theme - education place® · theme 4 128 theme 4: animal habitats ... the robin’s song sounds...

Them

e 4

THEME 4: Animal Habitats128

42593_128-129 8/7/03 10:04 AM 28

THEME 4: Animal Habitats

Selections

1 Nights of the Pufflings

2 Seal Surfer

3 Two Days in May

Animal Habitats

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

129

42593_128-129 8/7/03 10:04 AM Page 129

Syllabication Warm-Up/Academic Language.

Remind students that a syllable is a word or word part that con-tains a vowel sound. Tell students that breaking a longer wordinto syllables can help them pronounce it. Slashes are used toshow where a word breaks into separate syllables.

Teach.

Copy the chart on the board or chart paper.

Have students clap the beats for teacher, and record the syllable number

in the second column. Have students identify where teacher divides

into syllables. Record it in the third column.

Repeat the procedure for retell, different, answering.

Distribute word cards animal, baby, dancing, easy, replay, yellow to

students, and have them draw a slash to separate the syllables. Ask

them to pronounce the word.

Have students share their words and explain how they divided them into

syllables.

THEME 4/SELECTION 1

Nights of the Pufflings

Objective• review syllabication skills taught

in Themes 1, 2, and 3

Materials• Teaching Master ES4-1• Practice Master ES4-1• word cards: animal, baby,

dancing, easy, replay, yellow• Anthology: Nights of the Pufflings

Get Set for ReadingCD-ROMNights of the Pufflings

Education Placewww.eduplace.comNights of the Pufflings

Audio CDNights of the PufflingsAudio CD for Animal Habitats

Lexia PhonicsCD-ROMIntermediate Intervention

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES


teacher two teach/er

retell two re/tell

different three dif/fer/ent

answering three an/swer/ing

Word Number of Syllables Divided into Syllables

130

42593_130-159 8/7/03 10:04 AM Page 130

Guided Practice.

Display or distribute Teaching Master ES4-1 to students, and read it

with them.

Have students tap the beats for each word, and help them underline

words with two or more syllables.

Guide students to use slashes to separate the underlined words into

syllables.

Practice/Apply

Distribute Practice Master ES4-1 to students, and go over the examples.

Have students complete the Practice Master independently.

Check students’ understanding of syllabication as they share their

answers with the group.

Preview Nights of the Pufflings Segment 1

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

with students Segment 1 of Nights of the Pufflings (pages 18–25).

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

pages 23 and 24.

Grade 3 Theme 4: Animal Habitats PMES 4–1

Syllabication

Name

Practice Master ES 4–1 Nights of the Pufflings

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Write the whole word by putting the word parts together.

Example:hap/py + -ly =

1. sud/den + -ly =

2. un/der + ground =

3. un- + com/mon =

4. cir/cus + -es =

5. sup/pose + -ing =

Use a slash to separate syllables.

Example:unzip

6. dancing

7. stubborn

8. speaking

9. unlock

10. expect

un/ zip

happily

suddenly

underground

uncommon

circuses

supposing

danc/ing

stub/born

speak/ing

un/lock

ex/pect

Practice Master ES 4–1

TMES 4–1 Grade 3 Theme 4: Animal Habitats

SyllabicationMatt has a hobby. He enjoys watching birds.

He looks out his window and sees sparrowshopping on the porch. The loudest crow squawksfrom a wire. Matt sees bright yellow finches flyingfrom tree to tree. Once Matt saw a speedy falcon.It swooped close to a building and thendisappeared.

Teaching Master ES 4–1 Nights of the Pufflings

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Teaching Master ES 4–1

LITERATURE FOCUS: 10–15 MINUTES

SELECTION 1: Nights of the Pufflings 131

42593_130-159 8/7/03 10:05 AM Page 131

Fact and OpinionWarm-Up/Academic Language.

Explain to students that a fact is a statement that can be checkedto see whether it is true or false. Tell them that an opinion is astatement that shows how someone thinks or feels and thatcan’t be proven true or false. Some words signal that state-ments will be opinions such as good, think, and beautiful.

Teach.p

Copy the chart.

Have students read the first statement, and ask them to think about

whether it is fact or opinion. Lead students to understand that it is a

fact because it can be checked out.

Ask students to read the second statement. Circle the signal word

beautiful. Tell them that because you can’t prove that something is

beautiful, this statement must be an opinion.

Repeat the procedure for the third and fourth statements.

Distribute word cards believe, great, like, silly, wonderful, ugly to stu-

dents, and have them use the cards to write an opinion statement.

Have students share their opinion statements and explain how they can’t

be proven true or false.

Objective• identify facts and opinions about

selection details

Materials• Teaching Master ES4-2• Practice Master ES4-2• word cards: believe, great, like,

silly, wonderful, ugly• Anthology: Nights of the Pufflings

THEME 4/SELECTION 1: Nights of the Pufflings

SKILL FOCUS: COMPREHENSION 25–30 MINUTES


Statement Fact Opinion

1. Horses have hooves. X

2. Horses are beautiful. X

3. Owls are wise animals. X

4. Owls have beaks. X

132

42593_130-159 8/7/03 2:37 PM Page 132

Guided Practice.

Display or distribute Teaching Master ES4-2 to students, and read each

statement to them.

Ask students to raise one hand when they hear a fact and two hands

when they hear an opinion.

Have them use the fact and opinion definitions to justify their answers.

Practice/Apply.

Distribute Practice Master ES4-2 to students, and go over the directions.

Instruct students to complete the Practice Master independently.

Check students’ understanding of the differences between fact and

opinion as they share their answers with the group.

Preview Nights of the Pufflings Segment 2


with students Segment 2 of Nights of the Pufflings (pages 26–33).

Note the suggestions in the Extra Support boxes on Teacher Edition

pages 29, 30, and 32.


Fact and OpinionRead the sentences and write the sentence numbers in theFact or Opinion columns.

Name

Practice Master ES 4–2 Nights of the Pufflings

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

(1) I like to watch turkey vultures. (2) A turkey

vulture’s wings can spread six feet from tip to tip.

(3) Turkey vultures hold their wings out as they fly.

(4) They look so beautiful as they soar high! (5) On

land, turkey vultures take clumsy steps and look foolish.

(6) Many people think that turkey vultures are ugly.

(7) The birds have wrinkled red skin on their heads.

(8) Turkey vultures eat dead animals. (9) That diet

seems disgusting to some people. (10) I believe that

turkey vultures should get more respect.

FACT OPINION2, 3, 7, 8 1, 4, 5, 6, 9, 10



Fact and Opinion

Teaching Master ES 4–2 Nights of the Pufflings

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Many robins spend the winter in the southernpart of North America, where the air is warmer.When spring comes, the robins fly north. Thesebirds are often seen hopping on lawns, huntingfor worms. They also eat insects and berries.

People who live in the northern states andCanada are delighted to see the robins. The birdsseem so happy and proud as they hop about.The robin’s song sounds like “Cheer up, cheer up,cheer up.” Robins seem to be telling northernersthat the cold, harsh winter is over at last.




42593_130-159 8/7/03 2:38 PM Page 133

SyllabicationTeach.

Remind students that syllabication can help them to sound out unfamil-

iar words and to spell difficult words. Say each of the following words

slowly: Iceland, puffin, summer, underground, ocean, August. Repeat

the words, this time having students tap out the syllables as you say the

words together. Finally, write the words on the chalkboard or chart

paper and have students draw lines between the syllables. Remind stu-

dents that each syllable must have a vowel sound made of one or more

vowels.

Go through each word and point out hints to the students for dividing

the words into syllables, as shown below:

Ice ⁄ land—compound word made up of two one-syllable words.

puf ⁄ fin, sum ⁄ mer—divided between the doubled consonants.

un ⁄ der ⁄ ground—compound word divided into two base words.

Point out that the word under has two syllables and is divided

between the consonants.

o ⁄ cean, Au ⁄ gust—words beginning with vowels are often divided

after the initial vowel or vowel sound.

Practice.

Have students help you find words with two or more syllables in Nights

of the Pufflings. For each word, tap the syllables and then write the

word on chart paper and divide it into syllables. Focus students on find-

ing compound words, words with double consonants, and words begin-

ning with vowels. Here are some examples:

Page 21 o ⁄ ver ⁄ look ⁄ ing, mil ⁄ lions, a ⁄ shore

Page 22 vil ⁄ lage, week ⁄ ends, in ⁄ side

Page 25 tun ⁄ nels, card ⁄ board, o ⁄ ver ⁄ head

Page 26 a ⁄ dult, hid ⁄ den

Page 27 flash ⁄ lights, to ⁄ night, a ⁄ live

Ask, Who remembers a rule about dividing words into syllables? Call

on students to repeat a rule that they have learned.

Objectives• identify the number of syllables in

words• divide words correctly into

syllables

Materials• Anthology: Nights of the Pufflings

THEME 4/SELECTION 1: Night of the Pufflings



42593_130-159 8/7/03 10:08 AM Page 134

Apply

Have students write ten words that have at least two syllables describing

the pufflings. Allow them to use words from the story or think of other

words. Encourage students to use words that describe the puffins’ size,

shape, sounds, colors, habitat, eating habits, and other traits or charac-

teristics.

Have students trade papers and divide the words into syllables. Then

have them trade back and recheck the syllabication. Discuss any diffi-

cult or unusual words together.

Review Nights of the PufflingsGuide students through the Comprehension Skill Lesson for Fact and

Opinion on page 23 in the Teacher’s Edition.



42593_130-159 8/7/03 10:08 AM Page 135

The Verb beTeach.

Write the following sentences on the chalkboard:

Explain to students that the second word in each sentence is a form of

the verb be. Tell students that these forms of the verb be are all either

present or past tense. Call on students to complete each sentence with

a word or words that tell what the subject is or was (for example, I am

tired this afternoon or She was at home last night).

Write students’ endings to the sentences on the board. Underline the

form of the verb be in the first sentence. Call on students to underline

the form of the verb be in the other four sentences and tell whether

each one is present or past tense.

Practice.

Return to the story Nights of the Pufflings. Have each student write the

words am, is, are, was, and were on an index card. Read aloud sen-

tences from the story. Have students hold up their index cards whenev-

er they hear one of the verbs written on their cards. To avoid confu-

sion, be careful not to read aloud sentences in which a form of the

verb be is used as a helping verb (for example, are returning).

Objectives• identify different forms of the

verb be• write sentences with forms of be

Materials• Leveled Reader: Dear

Butterflies . . .

THEME 4/SELECTION 1: Nights of the Pufflings

SKILL FOCUS: GRAMMAR 25–30 MINUTES


I am.

He is.

They were.

We are.

She was.

136

42593_130-159 8/7/03 10:09 AM Page 136

Write the forms of the verb be and the word or words following them

on the board as you encounter them. Some good examples occurring

on the first several pages of the story are as follows:

Apply.

Have students write three to five sentences, using forms of the verb be in

the present tense (am, is, are). Have them read their sentences to each

other. Next, ask students to change some of their sentences to past

tense, using the verbs was and were. Have them read the new sen-

tences to each other.

Preview Dear Butterflies . . .Walk students through Dear Butterflies . . . , and discuss the illustrations,

using words from the story such as milkweed and caterpillar.


SELECTION 1: Nights of the Pufflings

Page 21 is speckled

Page 23 is dotted

Page 25 are hungry

Page 26 are ready

Page 27 are alive

137

42593_130-159 8/7/03 10:09 AM Page 137

Fact and OpinionTeach.

Use magazine ads to show and discuss examples of facts and opinions.

Make a true statement about an advertisement picture, such as This car

is blue. Ask students if the statement is true or false. Ask students, How

do you know this statement is true? Accept several different answers.

Summarize by saying, If we can prove something to be true or false, it

is a fact.

Hold up the picture of the car again. Make an opinion statement about

the car, such as This car is beautiful. Ask, Can you prove this car is

beautiful? (no) Explain that a statement that tells what someone

thinks, feels, believes, or supposes is an opinion.

Show several more pictures from ads. You might read the ad copy aloud,

pointing out any examples of facts and of opinions. Then make your

own fact or opinion statement for each picture. Have the students veri-

fy whether each statement is a fact or an opinion. Examples: This car is

a convertible. This car is comfortable. This car has four doors. This

car is ugly.

Explain that when students read, it is important for them to see the dif-

ference between what an author states as a fact and what an author

states as an opinion.

Practice.

Tell students that they can reread the story Nights of the Pufflings to

find fact statements and opinion statements. Make a chart on the chalk-

board with Facts on one side and Opinions on the other.

Objectives• identify facts and opinions• change facts from the story into

opinions

Materials• Anthology: Nights of the Pufflings• Leveled Reader: Dear

Butterflies . . .

THEME 4/SELECTION1: Nights of the Pufflings



FactsOn the weekends,

Halla and her friends

climb over the cliffs to

watch the birds.

OpinionsPuffins make funny noises.

138

42593_130-159 8/7/03 10:10 AM Page 138

Direct students to page 22 of the story and read the following sentence

aloud:“On the weekends, Halla and her friends climb over the cliffs

to watch the birds.” Ask, Is this a fact or an opinion? (fact) Write the

fact on the fact/opinion chart. Ask, How could you prove this fact?

(You could go to Iceland to see if this really happens; you could asksomeone who lives there.) Continue this questioning process with

these statements about the story:

• A chick will grow into a young puffling. (fact)

• Puffins make funny noises. (opinion)

• The parent puffins feed fish to the chicks after they hatch. (fact)

• Winter is the most beautiful time of the year in Iceland. (opinion)

Conclude by saying, A statement that can be proven is a fact. A state-

ment that says something people might agree or disagree with is an

opinion.

Apply.

Have students find facts and opinions, distinguishing between something

that can be proved and something someone thinks or believes in the

Leveled Reader selection Dear Butterflies. . . . Ask students to complete

the questions and the activity on the Responding page.

Revisit Nights of the Pufflingsand Dear Butterflies . . .Have students find and contrast facts in Nights of the Pufflings and Dear

Butterflies. . . . Also, help them look for three-syllable words such as

Icelandic, returning, continue, underground (Nights of the Pufflings,

pages 21 and 22), and butterflies, beautiful, Mexico (Dear

Butterflies . . . , pages 6, 13, and 16).



42593_130-159 8/7/03 10:10 AM Page 139

Word Endings -ed and -ingand Changing Final y to iWarm-Up/Academic Language.

Tell students that adding -ed or -ing to a verb changes its meaning.Explain that adding -ed to it means the action happened in thepast. Tell them that adding -ing means the action is happeningnow. Explain to students that when a verb ends in a consonantand y, the y is changed to i before adding -ed.

Teach.

Copy the chart on the board or chart paper.

Have students identify the base word and the suffix in the new word

waited. Record them in the first and second columns. Guide students

to use the suffix to determine when the action happened. Record

answers in the last column.

Repeat the procedure for waiting, leaped, leaping.

Write fry + ed=_______.

Write fry + ing= ______.

Have a student write the new word formed by joining the base word and

suffix. (frying)

Explain to students that when adding -ing to words that end in y, the y

does not change to i.

Tell students that because the word ends in a consonant and y, the y is

changed to i before adding -ed. Have a student write the new word

formed by joining the base word and suffix. (fried)

THEME 4/SELECTION 2

Seal Surfer

Objective• read words with -ed and -ing

endings and in which the final yis changed to i

Materials• Teaching Master ES4-3• Practice Master ES4-3• word cards: dried, drying, talked,

talking, worried, worrying• Anthology: Seal Surfer

Get Set for ReadingCD-ROMSeal Surfer

Education Placewww.eduplace.comSeal Surfer

Audio CDSeal SurferAudio CD for Animal Habitats




Verb + Suffix = New Action Happens

Word Now or Past

wait + ed = waited past

wait + ing = waiting now

leap + ed = leaped past

leap + ing = leaping now

140

42593_130-159 8/7/03 10:11 AM Page 140

Repeat the procedure for spied, spying, supplied, supplying.

Distribute word cards dried, drying, talked, talking, worried, worrying

to students, and tell them to write their word’s suffix and base word on

the card. (dry/ed, dry/ing, talk/ed, talk/ing, worry/ed, worry/ing)

Have students share their words and explain whether they happened in

the past or the present.

Guided Practice.

Display or distribute Teaching Master ES4-3, and discuss the

illustration.

Read the story with students, and have them raise their hand every time

they hear a word with -ed or -ing.

Help them underline the words, read them, and identify the suffix.

Guide students to use the meanings of -ing and -ed to define the under-

lined words.

Practice/Apply.


Have them complete the Practice Master independently.

Check students’ understanding of -ed and -ing suffixes as they share their


Preview Seal Surfer Segment 1


with students Segment 1 of Seal Surfer (pages 47–55).

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

pages 52 and 54.Grade 3 Theme 4: Animal Habitats PMES 4–3

Word Endings -ed, -ing, y to i

Fill in the missing parts to form the word in bold type.

Name

Practice Master ES 4–3 Seal Surfer

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

1. Mo hurried to school.

hurry + = hurried

2. Whiskers stayed home.

+ ed = stayed

3. The geese are flying.

+ =

4. The truck is carrying logs.

+ =

Add -ed to the base word to form a new word.

Example:crying

5. playing

6. drying

7. jumping

8. studying

9. replying

cried

ed

stay

ingfly

ingcarry

flying

carrying

played

dried

jumped

studied

replied



Word Endings -ed, -ing, y to i

Dan studied the bus timetable. “We shouldcatch the eight o’clock bus,” he said. He lookedworried. “Can you please hurry?” he asked hissister. “I am hurrying!” replied Lena. “Do notworry.”

Lena was carrying a picnic basket, a foldingchair, a blanket, and a beach ball. “Maybe I triedto take too much,” she said.

Dan carried a towel. “It’s time to go,” hecried, dashing out the door.

Teaching Master ES 4–3 Seal Surfer

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.




42593_130-159 8/7/03 10:12 AM 1

Compare and ContrastWarm-Up/Academic Language.

Explain to students that comparing is showing how characters,events, or ideas are alike. Tell them that contrasting is showinghow characters, events, or ideas are different. Comparing andcontrasting story details is helpful for organizing and summariz-ing ideas.

Teach.

Read the paragraphs to students. Have them listen for ways that Sam and

Janie are alike and different.

Objective• compare and contrast story

details by identifying ways theyare alike and different

Materials• Teaching Master ES4-4• Practice Master ES4-4• Anthology: Seal Surfer

THEME 4/SELECTION 2: Seal Surfer



Sam is seven. He has black hair and brown eyes. Sam lives in

a farmhouse. He enjoys riding horses, feeding cows, and

reading books. Sam always wears a cowboy hat.

Janie is seven too. She has brown hair and brown eyes. Janie

lives in an apartment. She likes to ride her bike and read

books. Janie always wears a baseball cap.

Samblack hair lives in farmhouserides horses feeds cows wears cowboy hat

Both Childrenbrown eyes

seven years oldread bookswear hats

Janiebrown hair

lives in apartmentrides bike

wears baseball cap

142

42593_130-159 8/7/03 10:15 AM Page 142

Have students identify ways that Sam and Janie are different. Record

them in the left and right parts of the Venn diagram.

Ask students to identify ways that Sam and Janie are alike. Record them

in the overlapping section of the Venn Diagram.

Guided Practice.

Display or distribute Teaching Master ES4-4, and read the paragraphs

with students.

Have them identify ways that Ocean Beach and Williams Pond are

different.

Repeat the procedure for ways that Ocean Beach and Williams Pond are

alike.

Practice/Apply.

Distribute Practice Master ES4-4 to students, and explain the directions.

Tell students to complete the Practice Master independently.

Check students’ understanding of comparing and contrasting details as

they share their answers with the group.

Preview Seal Surfer Segment 2Refer to the bottom of page 56 in the Teacher’s Edition, and previewwith students Segment 2 of Seal Surfer (pages 56–63).

Note the suggestions in the Extra Support boxes on Teacher Edition

pages 57, 59, and 62.


Name

Practice Master ES 4–4 Seal Surfer

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Liz at the Beach Barko at the Beach

Liz and Barko both

Liz makes a house of wet sand, but

Complete the sentences below.

runs

plays catch with ball

digs tunnel for toy car

makes house of wet sand

runs

plays catch with ball

digs hole

jumps on house of wet sand

Barko jumps on it.

run on the beach, play catch,

dig sand.

List words that describe Liz. List words that describe Barko.

Compare and ContrastRead about a girl and her dog at the beach.

Liz and Barko run on the beach. They play catch with a ball.

Liz digs a tunnel for a toy car. Barko digs a hole.

Liz makes a house of wet sand. Barko jumps on it.



Compare and ContrastPat loves to visit Ocean Beach. The water is

salty. It stretches out to the horizon. Pat surfs ona rubber raft. She jumps in the high waves.

Pat loves to visit Williams Pond. The water isfresh. Trees surround the pond. Pat floats on arubber raft. She swims to the ropes and back.

Teaching Master ES 4–4 Seal Surfer

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

BothPlacesOcean Beach Williams Pond

fresh water,

trees,

Pat floats,

Pat swims

Pat loves

to visit,

Pat uses a raft,

have water

salty water,

Pat surfs,

Pat jumps

in the waves



SELECTION 2: Seal Surfer 143

42593_130-159 8/7/03 10:16 AM Page 143

Word Endings -ed and -ingand Changing Final y to iTeach.

Remind students that endings can be added to words to change their

meanings. Write these words on the chalkboard or on chart paper.

scurry scurried scurrying

fry fried frying

Have students read the words with you as you point them out. Ask, What

did I have to do to change the words ending in y? (change the -y toi, then add the ending -ed) Write this rule on the chalkboard under the

verbs. Ask, Did I make any changes to these words to add the ending

-ing? (no)

Use the following Think Aloud to repeat the rule:

Practice.

Have students find verbs ending in -y, -ed, or -ing in the Seal Surfer.

Have students write the words in a chart like the one shown here.

Give students red pencils or crayons. Ask them to circle any words in the

first two boxes that follow the “change -y to -i” rule.

Objectives• read words with the endings -ed

and -ing• state a rule for changing final

y to i

Materials• Anthology: Seal Surfer




-y -ed -ing

carry buffeted exploring

learned swimming

outlined trying

died

cried

When I see a verb that ends in y, I know that I don’t have

to do anything to add the ending -ing. I also know that if

I want to add the ending -ed, I must change the -y to -i

before adding the ending.

144

42593_130-159 8/7/03 10:16 AM Page 144

Apply

Write the following words on the chalkboard or chart paper: carry, cry,

try. For each word, have students write a sentence for the -y, the -ed,

and the -ing forms of the verb. Direct them to underline the verb and

any helping verbs in each sentence. You might want to model the

process for them by saying the following sentences aloud:

I carry the backback.

I carried the plates to the table.

I was carrying that chair.

Review Seal SurferGuide students through the Comprehension Skill Lesson for Compare

and Contrast on page 49 of the Teacher’s Edition.



42593_130-159 8/7/03 10:17 AM Page 145

Helping VerbsTeach.

Write the following verbs on chart paper or on the chalkboard: has,

have, and had. Tell students that these are helping verbs. Explain that

helping verbs are used with another verb to complete their meaning.

Use the following sentences as examples of helping verbs: I visited my

aunt last week. I have visited her many times recently. I had tele-

phoned her first to make sure she was home. She has visited me

many times also.

Point out to students that these sentences contain the helping verbs

have, had, and has. Emphasize that these verbs are all followed by a

main verb.

Practice.

Write on the chalkboard and read aloud the following sentence from

page 62 of Seal Surfer: Ben began fishing from the quay, as his

granddad had done before him. Ask students to identify the helping

verb in the sentence. (had) Then have them identify the main verb.

(done) Underline had done, and point out that done is the main verb.

Write more sentences on the chalkboard, and ask students to identify the

helping verbs and the main verbs. Here are some suggested sentences

about the story:

Objectives• identify the helping verbs has,

have, and had• create sentences with helping

verbs

Materials• Leveled Reader: Henry and the

Fox




Ben and the seal have become friends.

The seal has learned how to surf.

Ben had surfed with the seal.

146

42593_130-159 8/7/03 10:17 AM Page 146

Apply.

Ask students to write on a piece of paper their own sentences about the

story, using the helping verbs has, have, and had. Have partners

exchange papers and underline the helping and main verbs in each

other’s sentences. Then have partners read aloud the sentences and

check each other’s work.

Preview Henry and the FoxWalk students through Henry and the Fox, and discuss the illustrations,

using words from the story such as tossed and wheeling.

Have students compare and contrast the fox on page 25 with the chick-

en on page 24.



42593_130-159 8/7/03 10:18 AM Page 147

Compare and ContrastTeach.

Display pictures of a cow and a whale. Ask students, How are these ani-

mals the same? (their young are born live; they are mammals; theyhave tails) Ask, How are they different? (a cow lives on land; a whalelives in water; a cow has legs; a whale doesn’t)

Remind students that when they look at similarities between two things,

they are comparing them. When they look at differences between two

things, they are contrasting them. Explain that comparing and contrast-

ing details in a story helps them to understand what they read.

Ask them to compare a motorcycle and a car, (both are vehicles, bothhave engines, both have tires) and then contrast them. (a motorcyclehas two tires, a car has four; a car is larger and holds more passengers)

Practice.

Have students reread pages 48–60 of the story Seal Surfer. Ask them to

offer observations about Ben and his grandfather, based on the text and

illustrations. Make a chart on the chalkboard to record student

responses.

Complete the chart, and model a compare-and-contrast statement for the

students. Say: Ben and his grandfather BOTH like the ocean. Point out

that the word both is used to compare two things. Next, say: Ben is

loud, BUT his grandfather is quiet. Point out that the word but is

often used to contrast two things. Have students take turns using the

words both and but to make comparing and contrasting statements

about Ben and his grandfather.

Objectives• compare and contrast story

details by identifying ways theyare alike and different

• write comparing statements withboth and contrasting statementswith but

Materials• Anthology: Seal Surfer• Leveled Reader: Henry and the

Fox




Ben Grandfather

young old

curious cautious

likes music likes music

loud quiet

likes the ocean likes the ocean

148

42593_130-159 8/7/03 10:19 AM Page 148

Apply.

Have students compare and contrast the two main characters. Have

them note the similarities and differences in the Leveled Reader

selection Henry and the Fox. Ask students to complete the questions

and activity on the Responding page.

Revisit Seal Surfer and Henryand the FoxHave students compare and contrast Henry from Henry and the Fox

with Ben from Seal Surfer. Also, help them look for -ed and -ing

suffixes such as climbed, hunting, twisting, faded (Seal Surfer, pages

48, 49, 50, and 52), and lived, picked, trying, crying (Henry and the

Fox, pages 23, 24, 26, and 31).



42593_130-159 8/7/03 10:19 AM Page 149

Prefixes un-, re-, andSuffixes -ful, -ly, and -erWarm-Up/Academic Language.

Tell students that prefixes and suffixes are added to the beginningsand endings of words, and change their meaning. Explain thatknowing suffix and prefix meanings can help them understandlonger words. Remind students that -er means “more or onewho,” -ful means “full of,” and -ly means “in the way of.” Tell students that un - means “not” and re - means “again or back.”

Teach.

Copy the chart.

Ask students to identify the base word and prefix in the new word

unkind. Record their answers in the first two columns. Guide students

to use the base word and prefix to define unkind. Record the defini-

tion in the right column.

Repeat the procedure for repaint, cheerful, happily, farmer.

Distribute word cards brightly, fearful, greater, refill, unhook, unusual

to students, and have them use scissors to cut the base word from the

suffix or prefix. (bright/ly; fear/ful; great/er; re/fill; un/hook;un/usual) Tell them to use the meanings of the suffix and the base

word to write a definition for the word.

THEME 4/SELECTION 3

Two Days in May

Objective• read words with the prefixes un-

and re- and the suffixes -ful, -ly,and -er

Materials• Teaching Master ES4-5• Practice Master ES4-5• word cards: brightly, fearful,

greater, refill, unhook, unusual• Anthology: Two Days in May

Get Set for ReadingCD-ROMTwo Days in May

Education Placewww.eduplace.comTwo Days in May

Audio CDTwo Days in MayAudio CD for Animal Habitats




Base

Word

New Word Meaning of

New Word

Prefix/

Suffix

un kind unkind not kind

re paint repaint paint again

ful cheer cheerful full of cheer

ly happy happily in a happy way

er farm farmer one who farms

150

42593_130-159 8/7/03 10:21 AM Page 150

Have students share their words and definitions with the group.

Guided Practice.

Display or distribute Teaching Master ES4-5 to students, and read each

question with them. Have them read the answers independently.

Instruct students to circle the prefix or suffix, and underline the base

word for the words in bold face.

Help students use the meanings of the base word and prefix to define

the words in bold face.

Practice/Apply.

Distribute Practice Master ES4-5, and go over the directions.

Ask students to complete the Practice Master independently.

Have them read and explain their short answers and definitions.

Check students’ responses to be sure that they understand how the pre-

fixes un-, re- and the suffixes -ful, -er, -ly affect word meaning.

Preview Two Days in MaySegment 1


with students Segment 1 of Two Days in May (pages 72–83).


pages 75, 81, and 82.


Prefixes un-, re-;Suffixes -ful, -ly, -er

Write the word in parentheses that fits the sentence.

1. Carmen (unwrapped, rewrapped) the gift and held up the sweater.

2. Mr. Gomez is a dog (retrain, trainer).

3. We watched a (replay, playful) of the winning goal.

4. Shira made a (coldly, colorful) picture.

Use the base word of the word in bold type to write anending for each sentence.

Example:A teacher is .

5. A helpful friend is .

6. A dog that barks loudly .

7. You might need to rewrite a story if you

.

8. Mitch unwisely took advice from

Name

Practice Master ES 4–5 Two Days in May

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

someone who likes to teach.

willing to help you.

makes loud noises.

did not write

it well the first time.

unwrapped

trainer

replay

colorful

a person who was

not wise.



Prefixes un-, re-;Suffixes -ful, -ly, -er

Q: Does your dog like to play?A: Yes. Bobo is a playful dog.

Q: Have you read this great book?A: Yes, I’ve reread it three times!

Q: Were you able to win the game?A: No. I tried, but I was unable to win.

Q: Do you think that John felt angry?A: Yes. I saw him shake his fist angrily.

Q: Can Mario swim well?A: Yes, Mario is a strong swimmer.

Q: Was Luisa happy when she heard the news?A: No. She sighed unhappily.

Q: Did you handle the vase with care?A: Yes, I carried it very carefully.

Teaching Master ES 4–5 Two Days in May

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.



SELECTION 3: Two Days in May 151

42593_130-159 8/7/03 10:24 AM Page 151

Making JudgmentsWarm-Up/Academic Language.

Tell students that active readers make judgments and formopinions about characters’ decisions and actions. Explain thatthey decide whether actions are good or bad, and think aboutwhat they would have done if they were in the same situation.

Teach.

Read the paragraph to students, and have them listen for Stacey’s deci-

sion about sledding down the hill.

Have students identify Stacey’s decision, and ask them to find statements

that show Stacey’s feelings about sledding on the icy hill. (Stacey isworried about sliding on the ice; She knows her sled will movefaster.)

Have students explain whether they think Stacey made the right

decision.

Ask them to tell what they would have done in Stacey’s situation.

Guided Practice.

Display or distribute Teaching Master ES4-6, and ask students to think

about the characters’ decisions as you read.

Have a student summarize Mom’s plan Kitty. Repeat for Meredith’s plan.

Ask students to explain which character they think is right.

Have them tell what they would have done with Kitty.

Objective• make judgments about

characters’ actions

Materials• Teaching Master ES4-6• Practice Master ES4-6• Anthology: Two Days in May

THEME 4/SELECTION 3: Two Days in May



Stacey is on her sled at the top of a hill. She notices that ice

covers most of the hill. Stacey is worried that her sled might

slide on the ice. She is also excited because it will make her

sled travel faster. Stacey jumps on her sled and starts gliding

down the hill.

152

42593_130-159 8/7/03 10:27 AM Page 152

Practice/Apply.


Have students complete the Practice Master independently.

Check students’ understanding of making judgments as they share their


Preview Two Days in May Segment 2


with students Segment 2 of Two Days in May (pages 84–93).


pages 86 and 92.


Making JudgmentsRead about a race.

Name

Practice Master ES 4–6 Two Days in May

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Carlos knew he could win therace. He just had to pass Emily.Carlos pumped his legs harder. Heseemed to be pulling ahead.

Just then, Emily’s foot kickedagainst Carlos’s ankle. Carlos losthis balance and fell to the track!

Carlos rolled to his feet. He ranhard, but he could not catch up.Carlos crossed the finish line last.

What do you think Carlos should do next? Check thesentence you agree with most. Then write your reason.

I think that Carlos should

■ say to the judge, “Emily made me fall.”■ say to Emily, “You should not have won!”■ not say anything.■ do or say something else.

My reason: Answers will vary. Some students may

feel that Emily pushed Carlos on purpose, so she

shouldn’t win. Students may discuss being a

“good sport,” which means accepting the

outcome no matter what.



Making Judgments

Teaching Master ES 4–6 Two Days in May

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Meredith: Mom, look at this wet, skinny kitty! Itwas just wandering around in the rain.

Mom: Does the cat belong to one of theneighbors?

Meredith: I don’t think so. It looks as if it hasn’tbeen fed.

Mom: Let’s dry Kitty off. We’ll give it somefood. Then we’ll call the police stationand the animal rescue center. Maybesomeone has reported a lost cat.

Meredith: Do we really have to call? Why can’t wejust keep Kitty? Please?




42593_130-159 8/7/03 10:36 AM Page 153

Prefixes un-, re-, and Suffixes -ful, -ly, and -erTeach.

Remind students that prefixes are word parts that go in front of a base

word, and suffixes are word parts that go after a base word. Give each

student an index card containing one of the five word parts: un-, re-,

-ful, -ly, and -er. Tell students that they are going to use their word parts

to make new words from base words that you will give them. Direct

them to hold up their card when they see a word that their word part

will work with. Using a black marker, write hope on the board or chart

paper. Ask, What word part combines with hope to make a new

word? Wait for students holding the -ful suffix to hold up their cards.

Use a colored marker to add the suffix -ful to the base word hope. Ask,

What is this word? Wait for a choral response.

Continue the process using the following words:

lucky (unlucky)

new (renew, newly, newer)

care (careful, carefully)

write (rewrite)

tall (taller)

sad (sadly)

Remind students that when we add prefixes and suffixes, we change the

meaning of the base words.

Practice.

Have students help you find words from Two Days in May that have the

prefixes un- and re- and the suffixes -ly, -ful, and -er. Write each word

on the board or chart paper, for example: friendly, really, smaller,

badly, cautiously, unsteady.

Point to each word in turn and discuss its meaning. Ask students to take

turns underlining the prefixes or suffixes.

Ask, What does the prefix un- mean? (not or opposite) Say, Tell me some

words beginning with un-.Write the words on the chart paper.

Objectives• decode words containing the

prefixes un- and re -• decode words containing the

suffixes -ful, -ly and -er• write sentences with words that

contain prefixes and suffixes

Materials• Anthology: Two Days in May




42593_130-159 8/7/03 10:41 AM Page 154

Continue with the meanings for re- (again or back), -ly (like or havingthe characteristics of), -ful (full of or able to), and -er. (more or onewho)

Point to a specific word and call on a student to suggest a sentence con-

taining that word. Continue until each student has had the opportunity

to use a word in a sentence.

Apply.

Have students refer to the many words with prefixes and suffixes writ-

ten on the board or chart paper. Ask them to write some descriptive

sentences about the deer in the story, using these words. Remind them

to think about the meanings of the words as they write them.

Have students trade papers and underline the words with the prefixes or

suffixes. Then have them exchange papers again and recheck the syl-

labication. Discuss together any difficult words or irregular patterns.

Review Two Days in MayGuide students through the Comprehension Skill Lesson for Making

Judgments on page 77 in the Teacher’s Edition.



42593_130-159 8/7/03 10:41 AM Page 155

Irregular VerbsTeach.

Write the following verbs on the chalkboard:

Explain to students that these verbs do not follow the usual rules. Tell

them that because they do not follow a regular pattern, they are called

irregular verbs. Explain that irregular verbs do not have an -ed ending

in the past tense.

Read aloud the sentences below:

I write letters to my friends.

Angela wrote to me last week.

Carlos has written several post cards this month.

The leaves fall from the trees in autumn.

Some leaves fell early because of the cold.

Most leaves had fallen by November.

Have students identify each verb. Help students see how the irregular

verbs change with different verb tenses.

Objectives• find irregular verbs in a story• write sentences using irregular

verbs

Materials• Leveled Reader: The Upside-Down

Elephant




write wrote written

fall fell fallen

156

42593_130-159 8/7/03 10:42 AM Page 156

Practice.

Write on chart paper the following irregular verbs from the story Two

Days in May: go, run, see, speak, hear, say. Leave space to fill in the

past tenses.

Have students help you complete the forms for these irregular verbs. The

list will look similar to the one shown here:

Choose verbs from the chart at random, and ask students to put them

into a sentence. Remind students that for the second and third columns

of words, they can use words that indicate the past in their sentences,

such as last year or a month ago. Continue until each student has had

an opportunity to use an irregular verb in a sentence.

Apply.

Have students choose one verb from the chart and write sentences for

each change in tense. Encourage them to use words to indicate the

past, such as last month. Then have students exchange papers with a

partner and read their sentences aloud to each other.

Preview The Upside-DownElephantWalk students through The Upside-Down Elephant, and discuss the illus-

trations, using words from the story such as forest, elephant, and ditch.

Have student share how they would have removed the elephant from

the ditch.


SELECTION 3: Two Days in May

go went has, have or had gone

run ran has, have or had run

see saw has, have or had seen

speak spoke has, have or had spoken

hear heard has, have or had heard

say said has, have or had said

157

42593_130-159 8/7/03 10:43 AM Page 157

Making JudgmentsTeach.

Ask students to listen to the following story and decide whether the end

of the story is fair or not.

Katrina was responsible for herself and her brother Josh after school

every day. Katrina and Josh knew they were never to play outside

until their mom got home. One day, Josh decided to go out with his

friends, even though he knew it was against the rules. Josh would

not listen to Katrina when she told him not to go. When Josh and

Katrina’s mom got home, she told them they weren’t allowed to ride

their bikes all weekend for breaking the rule about staying inside.

Ask, Was the mom’s decision fair? Encourage students to explain their

answers on both sides of the issue. Explain that often there are two

sides to a story. In the example above, Josh and his mom might have

thought her decision was fair, while Katrina might not since Josh did

not listen to her. Tell students that a judgment is based on facts and

personal values.

Practice.

Remind students that in the story Two Days in May, the neighbors had

to make a decision about the deer in their garden. Reread pages 79-83

together. Ask students to summarize the situation. (animal control willshoot the deer to get rid of them, the neighbors decide to protest)Explain to students that pros are positive results of a decision, and cons

are negative results of a decision.

Make a chart of pros and cons for returning the deer to the forest. Fill in

the chart as shown below.

Ask students if they have any other pros and cons to add to the chart.

Explain that in order to make a fair decision, a person must look at the

good and bad consequences of the decision.

Objectives• make a list of pros and cons for a

specific situation• justify a personal judgment

Materials• Anthology: Two Days in May• Leveled Reader: The Upside-Down

Elephant




Pros Cons

The deer will be safe. The deer might starve.

158

42593_130-159 8/7/03 10:44 AM Page 158

Apply.

Have students make judgments, with an eye to noting the positive and

negative results of character’s, actions in the Leveled Reader selection

The Upside-Down Elephant. Ask students to complete the questions

and activity on the Responding page.

Revisit Two Days in May andThe Upside-Down ElephantHave students compare and contrast the decisions made about animals

in Two Days in May and The Upside-Down Elephant. Also, help them

look for the suffixes and prefixes -ly, -er, -ful, and un- such as probably,

owner, wonderful, uncomfortable (Two Days in May, pages 74, 77, 79,

and 85), and suddenly, slowly (The Upside-Down Elephant, pages 45

and 54).



42593_130-159 8/7/03 10:44 AM Page 159

theme - education place® · theme 4 128 theme 4: animal habitats ... the robin’s song sounds...

Documents