weekly literature - ellis family - home

I Lovethe Look of

Words

by Susan Pinter

Weekly Literature

Week At A Glance

Tested Skills for the Week

Read-Aloud AnthologyListening Comprehension

Readers’ Theater

•

•

Vocabulary/Comprehension

Weekly Theme: Going to the Library

Whole Group

VOCABULARY

peculiar, snuffled, positive,

selecting, consisted, advanced

Dictionary/Connotation and

Denotation

COMPREHENSION

Strategy: Evaluate

Skill: Summarize

WRITING

Descriptive Writing

Social Studies LinkCulture

Small Group Options

Differentiated Instructionfor

Tested Skills


Genre Free-Verse Poem


Social Studies LinkMain Selection Genre Realistic Fiction

540J

A

UDIO CD

Resources for Differentiated Instruction

Leveled ReadersLeveled Readers

• Same Theme• Same Vocabulary• Same Comprehension Skills

LEVELED PRACTICE

CLASSROOM LIBRARY

Approaching On Level Beyond

On-Level Reader

sheltered for English

Language Learner

ELL Teacher’s Guide

also available

Beyond LevelApproaching Level

English Language Leveled Reader

On Level

ELL

ONLINEINSTRUCTION

www.macmillanmh.com

AUDIO CD

Listening

Library

Fluency

Solutions

•

•

CD ROM

Vocabulary

PuzzleMaker

•

A

UDIO CD CD ROM

Also AvailableLEVELED READER PROGRAM

Genre Realistic Fiction

Genre Realistic FictionGR Levels P–U

P R U

Phonics and Decoding

Comprehension

Vocabulary

Also available Reading Triumphs,

Intervention Program

•

•

•

INTERVENTION ANTHOLOGY

Approaching On Level Beyond

Trade books to apply Comprehension Skills

HOME-SCHOOL CONNECTION

Family letters in

English and Spanish

Take-Home Stories

•

•

Because of Winn-Dixie 540K

http://www.macmillanmh.com

Because of Winn-Dixie,

544–555

ORAL LANGUAGE• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing

Focus Question Libraries have more than books. In what other ways can you learn at the library?

Build Background, 540

Read Aloud: “Reading and Riding,” 541

Listening/Speaking

Focus Question In Because of Winn-Dixie, what happened that day at the library?

WORD STUDY• Vocabulary

• Phonics/Decoding

Vocabulary

peculiar, snuffled, positive, selecting, consisted, advanced, 542

Practice Book A-O-B, 149

Strategy: Dictionary/Connotation andDenotation, 543

Vocabulary

Review Vocabulary, 544

Phonics

Decode Words with the VCCV Pattern, 561E


READING• Develop

Comprehension

• Fluency

“A Library Card for Emilio,” 542–543

Comprehension, 543A–543B

Strategy: Evaluate

Skill: Summarize


Model Fluency, 541

Partner Reading, 540R

Because of Winn-Dixie, 544–555

Comprehension, 544–555

Strategy: Evaluate

Skill: Summarize



LANGUAGE ARTS• Writing

• Grammar

• Spelling

Writing

Daily Writing Prompt: What is your favorite movie? Write a paragraph describing why you like it.

Comparison, 560–561B

Grammar Daily Language Activities, 561I

Adjectives, 561I

Grammar Practice Book, 129

Spelling Pretest Words with the VCCV Pattern, 561G

Spelling Practice Book, 129–130

Writing

Daily Writing Prompt: What is your least favorite movie? Write a paragraph describing why you don’t like it.



Adjectives, 561I


Spelling Word Sorts, 561G

Spelling Practice Book, 131

ASSESSMENT• Informal/Formal Vocabulary, 542

Comprehension, 543B

Comprehension, 551, 555

Phonics, 561E

Leveled Readers

Student BookStudent Book

Differentiated Instruction 561M-561VDifferentiated Instruction 561M-561VTurn the Page for

Small Group Lesson Plan

Instructional NavigatorInteractive Lesson PlannerSuggested Lesson Plan

by Susan Pinter

540L540L

Vocabulary

Vocabulary Words

Dictionary/Connotation andDenotation

Comprehension

Strategy: Evaluate

Skill: Summarize

Writing

Descriptive Writing

Listening/Speaking

Focus Question How is Emilio, in “A Library Card for Emilio,” like Opal in Because of Winn-Dixie? How are they different?

Summarize, 557


Focus Question Compare the narrator in “I Love the Look of Words” with the narrator in Because of Winn-Dixie. How are they alike? How are they different?

Media Literacy: Film Adaptation, 550

Expand Vocabulary: Going to the Library, 561F


Focus Question Summarize the story of Miss Franny and her encounter with the bear.

Speaking and Listening Strategies, 561A

Vocabulary

Review Words in Context, 561C

Strategy: Dictionary/Connotation and Denotation, 561D


Phonics

Decode Multisyllabic Words, 561E

Vocabulary

Literal and Figurative Meaning, 561F

Apply Vocabulary to Writing, 561F

Vocabulary

Spiral Review: Root Words and Affixes, 561F

Because of Winn-Dixie, 544–555

Comprehension

Comprehension Check, 557

Maintain Skill: Draw Conclusions, 557B

Repeated Reading, 557A



“I Love the Look of Words,” 558–559

Comprehension

Poetry: Free Verse Poem

Onomatopoeia and Simile, 558



Self-Selected Reading, 540R

Comprehension

Connect and Compare, 559

Practice, 557A


Writing

Daily Writing Prompt: Make a list of the similarities and differences between two of your friends.

Writer’s Craft: Multiple Paragraphs, 561AComparison, 560–561B


Mechanics and Usage: Review Punctuation, 561J


Spelling Word Meanings, 561H


Writing

Daily Writing Prompt: What is the library like in your school or town? Write a short description.

Writing Trait: Organization, 561BComparison, 560–561B


Adjectives, 561J


Spelling Review and Proofread, 561H


Writing

Daily Writing Prompt: Write a short speech describing the world’s greatest librarian.



Adjectives, 561J

Grammar Practice Book, 133–134

Spelling Posttest, 561H


Fluency, 557A Vocabulary, 561D

Student Book

I Lovethe Look of

Words

Student Book Student Book

Differentiated Instruction 561M-561VDifferentiated Instruction 561M-561VDifferentiated Instruction 561M-561V

Weekly Assessment, 261–268

Because of Winn-Dixie 540M

Suggested Lesson Plan

For intensive intervention see TriumphsR E A D I N G

Focus on Skills

Differentiated Instruction

What do I do in small groups?

Instructional Navigator Interactive Lesson Planner

Approaching Level

• Additional Instruction/Practice

• Tier 2 Instruction

Fluency, 561N

Vocabulary, 561N

Comprehension, 561OELL Practice Vocabulary, 561N

Phonics, 561M

Vocabulary, 561O

Leveled Reader Lesson, 561P

• Vocabulary

• ComprehensionOn Level

• Practice Vocabulary, 561Q

Leveled Reader Lesson, 561R

• ComprehensionELL Leveled Reader,

561U–561V


• Comprehension

• Vocabulary

Beyond Level

• Extend Vocabulary, 561S

Leveled Reader Lesson, 561T

• Comprehension


• Comprehension

• Vocabulary

Use your observations to guide additional instruction and practice.

Vocabulary

Words: snuffled, selecting, positive,

consisted, peculiar, advanced

Strategy: Dictionary/Connotations-

Denotations

Comprehension

Strategy: Evaluate

Skill: Summarize

Fluency

Phonics

Decode Words with the VCCV Pattern

540N

Day 5

Focus on Leveled Readers

Leveled Reader DatabaseGo to www.macmillanmh.com

Search by

• Comprehension Skill

• Content Area

• Genre

• Text Feature

• Guided Reading Level

• Reading Recovery Level

• Lexile Score

• Benchmark Level

BeyondApproaching

ELL

Apply skills and strategies while reading

appropriate leveled books.

P R U

On LevelSubscription also available.

Levels P–U

Small Group Options

Additional Leveled Reader Resources

Phonics, 561M

Fluency, 561N

Vocabulary, 561O


• Comprehension

Phonics, 561M


• Comprehension

Fluency, 561N


• Make Connections Across

Texts

Fluency, 561Q

Vocabulary, 561Q


• Comprehension

Literary Elements, 561Q


• Comprehension

Fluency, 561Q


• Make Connections Across

Texts

Fluency, 561S

Vocabulary, 561S


• Comprehension

Literary Elements, 561S


• ComprehensionELL Creative Writing, 561S

Fluency, 561S

Self-Selected Reading, 561T

Because of Winn-Dixie 540O


Teacher-Led Small Groups

Indepen

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Ac

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sLite

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orkstations

© M

acm

illan

/McG

raw

-Hill

✔ Put a check next to the activities you complete.

Name Date

My To-Do ListMy To-Do List

Reading

Practice fluency

Choose a book to read

Writing

List likeness and differences

Write a poem about friendship

Social Studies

Research popcorn history

Survey classmates

Technology

Vocabulary Puzzlemaker

Fluency Solutions

Listening Library

www.macmillanmh.com

Word Study

Work with connotations and denotations

Play a syllable game

Science

Research popcorn facts

Diagram how popcorn pops

Leveled Readers

Write About It!

Content Connection

Independent Practice

Practice Book, 149–155

Grammar Practice Book, 129–134

Spelling Practice Book, 129–134

Contracts Unit 5 • Because of Winn-Dixie 23

Isabella

Vincent

Jack Eliza

Dean

Maria

Green

Literacy Workstations

Independent Activities

Teacher-LedSmall Groups

Red

Blue

Orange

Green

What do I do with the rest of my class?

Managing the Class

Class Management Tools

Includes:

• How-To Guides • Rotation Chart • Weekly Contracts

Layered Book Foldable Pyramid Foldable

Hands-on activities for reinforcing weekly skills.

540P


A

UDIO CD

Do an InterviewNate learned about his town from Briana,

who didn’t know his town. Learn about your

town or city from someone who knows it.

Interview a person who has lived there for

a long time. Have them tell about a special

memory they have of the town or city. Write

a summary of your interview. Share it with

the class.

Make a Topographical Model

Nate lived near woods where the leaves

change every fall. Do you live in a city or rural

area? With a partner, make a model of the

geography of the land and bodies of water that

you live near. You may use clay, cardboard,

paper, glue, scissors, and other craft materials

to make your model.

Independent Activities

Approaching On Level ELL Beyond

LEVELED PRACTICE

Approaching On Level ELLBeyond

ONLINE INSTRUCTION www.macmillanmh.com

Turn the page for Literacy Workstations.

VOCABULARY PUZZLEMAKER

Activities providing multiple exposures to vocabulary, spelling,and high-frequency words including crossword puzzles, word searches, and word jumbles

CD ROMCD ROM

For Repeated Readings and Literacy Activities

Leveled ReadersLeveled Readers

Skills: Vocabulary (p. 149), Comprehension: Summarize (p. 150), Graphic Organizer (p. 151), Fluency (p. 152),

Literary Elements: Onomatopoeia and Simile (p. 153), Vocabulary Strategy: Dictionary (p. 154), Phonics (p. 155)

• Meet the Author/Illustrator

• Oral Language Activities

• Computer Literacy Lessons

• Vocabulary and Spelling Activities

• Research and Inquiry Activities

• Leveled Reader Database

LISTENING LIBRARY

Recordings of selections

• Main Selections

• Leveled Readers

• ELL Readers

• Intervention Anthology

FLUENCY

SOLUTIONS

Recorded passages for modeling and practicing fluency

Because of Winn-Dixie 540Q


Reading20 Minutes

• Select a paragraph from the Fluency passage on page 152 of your Practice Book.

• With a partner, take turns reading the sentences aloud. Make your voice rise and fall appropriately.

Extension

• Read each sentence three times, changing the pitch of your voice.

• Ask a partner how the sentences changed each time.

• Time Your Reading: Listen to the Audio CD.

Fluency

Fluency SolutionsListening Library

Things you need:

• Practice Book

41

In

dep

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s

Teacher-Led Small Groups

Lite

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ork

statio

ns

540R

Objectives• Time reading to practice fluency.

• Offer constructive feedback.

• Summarize a story.

• Share self-selected texts from a variety of genres.

Objectives• Distinguish between the denotation and

connotation of words.

• Identify syllables of words.

Literacy ActivitiesCollaborative Learning Activities

Managing the Class




Objectives• Use Venn diagrams to compare and

contrast.

• Write a poem about friendship. Use rhythm,

rhyme, and alliteration.

Objectives• Use resources to research a scientific process.

• Take notes and answer questions about a

researched topic.

• Use resources to research a sociological concept.

Literacy Workstations

Because of Winn-Dixie 540S


540

ORAL LANGUAGE• Build Background

• Read Aloud

• Expand Vocabulary

VOCABULARY• Teach Words in Context

• Connotation and Denotation

COMPREHENSION• Strategy: Evaluate

• Skill: Summarize

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 561M–561V

Oral LanguageBuild Background

ACCESS PRIOR KNOWLEDGE

Share the following information.

The Dewey Decimal System, created by

librarian Melvil Dewey, is used globally

to organize books.

TALK ABOUT GOING TO THE LIBRARY

Discuss the weekly theme.

■ What have you used the Dewey

Decimal System for?

■ Explain why you like the library.

FOCUS QUESTION Ask a volunteer to

read “Talk About It” on Student Book

page 541 and describe the photo.

■ What is this girl doing?

■ How are people supposed to behave

in the library?

Beginning Model Point to the photo in the Student Book

picture and say, The girl is reading a book. Have students repeat. Ask,

Where is she? What do you think she is reading about? What else do

you see in the picture? Help students say what they can.

Intermediate Answer Questions Ask, What kinds of books

do you like to read? As students talk, restate what they say, adding

descriptive language. Ask, What else can you find in the library?

(tapes, DVDs, and CDs.)

Advanced Elaborate Repeat the Intermediate task. Encourage

students to use complete sentences and more precise vocabulary.

Model if necessary. Ask, How would you find a book you were looking

for in the library?

540

Talk About ItLibraries have more than

books. In what other ways

can you learn at the library?

Find out more about

the library at

www.macmillanmh.com

541

Read AloudRead “Reading and Riding”

GENRE: Historical

Fiction

Remind students

that historical

fiction can contain

information and

facts about a real

life topic.

LISTENING FOR A

PURPOSE

Ask students to listen carefully for

important information and details

about the Kentucky horseback

librarians as you read “Reading and

Riding” in the Read-Aloud Anthology.

Choose from among the teaching

suggestions.

Fluency Ask students to listen

carefully as you read aloud. Tell

students to listen to your phrasing,

expression, and tone of voice.

RESPOND TO THE SELECTION

Ask students to discuss whether or not

they would have agreed to work as a

horseback librarian. Have them give

reasons to support their answers.

Expand VocabularyAsk students to identify three new

words that relate to the weekly theme

of Going to the Library. Have students

write an example and a non-example

for each new word. Then ask students

to share their examples with a partner.

Talk About It Student pages 540–541

For an extended lesson plan and Web site activities for oral

language development, go to www.macmillanmh.com

Picture Prompt

Look at the picture. Write about what you see. You can write a poem,

a story, or a description, or use any other type of writing you like.

Read Aloud pages 86–89

Because of Winn-Dixie 541



Vocabularypeculiar selecting

snuffled consisted

positive advanced

DictionaryConnotation/Denotation

Connotation is the

feeling associated with

a word. Denotation is

the dictionary meaning.

What are the connotation

and denotation of peculiar?

“Hurry or we’ll miss the bus to the library, Emilio!” called Mrs. Mendoza. The Mendoza family had moved to Boston, from San Juan, Puerto Rico last month, and Emilio was going to get his library card today.

On the bus, Emilio’s grandmother noticed something peculiar. Emilio was very quiet and looked rather sad. “Is something wrong, honey?” she asked.

Emilio snuffl ed and took out a tissue to blow his nose. “My speaking of English is not very good. What if the library lady is not able to understand what I am saying?” he said.

“Your English gets better and better every day. I’m one hundred percent positive that the librarian will understand you,” Mrs. Mendoza said confi dently. “I am sure that you will be able to take some books home today.”

by Susan Pinter

542

Vocabulary/Comprehension Student page 542

VocabularyTEACH WORDS IN CONTEXT

Use the following routine.

■ If you snuffled , you breathed loudly,

maybe because you had a cold. I could

hear the dog as he snuffled along the

trail in the woods. What is another

occasion when someone may have

snuffled? EXAMPLE

■ To be positive is to be certain. We

were positive that the tracks in the

snow could only have been made by a

bear. What is another definition for the

word positive? MULTIPLE-MEANINGS

■ When you are selecting , you are

choosing. Our committee was in charge

of selecting a service project for the

spring. What are some things you have

been in charge of selecting? EXAMPLE

■ If something consisted of different

things, it was made up of, or contained,

those things. The hearty meal consisted

of soup, salad, a half sandwich, and an

apple. What would you say if someone

asked you what a typical day for you

consisted of? EXPLANATION

■ Anything advanced is fully developed

or past the beginning. After playing

for years, Josh signed up for advanced

tennis lessons. What other things could

be advanced? EXAMPLE

During Small Group Instruction

If No Approaching Level

Vocabulary, p. 561N

If Yes On Level Options,

pp. 561Q–561R

Beyond Level Options,

pp. 561S–561T

Do students understand

word meanings? Personalize For positive,

say, When you are positive,

you know something is true.

Are you positive that you will

pass this year? Help students

answer. For consisted of,

write: Yesterday, my lunch

consisted of .

Give examples. Then have

students discuss what they

ate with a partner. Point

out Spanish cognates to

Spanish speakers: positive/

positivo, selecting/selectionar,

advanced/advanzado.

Define: Something that is peculiar is

strange or unusual.

Example: We thought it was peculiar

that no one was carrying an umbrella,

even though it was raining out.

Ask: What is an antonym for peculiar?

ANTONYM

542

Vocabulary and Comprehension

Reread for Comprehension

EvaluateSummarize When you summarize, include only the important parts of a story. Although details make a story clearer or more interesting, they do not belong in a summary.

A Summarizing Chart can help you evaluate which events are important and keep track of them. Reread the selection and list each important event in a separate box. Summarize the story by discussing the information on your chart.

Inside the library, there were lots of people. Some were reading magazines and newspapers. Others were selecting books that they wanted to borrow from the shelves.

“May I help you with anything?” asked the librarian. She was smiling and seemed friendly.

Emilio stuttered a little as he began to explain. “I… I am here for my card for library books.”

“That’s just terrifi c!” said the librarian. She asked him to complete a form that consisted of questions about Emilio and where he and his family lived.

Mrs. Mendoza smiled. She noticed that her grandson had no trouble understanding the form. He fi lled it in quickly and returned it to the librarian.

“It will take me a few minutes to process your card, Emilio,” said the librarian.“Why don’t you select a few books to borrow today? If you’re an advanced reader, you might want to look over there.”

“Thank you,” said Emilio.“Abuela,” Emilio whispered

to Mrs. Mendoza, “My English must be better than I thought!”

543

VocabularySTRATEGYDICTIONARY

Connotation and Denotation Write

connotation and denotation on the

board. Explain that the denotation of a

word is the exact dictionary meaning.

The connotation is an additional

meaning that the word suggests.

For example, the word home means

“the place in which a person lives.”

The connotation of home might be

comfort, love, and security. Home

usually has positive connotations.

Write the word peculiar in the center

of a word web or in a simple chart on

the board. Have students analyze the

denotation and connotation of peculiar

using their dictionaries and prior

knowledge. Ask whether peculiar has

positive or negative connotations for

them. Have volunteers add to the web

or chart some feelings or ideas that the

word peculiar suggests to them.

Read “A Library Card

for Emilio”

As you read “A Library Card for Emilio”

with students, ask them to identify

clues that reveal the meanings of the

highlighted words. Tell students they

will read these words again in Because

of Winn-Dixie.

Vocabulary/Comprehension Student page 543

snuffled selecting positive consisted peculiar advanced

Complete each sentence with a word from the box.

1. The dog loudly as he sniffed for more food in his dish.

2. Ted had trouble a different book because he liked to read only mysteries.

3. “You have a taste in music,” Tobie told Andre. “I never thought I would meet a nine-year-old who liked Bach.”

4. Andre’s choices at the library always of history books about the period too.

5. “I am absolutely that you will love this book about horses,” Laura assured Marie.

6. Both girls then argued over which of the two was the more

reader.

Write a sentence using the word listed.

7. peculiar

8. selecting

Write a definition of the listed word, using your own words.

9. snuffl ed

10. advanced

snuffled

selecting

peculiar

consisted

positive

advanced

I couldn’t eat the food because it had been

colored a peculiar shade of blue.

I considered a number of different movies

while selecting a DVD to rent.

made a noise breathing in through the nose

Possible responses provided.

ahead of others or of what is expected


On Level Practice Book O, page 149

Approaching Practice Book A, page 149

Beyond Practice Book B, page 149 Because of Winn-Dixie 543


Student Book pages 542–543 available on Comprehension Transparencies 21a and 21b

Vocabularypeculiar selecting

snuffled consisted

positive advanced

DictionaryConnotation/Denotation

Connotation is the

feeling associated with

a word. Denotation is

the dictionary meaning.

What are the connotation

and denotation of peculiar?

“Hurry or we’ll miss the bus to the library, Emilio!” called Mrs. Mendoza. The Mendoza family had moved to Boston, from San Juan, Puerto Rico last month, and Emilio was going to get his library card today.

On the bus, Emilio’s grandmother noticed something peculiar. Emilio was very quiet and looked rather sad. “Is something wrong, honey?” she asked.

Emilio snuffl ed and took out a tissue to blow his nose. “My speaking of English is not very good. What if the library lady is not able to understand what I am saying?” he said.

“Your English gets better and better every day. I’m one hundred percent positive that the librarian will understand you,” Mrs. Mendoza said confi dently. “I am sure that you will be able to take some books home today.”

by Susan Pinter

542

Transparency 21a

Vocabulary and Comprehension

Reread for Comprehension

EvaluateSummarize When you summarize, include only the important parts of a story. Although details make a story clearer or more interesting, they do not belong in a summary.

A Summarizing Chart can help you evaluate which events are important and keep track of them. Reread the selection and list each important event in a separate box. Summarize the story by discussing the information on your chart.

Inside the library, there were lots of people. Some were reading magazines and newspapers. Others were selecting books that they wanted to borrow from the shelves.

“May I help you with anything?” asked the librarian. She was smiling and seemed friendly.

Emilio stuttered a little as he began to explain. “I… I am here for my card for library books.”

“That’s just terrifi c!” said the librarian. She asked him to complete a form that consisted of questions about Emilio and where he and his family lived.

Mrs. Mendoza smiled. She noticed that her grandson had no trouble understanding the form. He fi lled it in quickly and returned it to the librarian.

“It will take me a few minutes to process your card, Emilio,” said the librarian.“Why don’t you select a few books to borrow today? If you’re an advanced reader, you might want to look over there.”

“Thank you,” said Emilio.“Abuela,” Emilio whispered

to Mrs. Mendoza, “My English must be better than I thought!”

543

Transparency 21b

Summarize

Introduce 377A–B

Practice /Apply

378–401; Leveled Practice, 104–105

Reteach / Review

405M–T, 543A–B, 544–557, 561M–T; Leveled Practice, 150–151

Assess Weekly Tests; Unit 3, 5 Tests; Benchmark Tests A, B

Maintain 627B, 651B, 711B, 777B

Reread for

ComprehensionSTRATEGYEVALUATE

To help them evaluate a text, students should first summarize the

most important information. When students understand the main

ideas or events in a story, they are better able to make judgments

about the information presented and identify the author’s purpose.

SKILLSUMMARIZE

■ Tell students that a summary is a short statement in their own

words of the most important events or ideas in a story. When they

read, students should evaluate the text of a story to decide what

is the most important information.

■ Good readers summarize paragraphs or sections of a story as they

read. By identifying the main ideas in this way, they are able to tell

which information is essential and which is not.

■ Explain that there may be several details that make the writing

more interesting and enjoyable, but it is not necessary to mention

them all in a summary.

Objectives• Evaluate the text

• Summarize the text

• Use academic language:

evaluate, summarize

Materials

• Comprehension

Transparencies 21a and 21b

• Graphic Organizer

Transparency 21

• Leveled Practice Books, p. 150

Model/Ask Questions

Write Summary: Important

Ideas or Events on the board.

As you model summarizing,

ask questions to check

students’ comprehension

and to include them in the

summarizing process. Ask,

Why is Emilio quiet? Is his

embarrassment about his

English an important idea in

the story or a detail? Write

the important ideas on the

board.

543A


MODEL

Read aloud the first paragraph of “A Library Card for Emilio” on

Student Book page 542.

Think Aloud In the first paragraph, I learn that Emilio and Mrs.

Mendoza are getting ready to catch a bus. They are on their

way to the library. I also learn that they moved from San Juan,

Puerto Rico, to Boston last month. The last thing I read is that

Emilio is getting a library card. I need to decide which is the

most important idea. The fact that they are taking a bus is

probably not an essential detail in this paragraph. That fact

that they have recently moved to Boston is probably

important. The title of the story is “A Library Card for Emilio,”

so I think getting the library card is the most important idea

in this paragraph.

GUIDED PRACTICE

■ Have students begin the Summarizing Chart by writing the first

main idea in the top box. (Emilio is going to get a library card.)

■ Help students identify the main idea or ideas on the remainder

of page 542. Remind them that they do not need to summarize

each paragraph, only the important information. (Emilio is worried

about his English skills. His grandmother reassures him.) Have

them add this information to their Summarizing Charts.

APPLY

Have students reread the remainder of “A Library Card for Emilio,”

identifying main ideas to use in completing the Summarizing Chart.

Then have them discuss and write about how summarizing the main

events helped them evaluate the story. What purpose do they think

the author had in writing the story?

A summary is a short retelling of a story. To summarize what you have read, include only the most important information.

Read the passage below. Then answer the questions that follow.

I love the public library in my town. It’s in an old building. I can find

everything I need there. The books are organized by subject and author.

That makes it easy to find what I need. Then I can take my books home.

Libraries have only a few rules. You must have a library card to take

out a book. There is no charge for checking out a book, but many libraries

ask that books be returned after three weeks. If you don’t return books on

time, you must pay a fine. Some libraries limit the number of books you

can check out at once.

Most libraries today have computers. If you have to write a report for a

homework assignment, the computer can help you find the information you

need to know.

1. What should you include in a summary?

2. If you were summarizing the passage above, would you include the information that you must have a library card to check out a book? Why?

3. If you were summarizing the passage above, would you include the information that the library is in an old building? Why?

4. Now write a summary of the passage above in your own words.

You should include only the important information.


Yes, because this is important information.

No, because that isn’t important.

My public library is a great place. I can check out

books with my library card if I follow a few simple

rules. I can also use computers there to find information.

On Level Practice Book O, page 150

Approaching Practice Book A, page 150

Beyond Practice Book B, page 150

During Small Group Instruction

If No Approaching Level Comprehension, p. 561O

If Yes On Level Options, pp. 561Q–561R

Beyond Level Options, pp. 561S–561T

Can students summarize the main ideas and events in

the story?

Graphic Organizer Transparency 21

Transparency 21

Summarizing Chart

Event

Emilio is going to get a library card.

Emilio is worried about his English.

A friendly librarian gives Emilio a form to fill out.

Emilio completes the form easily and feels better about his English.

Because of Winn-Dixie 543B

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