Download pdf - Theme - Education Place® · PDF file · 2008-09-02THEME 1: Off to Adventure! Selections 1 Cliff Hanger 2 The Ballad of Mulan 3 The Lost and Found Off to Adventure! EXTRA SUPPORT

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THEME 1: Off to Adventure!12

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THEME 1: Off to Adventure!

Selections

1 Cliff Hanger

2 The Ballad of Mulan

3 The Lost and Found

Off to Adventure!

E X T R A S U P P O R T L E S S O N S F O RE X T R A S U P P O R T L E S S O N S F O R

13

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Base WordsWarm-Up/Academic Language.

Explain that many longer words are made by adding beginnings andendings to smaller words. Point out that these smaller words arecalled base words. Tell students that finding a base word in alonger word can help them to say and understand the word.

Teach.

Direct a volunteer to lock the classroom door. Write the word lock on

the board. Have a second volunteer unlock the door. Write the word

unlock. Ask the group what each volunteer did. Write the words

locked and unlocked. Lead the students to find the base word lock in

all of the words on the board.

Repeat the procedure with words such as tie: untie, tied, untie; plug:

unplug, plugged, unplugged; cover: uncover, covered, uncovered.

Explain that students can use the Phonics/Decoding Strategy to decode

longer words such as unopened. Cover the un– and the -ed in

unopened. Ask a volunteer to read aloud the base word. Then discuss

the beginning un– and the ending -ed. Point out that un– means not.

Write on the board additional examples of words that use the prefix

un– (unpaid, uneven). Have students come to the board and cover the

prefix while other students identify the base word and then decode

the word.

Explain that knowing common beginnings and endings can help

students recognize base words. Copy the chart on page 15. Go over

the chart with students, and leave it up for their reference:

Give a student the word card with the base word use. Distribute the suf-

fix and prefix cards to the remaining students. Ask them to take turns

positioning their cards next to the word card use. Show students who

have the -ed and -ing cards how to overlap the e in use to form used

and using. Students should also form these words and discuss their

meanings: useful, overuse, reuse.

THEME 1/ SELECTION 1

Cliff Hanger


Objectives• identify and read base words with

prefixes or suffixes• use the Phonics/Decoding

Strategy to decode longer words

Materials• word cards: -ed, -ing, -ful, over-,

re-, use• Teaching Master ES1-1• Practice Master ES1-1• Anthology: Cliff Hanger

Get Set for ReadingCD-ROMCliff Hanger

Education Placewww.eduplace.comCliff Hanger

Audio CDCliff HangerAudio CD for Off to Adventure!

Lexia PhonicsCD-ROMIntermediate Intervention

lock unlock

locked unlocked

SKILL FOCUS: STRUCTURAL ANALYSIS 25-30 MINUTES

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SELECTION 1: Cliff Hanger 15

Guided Practice.

Display or distribute Teaching Master ES1-1, and discuss the illustration

with students. Ask them what each character might be feeling.

Write the base words pack and happy on the board. Ask students to put

each word in a sentence.

Have students read the dialogue aloud and raise their hand when they

see a word with pack or happy.

List these words under the base words pack or happy.

Practice/Apply.

Distribute Practice Master ES1-1, and go over the examples.

Have students complete the Practice Master independently.

Check on students’ knowledge of base words as they read and explain

their answers to the group.

Preview Cliff HangerSegment 1

Refer to the bottom of page 19 in the Teacher’s Edition, and preview

with students Segment 1 of Cliff Hanger (pages 18–33).

Note the suggestions in the Extra Support boxes on Teacher’s Edition

pages 28, 29, 31, and 32.

Grade 3 Theme 1: Off to Adventure! PMES 1–1

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Base Words

What base word is in all three words? Write it on the line.

1. moved moving movers

2. runner runny running

3. unopened opener opening

4. hopeful hoping hoped

5. lucky unlucky luckily

6. doing redo undo

Which bold word has a base word? Write it on the line.

7. undid the lock under the bed

8. a ball of string singing a tune

9. breed of dog bored by the talk

10. a fatter belly butter and eggs

move

run

open

hope

luck

do

undid

singing

bored

fatter

Practice Master ES 1–1

TMES 1–1 Grade 3 Theme 1: Off to Adventure!

Teaching Master ES 1–1 Cliff Hanger

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Base WordsI am still packing

my bag. Mine is all packed. I

feel so happy about

this trip!We’ll have two

days of rest and

happiness!I’m unhappy

with this bag.

I wish I were a

better packer.

Soon we’ll unpack.

Then you’ll feel

happier.

Teaching Master ES 1–1

BEGINNING EXAMPLES

over- overcook, overflow

re- rewrite, restart

pre- pretest, prepay

ENDING

-ed looked, walked

-ing saying, trying

-ful fearful, playful

LITERATURE FOCUS: 10-15 MINUTES

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Cause and EffectWarm-Up/Academic Language.

Explain to students that it is important to understand what eventshappen in a story and why they happen. One story event maycause another event to happen. For example in a story aboutJohn, he forgets to comb his hair before school so his hair standsup. The effect, what happens, is that John’s hair stands up. Thecause, why it happens, is that John didn’t comb his hair beforeschool.

Teach.

Tell students that the clue words so and because often let us know we

are reading about a cause and an effect. Say: In the sentence about

John’s hair, we had the clue word so. Now, we are going to read

some sentences with so and because. See if you can use the clue

words to tell what happens and why it happens.

Write the following sentences on the board.

Have students read each sentence, and call on a volunteer to circle the

clue word. Ask students to find the sections of the sentence that tell

what happens and why it happens. Call on volunteers to underline

these parts as they are identified.


Objective• identify the cause and effect

relationships between storyevents

Materials• Teaching Master ES1-2• Practice Master ES1-2• Anthology: Cliff Hanger

THEME 1/ SELECTION 1: Cliff Hanger

My alarm clock stopped so I was late for school.

Sarah couldn’t sleep because her baby sister was

crying.

The fish on Fred’s fishing line was too big, so his

rod snapped.

SKILL FOCUS: COMPREHENSION 25–30 MINUTES

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Guided Practice.

Display or distribute Teaching Master ES1-2, and read the dialogue

with students.

Have students identify the clue words so and because by circling them

when they appear in sentences. Guide students to identify the cause

and the effect parts of each sentence.

Explain the cause and effect pictures at the bottom of the Teaching

Master to students. Help them form sentences using the clue word, the

cause, and the effect.

Practice/Apply.

Distribute Practice Master ES1-2 to students, and discuss the pictures.

Have students identify the cause and effect for each picture and its

caption.

Remind students to think about whether the clue word because or so

makes sense as they complete the Practice Master.

Check students’ answers to be sure they understand cause and effect

sentences.

Preview |Cliff Hanger Segment 2


with students Segment 2 of Cliff Hanger (pages 34–45).


pages 36, 40, and 42.


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Cause and EffectLook at the pictures. Read the sentences. Think about whathappens and why it happens.

Turn two sentences into one on the lines below.

1. , so .

2. because .

3. , so .

4. because .

1. A storm began. Dad and I ran to a cave.

2. The cave felt cold. We built a fire.

3. A fox stepped in. The cave seemed dry.

4. We were quiet. The fox sat near our fire.

A storm began

The cave seemed dry a fox stepped in

We built a fire

The fox sat near us

the cave felt cold

we were quiet

Dad and I ran to a cave



Teaching Master ES 1–2 Cliff Hanger

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Cause and EffectTeacher: I hope you all did your homework and

wrote a story that showed imagination.

Joey: I can’t hand in my story, because this morning when I was walking to school, I heard a man cry. “Save me!” he shouted. He had fallen through the ice at Spot Pond. I quickly took off my coat and stretched it across the ice so the man could grab it. I pulled him out. I put my coat back on and noticed it was wet. My story was in the pocket. It’s a soggy mess. That’s why I can’t hand it in.

Teacher: That story shows imagination. Just put itin writing, and hand it in tomorrow.

CAUSE EFFECT


LITERATURE FOCUS: 10–15 MINUTES

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Base WordsTeach.

Write the following words on the chalkboard:

Ask students to read the words, pointing out that the word play is com-

mon to both words. Explain that play is a base word and that a base

word is the simplest form of a word. Explain, too, that the word parts

re- and -ing cannot stand alone as words but that the word play can.

Write the following sentence on the board: The teacher is looking at the

math review.

Have students read the sentence. Ask them to identify the three words

with base words: teacher, looking, and review. Point to the word

teacher. Ask, Can you find the base word in teacher? (teach)Underline the base word on the board. Then, next to the sentence,

write teach + er = teacher. Repeat the process with the words

looking (look) and review. (view) Point out to students that if they

come across an unfamiliar word, they can look for the word parts to

help them decode it.

Practice.

Direct students back to the story Cliff Hanger. Point out the word

leader on page 24. Remind students that we already know there is a

base word in the word leader. (lead) Point out the word followed on

page 23. Ask, What is the base word in followed? (follow)

Guide students in making a list of steps for finding a base word.

1. I look for a small word within a bigger word.

2. I break the word into chunks.

3. I ask myself,“Does this word make sense in the sentence?”


Objectives• learn the definition of a base

word• use decoding strategies to find

base words

Materials• Anthology: Cliff Hanger


re + play = replay

play + ing = playing

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES

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Apply.

Have students look for words in Cliff Hanger that have base words con-

tained within longer words. Ask students to write five words from the

story that contain base words, and to write the words as math equa-

tions: wash + ed = washed.

Have students exchange papers with partners and identify each other’s

words. Finally, have them write the word in a sentence.

Review Cliff HangerGuide students through the Comprehension Skill Lesson for Cause and

Effect on page 39 in the Teacher’s Edition.


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What Is a Sentence?Teach.

Ask students: What is a sentence? Allow brainstorming for several min-

utes. Summarize that a sentence is a group of words that expresses a

complete thought. Write the definition of a sentence on chart paper or

on the board. Point out what a sentence looks like: it begins with a cap-

ital letter, and it ends with a punctuation mark.

Refer to the illustrations in the story Cliff Hanger. Ask students to sug-

gest a sentence to describe one of the pictures. Ask students to tell

what is alike about all of the sentences. Look for answers such as the

following: Each is a group of words or Each tells a complete thought.

Remind students that a sentence is a group of words that expresses a

complete thought.

Practice.

Provide practice for students using sentences, phrases, and concepts

from the story. Give each student two index cards, and have them write

the word yes on one and no on the other. Tell them that you will read

groups of words. If the words communicate a complete thought, tell

students to raise the yes card to indicate that it is a sentence. If the

group of words does not communicate a complete thought, have stu-

dents hold up the no card. Use groups of words similar to the

following:


Objectives• define a sentence• differentiate a sentence from a

sentence fragment

Materials• Leveled Reader: A Great Day for

Snorkeling


Axel washed his cup. (yes)

ran down the trail (no)

looked at his dad (no)

The storm was close. (yes)

A moment later (no)

SKILL FOCUS: GRAMMAR 25–30 MINUTES

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Apply.

Have students suggest phrases and sentences of their own to continue

the activity. Have them present the sentences or sentence fragments to

partners, and have the partners hold up the yes or no card to demon-

strate their understanding of sentences.

Preview A Great Day forSnorkelingWalk students through A Great Day for Snorkeling, and discuss the

illustrations using words from the story such as snorkeling and

pounded as often as possible.

Ask students to predict why the girl jumps into the water on page 46

and appears to be shouting something on page 50.



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Cause and EffectTeach.

Write the following sentences on chart paper or on the chalkboard:

Explain that when one event causes another event to happen, it is called

a cause and effect. Say: The effect describes something that happens.

The cause tells why it happens. Use the following chart to explain the

cause and effect relationships in the sentences on the chalkboard.

Point out that words like so and because are words that signal a cause

and effect relationship. Ask: Which part of the sentence is the cause?

Which part is the effect? What is the signal word?

Practice.

Direct students to look at the illustration on pages 28–29. Use a Think

Aloud to model the process of identifying a cause and effect relation-

ship:


Objective• identify cause and effect

relationships

Materials• Anthology: Cliff Hanger• Leveled Reader: A Great Day for

Snorkeling


It was cold, so I put on a jacket.

Because we were tired, we took a nap.

Cause Effect

I was cold. I put on a jacket.

We were tired. We took a nap.


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Help students realize that understanding cause and effect relationships

can help them derive meaning from text. Provide other examples from

the text and have students practice, with a partner, identifying cause

and effect relationships.

Apply.

Have students read the Leveled Reader selection A Great Day for

Snorkeling. Then have them apply the skill by identifying two effects

and their causes from the story. Have students identify signal words,

such as so and because. Ask students to complete the questions and

activity on the Responding page.

Revisit Cliff Hanger and AGreat Day for SnorkelingGuide students through Cliff Hanger and A Great Day for Snorkeling,

helping them look for words that have base words. Also draw their

attention to cause and effect relationships in the stories.


When I look at the picture of Axel, I wonder why he decided to

rock climb during a storm. The text tells me Axel says, “Look!

Grits got down to Monkey Ledge. If he tries to come on down,

he’ll fall.” The text helps me to understand that Axel is rock

climbing because his dog ran up the mountain during a storm

and Axel has to save him by climbing the cliff. Therefore, the dog

running up the mountain is the cause, and Axel climbing the

mountain to save him is the effect.

3XH023 7/25/03 10:39 PM Page 23

SyllabicationWarm-Up/Academic Language.

Ask students to name the five vowels letters. Then, write them on theboard. Explain that the remaining letters of the alphabet are calledconsonants. Write some consonants on the board.

Teach.

Write the word winter as shown below. Call on students to identify its

consonants and vowels. Label the VCCV pattern in winter as shown

below. Draw a line between the n and t.

Guide students to use the Phonics/Decoding Strategy to decode winter.

Explain that when a word contains the VCCV pattern of letters, the

word divides into syllables between the two consonants. Continue

identifying the VCCV pattern for other words such as summer,

problem, and market.


The Ballad of Mulan


Objectives• use syllabication to break

unfamiliar words into parts• use the Phonics/Decoding

strategy to decode longer words

Materials• Teaching Master ES1-3• Practice Master ES1-3• word cards: master, pillow,

tablet, tractor• Anthology: The Ballad of Mulan

w i n / t e r

Get Set for ReadingCD-ROMThe Ballad of Mulan

Education Placewww.eduplace.comThe Ballad of Mulan

Audio CDThe Ballad of MulanAudio CD for Off to Adventure!


V VC C


s u m / m e rV VC C

p r o b / l e mV VC C

m a r / k e tV VC C

Market dividesinto syllablesbetween the VCCV consonants r and k.

3XH024 7/25/03 10:39 PM Page 24

SELECTION 2: The Ballad of Mulan 25

Assign a VCCV word card (master, pillow, tractor, tablet) to student

pairs. Instruct them to write the VCCV pattern below their word. Ask

them to draw a slash to separate the syllables. Each pair should pro-

nounce the individual syllables to decode the word.

Allow pairs time to present their words to the group, explaining how

they separated their word into syllables.

Guided Practice.

Display or distribute Teaching Master ES1-3, and ask for volunteers to

read each sign aloud. Ask students to explain what information each

sign gives.

Guide students to identify the two-syllable word in the first sign. Have

students tap out beats for each word to find the word that has two

beats. (traffic)

Write the two-syllable word on the board. Call on a student to divide the

word between the two consonants.

Have students apply the Phonics/Decoding Strategy to decode the word.

Repeat the procedure for the remaining signs.

Practice/Apply.

Distribute Practice Master ES1-3 to students, and review the examples.

Ask students to work independently to break apart and then reform

two-syllable words.

Check students’ ability to decode VCCV words as they share their

answers with the group.

Preview The Ballad of MulanSegment 1

Refer to the bottom of Teacher’s Edition page 55 as you preview

Segment 1 of The Ballad of Mulan (pages 54–69) with students.


pages 66 and 68.


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Syllables

Which word has two syllables? Write the syllables.

Example: person purse

1. rabbit grab

2. drives dinner

3. please pillow

4. sneezed sentence

5. napkin snapped

6. stubborn strong

Put the syllables together to make a 2-syllable word.

Example: son per

7. pen cil

8. ver sil

9. pen hap

10. sup per

person

per / son

pencil

silver

happen

supper

stub/born

nap/kin

sen/tence

pil/low

din/ner

rab/bit


No One Beats This Price

On Carpets


Teaching Master ES 1–3 The Ballad of Mulan

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Syllables

Six

Rabbits

for Sale

PUBLIC PARKNo Bikes Please

ENTERThroughDoor atLeft Do you want

a cutekitten?

Come to

Fran’s Dinner PlateHot Soups, Fresh Breads, and More

WaitHere for

NextTrolley

OakStreet

Closed to Traffic

Need new curtains?

Come on down!

The Shade Place

has the best deal

in town!



3XH025 7/25/03 10:40 PM Page 25

Making InferencesWarm-Up/Academic Language.

Explain that authors do not always write down everything they wantthe reader to know about a character. Readers must use pictureclues, story clues, and their personal experiences to make infer-ences about characters and their feelings. Inferences are basedon clues from the story and experiences from the reader’s life.

Teach.

Read this story aloud. Then read it again, asking students to listen for

important information about characters’ feelings.

Draw a three-column chart as shown below.

Record what students remember about characters’ feelings in the first

column. Then ask students to share what they know about thunder

and lightning, and write their answers in the second column.

Lead students to make inferences about the story based on story clues

and what they know. Record their answers in the third column.


Objective• use story details and personal

life experiences to make inferences about characters andtheir feelings

Materials• Teaching Master ES1-4• Practice Master ES1-4• Anthology: The Ballad of Mulan

THEME 1/ SELECTION 2: The Ballad of Mulan


Story Clues + What I Know = Inference

Pete and Mom Thunder makes Pete and Mom

were disappointed. a loud noise. had planned to

Mom said You shouldn’t go swimming

they would go swim during a but the storm

swimming thunderstorm. made them

another time. change their

plans.

Pete heard a loud CLAP. He looked out the window and frowned.

“Rats!” he said.

Mom came to the window. She looked where Pete pointed.

Another CLAP sounded. A bolt of lightning flashed across the sky.

“What a shame,” she said,“but we’ll go swimming another day.”

3XH026 7/25/03 10:40 PM Page 26


Guided Practice.

Display or distribute Teaching Master ES1-4, and have students study the

pictures.

Read the passages with students, and ask them to think about how each

character feels. If needed, point out the similarities and differences

between the characters.

Model for students the story, picture, and personal experience clues that

show Annie feels cold.

Practice/Apply.

Distribute Practice Master ES1-4, and read the directions with students.

Encourage them to use picture, story, and personal experience clues to

fill in the graphic organizers.

Check students as they share their answers with the group to be sure

they understand how to make inferences.

Preview The Ballad of MulanSegment 2


Segment 2 of The Ballad of Mulan (pages 70–83) with students.


pages 73, 75, and 82.


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Making InferencesRead about a boy named Jack.

Once upon a time, a boy named Jack lived with hismother. They were very poor.

One day, Jack saw his mother crying. “What is wrong,dear Mother?” he asked, “I hate to see you so sad.”

“I can’t pay the rent,” his mother said. “We’ll starve!”Jack told his mother not to worry. “I’ll go to work,” he

said. Jack lifted his head high. He puffed out his chest. “Theprince wants a dragon fighter,” Jack said. “I’m sure I can dothe job!”

What is Jack like? Write a describing word in each circle.Write clues in the lines around it.

kind

hate

s se

eing

his

mot

her

sad

tell

s h

er

no

tto

wo

rry

wan

ts to h

elp

brave

puff

s ou

thi

s ch

est

lift

s h

is h

ead

willing to

fight dragons

Pratice Master ES 1–4


Teaching Master ES 1–4 The Ballad of Mulan

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Making Inferences

Annie feels Arnie feels

Annie’s teeth chattered.Her knees shook. Hervoice trembled as shesaid, “I can’t stay outhere! I’m going inside.”

Arnie’s teeth chattered.His knees shook. Hisvoice trembled as hesaid, “I wish I didn’t haveto make this speech!”

cold scared


I see that Annie is outside in the snow. The story says that

her teeth were chattering. I know that my teeth chatter

when I’m cold. She must be going inside because it’s too

cold to stay out.


3XH027 7/25/03 10:41 PM Page 27

SyllabicationTeach.

Tell students that you will say a series of words and that they should clap

out the sounds. For example, for the word pencil, students clap out two

sounds, pen-cil. Direct students to listen for the syllables in each word.

Say each word slowly, elaborating each syllable for the following words:

hand, sit, paper, pencil, computer, instantly, remarkable, avocado.

Help students to see how they tapped out first one, then two, three,

and finally four taps for the number of syllables.

Write the words hand, sit, paper, pencil, computer, instantly, remark-

able, and avocado on the chalkboard. Help students to see how the

words are divided by putting a line between the separate syllables, for

example, pen ⁄ cil. Have students clap their hands to indicate the num-

ber of syllables. Explain that a syllable is a small unit of a word that typ-

ically includes a single vowel sound.

Practice.

Tell students that saying a word by syllables can help them to sound out

unfamiliar words and to spell words that they want to use in their writ-

ing. Return to the story The Ballad of Mulan on page 56. Ask students

to identify words that contain just one syllable. (possible answers:long, in, there, lived, named, loom) Have students repeat the word

chorally, and clap one syllable. Ask students, Who can find and read a

word with two syllables on this page? (possible answers: ago,village, northern, China, weaving) Again, have students repeat the

words chorally and clap the syllables.

Have students turn to page 57. Ask, Can you find a word with three syl-

lables on this page? (suddenly, sorrowful) Again, have students repeat

the words chorally and tap the syllables.

Reinforce these important rules about dividing words:

• When a word has a double consonant, the word should be divided

between the two consonants. (hap ⁄ py)

• Words that have prefixes or suffixes should be divided between the

prefix or suffix and the base word. (dis ⁄ like)


Objectives• learn the definition of a syllable• use decoding strategies to sound

out words by syllables

Materials• Anthology: The Ballad of Mulan



3XH028 7/25/03 10:44 PM Page 28


Apply.

Have students identify words in the story that were difficult for them to

read. Write the words on the chalkboard. Have them clap the sounds,

identify the syllables, and help them to understand how they can use

what they know about letters and sounds and syllables to read unfamil-

iar words. You might want students to work with a partner for this

activity.

Review The Ballad of MulanGuide students through the Comprehension Skill Lesson for Making

Inferences on page 65 in the Teacher’s Edition.


3XH029 7/25/03 10:44 PM Page 29

Kinds of SentencesTeach

Write the following on the board or chart paper:

Explain to students that there are four different types of sentences. Point

to the sentences above and identify each as a question, a statement, a

command, or an exclamation. Give students brief definitions for the

types of sentences, such as the following:

A question asks something.

A statement tells something.

A command tells someone to do something.

An exclamation shows strong feeling, such as excitement,surprise, or

fear.

Discuss the type of punctuation in each sentence. Explain that punctua-

tion can help readers decide which type of sentence they are reading.

Have volunteers read the sentences on the board aloud. Discuss what

their voices do as they read. For example, voices often become higher

at the end of a question, and exclamatory sentences may be louder and

more expressive than statements.


Objectives• identify the four different kinds of

sentences• use different kinds of sentences

in their writing

Materials• Leveled Reader: Sacagawea


Is this a sentence?

This is a sentence.

Read this sentence.

What a sentence!


3XH030 7/25/03 10:45 PM Page 30


Practice.

Have students read the following sentences from the story chorally.

Encourage them to use different tones for different sentences, depend-

ing on how they think the speaker would have said them.

Page 56 “Long ago, in a village in northern China, there lived a

girl named Mulan.”

Page 60 “How can he fight?”

Page 80 “What a surprise it was when Mulan appeared at the

door!”

Have students write a period, an exclamation point, and a question mark

on index cards. As you read sentences from the story aloud, have stu-

dents hold up the index card with the correct end punctuation for

each. Ask questions such as: What type of sentences end with a

period? What type of punctuation ends an exclamatory sentence?

How did the speaker’s voice change in that sentence?

Apply.

Have students write an example of each of the four types of sentences

on a sheet of paper, but tell them not to punctuate the sentences.

Direct students to form pairs and exchange papers. Then have them

read each sentence and write the correct punctuation. Have them

explain to their partner how they decided which punctuation would

be best for each sentence.

Preview SacagaweaWalk students through Sacagawea, and discuss the illustrations, using

words from the story such as explorers, supplies, and journey.

Ask students to predict what will happen in the story based on their

prior knowledge and the illustrations on pages 26 and 27.


3XH031 7/25/03 10:45 PM Page 31

Making InferencesTeach.

Tell students that authors do not always tell readers everything they need

to know. Sometimes readers have to use story clues and their personal

knowledge to figure out, or infer, what the author means. Direct stu-

dents to look at the illustration on page 55. Ask them to describe what

they see in the picture.

Use a Think-Aloud to model making inferences:

Have students reread page 57. Encourage them to use story clues and

their personal knowledge to make inferences about how Mulan feels.

Ask, What clues do you see in the picture? (The girl is weaving butshe has stopped to talk and she looks sad.) Now, direct the students

to look for word clues in the text on the page. (sorrowful sighs, whattroubles you, and softly replied) Have students put the clues together

to determine that Mulan is feeling sad.

Practice.

Help students make other inferences using the following parts of the

story. As you ask students questions, remind them to use a three-part

process to figure out the meaning of the story:

1. Look at the picture for clues.

2. Read the text to find word clues.

3. Use what you already know from your own experience.

Page 61 Why do you think Mulan is going to fight in her father’s

place? (He is old and frail; Mulan is worried that he will be hurt; Shewants to protect and take care of her father.)


Objective• Use story details and personal

life experiences to make infer-ences about characters and theirfeelings.

Materials• Anthology: The Ballad of Mulan• Leveled Reader: Sacagawea


When I look at this picture, I see a soldier who is wearing

armor and riding a horse. I use what I know about a

war and what I see in the pictures to infer that this story

is about soldiers and war.


3XH032 7/25/03 10:46 PM Page 32


Page 69 What have you learned about Mulan’s character? What is

she like? (Pictures and text help the reader to know she is strong andbrave.)

Pages 76–77 How does Mulan’s family feel when she returns? (Thepictures and the text and our experience of being loved and lovingothers help us to know they are all very happy.)

Apply.

Have students read the Leveled Reader selection Sacagawea. Have them

work in pairs to make inferences as they read, using their personal

knowledge and story clues. Ask students to complete the questions and

activity on the Responding page.

Revisit The Ballad of Mulanand SacagaweaGuide students through The Ballad of Mulan and Sacagawea, helping

them look for words with two syllables, and review inferences about

the characters and their feelings.


3XH033 7/25/03 10:46 PM Page 33

Inflected Endings –ed and –ingWarm-Up/Academic Language.

Explain that many longer words are made by adding endings tobase words. Tell students that finding an ending such as -ing and-ed on a longer word can help them to say and understand theword.

Teach.

Write the word jumping on the board.

Ask a student to circle the base word, the word without any beginnings

or endings added to it. Have another student underline the -ing ending.

Explain that the –ing ending usually means that the action is happening

now.

Repeat these steps for jumped. Tell students that the –ed ending usually

means that the action happened in the past.

Point out that when a base word ends with a vowel consonant pattern,

the consonant is usually doubled before adding –ing or –ed. On the

board, show that skip becomes skipping, and stop becomes stopping.

Have students act out these words.

Say more base words that end with a vowel and a consonant: sit, clap

and jog. Ask a volunteer to blend each base word with the –ed ending.

Record their answers. Repeat these steps with the –ing ending.


The Lost and Found


Objective• read words with inflected endings

–ed and –ing

Materials• Teaching Master ES1-5• Practice Master ES1-5• Anthology: The Lost and Found

Get Set for ReadingCD-ROMThe Lost and Found

Education Placewww.eduplace.comThe Lost and Found

Audio CDThe Lost and FoundAudio CD for Off to Adventure!



3XH034 7/25/03 10:46 PM Page 34

SELECTION 3: The Lost and Found 35

Guided Practice.

Display or distribute Teaching Master ES1-5 to students, and discuss the

illustration with students. Ask them what they think the cat is thinking.

Read the story aloud to students, asking them to clap each time they

hear an –ed or –ing word.

Practice/Apply

Distribute Practice Master ES1-5 to students, and instruct students to do

the Practice Master independently.

Call on students to give their answers to questions one through six.

Have students read aloud their sentences that use hopped and riding.

Check their understanding of the difference between –ed and –ing

words by asking them to describe whether their sentence happens in

the present or in the past.

Preview The Lost and FoundSegment 1


with students Segment 1 of The Lost and Found (pages 94–103).


pages 98, 100, 101, and 102.


Name

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Endings -ed and -ingFill in the missing parts to make the word in bold.

1. The bird talked. talk + = talked

2. The dog was swimming.

+ + = swimming

3. Was the cat hiding?

– + = hiding

4. The duck is getting wet.

+ + =

5. A snake hissed.

+ =

6. We liked all the animals.

– + =

Write two sentences about animals. Use the word hopped inone sentence. Use the word riding in the other.

7.

8.

ed

m ing

hide e ing

get t ing getting

hiss

like

Answers will vary

e ed liked

ed hissed

swim



Teaching Master ES 1–5 The Lost and Found

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Endings -ed and -ingMy cat is named Tiger. I drew this picture of

Tiger when he was sitting at the window. Tigerliked watching the birds as they hopped on thetree. He licked his lips and snapped at the air.What was Tiger thinking? Maybe he was hopingto catch a meal.



3XH035 7/25/03 10:47 PM Page 35

Sequence of EventsWarm-Up/Academic Language.

Explain that the events in a story are told in an order called asequence. Signal words such as first, next, and at last can helpreaders figure out the sequence of events.

Teach.

Write these sentences on the board.

Ask students to guess what these sentences describe. (making a peanutbutter sandwich) Have students identify one signal word in each sen-

tence that tells them when the event happened. (first, next, and final-ly) Talk about what would happen if the sentences were read in the

wrong sequence, using questions such as “Could you put the pieces of

bread together before you took out the bread?”

Lead students to write a class story that describes what they do in the

morning before school. Have students use signal words to show the

order of events. Write the story on the chalkboard.

Read the class story with students. Scramble the sentences. Then reread

it and ask students what happens to the story when the events are told

out of order.


Objectives• identify the sequence of story

events• identify words that signal

sequence

Materials• Teaching Master ES1-2• Practice Master ES1-2• Anthology: The Lost and Found

THEME 1/ SELECTION 3: The Lost and Found

First, take out two pieces of bread.

Next, add peanut butter to the pieces of bread.

Finally, put the pieces of bread together.

First my dad wakes me up.

Then I get dressed.

Next I eat cereal.

Finally I ride the bus to school.


3XH036 7/25/03 10:47 PM Page 36


Guided Practice.

Display or distribute Teaching Master ES1-6, and read the story with

students. Have students clap their hands for each signal word.

Guide students to use the illustration and signal words to determine the

order in which the four story events happened.

Practice/Apply.

Distribute Practice Master ES1-6, and have students study the pictures.

Have students use the pictures and signal words to write the sentences

in the correct order.

Check students’ responses to be sure that they understand signal words

and story order.

Preview The Lost and FoundSegment 2


with students Segment 2 of The Lost and Found (pages 104–115).


pages 104 and 114.Grade 3 Theme 1: Off to Adventure! PMES 1–6

Name

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Sequence of EventsLook at the pictures. Think about what happens first, next,then, and at last.

Read the sentences. They are not in the right order.Carl pulled on his boots.Carl saw the heavy rain.Carl was surprised to see the sun.Carl pulled on his raincoat.

Write the sentences in the boxes where they belong.

At first Then Next At last

Carl saw

the heavy

rain.

Carl pulled

on his

raincoat.

Carl pulled

on his

boots.

Carl was

surprised to

see the sun.



Teaching Master ES 1–6 The Lost and Found

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Sequence of EventsAt first, Willa could not believe her eyes. Was

that a parrot in the tree? “Parrots don’t livearound here,” Willa said to herself.

Then the parrot squawked,“Don’t just standthere, help me!” Willa’s jaw dropped open.

The next thing Willa heard was a man’s voice.“Oh, there you are, Mischief!” The parrot flewdown to the man’s shoulder. “It’s time to gohome,” said the man.

“Don’t just stand there!” squawked Mischief.So the man and his parrot headed home.“Mischief is a good name for that parrot,” Willadecided at last.

At first Then Next At last


At first the girl isn’t really sure that she has seen a parrot

in a tree. Then, the parrot talks to the girl. At last, a man

comes to get the parrot. That’s when she understands that

the parrot belongs to the man.


3XH037 7/25/03 10:50 PM Page 37

Inflected Endings -ed and -ingTeach.

Write the following groups of sentences on the board or chart paper.

Have students read the first group of sentences and have them tell how

the verb plan changes in each. Model how to underline the base word

and circle the ending in each word. Ask them how the ending changes

the meaning of each word. (The tense changes.)

Follow a similar procedure with the next group of sentences. Help stu-

dents to see that the endings -ing and -ed change the meaning of the

verb. Point out to students that for the words plan and stir, the conso-

nant was doubled before adding -ing and -ed.

Explain the spelling rule for doubling a consonant: when words are one

syllable or are accented on the last syllable, when they have a short

vowel, and when the suffix begins with a vowel, the consonant

doubles.

Practice.

Write the following verbs with inflectional endings on index cards:

swimming, trapped, getting, popped, tapping, nodded. Write the end-

ings in a different color from the base verb. Ask, Can you find the base

word on these cards? What has been done to change the base word

into the word you see? (double final consonant, add ending)

Direct students to look at the cards again. Say, All of the base words we

have talked about have a letter pattern. What is the pattern? (last


Objectives• learn the meanings of the end-

ings -ed, -ing• read words with the endings

-ed, -ing

Materials• Anthology: The Lost and Found



I plan a trip.

I am planning a trip.

I planned the trip a week ago.

I stir the soup.

I am stirring the soup.

I stirred the soup while it was on the stove.

3XH038 7/25/03 10:51 PM Page 38


two letters in the base word are vowel, consonant) Review with stu-

dents the rules for adding an ending to this type of verb.

1. Check to see if the verb ends with a vowel and a consonant.

2. If so, double the final consonant.

3. Add the ending.

Apply

Have students choose three words from the index cards or from the

words on the board. Direct them to write three sentences for each

word: one with the base word, one with the -ed ending, and one with

the -ing ending. Have students exchange papers and circle the verbs in

all three forms.

Review The Lost and FoundGuide students through the Comprehension Skill Lesson for Sequence

of Events on page 109 in the Teacher’s Edition.


3XH039 7/25/03 10:51 PM Page 39

Subjects and PredicatesTeach.

Write the following sentences with underlines:

Explain that the subject of a sentence is the part that tells whom or

what the sentence is about. Have students read the sentences on the

board. Tell them that the words underlined once are the complete sub-

jects of those sentences.

Explain that the predicate of a sentence tells what the subject does or

is. Point out that the complete predicates in the sentences above are

underlined twice. Explain that giving thought to their choice of sub-

jects and predicates can help make their writing more interesting.

Practice.

Return to the story The Lost and Found. Explain to the students that

together you are going to read some sentences from the story and find

the complete subjects and the complete predicates. Use sentences

such as the following:


Objective• identify complete subjects and

complete predicates in sentences

Materials• Leveled Reader: The Lunch Room


The boys sat in the office.

Mona looked for her hat.

The principal called Wendell and Floyd.


Page 95 “Wendell and Floyd glanced at each

other.”

Page 102 “Wendell examined a suit of armor.”

Page 110 “None of them could remember which

one was theirs.”

3XH040 7/25/03 10:51 PM Page 40


Ask students to identify the subject and the predicate in each sentence. If

they are having trouble, guide them with questions such as Whom or

what is this sentence about? Which words tell what the subject does

or is?

Apply.

Provide each student with a marker and two long strips of paper.

Instruct students to apply what they have learned about subjects and

predicates, by writing a sentence of their own on each strip. Next, ask

them to cut the strips in two to separate the complete subject from

the complete predicate. Instruct students to work with a partner, to

take one part of their partner’s sentence, and to substitute another sub-

ject or predicate to complete the sentence. Help them to see that both

subjects tell whom or what the sentence is about and that both predi-

cates tell what the subjects do or are.

Preview The Lunch RoomWalk students through The Lunch Room, and discuss the illustrations,

using words from the story such as desserts and treats.

Ask students to predict the story’s sequence of events based on the illus-

trations. They can take turns telling what they think will happen on

each page of the story. Students can use signal words such as first,

next, and at last as they look through the story.


3XH041 7/25/03 10:52 PM Page 41

Sequence of EventsTeach.

Write a list of order words such as first, next, then, and last. Explain that

these are words that describe the order in which things happen in a

story. Then ask students to name three things they did when they got

to school today, in the order in which they occurred. Encourage them

to use order words. Discuss how students have used the order words

to describe a sequence of events—the order in which things

happened.

Recall with students the sequence of events in the story The Lost and

Found. Remind students to use order words to retell the main events

of the story. Record student responses on large index cards or con-

struction paper.

Point out that authors often use signal words such as now, then, and

after to show time and sequence of events. Have students look back

through the story to find signal words. Examples include: that morning

(p. 94), almost an hour (p. 94), just then (p. 94), soon (p. 96), a

moment later (p. 96), then (p. 102), after (p. 112), late that afternoon

(p. 113) and since (p. 115).

Practice.

Use the illustrations in the story to help students reconstruct the story

events which were listed on the index cards. Have children place the

cards in the correct order. As you walk through the story, ask questions

such as the following: What happened first? What happened after

Mona fell into the lost-and-found bin? What happened last?

Point out to students that rereading a story can help them identify the

sequence.


Objectives• identify the sequence of events in

a story• identify signal words that show

time and sequence

Materials• Anthology: The Lost and Found• Leveled Reader: The Lunch Room



3XH042 7/25/03 10:52 PM Page 42


Apply.

Have students read the Leveled Reader selection The Lunch Room.

Have them work in pairs to identify the sequence of events in the

story. Then have them retell the story, using the appropriate order

words. Ask students to complete the questions and activity on the

Responding page.

Revisit The Lost and Foundand The Lunch RoomGuide students through The Lost and Found and The Lunch Room,

helping them look for base words with endings. Also help students

compare and contrast the sequence of events for the two stories.


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