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  • Them

    e 1

    THEME 1: Off to Adventure!12

    42593_012-013 7/25/03 10:25 PM Page 12

  • THEME 1: Off to Adventure!

    Selections

    1 Cliff Hanger

    2 The Ballad of Mulan

    3 The Lost and Found

    Off to Adventure!

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

    13

    3XH013 7/25/03 10:27 PM Page 13

  • 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

    the word.

    Explain that knowing common beginnings and endings can help students recognize base words. Copy the chart on page 15. Go over

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

    Give a student the word card with the base word use. Distribute the suf-fix and prefix cards to the remaining students. Ask them to take turns

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

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

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

    meanings: useful, overuse, reuse.

    THEME 1/ SELECTION 1

    Cliff Hanger

    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

    42593_014-043 7/25/03 10:28 PM Page 14

  • 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

    Name

    Practice Master ES 11 Cliff Hanger

    Cop

    yrig

    ht

    Hou

    ghto

    n M

    ifflin

    Com

    pany

    . All

    right

    s re

    serv

    ed.

    Base Words

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

    1. moved moving movers

    2. runner runny running

    3. unopened opener opening

    4. hopeful hoping hoped

    5. lucky unlucky luckily

    6. doing redo undo

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

    7. undid the lock under the bed

    8. a ball of string singing a tune

    9. breed of dog bored by the talk

    10. a fatter belly butter and eggs

    move

    run

    open

    hope

    luck

    do

    undid

    singing

    bored

    fatter

    Practice Master ES 11

    TMES 11 Grade 3 Theme 1: Off to Adventure!

    Teaching Master ES 11 Cliff Hanger

    Cop

    yrig

    ht

    Hou

    ghto

    n M

    ifflin

    Com

    pany

    . All

    right

    s re

    serv

    ed.

    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

    happier.

    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

    3XH015 7/25/03 10:32 PM Page 15

  • 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

    crying.

    The fish on Freds fishing line was too big, so his

    rod snapped.

    SKILL FOCUS: COMPREHENSION 2530 MINUTES

    3XH016 7/25/03 10:33 PM Page 16

  • SELECTION 1: Cliff Hanger 17

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

    with students.

    Have students identify the clue words so and because by circling 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

    caption.

    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

    Name

    Practice Master ES 12 Cliff Hanger

    Cop

    yrig

    ht

    Hou

    ghto

    n M

    ifflin

    Com

    pany

    . All

    right

    s re

    serv

    ed.

    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

    Cop

    yrig

    ht

    Hou

    ghto

    n M

    ifflin

    Com

    pany

    . All

    right

    s re

    serv

    ed.

    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