Theme 4 Lesson 16 Day 3

1. Lon Po Po A Red-Riding Hood Story from China Translated and Illustrated by Ed Young Theme 4 Lesson 16 Day 3

2. Question of the Day Have you ever had to solve a problem in an unusual way? What did you do? A small problem I had was ________. I solved it by ____________. T244

3. Today’s Read Aloud • Set a purpose – Why would someone want to read or listen to a poem more than once? To better understand what the poet says, to listen for word pictures and images. • Listen and follow along as I read the poem aloud. • Listen for words that rhyme or have similar sounds. • Listen as my voice gets lower and higher as I read. • Pay attention to punctuation as you read. T157

4. A Helping Hand I saw a fish in trouble, He lay upon the sand, He gasped for help and water, He asked me for a hand. I threw him back into the sea, And I was glad, but then I saw a bird in trouble. She was hunted by some men. I told the men to leave her be, And so they went away. And I was glad that she was free, But then I heard her say, See that dog in trouble? He lost his favorite bone. He looked in holes he’d dug before, But he went looking all alone. And so I looked all day, From morning until the end. I found the dog a better bone, And made my third good friend.

5. R-Controlled Vowel /or/ course source fourth pour All of these words have the /or/ sound spelled our. The spelling our does not always stand for the /or/ sound. Sometimes it stands for a different sound, as in sour. There is no good rule for when our stands for /or/ and when it stands for another sound. You will have to try each sound to see which one makes a familiar word. T158

6. Many words with the /or/ sound are homophones, or words that sound the same but are spelled differently and have different meanings. pour/pore bore/boar forth/fourth Read these words aloud with me. As you read, think about the meaning as well as about pronouncing the word correctly.

7. Each of these jumbles contains one of the our words that are written below. Look for the our combination and find the hidden words. course source fourth pour • posorpourrup • scopersourcerock • fortorofourthporscor • pustachocoursecors

8. form wore before course bore fourth Divide these words into three groups according to the letter combinations that form the /or/ sound. ororeour T63

9. Fluency - Accuracy • It is important for readers to read clearly at the appropriate rate. You should also think about what you are reading so you know when you have made a mistake. • Read slowly enough that you can think about the meaning of the words and sentences. • Use punctuation marks as clues for when to pause, stop, ask, or exclaim. I’m going to read aloud two pages from “Lon Po Po.” I will read slowly enough to make sure that I pronounce words correctly. I will try to sound natural, just as I do when I am talking. If I make a mistake, I will correct it and then go on reading. Turn to page 23 in your student edition. After I read, you will echo-read.

10. Fluency With a partner, reread aloud a page from “Lon Po Po.” Remember to read accurately and to use the punctuation to help you know when to pause and what expression to use. You should not rush as you read and it is okay to correct mistakes while you are reading. Listen to your partner read. Offer feedback about their accuracy and guidance for improvement.

11. Compare & Contrast • Thinking about how characters, setting, and events are similar and how they are different in a story can help you understand and enjoy the story. • Comparing and contrasting the characters, settings, and events in two stories can help a reader better understand and enjoy both stories. Listen as I reread the beginning of “Red Riding Hood.”

12. Compare & Contrast Reread the first few pages of “Lon Po Po” in your student edition. Who are the main characters in each fairy tale? How are Shang and Red Riding Hood alike? How are Shang and Red Riding Hood different? Draw a venn diagram on your paper like the one I have drawn on the board. Compare & contrast the two stories by writing facts in each of the circles.

13. Prefixes & Suffixes (re-, un-, -ful, -less) • A root word is the main part of a word. For example, read is a root word. • Prefixes are letters or syllables added to the beginning of a root word. • Suffixes are letters or syllables added to the end of a root word. • When a prefix or suffix is added, a new word with a new meaning is formed.

14. Prefixes & Suffixes re- “to do again” -ful – “full of” un- “not” -less – “without” reread Re- comes before the root word read. Adding re- to read makes the new word reread, which means to “read again.” *Knowing the meanings of prefixes and suffixes can help you know the meanings of words.

15. Prefixes & Suffixes Visit What prefix or suffix would we add to visit? What does the new word mean? hopeful hopeless careful careless retell unhappy Write these words in your notebook and underline the prefix or suffix in each word. What do these words mean?

16. Prefixes & Suffixes Redo wonderful unimportant sleepless clueless unclear mouthful undo Copy these words into your notebook. Underline the prefix or suffix. Write the meanings of the words. shoe clean tidy write thank Make new words by adding re-, un-, -ful, or –less. Check your new words in your dictionary to see if you have made real words. Write down the words’ meanings.

17. Abuelita’s Lap • Look at the illustration on pages 38-39 of your Student Edition. • “Abuelita’s Lap” is a poem. • The woman in the picture is Abuelit, or grandmother in Spanish. • This poem contains another Spanish word, cuentos, which means stories.

18. Poems These things make poems different from fiction or nonfiction: • vivid language to create word pictures that express the writer’s ideas and feelings. • descriptions that appeal to readers’ feelings. • rhythm or musical sounds. Have you ever sat with a grandparent or other adult and listened to stories? Follow along in your book as I read “Abuelita’s Lap” aloud.

19. Abuelita’s Lap • What “favorite beat” does the author hear? • How does the narrator feel about sitting in Abuelita’s lap? • How does this poem make you feel? • What words does the poet use to set this mood?

20. Connections • Compare the author’s purpose of “Lon Po Po” with the author’s purpose of “Abuelita’s Lap.” • What is most interesting to you about the way the girls solve their problem with the wolf? • How can you tell that “Lon Po Po” could not take place in real life?

21. Vocabulary • How might you be charming to someone you have just met? What charming things would you say or do? • How might your parents react if you made a racket while they were asleep? What are some activities that you do that make a racket? • Who is the most ingenious person you know? What has that person done that was ingenious? Would you think of yourself as ingenious if you invented a new game? Why or why not?

22. Vocabulary • What is one way you might outwit someone on April Fools’ Day? In what other stories does one character outwit another? • Would you have trouble recognizing your best friend if he or she were disguised in a mask? Why or Why not? Tell about a time that you have disguised yourself. • What would be a cunning way to get someone else to do your chores for you?

23. Vocabulary • Would you rather be embraced by someone you love or someone you have never met before? Why? Would you be more likely to embrace a friend or a stranger? • If you have a toothache, would you rather eat tender things or things that were hard to chew? Why? What is your favorite tender food? • What might be described as brittle – a glass bottle or a plastic milk jug? If you found a book with brittle pages, why would you have to be careful with it? • When was the last time you felt so delighted that you could not stop smiling? What happened to make you so delighted?

24. GrammarDOL Write these sentences correctly. • The girl have two book. • There are houses few on my streat.

25. Adjectives • Adjectives are words that describe nouns. • Some adjectives tell what kind about a person, place, or thing. • Other adjectives tell how many. These adjectives may be numbers, such as one, two, or ten, or they may be general words, such as few or many. • Adjectives that tell how many usually come before the nouns they describe.

26. There were many boxes on the floor. Each box held twenty marbles. Many tells that there were a lot of boxes on the floor. Twenty describes how many marbles were in each box.

27. There were baseballs three in the yard. What are the nouns in this sentence? Which word is the adjective that tells how many? Which noun is three talking about? What could we change about this sentence?

28. Matt has stamps a few in his book. What are the nouns in this sentence? What word is the adjective that tells how many? Which noun is few talking about? What could we change about this sentence? List adjectives that tell how many. Choose two of those adjectives to use in sentences. Write two sentences using these adjectives.

29. Writing – Character Sketch • Turn to page 28-29 in your Student Edition and follow along as I read it aloud. • Shang discovers that the wolf is lying when she touches the wolf’s tall, sharp claws, and hairy face. • How does she outwit him? • What do these actions tell you about what Shang is like? • Describing what people do in different situations, especially when they are solving problems, can help create a strong character sketch.

30. Character Sketch • Uses adjectives to tell how a character looks, sounds, and acts. • Each paragraph has a topic sentence. • Tells what a character is like. Look at your character chart from yesterday. Use the ideas and adjectives in the first box on the chart in your first paragraph to tell how your character looks and sounds. Use the ideas in the second box to describe in the second paragraph how the character acts or behaves. The ideas in the third box will help you write you third paragraph telling what the character is like. *Remember to capitalize the names of characters and other proper nouns such as the names of towns, cities, and countries.