comprehension - ellis familyellis2020.org/treasures/tg-treasures/unit5_week1_2.pdf · by kate...

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


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.)


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) .


“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



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 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


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.)


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


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



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.


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 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.


“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


11

12

13

14


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.)


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


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.


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





Miss Franny tells how the bear surprised her in the library and left with the book she threw.


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


15

16


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





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


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?



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.


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

http://www.macmillanmh.com


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.


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.




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.


If No Approaching Level Fluency, p. 561N



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




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



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.


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


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





If No Approaching Level Vocabulary, pp. 561N–561O



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


• 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





If No Approaching Level Phonics, p. 561M



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


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

�

��

��

��

��

��

��

��

��

��

��

��

��


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


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.


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


• 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.


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




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.


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


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.


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


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



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 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



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








• 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

comprehension - ellis familyellis2020.org/treasures/tg-treasures/unit5_week1_2.pdf · by kate...

Documents