabulary
Beyond Practice Book B, page 152
Beyond Level Options
Objective Use the connotation of words to expand meaning
Materials • dictionary
EXTEND VOCABULARY
Have students write a paragraph using the week’s vocabulary words. Have
them exchange paragraphs with a partner and change or expand the
paragraph by using words with different connotations. Remind students to
use a dictionary to check the spelling of each word.
Literary Elements
Objective Review the literary elements of onomatopoeia and simile
Materials • fiction and poetry books • Student Book “I Love the Look of Words”
ONOMATOPOEIA AND SIMILE
Remind students that writers use literary elements, such as onomatopoeia
and simile, to create sounds and pictures for readers. Review their use in
“I Love the Look of Words.”
Have students look through poetry and descriptive texts to find examples
of onomatopoeia and simile. Students can also note places where they
think an author could have used either literary element. For example, an
author could have written “Grrr” instead of writing, “The noise of the dog
growling at the door frightened me.”
Objective Read fluently with appropriate prosody at a rate of 123–133 WCPM
Materials • Beyond Practice Book B, p. 152
REPEATED READING
Model reading the passage on page 152 of Practice Book B. Encourage
students to follow along as you read, paying close attention to the
intonation of your voice as you read sentences with different punctuation
marks (periods, question marks, and exclamation points). Then read one
sentence at a time and have students echo-read, copying your intonation.
During independent time, partners can take turns echo-reading the
passage. Remind students to listen carefully to their partner and offer
positive feedback.
Timed Reading Have students read the passage and record their reading
rate. Have students look back at their reading rates from the beginning of
the year and evaluate their progress.
Student Book
I Lovethe Look of
Words
Creative Writing Ask
students to write one-page
short stories. Students
should use simile and
onomatopoeia in their
stories. After they finish,
have students exchange
stories with a partner.
Ask students to identify
examples of simile and
onomatopoeia in their
partner’s story. Have them
underline the examples
they find. Then ask for
volunteers to share their
stories with the class.
561S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials • Leveled Reader A Change of Weather
PREVIEW AND PREDICT
Have students preview A Change of Weather, predict what it is about,
and set a purpose for reading.
SKILLSUMMARIZE
Have volunteers explain how they decide whether the information they
read is important or unimportant. Explain to students that important
information may contain essential details that help to summarize a story.
Unimportant information is usually nonessential or unnecessary. Discuss
with students how best to summarize a story. Tell students that they will
read A Change of Weather together and fill in a Summarizing Chart.
READ AND RESPOND
As students read, they should identify important events and fill in their
Summarizing Charts. When they are finished reading, ask students to
discuss the story events that happened in the beginning, middle, and end
of the story.
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up. Review
definitions as needed. Ask students to restate this sentence using their
own words for snuffled frantically: The dog snuffled frantically in Mark’s
pocket.
Self-Selected Reading
Objective Read independently to summarize
Materials • Leveled Readers or informational trade books at students’ reading level
READ TO SUMMARIZE
Invite students to choose books for independent reading. As they read,
have them identify details about characters, plot, and setting that would
best help them summarize the story. Ask them to share their summaries
with a partner.
Leveled Reader
Because of Winn-Dixie 561T
561U
Academic LanguageThroughout the week, the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments. The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words.
Strategies to Reinforce Academic Language
■ Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group. Use gestures, expressions, and visuals to
support meaning.
■ Use Visuals Use charts, transparencies, and graphic
organizers to explain key labels to help students
understand classroom language.
■ Model Demonstrate the task using academic language in
order for students to understand instruction.
Academic Language Used in Whole Group Instruction
Content/Theme Words Skill/Strategy Words Writing/Grammar Words
library (p. 540)
Dewey Decimal System (p. 540)
organize books (p. 540)
skillet (p. 558)
perfuming (p. 559)
connotation (p. 543)
denotation (p. 543)
evaluate (p. 543A)
summarize (p. 543A)
free verse poem (p. 558)
imagery (p. 558)
figurative language (p. 558)
onomatopoeia (p. 558)
multiple paragraphs (p. 560)
compare and contrast
(p. 560)
purpose and audience (p. 561)
similarities, differences (p. 561A)
proper adjective, common
adjective (p. 561I)
punctuation (p. 561J)
English Language Learners
For additional language
support and oral language
development, use the lesson
at www.macmillanmh.com
ELL Leveled ReaderELL Leveled Reader Lesson Objective• To apply vocabulary and
comprehension skills
Materials
• ELL Leveled Reader
DAY 1 • Academic Language
• Oral Language and Vocabulary Review
DAY 2 • Academic Language
• ELL Leveled Reader
DAY 3 • Academic Language
• ELL Leveled Reader
DAY 4 • Academic Language
• ELL Leveled Reader
DAY 5 • Academic Language
• ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacher’s Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Ask students if they have ever
taken part in a contest. What type of contest was
it? What did you need to do to enter? Have students
share their experiences.
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings. Use each word in a sentence. Use words or
expressions with similar meanings to explain new vocabulary. This can be a
very peculiar, or odd, situation.
PREVIEW AND PREDICT
Point to the cover illustration and read the title aloud. What do you think
highland means? Explain that a highland is an area of hills or mountains.
Give a local example. Have students use the information on the cover to
predict what the story may be about.
Set a Purpose for Reading Show the Summary Chart and remind
students they have used it before. Ask them to make a similar chart to
summarize the main points of the story. Remind them to pay attention
and mark important information as they read.
Choose from among the differentiated strategies below to support
students’ reading at all stages of language acquisition.
Beginning
Shared Reading As
you read, model how to
summarize by identifying
and recording main events
in the chart. Mark important
information with a check
mark.
Intermediate
Read Together Read
the first chapter. Model
identifying important
information, using it to fill
the chart. At the end of each
chapter, ask students to use
the strategy and fill in the
chart.
Advanced
Independent Reading
Have students read the story.
Have them identify and list
important information. Then,
ask them to compare their
list with that of a reading
partner and fill in the chart
together.
Remind students to use the vocabulary and story words in their whole
group activities.
Pictures of Pictures of HighlandHighland
by Rachel Mannillustrated by Ashley Mims
Realistic Fiction
Because of Winn-Dixie 561V