theme - eduplace.com · theme 2: celebrating traditions selections 1 the keeping quilt 2...

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THEME 2: Celebrating Traditions

Selections

1 The Keeping Quilt

2 Grandma’s Records

3 The Talking Cloth

4 Dancing Rainbows

Celebrating Traditions

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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Compound WordsWarm-Up/Academic Language.

Explain that two smaller words can be put together to form alarger word. This larger word is called a compound word. Tell stu-dents that finding the smaller words inside of a larger word helpsto understand the word’s meaning.

Teach

Copy the chart below on the board. In the third column, write the word

firewood. In the first and second columns, ask a student to write the

two words that make up firewood. (fire, wood) Then ask a student to

blend the word parts fire + wood together to pronounce firewood.

Discuss the meaning of firewood. Mention how both fire and wood con-

tribute to its meaning, wood used for fire.

Follow a similar procedure with toenail and seafood.

Distribute word cards to students. Have them search for a person hold-

ing a card that when added to their card will form a compound word.

(bathtub, backpack, baseball, seashell)

Ask each pair of students to read their compound word and explain its

meaning to the group.

THEME 2/SELECTION 1

The Keeping Quilt

Objective• combine two shorter words to

form compound words

Materials• word cards: back, ball, base,

bath, pack, sea, shell, tub• Teaching Master ES2-1• Practice Master ES2-1• Anthology: The Keeping Quilt

Get Set for ReadingCD-ROMThe Keeping Quilt

Education Placewww.eduplace.comThe Keeping Quilt

Audio CDThe Keeping QuiltAudio CD for Celebrating Traditions

Lexia PhonicsCD-ROMIntermediate Intervention

SKILL FOCUS: STRUCTURAL ANALYSIS 25-30 MINUTES


First Small

Word

Second Small

Word

Compound

Word

+ =

fire wood firewood+ =

toe nail toenail+ =

sea food seafood+ =

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Guided Practice.

Display or distribute Teaching Master ES2-1 to students, and discuss the

illustration with them.

Read the sentences, and have students circle each compound word.

Have them underline the two smaller words inside of the compound

word.

Ask them to define each compound word based on the meanings of its

smaller words.

Practice/Apply

Distribute Practice Master ES2-1 to students, and discuss the examples.

Have students complete the Practice Master independently.

Check students’ understanding of compound words when they share

their answers with the group.

Preview The Keeping QuiltSegment 1

Refer to the bottom of page 161 in the Teacher’s Edition, and preview

with students Segment 1 of The Keeping Quilt (pages 160–169).

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

pages 165 and 168.

Grade 3 Theme 2: Celebrating Traditions PM ES2–1

Compound Words

Read the two words. Put them together to make a compound word.

Example:

one every

1. body every

2. some where

3. tub bath

4. dish washer

5. bars handle

6. cloth table

Which word is a compound? Write the two words that makeup the compound. Don’t forget the + sign.

Example:

whatever watching

7. birthday bridges

8. doing doormat

9. homework workers

10. moonlight monkey

book + shelf = bookshelf

everyone

what + ever

Name

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everybody

somewhere

bathtub

dishwasher

handlebars

tablecloth

birth + day

door + mat

home + work

moon + light

Practice Master ES 2-1

TMES 2–1 Grade 3 Theme 2: Celebrating Traditions

Compound WordsWho is at the playground?Three children are at the basketball court.Volleyball players use teamwork.Someone has a baseball glove.Will anybody play with the football?A grandmother sits with her grandchild by thesandbox.

Teaching Master ES 2–1 The Keeping Quilt

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Teaching Master ES 2-1

LITERATURE FOCUS: 10-15 MINUTES

SELECTION 1: The Keeping Quilt 47

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Author’s ViewpointWarm-Up/Academic Language.

Explain that author’s viewpoint is the way writers feel and thinkabout a subject. Writers choose words that show their thoughtsand feelings about a subject.

Teach.

Read the passage below to students.

Call on students to act out the parts of Kate and Max as you read the

story again. Ask students to listen for clues showing Kate’s feelings

about Max. Guide them to identify details from the story that show

Kate’s feelings about her dog, Max.

Objective• use story details to identify the

author’s viewpoint

Materials• Teaching Master ES2-2• Practice Master ES2-2• Anthology: The Keeping Quilt

THEME 2/SELECTION 1: The Keeping Quilt

SKILL FOCUS: COMPREHENSION 25-30 MINUTES

Kate’s grandmother gave her a toy car with enough room for

two children.

Kate strapped herself into the driver’s seat. She strapped her dog

Max on the passenger’s side.

“Yee hah!” she hollered as she drove around and around.

Max howled and covered his eyes with his paws.

“Poor puppy,” Kate said. She stopped the car, undid Max’s seat

belt, and carried the dog gently into the house.


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Copy the word web below on the board. Have students share sentences

from the story that show the Kate’s feelings about Max. Record student

responses in the word web.

Guided Practice.

Display or distribute Teaching Master ES2-2, and read aloud the first

story. Discuss the story with students, asking questions such as: What

happens in the story? Who is telling this story? How does the author

feel about what happens?

Guide students to interpret the author’s viewpoint and to complete the

chart as a group. Repeat the procedure with the second story. Help

students to compare and contrast the authors’ viewpoints in these

storm stories.

Practice/Apply.

Distribute Practice Master ES2-2 to students, and discuss the illustration.

Instruct students to read the story and complete the Practice Master

independently.

Check students’ understanding of author’s viewpoint as they share their

answers with the group.

Preview The Keeping QuiltSegment 2


with students Segment 2 of The Keeping Quilt (pages 170–179).


pages 171, 172, 175, and 178.


Author’s Viewpoint

Read Maria’s story about a ring.

The ring is made of plastic. It has a fake blue stone in it.The ring is probably not worth five cents, but I keep it in mytreasure box. I like to take it out and look at it. When I putthe ring on my finger, I remember my friend Lily.

Lily was my best friend until I was seven years old. Lastyear, she moved far away. I may never see her again, but Istill have the ring she gave me.

Write a sentence to tell how Maria feels about the ring.

Give two details from the story that show you how theauthor feels about the ring.

Name

Practice Master ES 2–2 The Keeping Quilt

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The ring is very important to her and she cares

about it very much.

She keeps it in her treasure box.

She likes to look at it to remember Lily.



Author’s ViewpointThe Stormby Pearl Yee

A thunderstorm! Lightning flashed and Icounted the seconds—one, two, three, four, five.BOOM! My heart thumped with excitement. I ranto the window to see another flash of lightning.

The Stormby Ruby Long

Lightning flashed! I covered my ears. Thencame the terrible BOOM of thunder. I had to putearmuffs on to block out the noise. I ran to mybed and hid under the quilt.

Author’s Viewpoint How I can tell

Teaching Master ES 2–2 The Keeping Quilt

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Pearl likes thunderstorms.

Pearl’s heart thumps withexcitement. She can’t wait for thenext flash of lightning.

Ruby is afraid of thunderstorms.

Ruby blocks her ears from the awful noise. She hides underher quilt.


SELECTION 1: The Keeping Quilt

Kate’sfeelings

about Max

Shestrapped her dog

Max in the passenger’sside.

“Poorpuppy,”

Kate said.

She

gently carried Max

inside.

Katestopped the carand undid Max’s

seat belt.


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Compound WordsTeach

Write the following sentences on the board:

Read the sentences aloud to students and draw their attention to the

underlined words, telling them they are compound words. Explain that

a compound word is a word made up of two smaller words. Tell stu-

dents that if they can identify the two smaller words, the compound

word will be easier to read. Model for students a strategy for reading

compounds, using cookbook.

Read together the compound words in the sentences. Mask first one

word and then the other. Have students read the two words and then

put them together to read the compound word.

Objectives• develop a strategy for reading

compound words• read and write compound words

Materials• Anthology: The Keeping Quilt




I see a long word and I wonder if I can read it. I know the

first part of the word, so I cover up the end of the long

word and read the first part, cook. Now I cover cook. I see

that the end of the long word is another word I know,

book. I uncover that word and read cookbook. I see that

this is a compound word made up of two smaller words.

Have you seen my cookbook?

Is it in the bookcase in the bedroom?

I want to make pancakes.

Do I add two tablespoons of milk?

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Practice.

Provide each student with two index cards. Then, write the word

overcoat on the chalkboard. Mask the second part of the word and

have students write on one index card the word they see: over. Then

mask the word over and direct students to write on the other index

card the word they see: coat. Instruct students to put the index cards

together and read overcoat aloud. Have students find compound words

on the following pages in the story, The Keeping Quilt.

Page 162 (overcoat, anymore)

Page 163 (Everyone)

Page 166 (nightdress)

Page 168 (tablecloth)

Apply..

Have students work with a partner to identify compound words on

pages 174, 175, and 176 in The Keeping Quilt. Instruct students to

make a list of the compounds and write them in sentences.

Review The Keeping QuiltGuide students through the Comprehension Skill Lesson for Author’s

Viewpoint on page 171 in the Teacher’s Edition.



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Common NounsTeach.

Invite students to play Twenty Questions to identify a person, place, or

thing. Say, I am thinking of a person who works in a school. Have

students ask yes or no questions to guess the word you are thinking of.

Students might ask the following questions:

Is it a teacher? (no)

Is it a nurse? (no)

Does the person work in an office? (yes)

Is it the principal? (Yes, it is the principal.)

Record the words students use in a three-column chart with headings for

person, place, and thing. When finished, explain to students that the

headings of the columns are common nouns, which name any person,

place, or thing.

Practice.

Have students identify common nouns from The Keeping Quilt. Read a

list of common nouns and other words from the story. Invite students

to identify them by raising index cards labeled common noun—per-

son, common noun—place, common noun—thing. Record the words

students identify in a chart similar to this one.

Objectives• identify words that name a

person, place, or thing• write a paragraph using common

nouns

Materials• Anthology: The Keeping Quilt• Leveled Reader: Grandma’s Table


SKILL FOCUS: GRAMMAR 25-30 MINUTES


Common NounsPerson Place Thing

mother home dress

bride shool quilt

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Apply.

Once students demonstrate their understanding of common nouns, have

them work in pairs to make a chart of other common nouns they find

in the story. Ask them to use these common nouns to write a para-

graph about a family event.

Preview Grandma’s TableWalk students through Grandma’s Table, and discuss the illustrations,

using words from the story such as grandma, polished, and grandpa.

Ask students to share stories about their grandparents.

Have students use their prior experiences and the illustrations to predict

who is telling the story.



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Author’s ViewpointTeach.

Read to students the following: You are walking down the street and

you see a cat walking toward you. What do you do? Ask students to

write for a few minutes about what they might do and why. Invite stu-

dents to share their responses with the group. Students may respond

that they would pet the cat, walk away because they don’t like cats,

shoo it away, or help find its owner because they love cats.

Explain to students that viewpoint is how one feels and what one thinks

about a subject. Viewpoints are affected by experiences and beliefs and

individuals often see things differently.

Inform students that authors express viewpoints in their stories. Tell stu-

dents they can figure out the author’s thoughts and feelings about a

subject from the events, facts and opinions, and illustrations in a story.

Practice.

Discuss The Keeping Quilt by Patricia Polacco. Ask, Is tradition impor-

tant to the author? (yes) What evidence can you find in the story

that supports this viewpoint? Have students identify events, facts and

opinions, and illustrations that show the author feels traditions are

important to her family.

Page 166: Anna’s mother gives reason for making the quilt. (Opinion)

Page 168: Family observes Sabbath. (Fact)

Pages 169, 170, 171, 174, 176: Each time there is a wedding, specific

items represent good wishes: gold for wealth, flower for love, salt for

flavor in life, bread for never being hungry, and grape juice for laughter.

(Events)

Page 179: The illustrations of The Keeping Quilt shows the importance

of the family’s tradition. (Illustration)

Objectives• recognize an author’s viewpoint:

thoughts and feelings about asubject

• identify evidence in the story thatreveals the author’s viewpoint

Materials• Anthology: The Keeping Quilt• Leveled Reader: Grandma’s Table




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Apply.

Have students identify the author’s viewpoint, with an eye to pointing

out the facts and opinions she gives in the Leveled Reader selection

Grandma’s Table by Penina Adelman. Ask students to complete the

questions and activity on the Responding page.

Revisit The Keeping Quilt andGrandma’s TableReview with students the author’s viewpoint in The Keeping Quilt and

Grandma’s Table. Also, help them look for compound words such as

birthday and bullring (The Keeping Quilt, pages 173, 176), and grand-

ma, everyone, and grandchild (Grandma’s Table, pages 18,19).



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PluralsWarm-Up/Academic Language.

Explain that a singular noun is one person, place, or thing. A pluralnoun is more than one person, place, or thing. Tell students thatthe plural form of a word is usually formed by adding –es or –s tothe word. The plural for nouns ending with a consonant and y isformed by dropping the y and adding –ies.

Teach.

Copy the chart shown below on the board. Then, use a think aloud

model to show the difference between singular and plural nouns.

Follow the same procedure for words such as dog, dogs; box, boxes;

cherry, cherries. Have students underline the part of the plural noun

that is different from the singular noun.

Distribute word cards card, cards, fox, foxes, pennies, penny, ponies,

pony to students. Have them decide whether their word card is singu-

lar or plural. If the word is plural, ask students to circle the plural end-

ing s, es, or ies.

THEME 2/SELECTION 2

Grandma’s Records

Objective• form plurals of words correctly

Materials• word cards: card, cards, fox,

foxes, pennies, penny, ponies,pony

• Teaching Master ES2-3• Practice Master ES2-3• Anthology: Grandma’s Records



In the first column, an –s is added to the base word apple

to form the plural apples. In the second column, an –es is

added to the base word bunch to form the plural bunches.

In the last column, the plural of berry is formed by dropping

the final y and adding –ies.

apple bunch berrySingular (one)

apples bunches berriesPlural (more than

one)

Get Set for ReadingCD-ROMGrandma’s Records

Education Placewww.eduplace.comGrandma’s Records

Audio CDGrandma’s RecordsAudio CD for Celebrating Traditions


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Ask students to read their word to the group and explain whether it is sin-

gular or plural. Have them identify plural endings as either s, es, or ies.

Guided Practice.

Display or distribute Teaching Master ES2-3 to students, and read the

story with them.

Read the story again, having students raise their hand each time they

hear a plural. Record each plural on the chart.

Have students give the singular for each plural recorded in the chart.

Call on students to explain how to change each singular in the chart to

its plural form.

Practice/Apply.

Distribute Practice Master ES2-3 to students, and go over the example.


Check students’ understanding of plurals as they share their answers

with the group.

Preview Grandma’s RecordsSegment 1


with students Segment 1 of Grandma’s Records (pages 190–199).


pages 193, 196, and 198.


Plural Endings -s and -esThe bold word names the plural. Write the word that names thesingular.

Example:

ten dollars one

1. two nickels one

2. six pennies one

3. two dimes one

4. three twenties one

Write the missing words in the chart.

SINGULAR PLURAL

5.

6.

7.

8.

9.

10.

dollar

cities

benches

stories

boy

hose

friend

Name

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nickel

penny

dime

twenty

boys

hoses

friends

city

bench

story



Plural Endings -s and -esFive friends came to Stan’s house for lunch. He took

out five dishes. He put two slices of bread on each dish.He made sandwiches with peanut butter andblueberries. “Here are the lunches!” Stan called.

“Stan, where is your sandwich?” Rob asked his friend.

Stan saw that he had used up almost all his food. He placed one small blueberry on one slice of bread and ate it in one gulp. “Next time, I’ll count better,” Stan said.

Singular means one. Plural means more than one.

Teaching Master ES 2–3 Grandma’s Records

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friend friendslunch lunchesdish dishesslice slicesblueberry blueberriessandwich sandwiches


SELECTION 2: Grandma’s Records


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Categorize and ClassifyWarm-Up/Academic Language.

Explain that when we classify objects, we put them into groups thathave something in common. For example, we could classify themembers of our class as either boys or girls. Boys and Girls arecategories or groups of things that are alike in some way.

Teach.

Copy the chart below on the board, and read the column headings. Then

have students think of some things they use when they write. Record

their answers in the first column. Ask students how these items are

alike. (They are all used for writing.) Tell students Writing Tools is a

category that includes any object that you can write with.

Follow a similar procedure for Things to Read.

Ask students whether objects such as a desk, a friendly letter, or a paper

clip fit one of the categories. Have them justify their answers.

Guided Practice.

Display or distribute Teaching Master ES2-4, and read the story with

students.

Read the headings on the chart, and ask students to give words that

describe the pictures connected to summer (swimming, skateboarding,fishing, ball playing, biking) and winter (shoveling snow, snow play,playing hockey).

Guide students to use the pictures and words to explain how all of the

items in each category are alike.

Objectives• classify selection details by

category• give sets of details category

names

Materials• Teaching Master ES2-4• Practice Master ES2-4• Anthology: Grandma’s Records

THEME 2/SELECTION 2: Grandma’s Records



Writing Tools Things to Read

pen book

pencil magazine

marker comic

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Practice/Apply.


Instruct students to complete the Practice Master independently.

Have students share their answers with the group, explaining how they

developed their categories.

Check students’ responses to be sure that they understand categorizing

and classifying.

Preview Grandma’s RecordsSegment 2


with students Segment 2 of Grandma’s Records (pages 200–207).


pages 203 and 206.


Categorize and ClassifyLook at the pictures. Put an X through all of the things thatare used to travel. Then circle all of things that are found inhouses.

Read each set of words. Cross out the one that does not fitwith the others. Then write what is alike about the otherwords.

Example:

summer, winter, snow, spring

1. apartment, tent, house, chimney

2. beef, pudding, cake, pie

3. father, teacher, uncle, daughter

4. moon, rain, snow, hail

5. river, lake, mountain, pond

names of seasons

Name

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places to live

relatives

desserts

things that fall from sky; precipitation

bodies of water



Categorize and ClassifyElwin lives where the summers are hot. He

likes to ride his bike and skateboard. He swims atthe town pool. He plays ball at the playground.Sometimes he goes fishing with Uncle Mort.

In Elwin’s town, the winters are cold. Whenthe town pond freezes, he plays his favorite sport,ice hockey. He also likes playing in the snow. Heearns some money by helping shovel snow fromhis neighbor’s driveway.

WhatElwinDoes

In Summer In Winter

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PluralsTeach.

Explain to students that when a word means more than one, it is plural.

Give the following example: one city, many cities.

Write the following sentences on the board.

Point out to students that the words in parentheses end in ch or conso-

nant y. Explain to students that when they write a word that ends in ch

or the consonant y in the plural form, they must add -es or change the

y to i and add -es. Ask students to complete each sentence. Record the

words they suggest and draw attention to the spelling changes. Model

for students that couch becomes couches with an -es ending, and story

becomes stories by changing the y to i and adding -es.

Practice.

Write on the board or chart paper the following words from Grandma’s

Records: country, story, memory. Instruct students to write the letters

i, e, and s on index cards. Direct students to show their index cards

to help spell the words in the plural. For example, write s t o r _ _ _.

Have students show the letters on index cards that complete the word

stories. Repeat the procedure for each word in the list. Then have stu-

dents look at the word sketches on page 196. Tell students this is the

plural form, and ask them to write the singular form of the word.

Objective• Identify plural changes for words

ending in -ch and -y

Materials• Anthology: Grandma’s Records




(couch) How many ___ are in your living room?

(bunch) My mother bought ___ of grapes.

(story) We will read both ___ together.

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Apply.

Write the following words on the board or chart paper: candy, hobby,

lunch, and ceremony. Ask students to write the word in its plural form

by adding -es to it. Have students write each word in a sentence.

Remind them to change the y to i before adding -es. When finished,

have students work in pairs to check the spelling of the words in plu-

ral.

Review Grandma’s RecordsGuide students through the Comprehension Skill Lesson for Categorize

and Classify on page 203 in the Teacher’s Edition.



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Proper NounsTeach.

Invite students to name an event they attended recently, for example, a

movie, a music recital, or a town celebration. Ask them to name whom

they went with, where it was, and when it was. Record what students

say on chart paper, and underline the proper nouns. Responses might

include the following:

Explain that the underlined words are proper nouns because they name

a specific person, place, or thing. Inform students that proper nouns

begin with a capital letter. Point out to students that Saturday is a

proper noun because it names a specific day, whereas last week is not

a proper noun because it is not a name for a particular day. Explain,

too, that Lassie is a proper noun because it names a specific movie, but

the word movie itself is not a proper noun. Invite students to help

record in a chart the proper nouns from the sentences.

Practice.

Reread the story Grandma’s Records with students, and identify all the

proper nouns. Record them in the proper noun chart. Proper nouns

from the story include Daisy, El Barrio, Grandma, Puerto Rico,

Objectives• identify names of specific people,

places, and things that begin witha capital letter

• write sentences with propernouns

Materials• Anthology: Grandma’s Records• Leveled Reader: The Mask

Makers




Proper NounsPerson Place Thing

Grandma Laredo Saturday

Lassie Thomaston Park Stripes

Grandma and I went to the movies in Laredo on

Saturday to see Lassie.

My uncle Joe took me to see the Stripes play last

week at Thomaston Park.

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Dominican Republic, Grandpa, Santurce, Sammy, Rafael Cortijo,

New York, and Carmen.

Apply.

Have students work in groups of four to write sentences for a game with

proper nouns. Assign each group several letters of the alphabet, and

ask them to write sentences using proper nouns that begin with that

letter of the alphabet. For example, the group with the first few letters

of the alphabet might write Amy eats Arizona oranges in April, and

Ben lives on Bellvue Street in Buffalo. When finished, invite groups to

read aloud their sentences beginning with a and finishing with z.

Instruct each group to record in a chart the proper nouns classmates

read in their sentences.

Preview The Mask MakersWalk students through The Mask Makers, and discuss the illustrations

using words from the story such as carve and mask.

Ask students to look at the illustrations on pages 23, 24, and 25. Have stu-

dents explain how the people’s clothes and houses in the story are

similar to and different from their own houses and clothes.



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Categorize and ClassifyTeach.

Have students imagine that they are packing clothing for a trip and that

they want to be sure they have everything they need. Have students

name clothing that they typically wear indoors and clothing they wear

outdoors. Record their ideas in a Venn diagram.

Point out that things are grouped together according to similar patterns:

clothes worn indoors, outdoors, and in both places. Explain to students

that when they group things together they are categorizing and classi-

fying information.

Practice.

Reread with students page 192 of Grandma’s Records by Eric Velasquez.

As you read, ask students to name things that Eric might do during the

school year and things he might do with his grandma during the sum-

mer. Record students’ suggestions in a chart similar to this one:

Objectives• recognize similar patterns in

information• categorize and classify

information in a chart

Materials• Anthology: Grandma’s Records• Leveled Reader: The Mask

Makers




Things Eric Does During Things Eric Does During the School Year the Summer

Studies Listens to Records

Plays sports at Practices his drawingschool

Reads books Goes to concerts

Writes reports Explores New York City

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Explain to students that categorizing and classifying information is an

important skill in reading. It helps them to summarize what they read

and understand things about characters and events that are not directly

stated in the story.

Apply.

Have students think about categories, with an eye to classifying informa-

tion, in the Leveled Reader selection The Mask Makers by Veronica

Freeman Ellis. Ask students to complete the questions and activity on

the Responding page.

Revisit Grandma’s Recordsand The Mask MakersReview with students categories and classification by having them com-

pare and contrast Eric in Grandma’s Records with the boy in The

Mask Makers. Also help them look for plurals such as nightclubs,

records, and musicians (Grandma’s Records page 197), and masks,

things, and stories (The Mask Makers pages 26, 27).



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Contractions with ’s, n’t, ’re, ’llWarm-Up/Academic Language.

Explain that a contraction is a shortened form of two words. Anapostrophe takes the place of the letters that are removed toform the contraction.

Teach.

Copy the chart below. Read the first sentence in the left column. Then,

read the corresponding sentence in the right column. Discuss the apos-

trophe, asking students what missing letter(s) it represents. Point out

that the contraction does not change the meaning of the sentence.

Repeat this procedure for the other sentences.

Assign pairs of students two cards, one with a contraction, and the other

the two words that have been used to form the contraction. Have stu-

dents figure out which letter(s) the apostrophe represents, and write a

sentence using the contraction.

Have student pairs share their contractions with the group.

Ask them to read their sentences aloud, explaining what letter(s) the

apostrophe represents.

THEME 2/SELECTION 3

The Talking Cloth

Objective• form contractions correctly with

’s, n’t, ’re, ’ll

Materials• word cards: haven’t, have not,

that’s, that is, they are, they’re,was not, wasn’t

• Teaching Master ES2-5• Practice Master ES2-5• Anthology: The Talking Cloth

SKILL FOCUS: STURCTURAL ANALYSIS 25-30 MINUTES


Sentence Contraction

You are not late. You’re not late.

He is not home. He’s not home.

We are not home. We’re not home.

I will listen. I’ll listen. Get Set for ReadingCD-ROMThe Talking Cloth

Education Placewww.eduplace.comThe Talking Cloth

Audio CDThe Talking ClothAudio CD for Celebrating Traditions


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Guided Practice.

Display or distribute of Teaching Master ES2-5 to students, and read the

dialogue with students.

Read it again, asking students to raise their hand when they see a

contraction.

Have students circle the contractions in the dialogue, and tell what two

words were used to form the contraction.

Help students to supply the letters that the apostrophes have replaced.

Practice/Apply.



Check students’ understanding of contractions when they share their

answers with the group.

Preview The Talking ClothSegment 1


with students Segment 1 of The Talking Cloth (pages 216–223).


pages 219 and 222.

6.

7.

8.

9.

10.


Write the contraction of the words in bold on the line.

Example: She will be late.

1. He is on time.

2. You are here.

3. We are not ready.

4. We are not ready.

5. It is time to go.

Circle the five contractions in the sentences below.

Aunt Jill and Uncle Jack said they’ll be here soon. We can’t wait!

We haven’t seen them in a year. That’s their car! They’re here!

Now fill out the chart using contractions from the sentences.

She’ll

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Contractions with ‘s, n’t, ‘re, ‘ll

Contraction Words That Form It

they’ll

can’t

haven’t

That’s

They’re

they will

cannot

have not

That is

They are

He’s

You’re

We’re

aren’t

It’s


Owl: As soon as you’re both ready, we’ll startthe race.

Tortoise: I’ll be ready in a minute.Owl: On your marks, get set, go!Hare: Here I go! I’ll see you at the finish line,

Tortoise.Tortoise: Well, he’s already around the corner.

I am just getting started.Hare: It’s time for a little nap. Tortoise can’t

catch up.Tortoise: Look! There’s Hare. I’ll be quiet as I pass

him.Hare: Huh? What’s going on? Oh, no, I napped

too long!Tortoise: It isn’t far to the finish line now! I’ll win

for sure if Hare doesn’t wake up.Owl: The first prize goes to Tortoise. Sorry,

Hare, you’re a few minutes too late.TMES 2–5 Grade 3 Theme 2: Celebrating Traditions

Contractions with ‘s,n’t, ‘re, ‘ll

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SELECTION 3: The Talking Cloth


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Noting DetailsWarm-Up/Academic Language.

Remind students that story details give important informationabout characters’ feelings and help them to picture the story’smain events.

Teach.

Read the paragraph to students. Ask them to listen for descriptions that

help them imagine what is happening and understand the character’s

feelings.

Draw the chart on chart paper. Have students share details that they

remember from the story. Record them on the chart.

Objectives• identify details related to main

points in the story• explain why authors use details

Materials• Teaching Master ES2-6• Practice Master ES2-6• Anthology: The Talking Cloth

THEME 2/SELECTION 3: The Talking Cloth



A girl is happily playing hopscotch on a warm sunny day. She

trips on a small pebble and bumps her knee on the pave-

ment. The girl cries loudly and rubs her knee.

A Girl FallsDown

happily playing hopscotch on awarm sunny day

trips on a small pebbleand bumps her knee on

the pavement

cries loudly andrubs her knee

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Use this Think Aloud to help model how details enhance understanding:

Guided Practice.

Display or distribute Teaching Master ES2-6, and read the poster with

students.

Discuss the poster’s details about Missy with them.

Help students to change two details in the description. For example, a

student might change black with white chin to white with black chin.

Discuss how these changes in the details would influence what some-

one looked for when trying to find Missy.

Practice/Apply.

Distribute Practice Master ES2-6 to students, and go over the directions.

Have students read the story and complete the Practice Master independ-

ently.

Have students present and explain their completed drawings.

Check students’ drawings for inclusion of story details.

Preview The Talking Cloth Segment 2

Refer to the bottom of page 217 in the Teacher’s Edition and preview

with students Segment 2 of The Talking Cloth (pages 224–229).


pages 225, 226, and 228.


Noting DetailsRead the description carefully. Circle phrases that givedetails. Then add the details to the drawing below.

The little red house looks like a cozy place to live. The

house sits between two pine trees. Tall flowers grow along

the path to the front door. The window to the left of the

door has striped curtains. There is a fat, black cat napping in

the right window. Smoke puffs slowly from the chimney. Just

to the right of the chimney, the sun is getting ready to set.

To the left of the chimney, a bird is flying away.

Name

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LOST CAT

Missy has been missing since October 12.

Please help us find her!

Last seen in yard on Maple Street

Black with white chin and white tip of tail

Red flea collar

Very friendly

Loves to chase squirrels

REWARD!Call 431–9708 days.

Call 789–0014 evenings.

Noting Details



In the first sentence, I notice these details: the girl is happy

and the day is warm and sunny. I can imagine a smiling

girl warmed by the sun. Then I read the details about the

girl tripping on a pebble and bumping her knee. I can pic-

ture a girl tumbling on a tiny stone and scraping her knee

on the pavement. Finally, I notice a girl crying loudly. I can

tell that the girl’s feelings have changed from happiness to

sadness.


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Contractions with: ’s, n’t, ’re, ’llTeach.

Write the following sentences on the board or on chart paper:

Ask students to identify the contractions in the sentences. Explain to stu-

dents that a contraction is a word made up of two words in which let-

ters are left out and an apostrophe is added. Have students tell what

two words make up the contractions in the sentences. (it is, I will, theyare, cannot)

Practice.

Write the contraction he’s on the board or chart paper. Tell students that

this word is made up of the words he and is. Ask, What letter does the

apostrophe replace? Repeat the activity for these contractions: hasn’t,

can’t, you’re, they’re, I’ll, she’ll, you’ll.

Apply..

Have students work with a partner to write contractions for the follow-

ing: he is; cannot; I will; we will; you are; we are. Have the partners

work together to write sentences about the story using the

contractions.

Objectives• identify contractions in a sen-

tence• identify the words that form a

contraction• form and write contractions

Materials•Anthology: The Talking Cloth




It’s going to rain today.

I’ll get soaked at the game.

They’re not going to play.

They can’t play.

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Review The Talking ClothGuide students through the Comprehension Skill Lesson for Noting

Details on page 219 in the Teacher’s Edition.



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Singular and Plural NounsTeach.

Invite students to name objects in the room that you point to or display.

For example, hold up a book and then point to a stack of books so that

students identify book and books. You may want to avoid examples

that are irregular plurals (foot ⁄ feet; child ⁄ children). Record students’

responses in a chart similar to the one below:

Remind students that words that identify objects are nouns, or naming

words. Explain that adding an -s to the end of a noun changes its mean-

ing from one to more than one. Tell students that nouns that indicate

one are called singular nouns and nouns that indicate more than one

are called plural nouns.

Give students two index cards, and have them label one singular (one)

and the other plural (more than one). Read aloud words from the

chart, and have students raise their index cards to identify which words

are singular and which are plural.

Practice.

Write on the board or chart paper the following sentences from The

Talking Cloth:

p. 223:“Aunt Phoebe smiles and takes a cloth from the top of the bas-

ket.”

p. 224:“The cloth is embroidered in sections and hand printed all

over with small black symbols. Like words.”

p. 226:“I imagine cloths with my own symbols on them.”

Objectives• identify nouns that indicate one

or more than one• write sentences with singular and

plural nouns

Materials•Leveled Reader: The Weaver’s Gift




Singular (one) Plural(more than one)

book books

chair chairs

pencil pencils

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Read the sentences aloud together, and ask students to identify the

nouns and to tell whether they are singular or plural. Underline the

nouns, and label them singular (cloth, top, basket) or plural (sections,

symbols, words, cloths). You may want to continue the activity by hav-

ing students suggest sentences with singular and plural nouns. Write

their sentences on the chalkboard, and have students identify the sin-

gular and plural nouns.

Apply..

Have students write sentences with singular and plural nouns. You may

want to suggest a topic, such as special family possessions. When stu-

dents are finished, instruct them to exchange papers and to underline

all the nouns in the sentences they read. Then have students go back

and circle the plural nouns.

Preview The Weaver’s GiftWalk students through The Weaver’s Gift, and discuss the illustrations,

using words from the story such as weaver and dyes.

Have students look at the illustration on page 46, and ask them to see

how many details they can describe.



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Noting DetailsTeach.

Explain to students that noting details helps readers understand how

characters think and feel. Inform students that authors use details in

stories to give information, to show how characters feel, and to explain

important ideas in the story.

Display pages 218–219 in The Talking Cloth by Rhonda Mitchell. Ask

students to point out the many details in the illustration. Then read the

text on page 218. Explain that the author uses details to tell about the

characters. For example, Aunt Phoebe has lots of things. Mom thinks

Aunt Phoebe is a junk collector, and Dad thinks the things are junk.

Remind students that noting details helps them understand the story.

Practice.

Have students reread pages 223–224 in The Talking Cloth. Ask students

to point out the details that help them understand why Aunt Phoebe

calls the cloth a “talking cloth.” (The cloth has small black symbols,like words on it. The color of the cloth can stand for joy, wealth,growth, love, or sadness.) You may wish to have students note details

about the cloth by listing them in a chart similar to the one shown.

Objectives• identify details about important

ideas and characters in a story• record details in a chart• tell how details help the reader

understand the story

Materials• Anthology: The Talking Cloth• Leveled Reader: The Weaver’s

Gift




Adinkra Cloth

Color of the Cloth What It Means

white joy

yellow wealth

green growth

blue love

red sadness

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Apply.

Have students note details, with an eye to explaining how the details

help them understand the Leveled Reader selection The Weaver’s Gift

by Lee S. Justice. Ask students to complete the questions and activity

on the Responding page.

Revisit The Talking Cloth andThe Weaver’s GiftHave students find and compare story details about cloth in The

Weaver’s Gift and The Talking Cloth. Also, help them to look for con-

tractions such as he’s and let’s (The Talking Cloth, page 226).



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Plurals with words ending inch, sh, x, sWarm-Up/Academic Language.

Remind students that a plural noun means that there is more thanone person, place, or thing. In most cases, an –s is added to theend of a noun to form the plural. When a noun ends with sh, ch,x, or s, the plural is formed by adding –es.

Teach.

Copy this chart. For each noun in the left hand column, lead students to

identify its ending consonants. Circle the ending consonants. In the

right hand column, have students use the consonant endings to decide

whether to add –s or –es to form the plural.

Distribute word cards bus, dish, fox, lunch, pencil, train to students.

Tell them that they need to make their word plural by adding –es or –s.

They may use the chart to help them decide on an ending. Then, have

them draw a picture of the plural form of their word.

Have students share their words and drawings with the class. Make sure

that students explain how they decided whether to add–es or –s.

Guided Practice.

Display Teaching Master ES2-7, and read the story with students.

Read it again, having students raise their hand when they encounter a

plural.

Have students circle the plurals and explain why –es is the plural ending.

THEME 2/SELECTION 4

Dancing Rainbows

Objective• form plurals of words correctly

Materials• word cards: bus, dish, fox, lunch,

pencil, train• Teaching Master ES2-7• Practice Master ES2-7• Anthology: Dancing Rainbows



Singular Nouns Plural Nouns

Nouns that end with sh, ch, x, or sadd –es to form the plural.

branch brancheshat hats

glass glasseslion lions

bush bushesax axes

Get Set for ReadingCD-ROMDancing Rainbows

Education Placewww.eduplace.comDancing Rainbows

Audio CDDancing RainbowsAudio CD for Celebrating Traditions


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Practice/Apply.

Distribute Practice Master ES2-7 to students, and go over the examples.


Check students’ ability to read plural words ending in ch, sh, x, and s as

they share their answers with the group.

Preview Dancing RainbowsSegment 1


with students Segment 1 of Dancing Rainbows (pages 237–245).


pages 241, 242, and 244.


Plural Ending -es afterch, sh, x, s

The bold word names the plural. Write the word that names thesingular.

Example: some boxes one

1. a few axes an

2. lots of splashes one big

3. two dresses a

4. three peaches one

Each sentence tells about one thing. Write the sentence so that ittells about more than one thing.

Example: We went to the beach.

5. Please pay the tax.

6. You can fill the glass

7. Who sat on the bench?

8. Some plants cause a rash.

box

We went to the beaches.

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Please pay the taxes.

You can fill the glasses.

Who sat on the benches?

Some plants cause rashes.



Plural Ending -esafter ch, sh, x, s

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Three classes took a trip. We rode on buses to

the Animal Center.

Ben saw two red foxes hiding behind bushes.

Jess touched a snake that was twelve inches long.

We heard loud screeches. They came from an owl.

We all made wishes at a well.

After we ate sandwiches from our lunch boxes,

we drove back to school.


SELECTION 4: Dancing Rainbows


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Topic, Main Idea, DetailsWarm-Up/Academic Language.

Explain that the topic of a story is what the selection is mostlyabout. The story’s title gives information about the topic. Mainideas are the story’s most important pieces of information.Supporting details are facts or bits of information that helpdescribe the main idea.

Teach.

Copy the following chart:

Read aloud the title and the first two sentences of the story about bald

eagles. Ask students what the topic of the story is. Record the story’s

topic in the chart.

Objectives• identify the overall topic of the

selection• identify the main ideas or most

important information about thetopic

• identify the details that supporteach main idea

Materials• Teaching Master ES2-8• Practice Master ES2-8• Anthology: Dancing Rainbows

THEME 2/SELECTION 4: Dancing Rainbows



Bald Eagles and Their Food

Bald eagles are excellent fishers. They watch for fish from

nests built high in trees near streams, rivers, or lakes. When

they spot fish swimming, bald eagles swoop down and snatch

them with their feet. Bald eagles also eat dead fish, which

they find along the shore.

Topic: Bald Eagles and Their Food

Main Idea: Bald Eagles are excellent fishers.

Detail watch for fish from their nests

Detail build their nests near streams, rivers, or lakes

Detail swoop down and snatch fish out of the water

Detail even eat dead fish

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Ask students to listen for the main idea or one sentence that tells what

the paragraph is mainly about as you read the paragraph. Guide stu-

dents to find the main idea and record it in the Main Idea section of

the chart.

Mention that supporting details give more information about the main

idea. These facts or bits of information help explain the main idea.

Reread the paragraph, asking students to listen for supporting details

that tell about how bald eagles are good at fishing. Record this

information under the Details section of the chart.

Guided Practice.

Display or distribute Teaching Master ES2-8, and review the definitions

of topic, main idea, and supporting details.

Ask students to listen for the topic and main idea as you read the polar

bear paragraph. Guide students to find this information.

Reread the paragraph, and have them look for supporting details.

Practice/Apply.

Distribute Practice Master ES2-8 to students, and go over the directions.

Have students read the story and complete the Practice Master

independently.

Check students’ understanding of details, main idea, and topic as they

share their answers with the group.

Preview Dancing RainbowsSegment 2


with students Segment 2 of Dancing Raindows (pages 246–255).


pages 249 and 254.


Topic, Main Idea, Details

Topic:

Main Idea:

Detail: Detail:Detail: Detail:

Name

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Read the paragraph. Then fill out the chart.

What Is a Mammal?Mammals are animals that are alike in some important

ways. All mammals breathe air. Nearly all mammals have hairor fur on part or all of their bodies. Mammal babies are bornalready living and are not hatched from eggs. They drinkmilk from their mothers’ bodies. Mammals are also warm-blooded. That means mammals’ bodies stay at about thesame temperature whether it is hot or cold outside.

Mammal qualities

Mammals are alike in important ways.

Allmammalsbreathe

air

Mosthave

hair orfur

Nothatched

from eggs

Are warm-

blooded


Topic, Main Idea, Details


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Polar BearsPolar bears are excellent swimmers. They

paddle with their front legs. They can also diveunderwater and stay there for two minutes. Theirfur and fat protect them from the icy water. Polarbears swim to hunt for their favorite food, seals.

Topic:

Main Idea:

Detail: Detail:Detail: Detail:

Polar Bearsin the Water

Polar bears aregood swimmers.

paddlewithfrontlegs

candive

underwater

fur andfat

protectfrom cold

water

swimto

huntseals




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Plurals with words ending inch, sh, x, sTeach.

Write the following words in a chart on the board or chart paper:

Have students say the singular words in the chart. Then ask students to

tell you the plural forms. For example, say, One dress, two dresses. Write

the plural words students suggest in the chart and draw their attention

to the -es ending. Explain to students that words that end in ch, sh, x,

and s have an -es ending in plural.

Invite students to suggest other words that end in ch, sh, x, or s. Record

the words in the chart and ask students to help you spell them. Inform

students that some words that end in sh do not change in the plural

form. For example, fish does not have an -s or -es ending in plural and it

is correct to say two fish. Explain to students that a dictionary can help

for questions about the use of plurals.

Practice.

Divide the class into groups of four to play a game using -s and -es end-

ings for plural words. Give each group three index cards labeled -es, -s,

and —. Explain that the index card with dashes is to be used if a word

such as fish does not have any endings in plural. You might want to use

the following words from Dancing Rainbows: ash, business, head-

dress, squash, feast, tribe, dance, laugh, prayer, and drum. You might

want to use additional words that end with ch, sh, x, and s such as ax,

wish, fish, beach, patch, arch, six, and mix.

Objectives• identify -es endings for words

ending with ch, sh, x, and s• write sentences using words with

-es endings

Materials• Anthology: Dancing Rainbows


SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES


One More than one

One dress Two

One box Three

One beach Four

One fish Five

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Write the word ash on the board or chart paper. Direct students to look

carefully at what letters the word ends in. Remind students that words

ending in ch, sh, x, and s will have an -es ending in plural and that most

other plural words will end in -s. Have students work together in their

groups to decide what ending ash has in its plural form. Instruct stu-

dents to demonstrate their answer by raising the appropriate index

card. Write the correct spelling of the word in plural on the chalk-

board. Direct each group to write the word in plural and give them-

selves a point if they got it correct. Repeat the activity with other

words in the list.

Apply.

Have students remain in groups to write sentences using the singular

and plural forms of the words they used in the game.

Review Dancing RainbowsGuide students through the Comprehension Skill Lesson for Topic,

Main Idea, Supporting Details on page 241 in the Teacher’s Edition.



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Special Plural Nouns (-es, -ies)Teach.

Write the following sentences on chart paper:

Point out that the underlined words are singular nouns. Ask students to

suggest sentences using the plural form of the underlined words.

Record the sentences on the chalkboard, and underline the plural

nouns.

Draw students’ attention to the -es and -ies endings. Explain that if a word

ends in s, x, sh, or ch, you add -es instead of -s to form the plural.

Explain, too, that nouns that end with a consonant + y, such as cherry,

undergo a different change in spelling for the plural. Demonstrate to

students how to change the y to i before adding -es to the end of

nouns like cherry.

Practice.

Read with students the following sentences in Dancing Rainbows:

Page 238:“Every year, on June 24, their pueblo has a big party with

food, fun, and dance.”

Page 239:“Now most Tewas work at businesses outside the pueblo, but

some still farm.”

Page 243:“Then she cleans out the ashes and puts in the dough.”

Page 246:“He ties on his headdress.”

Page 251:“Tewa homes fill with friends and family.”

Objectives• recognize plural nouns that end in

-es and -ies• write a story with plural nouns

that end in -es and -ies

Materials• Leveled Reader: Festival in

Valencia




This is the first batch of cookies.

I need to trim the bush by the gate.

I will give you one guess.

Did you see the fox in the field?

I want a sundae with a cherry on top.

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Point out that the word party in the first sentence is a singular noun

that ends in a consonant + y. Ask students to use the plural form of

party as a noun in a sentence. Record responses on the chalkboard,

and demonstrate how to change the y to i and add –es to form the plu-

ral noun parties.

Ask students to suggest sentences for the other underlined words. If the

underlined word is singular, have students use its plural form in a sen-

tence. If the word is already plural, have students use its singular form

in a sentence. Record on the chalkboard the sentences students sug-

gest, and point out the -es and -ies endings of plural nouns. Instruct stu-

dents to record singular and plural nouns from the sentences in a

chart.

Apply..

Invite students to add to their charts other plural words they know that

end in -es or -ies. Then have students write a story with a partner using

the words in their charts.

Preview Festival in ValenciaWalk students through Festival in Valencia, and discuss the illustrations,

using words from the story such as festival and costumes. Point out the

giant fallas or statues on pages 64 and 65.

Ask students to guess the story’s topic based on the title and illustrations.



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Topic, Main Idea, and DetailsTeach.

Tell students that being able to identify a paragraph’s main idea will help

them understand what they read. Read the following paragraph:

We read many things in school and at home. In class, we read stories

and chapters in our science and social studies books. In the hallway,

we read signs like Exit and Office and School News. After school, we

read the name of our bus, and we watch for the Walk signal when

we cross the street. At home, we read directions when we play a

game and when we follow a recipe to make Mom’s special cookies.

Ask, What is the most important idea in the paragraph? (We read manythings in school and at home.) Next have students identify topic. Ask,

What is the paragraph about? (reading) What are the details? (Weread stories, book chapters, signs, and directions.)

Help students see that a topic is what the paragraph is about, a main idea

is the paragraph’s most important idea, and supporting details are

pieces of information that tell more about the main idea.

Practice.

Copy the chart and ask students to turn to page 243 in Dancing

Rainbows. Have them reread the first paragraph. Ask them to tell what

the paragraph is about.(baking bread in a horno) Have them identify

the topic.(baking bread for Feast Day) Then ask students to read the

next two paragraphs and to identify details about baking the bread.

Record the details students identify in the chart’s Detail columns.

Objectives• identify topic, main idea, and

details• make a chart for topic, main idea,

and details for paragraphs fromthe story

Materials• Anthology: Dancing Rainbows• Leveled Reader: Festival in

Valencia




Topic: Baking bread for Feast Day

Main Idea: Bread is baked in a horno.

Detail Detail Detail

It is an oven It is outside. Mom makes

shaped like a fire to heat

a beehive. the oven.

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Apply..

Have students identify the main idea in several paragraphs in the Leveled

Reader selection Festival in Valencia by Anne Miranda. Ask students to

complete the questions and activity on the Responding page.

Revisit Dancing Rainbows andFestival in ValenciaDiscuss with students the topic, main idea, and supporting details in

Dancing Rainbows and Festival in Valencia. Help students to under-

stand the differences in topic and main idea for these stories. Also help

them look for plurals such as relatives, loaves, cakes, cookies, and

ashes (Dancing Rainbows page 243).



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