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THEME 1: Off to Adventure!12
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THEME 1: Off to Adventure!
1 Cliff Hanger
2 The Ballad of Mulan
3 The Lost and Found
Off to Adventure!
E X T R A S U P P O R T L E S S O N S F O RE X T R A S U P P O R T L E S S O N S F O R
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Base WordsWarm-Up/Academic Language.
Explain that many longer words are made by adding beginnings andendings to smaller words. Point out that these smaller words arecalled base words. Tell students that finding a base word in alonger word can help them to say and understand the word.
Teach.Direct a volunteer to lock the classroom door. Write the word lock on
the board. Have a second volunteer unlock the door. Write the word
unlock. Ask the group what each volunteer did. Write the words
locked and unlocked. Lead the students to find the base word lock in
all of the words on the board.
Repeat the procedure with words such as tie: untie, tied, untie; plug:unplug, plugged, unplugged; cover: uncover, covered, uncovered.
Explain that students can use the Phonics/Decoding Strategy to decodelonger words such as unopened. Cover the un and the -ed in
unopened. Ask a volunteer to read aloud the base word. Then discuss
the beginning un and the ending -ed. Point out that un means not.
Write on the board additional examples of words that use the prefix
un (unpaid, uneven). Have students come to the board and cover the
prefix while other students identify the base word and then decode
Explain that knowing common beginnings and endings can help students recognize base words. Copy the chart on page 15. Go over
the chart with students, and leave it up for their reference:
Give a student the word card with the base word use. Distribute the suf-fix and prefix cards to the remaining students. Ask them to take turns
positioning their cards next to the word card use. Show students who
have the -ed and -ing cards how to overlap the e in use to form used
and using. Students should also form these words and discuss their
meanings: useful, overuse, reuse.
THEME 1/ SELECTION 1
THEME 1: Off to Adventure!14
Objectives identify and read base words with
prefixes or suffixes use the Phonics/Decoding
Strategy to decode longer words
Materials word cards: -ed, -ing, -ful, over-,
re-, use Teaching Master ES1-1 Practice Master ES1-1 Anthology: Cliff Hanger
Get Set for ReadingCD-ROMCliff Hanger
Education Placewww.eduplace.comCliff Hanger
Audio CDCliff HangerAudio CD for Off to Adventure!
Lexia PhonicsCD-ROMIntermediate Intervention
lock unlocklocked unlocked
SKILL FOCUS: STRUCTURAL ANALYSIS 25-30 MINUTES
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SELECTION 1: Cliff Hanger 15
Guided Practice.Display or distribute Teaching Master ES1-1, and discuss the illustration
with students. Ask them what each character might be feeling.
Write the base words pack and happy on the board. Ask students to puteach word in a sentence.
Have students read the dialogue aloud and raise their hand when theysee a word with pack or happy.
List these words under the base words pack or happy.
Practice/Apply.Distribute Practice Master ES1-1, and go over the examples.
Have students complete the Practice Master independently.
Check on students knowledge of base words as they read and explaintheir answers to the group.
Preview Cliff HangerSegment 1
Refer to the bottom of page 19 in the Teachers Edition, and previewwith students Segment 1 of Cliff Hanger (pages 1833).
Note the suggestions in the Extra Support boxes on Teachers Editionpages 28, 29, 31, and 32.
Grade 3 Theme 1: Off to Adventure! PMES 11
Practice Master ES 11 Cliff Hanger
What base word is in all three words? Write it on the line.
1. moved moving movers
2. runner runny running
3. unopened opener opening
4. hopeful hoping hoped
5. lucky unlucky luckily
6. doing redo undo
Which bold word has a base word? Write it on the line.
7. undid the lock under the bed
8. a ball of string singing a tune
9. breed of dog bored by the talk
10. a fatter belly butter and eggs
Practice Master ES 11
TMES 11 Grade 3 Theme 1: Off to Adventure!
Teaching Master ES 11 Cliff Hanger
Base WordsI am still packing
my bag. Mine is all packed. Ifeel so happy about
this trip!Well have twodays of rest and
happiness!Im unhappywith this bag.I wish I were abetter packer.
Soon well unpack.Then youll feel
Teaching Master ES 11
BEGINNING EXAMPLES over- overcook, overflowre- rewrite, restart pre- pretest, prepay
ENDING-ed looked, walked -ing saying, trying -ful fearful, playful
LITERATURE FOCUS: 10-15 MINUTES
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Cause and EffectWarm-Up/Academic Language.
Explain to students that it is important to understand what eventshappen in a story and why they happen. One story event maycause another event to happen. For example in a story aboutJohn, he forgets to comb his hair before school so his hair standsup. The effect, what happens, is that Johns hair stands up. Thecause, why it happens, is that John didnt comb his hair beforeschool.
Teach.Tell students that the clue words so and because often let us know we
are reading about a cause and an effect. Say: In the sentence about
Johns hair, we had the clue word so. Now, we are going to read
some sentences with so and because. See if you can use the clue
words to tell what happens and why it happens.
Write the following sentences on the board.
Have students read each sentence, and call on a volunteer to circle theclue word. Ask students to find the sections of the sentence that tell
what happens and why it happens. Call on volunteers to underline
these parts as they are identified.
THEME 1: Off to Adventure!16
Objective identify the cause and effect
relationships between storyevents
Materials Teaching Master ES1-2 Practice Master ES1-2 Anthology: Cliff Hanger
THEME 1/ SELECTION 1: Cliff Hanger
My alarm clock stopped so I was late for school.
Sarah couldnt sleep because her baby sister was
The fish on Freds fishing line was too big, so his
SKILL FOCUS: COMPREHENSION 2530 MINUTES
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SELECTION 1: Cliff Hanger 17
Guided Practice.Display or distribute Teaching Master ES1-2, and read the dialogue
Have students identify the clue words so and because by circling themwhen they appear in sentences. Guide students to identify the cause
and the effect parts of each sentence.
Explain the cause and effect pictures at the bottom of the TeachingMaster to students. Help them form sentences using the clue word, the
cause, and the effect.
Practice/Apply.Distribute Practice Master ES1-2 to students, and discuss the pictures.
Have students identify the cause and effect for each picture and its
Remind students to think about whether the clue word because or somakes sense as they complete the Practice Master.
Check students answers to be sure they understand cause and effect sentences.
Preview |Cliff Hanger Segment 2Refer to the bottom of page 19 in the Teachers Edition, and preview
with students Segment 2 of Cliff Hanger (pages 3445).
Note the suggestions in the Extra Support boxes on Teachers Editionpages 36, 40, and 42.
Grade 3 Theme 1: Off to Adventure! PMES 12
Practice Master ES 12 Cliff Hanger
Cause and EffectLook at the pictures. Read the sentences. Think about whathappens and why it happens.
Turn two sentences into one on the lines below.
1. , so .
2. because .
3. , so .
4. because .
1. A storm began. Dad and I ran to a cave.
2. The cave felt cold. We built a fire.
3. A fox stepped in. The cave seemed dry.
4. We were quiet. The fox sat near our fire.
A storm began
The cave seemed dry a fox stepped in
We built a fire
The fox sat near us
the cave felt cold
we were quiet
Dad and I ran to a cave
Practice Master ES 12
TMES 12 Grade 3 Theme 1: Off to Adventure!
Teaching Master ES 12 Cliff Hanger
Cause and EffectTeacher: I hope you all did your homework and
wrote a story that showed imagination.
Joey: I cant hand in my story, because this morning when I was walking to school, I heard a man cry. Save me! he shouted. He had fallen through the ice at Spot Pond. I quickly took off my coat and stretched it across the ice so the man could grab it. I pulled him out. I p