THEME 4: Person to Person - Education Place

Them

e 4

THEME 4: Person to Person118

42595_118-119 7/18/03 10:05 AM 18

THEME 4: Person to Person 119

Selections

1 Mariah Keeps Cool

2 Mom’s Best Friend

3 Yang the Secondand Her Secret Admirers

4 Dear Mr. Henshaw

Person to Person

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

42595_118-119 7/18/03 10:06 AM Page 119

Syllabication: VCCCV PatternWarm-Up/Academic Language.

Tell students that words that have the VCCCV (Vowel-Consonant-Consonant-Consonant-Vowel) pattern are divided into syllablesbetween the first and second consonants, as in the wordap/proach. The sounds of the second and third consonants areblended together.

Teach.

Write the word complete on the board. Have students hold up their V

and C cards to identify these letters as vowels or consonants. Illustrate

how to divide complete into syllables by putting a slash mark between

the m and p. Write VC/CCV beneath the letters om/ple on the board.

Use the following sentence to model how to decode the word

complete: Be sure to complete your homework before you go to bed.

Write the word constant on the board and underline o-n-s-t-a.

THEME 4/SELECTION 1

Mariah Keeps Cool

Objectives• read words that have a VCCCV

pattern• use the Phonics/Decoding

Strategy to decode longer words

Materials • Teaching Master ES4-1• Practice Master ES4-1• 2 V Letter Cards for each student• 3 C Letter Cards for each student• Anthology: Mariah Keeps Cool

Get Set for ReadingCD-ROMMariah Keeps Cool

Education Placewww.eduplace.comMariah Keeps Cool

Audio CDMariah Keeps Cool Audio CD for Person to Person

Lexia PhonicsCD-ROMIntermediate Intervention

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES

THEME 4: Person to Person

c o m /p l e t e

V C / C C V

I see that the letters o-m-p-l-e form the VCCCV pattern.

I know that I can divide words with the VCCCV pat-

tern into syllables after the first consonant, in this

case the letter m: c-o-m and p-l-e-t-e. If I put the sylla-

bles together, I get a word that sounds like kuhm

PLEET. Complete means “to finish.” That’s a word I

know, and it makes sense in the sentence.

120

42595_120-159 7/18/03 10:06 AM Page 120

Have students hold up their V and C cards and say vowel or consonant

to identify the VCCCV pattern in constant. Write the pattern below the

appropriate letters, and guide students in decoding constant.

Repeat the procedure using the words exclude, inspire, and misplace.

Guided Practice.

Display or distribute Teaching Master ES4-1.

Read the first sentence with students, and have them identify the VCCCV

pattern in surprise. Have students hold up their V and C cards to

identify the letters u-r-p-r-i as vowels or consonants. Write VCCCV

under the appropriate letters.

Repeat the procedure with the remaining sentences.

Practice/Apply.

Distribute Practice Master ES4-1 to students, and review the directions

with them.

Instruct students to complete the Practice Master independently.

Check students’ responses to make sure that they understand how to

divide and decode words with the VCCCV syllable pattern.

Preview Mariah Keeps Cool Segment 1

Refer to the bottom of page 345 in the Teacher’s Edition and preview

with students Segment 1 of Mariah Keeps Cool (pages 345–351).

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

pages 348 and 350.

Grade 5 Theme 4: Person to Person PMES 4–1

Name

Practice Master ES 4–1 Mariah Keeps Cool

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Syllabication:VCCCV Pattern

Circle the correct VCCCV syllable break for each word below. The first one has been done for you.

1. purchase: purc/hase pur/chase

2. control: con/trol co/ntrol

3. approach: appr/oach ap/proach

4. angry: a/ngry an/gry

5. complete: com/plete co/mplete

6. instant: in/stant inst/ant

7. explode: expl/ode ex/plode

8. panther: pan/ther pa/nther

Practice Master ES 4–1

Congratulations to the league’s most im proved team!

TMES 4–1 Grade 5 Theme 4: Person to Person

Syllabication:VCCCV Pattern

Teaching Master ES 4–1 Mariah Keeps Cool

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

d o l / p h i nV C / C C V

Fishing sup plies sold here.

We’ve got the best lob sters in town!

Try our delicious in stant cake mix!

I have the an swer to your question.

It’s a sur prise party!

VC CCV

VC CCV

VC CCV

VC CCV

VC CCV

VC CCV

Teaching Master ES 4–1

LITERATURE FOCUS: 10–15 MINUTES

SELECTION 1: Mariah Keeps Cool

c o n / s t a n t

V C / C C V

121

42595_120-159 7/18/03 10:07 AM Page 121

Problem Solving and DecisionMakingWarm-Up/Academic Language.

Explain to students that there are steps to solving a problem. Thefirst step is to define the problem. The second step is to consid-er possible solutions. The third step is to decide which oneworks best. The fourth step is to choose the best solution. Thefifth and last step is to carry out the solution. Point out that decision making is part of problem solving.

Teach.

Write the following problem-solving steps on the board.

Discuss the steps with students to make sure they understand each step.

Show students a pencil with a broken point. Ask students to define your

problem. (Your pencil point is broken.) Invite students to suggest possi-

ble solutions. (Throw out the pencil. Sharpen the pencil. Buy a newpencil.) Model how to evaluate possible solutions to the problem.

Objectives• solve a problem along with a

story character• use the steps to problem solving• generate a list of possible

solutions

Materials • Teaching Master ES4-2• Practice Master ES4-2• Anthology: Mariah Keeps Cool

THEME 4/SELECTION 1: Mariah Keeps Cool

SKILL FOCUS: COMPREHENSION 25–30 MINUTES


1. Define the problem.

2. Think about the possible solutions.

3. Look at each solution, and decide which one works best.

4. Choose the best solution.

5. Carry out the solution.

I’ve broken the point on my pencil. How can I solve this problem?

I could throw it away, sharpen it, or buy a new pencil.

If I throw it away, I still won’t have anything to write with. I

could buy a new pencil, but that would cost money. The best

solution may be to sharpen the pencil. That’s what I’ll do.

122

42595_120-159 7/18/03 10:08 AM Page 122

Read aloud the following story.

Ask students to define Karin’s problem. (Karin has agreed to be twoplaces at one time.) Have students suggest possible solutions. (TellDarla that she can’t sleep over after all; tell her father that she can’thelp with the dinner; or go to Darla’s house after the birthday dinner.)

Guide students in evaluating and choosing the best solution. (If Karin tellsDarla that she can’t sleep over, both she and Darla will be disappointed.If Karin doesn’t help with the birthday dinner, her father and uncle may bedisappointed. If she attends both the dinner and the sleepover, no onewill be disappointed. The third solution seems to be the best solution.)

Guided Practice.


Read each paragraph with students. Help them identify the problem-

solving step that is used. Label each paragraph with the correct step.

Practice/Apply.

Distribute Practice Master ES4-2. Review the directions with students.

Tell them to complete the Practice Master independently.

Check students’ responses to make sure that they understand how to use

the steps to problem solving to generate reasonable solutions.

Preview Mariah Keeps CoolSegment 2


with students Segment 2 of Mariah Keeps Cool (pages 352–357).


pages 353, 355, and 356.


Problem Solving andDecision Making

Think about the possible solutions for each problem. Then choose thebest solution. Give the reasons for your choice.

Name

Practice Master ES 4–2 Mariah Keeps Cool

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Problem 1: Daniel is trying to do his homework,but his sister has the television on too loud. Daniel can’t study with so much noise.Possible solutions: A. He should give up and do something else.B. He should turn the radio on full-blast to drown out the noise.C. He should ask his sister to turn down the volume on the television.

Problem 2: Vanessa needs to make a quick phone call, but her brother is on the phone and plans to talk for a while.Possible solutions: A. She should yell at her brother to get off the phone.B. She should politely ask her brother if she can make a quick call and

give the phone back to him after she’s done.C. She should make noise so that he can’t hear the other person.

Solution C is the best because if he gives up, hewon’t get his homework done. If he turns up hisradio, he’ll still have too much noise.

Solution B is the best because if she yells ormakes noise, her brother might get mad andtalk longer on purpose.



Problem Solving andDecision Making

Teaching Master ES 4–2 Mariah Keeps Cool

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

During their hike, Tim and his Aunt Sophia came to a

stream. “How do we cross the stream if there’s no

bridge?” Aunt Sophia asked.

Step

Tim asked, “Should we try to jump over the stream?”

Aunt Sophia said, “I see some large rocks further down-

stream. Maybe we could cross there.”

Step

“It might be dangerous to jump,” Tim said. “I don’t think

that’s a good idea after all.” “I agree,” Aunt Sophia said.

“Let’s look at those rocks instead.”

Step

They examined the rocks. “They look large and flat

enough to step on,” Aunt Sophia said. “Let’s go.”

Step

They crossed the stream safely and enjoyed their hike.

Step

1. Define the problem.

2. Think about possible solutions.

3. Examine the different solutions.

4. Choose the best solution.

5. Carry out the solution.



On Saturday morning, Darla called her friend Karin and asked,“Do

you want to sleep over tonight?” “I’d love to!” said Karin. Then

she remembered that they were celebrating her uncle’s birthday

that night. Karin’s father was making a birthday dinner, and Karin

had promised to help.“Oh no!” she cried.“What should I do?”


123

42595_120-159 7/18/03 10:09 AM Page 123

Syllabication: VCCCV PatternTeach.

Display the following words without the slash marks. Have students read

the words aloud with you: al⁄though, part⁄ner, dol⁄phin, func⁄tion,

con⁄stant, hand⁄some, hun⁄gry, mis⁄chief, ill/ness, emp/ty.

Remind students that long words can be divided into smaller parts

called syllables. Breaking words into syllables is another strategy for fig-

uring out a long or unfamiliar word.

Explain that most of the time, a word can be divided between two con-

sonants. But in many words, three consonants appear together. Point

out the VCCCV pattern in each of the words and underline the three

consonants.

Display the words empty and constant. Model the process of decoding

words with the VCCCV pattern:

Help students break two or three of the story words on the list above

into syllables. Display two columns and ask students to write the word

in the appropriate VC ⁄ CCV or VCC ⁄ CV column. Encourage students

to share their thinking.

Objectives• decode words by using syllable

generalizations• divide words into syllables using

the VCCCV pattern

Materials• Anthology: Mariah Keeps Cool




I know that some words have two consonants that make

one sound, such as the ph in dolphin and the ch in

mischief. Other words have two consonants that form a

blend such as the st in constant and the mp in empty.

When I find a long word with the VCCCV pattern, I have

to think about the rules: Divide after the first two conso-

nants when they are part of the first syllable. Empty fits

that rule. I will divide after the mp. Divide before the two

consonants when those letters are part of the second

syllable. Constant fits this rule. I will divide after the n.

124

42595_120-159 7/18/03 10:09 AM Page 124

Practice.

Help students continue through the remaining words on the list in the

same manner.

Refer students to the Phonics/Decoding Strategy Poster for more tips.

Apply.

Have students break the following story words into syllables using the

technique in the Practice: improve, monster, orchard, explain.

Review Mariah Keeps CoolGuide students through the Comprehension Skill Lesson for Problem

Solving and Decision Making on page 353 in the Teacher’s Edition.



Staples and

Dried Foods

Canned

Goods

125

42595_120-159 7/18/03 10:10 AM Page 125

Comparing with AdjectivesTeach.

Display the following:

Planning the party was hard work.

Keeping it a surprise was even harder.

Getting ready for the swim meet was the hardest work of all.

Ask: Why did I add the -er to hard in the second sentence? (It comparestwo kinds of work.) Then ask: Why did I add -est to hard in the third

sentence? (It compares all three kinds of work.)

Summarize the rules for making comparisons:

• Add -er to the adjective to compare two people, places, or things.

• Add -est to compare three or more.

Display these sentences:

Brandon was helpful to Mariah.

Denise was more helpful than Brandon.

Mama was the most helpful of all.

Ask: What did I add to helpful when I wanted to compare two people?

(more) Ask: What did I add to compare three people? (most)

Summarize the rule for using more and most in comparisons.

Practice.

Have students choose the correct comparative form for each sentence.

1. Lynn is (older, oldest) than Mariah.

2. Lynn is the (older, oldest) of the three sisters.

3. Denise’s flowers were (colorfuler, more colorful) than Mariah’s.

Apply.

Have students edit a current draft of their writing, checking for correct

comparisons with adjectives.

Objectives• form the comparative and

superlative forms of adjectives,using -er and -est

• form the comparative andsuperlative forms of adjectives,using more and most


SKILL FOCUS: GRAMMAR 10–15 MINUTES

THEME 4: Person to Person126

42595_120-159 7/18/03 10:11 AM Page 126

Comparing with Good and BadTeach.

Write the following sentences on the board:

Cynthia’s flowers are good.

Mariah’s flowers are better.

Denise’s flowers are the best of all.

Ask students what is being compared in the sentences. Help students

recognize which form is used when comparing two, and when

comparing more than two, people, places, things, or events.

Discuss comparisons with bad, worse, and worst.

Cynthia had a bad feeling that Lynn suspected something.

Denise felt worse than Cynthia did.

Mariah felt the worst of all.

Practice.

Have students choose the correct forms for the following sentences.

1. Lynn had a (good, better, more better) time than she had expected.

2. Mariah had the (better, bestest, best) time of all.

3. It was bad when Lynn showed up at Brandon’s house. It was even

(worst, worse, worser) when she decided to stay in bed.

Apply.

Display three drawings or photographs. Have students compare all three

using comparing forms of good or bad in their sentences.

Preview Something for EveryoneWalk students through Something for Everyone and discuss the illustra-

tions, using words such as neighborhood and nationalities.

Ask students to predict a problem the characters in the story must solve

based on the illustrations on pages 10, 12, 13, 14, and 15.



Objectives• use the adjectives good, better,

and best correctly• use the adjectives bad, worse,

and worst correctly

Materials• Leveled Reader: Something for

Everyone


127

42595_120-159 7/18/03 10:11 AM Page 127

Problem Solving and Decision MakingTeach.

Have students meet in small groups, and give each group the following

problem to solve: You and your mother are having a surprise party

for your sister this afternoon, but you can’t get your sister out of the

house. What should you do?

Give students five minutes to come up with a solution. Bring the groups

together to share their problem-solving processes and solutions.

Use the discussion to help students review the five steps of the problem-

solving process described on page 122.

Model the problem-solving process for students. Say: The first thing I

could do is figure out the problem: How can we get my sister out of

the house so that we can prepare her surprise party?

Ask questions such as: Did you consider several possible solutions? How

did you decide which one was best?

Practice.

Tell students that the main character in Mariah Keeps Cool has several

problems to solve as she plans a surprise party for her sister. Display

this chart on the board:

Ask students to follow in their books as you read aloud pages 346–347.

Ask: What problem are Mariah and Denise having? (They want to makedecorations for Lynn’s party, but they don’t want Lynn to know wherethey are going.) Write the problem on the chart.

Objectives• identify the steps of the problem-

solving process• apply the steps to the problems

faced by a story character

Materials• Anthology: Mariah Keeps Cool• Leveled Reader: Something for

Everyone




Problem Solution

Problem Solution

128

42595_120-159 7/18/03 10:12 AM Page 128

Ask: How do they solve the problem? (Mariah pretends she is going toBrandon’s to swim. She asks her mother to send Lynn on an errandso that Denise can sneak away.) Write the solution on the chart.

Have students read pages 348–349, identify Mariah’s new problem, and

describe the solution. Write their responses on the chart.

Have students read the rest of the story and complete the chart.

Apply.

Have students keep track of the problems and solutions as they read

Something for Everyone by Joanna Korba in the Leveled Reader. Have

them complete the questions and activity on the Responding page.

Revisit Mariah Keeps Cool andSomething for EveryoneGuide students through the problem-solving process for problems faced

by characters in Mariah Keeps Cool and Something for Everyone.

Also, help students look for words with the VCCCV syllable pattern. As

examples, you may wish to point out the words surprise and approach

on page 346 of Mariah Keeps Cool, and the word English on page 3 of

Something for Everyone.


SELECTION 1: Mariah Keeps Cool 129

42595_120-159 7/21/03 1:24 PM 9

Syllabication: VV PatternWarm-Up/Academic Language.

Tell students that in words with the VV (Vowel-Vowel) syllable pat-tern, the two vowels that appear together each stand for a differ-ent vowel sound. So words that have the VV syllable pattern aredivided into syllables between the two vowels, as in po/em.

Teach.

Distribute two V Letter Cards to each student and write poem on the

board. Have students hold up their Letter Cards to identify the vowels

as you say each letter in the word. Write V/V beneath the vowels. Say

poem, stressing the two syllables, and put a slash mark between the

appropriate vowels.

Explain that students can use the VV pattern to decode words with

more than one syllable. Write violin on the board. Have students hold

up their Letter Cards to identify the VV pattern.

Cover the syllable lin. Remind students that the i and o in v-i-o stand for

two different vowel sounds. Write V/V under the vowels io. Add slash

marks to divide the word between the appropriate syllables.

THEME 4/SELECTION 2

Mom’s Best Friend

Objectives• read words that have the vowel-

vowel pattern• use the Phonics/Decoding


Materials • Teaching Master ES4-3• Practice Master ES4-3• 2 V Letter Cards for each student• Anthology: Mom’s Best Friend

Get Set for ReadingCD-ROMMom’s Best Friend

Education Placewww.eduplace.comMom’s Best Friend

Audio CDMom’s Best FriendAudio CD for Person to Person




p o / e m

V / V

vi / o / lin

V/ V

130

5XH130 7/18/03 3:30 PM 0

Model decoding create: The artist will create a piece of art.

Guided Practice.

Display or distribute Teaching Master ES4-3 to students.

Read the passage with students, pausing after each sentence for students

to identify any words that have the VV pattern. Read aloud video.

Model how to divide the word into syllables. (vid/e/o)

Guide students in completing the chart.

Practice/Apply.



Check students’ responses to make sure that they can identify words

with the VV pattern and correctly divide them into syllables.

Preview Mom’s Best Friend Segment 1


with students Segment 1 of Mom’s Best Friend (pages 369–379).


pages 373, 374, 377, and 378.


Syllabication: VV Pattern

Name

Practice Master ES 4–3 Mom’s Best Friend

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

In each sentence below, circle the word with the VV pattern. Writethe word next to the sentence, putting slash marks (/) between eachsyllable. The first one has been done for you.

1. My brother makes his living playing the piano.

2. You’ll ruin your appetite if you eat candy before dinner.

3. The two singers sang a duet together.

4. We heard on the news that a meteor fell to Earth.

5. I write in my diary every day.

6. This year our town is hosting the annual Spring Party.

7. That’s not a kitten, it’s a lion cub!

8. Our cat meows loudly whenever she is hungry.

9. We just moved to this area and don’t know anyone yet.

pi / an / o

pi/an/o

ru/in

du/et

me/te/or

di/a/ry

an/nu/al

li/on

me/ows

ar/e/a



Syllabication: VV Pattern

Teaching Master ES 4–3 Mom’s Best Friend

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

When my grandmother was a little kid, she didn’t

have video games or television. Instead, she listened to

the radio. Her family had a big wooden radio, with a

glowing dial that you used to tune in stations. My

grandmother’s favorite show was about a mad scientist

who wanted to take over the world. Her parents loved

to listen to music—especially anything played on a piano.

One time, my grandmother sent in a poem to a contest

being held by a local station. She won a prize, and they

read her poem over the air!

VV Syllable Pattern Divided into Syllables

videoradiodial

scientistpianopoem

vid/e/ora/di/odi/al

sci/en/tistpi/an/opo/em


SELECTION 2: Mom’s Best Friend

I see two vowels in the middle of the word. Maybe they stand

for the long e sound. That would give me a word that sounds

like KREET. That doesn’t sound right. I’ll try using the VV

pattern. If I divide between the vowels, I get kree AYT. That

sounds right, and it makes sense in the sentence. The artist

will create, or make, a piece of art.


131

5XH131 7/21/03 1:25 PM Page 131

Noting DetailsWarm-Up/Academic Language.

Explain that authors use details to help readers picture characters,places, and events. They also use details to help readers under-stand characters’ feelings and to help create a mood in a story.Tell students that noting story details can help them to betterunderstand and enjoy a story.

Teach.

Read the following passage with students.

Write the following chart on the board. Guide students in completing

the chart with details from the passage.

Objective• identify story details that help

readers visualize story elementsor understand a character’s emotions

Materials • Teaching Master ES4-4• Practice Master ES4-4• Anthology: Mom’s Best Friend

THEME 4/SELECTION 2: Mom’s Best Friend



Harold looked out his bedroom window. The sky was dark and

gray, and it was raining.“Oh no,” he groaned. Harold’s outdoor

club had planned to go camping in the state park that day.“So

much for the camping trip,” he sighed.

Someone knocked on the front door. It was Mrs. Mills, the outdoor

club leader. “Good morning,”Harold said gloomily.

“Good morning,Harold!”beamed Mrs.Mills.“Isn’t the rain great?”

Harold looked doubtful.“Now we’ll get to practice what we’ve

learned about keeping warm and dry outdoors,”she said cheerfully.

“We’ll have so much fun!”

Details about

Place, Event, Mood

Details about

Harold

Details about

Mrs. Mills

The story takesplace at Harold’shome. The sky isdark and gray.It’s raining. Theyplan to go camp-ing in the statepark that day.

He sees the rainand groans, “Ohno.” He sighs,“So much forthe campingtrip.” He greetsMrs. Millsgloomily.

She beams andasks, “Isn’t therain great?” Shethinks it will letthem practicekeeping warm anddry. She thinksthey’ll have fun.

132

5XH132 7/18/03 3:43 PM Page 132

Guided Practice.


Read the first paragraph with students, and draw their attention to the

illustration. Guide students to note details and answer the question.

Repeat the procedure using the two remaining paragraphs.

Practice/Apply.



Check students’ responses to make sure that they understand how noting

details can help them understand and picture a story.

Preview Mom’s Best FriendSegment 2


with students Segment 2 of Mom’s Best Friend (pages 380–385).

Note the suggestions in the Extra Support box on Teacher’s Edition page

384.


Noting Details

Name

Practice Master ES 4–4 Mom’s Best Friend

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Read the following story. Then answer the questions below.

Mike rubbed his eyes and yawned as he walked out the door.Prince, his neighbor’s dog, had been outside barking all night long.

As Mike walked past his neighbor’s house, Prince came boundingup as fast as his short, stubby legs could carry him. Mike yawned againas he bent over to pet Prince. The small dog barked happily. Prince wasalways especially friendly each morning after he’d had a loud night. Mike wondered if Prince felt bad for keeping him up, or if the dog was just happy about the good time he’d had.

1. Which story details tell you that Mike is sleepy?

2. Which story details tell you that Prince is a short dog?

3. Which story detail tells you that Prince has barked all night before?

4. Which story detail tells you that Mike likes Prince?

Mike rubbed his eyes and yawned as he walkedout the door.

He has short, stubby legs, and he’s described as asmall dog.

It says that Prince was always especially friendlyeach morning after he had a loud night.

He stopped to pet Prince.



Noting Details

Teaching Master ES 4–4 Mom’s Best Friend

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

1. April ran into school with her backpack half-open and

her shoelaces untied. She was frowning.

Which story details tell you April is in a hurry?

2. The snow blew into Robert’s face. He stood on the

corner, shivering, and waited for the light to change.

Robert heard his stomach growl. He couldn’t wait to

cross the street and go into the warm diner.

Which story details tell you Robert is cold and hungry?

3. Chloe’s brother usually carries around a sketch pad and

some colored markers. He often wears clothes with

paint stains all over them. He goes to art school.

What can you learn about Chloe’s brother?

She’s running, her backpack’s open, and hershoelaces are untied. She’s also frowning.

It’s snowing, he shivers, his stomach growls, andhe’s eager to go into the warm diner.

He carries a sketch pad and markers, wearsclothes with paint stains, and goes to art school.



SELECTION 2: Mom’s Best Friend 133

5XH133 7/18/03 3:43 PM Page 133

Syllabication: VV PatternTeach.


Remind students that a good way to decode a word they don’t know is

to break it into syllables. Review that a syllable is a word part with just

one vowel sound.

Remind students that two vowels together usually stand for one vowel

sound; the sound is usually long. Ask students to read the words aloud

with you. Help students divide the words into syllables.

Display the following words, and tell students that in some words where

two vowels appear together, each of the vowels stands for its own

sound. Guide students to read the following words aloud with you.

Write the following sentence and model how to use the Phonics/Decoding

Strategy to decode the underlined words: Mom discovered that, with

the right training, Ursula would be a reliable helper.

Objectives• decode VV words with irregular

spellings for long vowel sounds• divide words with the VV pattern

into syllables

Materials• Anthology: Mom’s Best Friend




Two Vowels Together But One Vowel Sound

teach ⁄ es rained mail ⁄ box ⁄ es

peo ⁄ ple rea ⁄ son leash ⁄ es

Two Vowels Together and Two Vowel Sounds

o ⁄ be ⁄ di ⁄ ence di ⁄ ag ⁄ o ⁄ nal di ⁄ al

re ⁄ li ⁄ a ⁄ ble re ⁄ al ⁄ ized i ⁄ de ⁄ a

pi ⁄ an ⁄ o un ⁄ u ⁄ su ⁄ al po ⁄ em

li ⁄ on ar ⁄ e ⁄ a

134

5XH134 7/18/03 3:44 PM Page 134

Practice.

Have pairs of students copy the words from the second chart. Ask them

to mark the VV pattern in the words and to use a slash to break the

words into syllables.

Apply.

Have students use four of the VV patterned words with one vowel sound

in sentences that they read aloud to a small group. Have students use

five of the VV patterned words with two vowel sounds in sentences

that they read aloud to the group.

Review Mom’s Best FriendGuide students through the Comprehension Skill Lesson for Noting

Details on page 377 in the Teacher’s Edition.



I know that when two vowels appear together, they usually

have one long vowel sound. So I read train/ing, and it

sounds right. But I’m not sure about the next word with

two vowels together. I try re LIE ble, but it doesn’t sound

right. I could try re LEE ble, but that doesn’t sound right

either. So I look for word parts I know, like re- and -able.

That leaves the letters l and i. I’ll try ree LIE ubl—reliable.

That’s a word I know.

135

5XH135 7/18/03 3:44 PM Page 135

Commas in a SeriesTeach.

Write on the board the following pattern for punctuating words in a

series: _____ , _____ , and _____. Make the commas very large, or write

them in color. Seeing the pattern will help visual learners.

Have students read the following sentences aloud, one at a time.

Note each time a comma appears. For example, read the first sentence

aloud and say: Dad COMMA Joel COMMA and Leslie stayed at home.

Repeat the procedure for the second and third sentences. Hearing the

pattern will help auditory learners.

Practice.

Have students copy the following sentences and add commas where

they are needed. Encourage visual learners to look at the patterns on

the board as they work. Encourage auditory learners to say the pattern

softly to themselves as they work.

1. They passed a garbage can full of pizza hoagies and cheese.

2. Mom fed groomed and trained Ursula.

3. She crossed the street missed the curb and kept walking into traffic.

4. I did the dishes the dusting and the weeding.

Apply.

Have each student ask a partner to read a draft of personal writing and

check it for the correct use of commas in a series.

Objectives• identify items in a series• use commas to set off items in a

series




• Dad, Joel, and Leslie stayed at home.

• Leslie had to deal with school, homework, and soccer.

• They divided up chores such as cooking, laundry, and dishes.

136

5XH136 7/18/03 3:44 PM Page 136

More Uses for CommasTeach

Display this sentence: Yes, you can play with the dog after school, Lee.

Read the sentence aloud twice. Have students note any differences

between the two readings. First, read the sentence in a monotone with-

out any pauses. Then reread the sentence again, but exaggerate the

pause after each comma. Ask students to discuss what they heard.

Help them understand that the comma is used to show a pause.

• Use a comma to show a pause after words such as yes, no, well, and

okay when they are at the beginning of a sentence. For example, Yes

COMMA you can play…

• When a person is addressed by name, use a comma to separate the

name from the rest of the sentence. For example, …after school

COMMA Lee.

Practice.

Have students copy these sentences and add commas where needed.

1. It’s time to go to school Marco.

2. Pete why can’t strangers pet a guide dog?

3. Well Ara or Sammy can help you find that book.

Apply

Have partners read a draft of personal writing and check it for the

correct use of commas in direct address and introductions.

Preview Pretty Cool, for a CatWalk students through Pretty Cool, for a Cat and discuss the illustra-

tions, using words such as amusing, handicap, and patients.

Ask students to note details in the story using the illustrations.


Objectives• use a comma to set off an

introductory word• use a comma to set off a direct

address

Materials• Leveled Reader: Pretty Cool, for

a Cat



137

5XH137 7/18/03 3:45 PM Page 137

Noting DetailsTeach.

Pantomime furtively entering the room and hiding something. Then ask

students what they saw.

Write the heading Details on the board. Under the heading, write the

details that students observed.

Ask: What conclusions did you draw about my behavior, based on

the details you noted? Write students’ responses under the heading

Conclusions.

Direct students’ attention to paragraph 2 on page 371. Explain that

instead of saying something directly such as Everyone missed Marit a

lot, the author gives details that readers can put together to discover

this for themselves.

Have students reread paragraph 2 aloud with you. Work with students to

select the details that can be used to infer that Marit was missed.

Take students through the process of noting important details. Have

them follow along as you reread the last paragraph on page 375 aloud.

Model the thinking:

Objectives• use details to explain a

character’s feelings• use details to visualize events• use details to infer important

ideas

Materials • Anthology: Mom’s Best Friend• Leveled Reader: Pretty Cool, for

a Cat




By the end of this page, I figured out that Mom is cool; she

has confidence in Ursula and has learned to trust her.

Many people would be upset if their dog had walked

them into a bush, but Mom has learned how to make

corrections and knows how important it is to praise

Ursula’s work.

138

5XH138 7/18/03 3:45 PM Page 138

Help students put the strategy you have modeled in their own words.

For example:

To find important details I could ask:

1. How do I think this character is feeling?

2. What details gave me this idea?

3. Do these details “add up”?

Practice.

Have students work with a partner or in small groups to read page 378.

Ask them to note important details about the feelings of Mom and the

other people at Seeing Eye. They can jot their notes and conclusions

on a chart such as this:

Have students discuss their conclusions with the class.

Apply.

Have students note details as they read Pretty Cool, for a Cat by Kitty

Colton in the Leveled Reader. Then have them complete the questions

and activity on the Responding page.

Revisit Mom’s Best Friend andPretty Cool, for a CatGuide students in noting story details as they look through Mom’s Best

Friend and Pretty Cool, for a Cat. Also, help them look for words that

have the VV syllable pattern. As examples, you may wish to point out

the words piano and obedience on pages 374 and 377 of Mom’s Best

Friend, or the word meow on page 6 of Pretty Cool, for a Cat.



Details Conclusions

139

5XH139 7/18/03 3:45 PM Page 139

Words Ending in -ed or -ingWarm-Up/Academic Language.

Explain that the word endings -ed and -ing can be added to basewords to make new words. Tell students that for words that endin e, they should drop the e before adding -ed or -ing , as in thewords admired and admiring. Explain that for words with a shortvowel sound in the final syllable, they should double the finalconsonant before adding -ed or -ing, as in sipped and sipping.

Teach.

Write the words sniff, sniffed, and sniffing on the board. Circle the -ed

and -ing endings in sniffed and sniffing. Then cover each ending to

show the base word sniff. Have students say each word aloud.

Write the following word equations on the board. Circle each ending,

and have students read each word aloud.

Model decoding words with -ed and -ing in the following sentences:

They are looking at the map, which they purchased yesterday.

Who’s hogging the map?

THEME 4/SELECTION 3

Yang the Second and Her Secret Admirers

Objectives• read words ending in -ed or -ing• use the Phonics/Decoding


Materials• Teaching Master ES4-5• Practice Master ES4-5• Anthology: Yang the Second and

Her Secret Admirers

Get Set for ReadingCD-ROMYang the Second and Her Secret Admirers

Education Placewww.eduplace.comYang the Second and Her Secret Admirers

Audio CDYang the Second and Her Secret Admirers Audio CD for Person to Person




sniff sniff ed sniff ing

smile – e + ed = smil ed

smile – e + ing = smil ing

nod + d + ed = nodd ed

nod + d + ing = nodd ing

140

5XH140 7/18/03 3:46 PM Page 140

Guided Practice.


Read the passage with students.

Help students identify words that end in -ed or -ing. Help them identify

the base word for each of these words. Record answers on the chart.

Practice/Apply.



Check students’ responses to make sure they understand how to decode

words with the -ed or -ing ending.

Preview Yang the Second andHer Secret Admirers Segment 1


with students Segment 1 of Yang the Second and Her Secret Admirers

(pages 394–400).


pages 397, 399, and 400.


In each sentence, circle the word that ends in -ed or -ing. Then write itsbase word in the blank.

1. Have you ever played a trick on your brother or sister?

2. Next summer, we’re driving to Mexico.

3. Sally rubbed the knee she hurt during the softball game.

4. Ellis packed up his backpack and left the library.

5. We divided the rest of the pie into two pieces.

6. Francisco is writing a letter to his grandfather.

7. Don’t look at me—I wasn’t the one who was laughing.

8. Remember that winning isn’t everything.

9. Just as she shut the door, she remembered that her keys were inside

the car.

10. My sister is trying to teach her class

how to play the erhu, a kind of

Chinese violin.

Name

Practice Master ES 4–5 Yang the Second and Her Secret Admirers

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Words Ending in -ed or -ing

playdrive

rubpack

dividewrite

laugh

win

remember

try



SELECTION 3: Yang the Second and Her Secret Admirers


Words Ending in -ed or -ing

Teaching Master ES 4–5 Yang the Second and Her Secret Admirers

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

-ed Ending -ing Ending Base Word

What a disaster! Herman dropped the birthday

cake. He’s blaming himself for letting it fall, but it

couldn’t be helped. He tried to watch where he was

walking, but he couldn’t see over the top of the cake. He

tripped over the rug, and now we have no cake! What

should we do? The party guests have just arrived!

dropped

helpedtried

trippedarrived

blamingletting

walking

dropblame

lethelptry

walktrip

arrive


When I cover the -ing in l-o-o-k-i-n-g, I see look. When I cover the -ed

in p-u-r-c-h-a-s-e-d, I see purchas. It looks like the word purchase

without the e. Since words ending with e drop the e when an

ending is added, the word must be purchased. That makes

sense—they are looking right now at the map that they pur-

chased yesterday. Now I cover the -ing in h-o-g-g-i-n-g. This looks

like hog, but with a second g. In words with a short vowel

sound in the final syllable, the final consonant is doubled before

the ending is added. So the base word might be hog. So someone

is asking who is hogging the map.

141

5XH141 7/18/03 3:47 PM Page 141

Compare and ContrastWarm-Up/Academic Language.

Explain that when we compare things, we show how things arealike. When we contrast things, we show how things are differ-ent. Tell students that authors sometimes signal a comparisonusing the clue word like. Authors sometimes signal contrastsusing the clue word but.

Teach.

Hold up a pen and a pencil. Ask students to compare the pen and pencil

by telling how they are alike. (Both are writing tools.) Have students

contrast the pen and pencil by telling how they are different. (The penand pencil are made of different materials.)

Point out that we can also compare and contrast story events and char-

acters. Write like and but on the board. Remind students that authors

often use the clue word like to signal comparisons and the clue word

but to signal contrasts.

Read the following paragraph aloud.

Read the paragraph again. Ask students to raise their hands when they

hear the signal words like or but.

Objectives• discuss the meanings of compare

and contrast• compare and contrast two story

characters or two things

Materials • Teaching Master ES4-6• Practice Master ES4-6• Anthology: Yang the Second and

Her Secret Admirers

THEME 4/SELECTION 3: Yang the Second and Her Secret Admirers



Jenna and Kelsie are both in fifth grade. Jenna, like Kelsie, plays

soccer. Jenna’s favorite subject is math, but Kelsie prefers

history. Both girls enjoy reading.

142

5XH142 7/18/03 3:47 PM Page 142

Draw the Venn diagram on the board. Guide students in completing the

diagram.

Guided Practice.


Read the passage with students.

Ask students to compare and contrast Rudy and Nella.

Record students’ responses on the Venn diagram.

Practice/Apply.

Distribute Practice Master ES4-6 to students.

Review the directions with students.


Check students’ responses to make sure they understand how to

compare and contrast.

Preview Yang the Second andHer Secret Admirers Segment 2


with students Segment 2 of Yang the Second and Her Secret Admirers

(pages 400–406).


pages 404, 405, and 406.


Compare and ContrastEach of the sentences below compares and contrasts two people orthings. In the blanks provided, write what each pair has in common.Then write what is different between the two items.

Name

Practice Master ES 4–6 Yang the Second and Her Secret Admirers

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

1. A car needs gas to run. A wagon needs to be pulled by a person oranimal. Cars and wagons both have wheels.

Compare:

Contrast:

2. One of my brothers plays the violin, and the other plays drums.

Compare:

Contrast:

3. Tomás speaks Spanish, while Greta speaks German. They both speak English.

Compare:

Contrast:

4. Eva and Mark both play on sports teams, but Eva plays volleyball andMark plays soccer.

Compare:

Contrast:

5. James likes to eat chocolate ice cream. Kelly prefers to eat vanilla icecream rather than chocolate.

Compare:

Contrast:

They both have wheels. A car needs gas. A wagon must be pulled.

Both play musical instruments.One plays the violin. One plays drums.

Tomás and Greta both speak English.He speaks Spanish. She speaks German.

They both play on sports teams.Eva plays volleyball. Mark plays soccer.

They both like to eat ice cream.He likes chocolate, and she likes vanilla.



Compare and Contrast

Teaching Master ES 4–6 Yang the Second and Her Secret Admirers

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Rudy and Nella, my cats, are brother and sister, but

they act and look like cats from different families. Rudy’s

fur is white with black spots. He’s kind of quiet. He loves

looking out the window. Nella’s fur is black with white

spots. She’s pretty wild. She loves running around the

house and getting into trouble. She’s always knocking

over my mom’s plants.

So in a lot of ways, Rudy and Nella are pretty

different cats. They do have this in common, though—

they both love sleeping on top of my dad when he naps

on the couch. Lucky for them, he doesn’t seem to mind.

Rudy Nella

white withblack spots,

brother, quiet,loves looking

out the window

black withwhite spots,sister, wild,runs aroundthe house,gets into trouble

samefamily, liketo sleep ondad whilehe naps onthe couch




Jennafavoritesubject ismath

Kelsieprefers history

in fifth grade,play soccer,enjoy reading

143

5XH143 7/18/03 3:47 PM Page 143

Inflectional Endings: -ed, -ing/Doubling Final ConsonantsTeach.

Display the following, and ask students to read it aloud with you:

Ask students to discuss what happens to these words when -ed or -ing is

added. Display the following sentence and ask students to read it aloud

with you: The boy rubbed the chopsticks together before dropping

them into the pan.

Objectives• decode words with the inflectional

endings -ed or -ing• decode words with doubled con-

sonants before the inflectionalendings -ed or -ing

• decode longer words with theinflectional endings -ed or -ing

Materials • Anthology: Yang the Second and

Her Secret Admirers




In the word r-u-b-b-e-d, I find a part I know, rub. And I

know the ending -ed. But what is that extra letter b

doing there? Oh, I know. There’s a rule about that: When

a single vowel is followed by a single consonant at the

end of a word such as rub, you double the consonant

before adding -ed or -ing. I know that this sentence talks

about something that happened in the past, because I

see the -ed ending. R-u-b-b-e-d is the past tense of rub. I

know how to say that word: ruhb.

rub

drop

rubbed

dropped

rubbing

dropping

144

5XH144 7/18/03 3:48 PM Page 144

Practice.

Display the following sets of base words and inflected forms, and read

the words aloud with students. Point out that sometimes the ending -ed

is pronounced as a separate syllable, and sometimes it is not.

Apply..

Have pairs of students take turns reading aloud page 399 of the selection

to each other. If readers have difficulty decoding any words with dou-

bled consonants before the endings -ed or -ing, encourage them to

refer to the Phonics/Decoding Strategy Poster. Also, the partner can

help decode the word. Words with this pattern on page 399 include

nodded, rubbing, dropped, planned, and stopping.

Review Yang the Second andHer Secret AdmirersGuide students through the Comprehension Skill Lesson for Compare

and Contrast on page 403 in the Teacher’s Edition.



bat batted batting

shop shopped shopping

prefer preferred preferring

hog hogged hogging

145

5XH145 7/18/03 3:48 PM Page 145

InterjectionsTeach.

Write these sentences on the board. Read them with students.

Underline the interjections hooray, oh, and great. Point out that these

words show how the speakers are feeling. Use the sample sentences to

discuss interjections. Explain that words that simply express feelings

are called interjections.

Explain that if an interjection expresses strong feelings, it is followed by

an exclamation point and is set off from the rest of the sentence. If an

interjection expresses mild feelings, it is followed by a comma and is

part of a sentence.

Practice.

Write the following sentences on the board. Have students copy them

and punctuate the interjections.

Apply.

Have students write their own original sentences, using the following

interjections: great, well, help, hey. Afterward, write some of their origi-

nal sentences on the board, and ask the class how to punctuate them.

Objectives• identify interjections• punctuate interjections correctly




Hooray! I see Paul over by the beehive exhibit.

Oh, now he’s headed for the dinosaur room.

Great! Let’s carry out our plan!

Oh, no Paul already has a girlfriend.

Hey that’s not his girlfriend. It’s his sister.

Whew That was a close one.

146

5XH146 7/18/03 3:48 PM Page 146

QuotationsTeach.


Paul said that he had noticed Yinglan in his math class.

“I’ve noticed Yinglan in my math class,” said Paul.

Tell students that a direct statement contains the speaker’s exact words.

In direct statements, quotation marks are used to set off those words

from the rest of the sentence.

Explain that the first sentence, an indirect statement, does not have

Paul’s exact words. The second sentence, a direct statement, has his

exact words.

Practice.

Have students copy the following sentence pairs and punctuate them.

1 Here comes Paul said Yingtao.

Yingtao said Here comes Paul.

2. Mother told Yingtao I made your favorite dish.

Mother told Yingtao that she made her favorite dish.

Apply.

Have partners write a short dialogue between Paul and Second Sister for

the next time they meet. Tell them to include quotations.

Preview Trevor from TrinidadWalk students through Trevor from Trinidad and discuss the illustra-

tions, using words from the story such as accent and carnival.

Ask students to compare and contrast the illustrations on pages 3 and 22,

and the illustrations on pages 6 and 20–21.



Objectives• identify direct quotations• identify indirect quotations• distinguish between direct and

indirect quotations

Materials• Leveled Reader: Trevor from

Trinidad


147

5XH147 7/18/03 3:48 PM Page 147

Compare and ContrastTeach.

Ask students to name two of their favorite singing groups or TV stars.

Display a Venn diagram. Write the name of a singing group at the top of

one circle; write the name of the other group on the remaining circle.

Ask students how the two groups are alike. Write students’ responses

in the overlapping section of the two circles.

Explain to students that they have just made a comparison. When they

think about how two people, places, things, or events are alike,

students are comparing them.

Ask students how the two groups are different. Write responses in the

appropriate outer sections of the circles on the board. Explain to stu-

dents that when they think about how two people, places, things, or

events are different, they are contrasting them.

Display this simple formula:

Tell students that comparing and contrasting as they read can help them

understand a story better.

Tell students that Second Sister and Paul Eng are alike in some ways and

different in other ways. Display an empty Venn diagram and fill it in as

you model the strategy based on information from pp. 396–397.

Objectives• infer comparisons• infer contrasts• distinguish between comparison

and contrast

Materials• Anthology: Yang the Second and

Her Secret Admirers• Leveled Reader: Trevor from

Trinidad




COMPARE = ALIKE

CONTRAST = DIFFERENT

148

5XH148 7/18/03 3:49 PM Page 148

Use words such as but, yet, though, same, like, different, however, also,

and while as you make a comparison or identify a contrast. Jot those

words to the side of the diagram.

Practice.

Have students work in groups to reread the rest of the story and com-

pare and contrast Second Sister and Paul, using another Venn diagram.

Apply.

Have students compare and contrast characters in Trevor from Trinidad

by Delores Lowe Friedman in the Leveled Reader. Then have them

complete the questions and activity on the Responding page.

Revisit Yang the Second andHer Secret Admirers andTrevor from TrinidadGuide students as they compare and contrast two characters, events, or

things from the stories. Also, help them look for words ending in -ed or

-ing. As examples, you may wish to point out the words grabbed, mak-

ing, and positioned on page 402 of Yang the Second and Her Secret

Admirers, and the words scolding and giggled on page 54 of Trevor

from Trinidad.



On page 396, I read that Second Sister can play an erhu, a

Chinese stringed instrument. I also read that, unlike Second

Sister, Paul Eng has never seen or heard the erhu. That is

one way they are different. On page 397, I read about two

ways in which Paul is like Second Sister. Both have a

Chinese heritage. Both eat Chinese food.

149

5XH149 7/18/03 3:49 PM Page 149

Suffixes -ly, -ness, -ment, -ful, -lessWarm-Up/Academic Language.

Tell students that a suffix is a word part added to the end of aword to change its meaning. Tell students they will learn to readwords that have the suffixes -ly, -ness, -ment, -ful, and -less.

Teach.

Ask students to show an expression of sadness. Then display this word

equation: sad + ness = sadness

Circle sad. Explain that sad is the base word. Underline the suffix -ness.

Tell students that it means “the condition of.”

Write soft, base, and hope on the board. Have students say the words that

are formed from soft by adding -ly and -ness. Have them say the words

that are formed from base by adding -ment, and from hope by adding

-ful and -less. Elicit the meaning of each word.

Display the following chart. Help students to fill it in.

Model how to decode swiftly: The bird flew swiftly away from the cat.

THEME 4/SELECTION 4

Dear Mr. Henshaw

Objectives• read words that have suffixes -ly,

-ness, -ment, -ful, and -less• use the Phonics/Decoding


Materials • Teaching Master ES4-7• Practice Master ES4-7 • Anthology: Dear Mr. Henshaw

Get Set for ReadingCD-ROMDear Mr. Henshaw

Education Placewww.eduplace.comDear Mr. Henshaw

Audio CDDear Mr. Henshaw Audio CD for Person to Person

Lexia Phonics CD-ROMIntermediate Intervention



Base Word + Suffix New Word and Meaning

considerate: show- -ly: in the considerately: in a mannering concern for manner of that shows concern for others othersmeasure: -ment: result measurement:to find the size or of an action the size or amount foundamount of or process by measuring

pain: -ful: painful:hurt caused by full of causing or full of pain

bound: a limit -less: not having boundless: without limits

ill: not healthy, -ness: illness:sick condition of the condition of being sick

150

5XH150 7/18/03 3:49 PM Page 150

Guided Practice.


Read each sentence with students and have them choose either -ly, -ness,

-ment, -ful, or -less to add to the base words. The new words should

make sense in the sentences.

Practice/Apply.


Ask students to complete the Practice Master independently.

Check students’ responses to make sure they understand how to decode

words with the suffixes -ly, -ness, -ment, -ful, and -less.

Preview Dear Mr. HenshawSegment 1


with students Segment 1 of Dear Mr. Henshaw (pages 416–424).


pages 419, 421, 422, 423, and 424. Grade 5 Theme 4: Person to Person PMES 4–7

Suffixes -ly, -ness, -ment, -ful, -less

Write a base word from the box below on each blank next to thesuffix, and create a new word that makes sense in the sentence. Eachbase word is used once.

Name

Practice Master ES 4–7 Dear Mr. Henshaw

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Base Words

color calm rest enjoy home fear safe sad

1. He was less today and couldn’t sit still in his chair.

2. At first she was ful, but she soon relaxed.

3. Instead of getting upset, she ly called for help.

4. After his best friend moved, Jay had a feeling of deep

ness.

5. They came home ly and avoided the storm.

6. This red, green, and yellow sweater is my most ful

piece of clothing.

7. We could see her ment because she smiled.

8. Yesterday had been a bad day, but she was ful that

today would be better.

fear

calm

sad

safe

color

rest

enjoy

hope



Suffixes -ly, -ness, -ment, -ful, -less

Teaching Master ES 4–7 Dear Mr. Henshaw

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

1. The waiter ran

quick toward the

kitchen.

2. I gave Jared a pay

of thirty dollars for his old

bike.

3. The young bird was

help without its

mother to protect it.

4. Anna is usually

cheer in the

morning, but I’m grouchy.

5. In the dark

beyond their campfire, Jill

could see the stars and the

outline of trees.

ly

ment

less

ful

ness


SELECTION 4: Dear Mr. Henshaw

I see -ly at the end of this word. I’ll separate the suffix from

the word to get the base word, s-w-i-f-t. That sounds like

swihft, which means “moving very fast.” I remember that

the suffix -ly means something like “in the manner of.” So

swiftly must mean “moving in a very quick manner.”


151

5XH151 7/18/03 3:50 PM Page 151

Making InferencesWarm-Up/Academic Language.

Explain that authors do not always tell everything about the charac-ters or events in a story. When an author leaves out informationabout characters or events, readers can use clues in the story,along with their own experiences and knowledge, to make infer-ences, or reasonable guesses, about these characters or events.

Teach.

Read the following passage aloud:

Display the following question and chart. Help students complete the

chart. Remind them to make inferences using what they know from

story clues and from their personal experiences and knowledge.

Ask students: Why does Nelson’s mother ask whether he has written the

note yet? Model the process of making inferences.

Objectives• use story clues, life experiences,

and knowledge to infer information that is not directlystated in the text

• make inferences based on a character’s actions and words

Materials • Teaching Master ES4-8• Practice Master ES4-8• Anthology: Dear Mr. Henshaw

THEME 4/SELECTION 4: Dear Mr. Henshaw



“Have you written a thank-you note to Uncle John yet?” asked

Nelson’s mother. “I was just about to write it,” Nelson

sighed. He trudged slowly to his room and sat at his desk.

He looked glumly at a gift box on the desk. Finally, he took

out a pen and paper. “Thank you for the bow tie,” Nelson

wrote. “It’s just what I wanted for my birthday.”

Story CluesNelson sighs, trudges slowly

to his room, and looks glumly at the gift boxbefore he starts to write.

Own ExperiencesOften, when people don’t like

a gift, they’re not very eagerto write a thank-you note forthat gift.

Inference: Nelson does not like Uncle John’s gift.

1. How does Nelson feel about Uncle John’s gift?

152

5XH152 7/18/03 3:50 PM Page 152

Guided Practice.


Read the story with students.

Guide students to answer the question based on story clues and their

own experiences and knowledge.

Practice/Apply.

Distribute Practice Master ES4-8 to students.

Review the directions with students.

Tell students to complete the Practice Master independently.

Have students share their responses with the group.

Check students’ responses to make sure they understand how to make

inferences.

Preview Dear Mr. Henshaw Segment 2


with students Segment 2 of Dear Mr. Henshaw (pages 424–430).


pages 428 and 430.


Making InferencesFor each example, circle the letter of the inference that makes themost sense. Then give the reason for your choice.

1. Todd pressed his hands against his ears, but he could still hear theroar of the jet engines.A. Todd thinks the jet engines are too loud.B. Todd likes pressing his hands against his ears for fun.C. Todd thinks the jet engines are too quiet.

2. Nancy’s tongue stuck to the roof of her mouth. She wished that shehad a tall glass of water in front of her.A. Nancy is hungry.B. Nancy just finished a big glass of water.C. Nancy is thirsty.

3. When Juan saw that Kim had forgotten her lunch, he gave her halfof his sandwich and an orange.A. Juan doesn’t like food.B. Juan doesn’t like Kim.C. Juan is generous.

Name

Practice Master ES 4–8 Dear Mr. Henshaw

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

(Answers will vary.)

He’s covering his ears to shut out the noise.People do that when something’s too loud.

Nancy’s mouth is dry, and she wishes she hadwater. When I’m thirsty, I feel like that.

Juan shares what he has. People who act thisway are usually generous.



Making Inferences

Teaching Master ES 4–8 Dear Mr. Henshaw

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Pam’s heart raced and her throat was dry. Ms. Simms

was calling on students to read their poems. Right now,

Tyler, who sat in front of Pam, was reading his poem.

Pam’s hands grew sweaty. She knew she’d be next. Just as

Ms. Simms turned to Pam, the bell rang. Pam sighed with

relief. “I don’t have to read my poem!” she sang. “At

least, not until tomorrow.”

1. How does Pam feel about reading her poem aloud?

Evidence from Story:

Own Experiences:

Inference:

Pam’s heart raced and herthroat was dry. She was happy when the bellrang before she could read her poem.

When I have to read somethingI wrote in front of other people, sometimes I’mnervous.

Pam doesn’t want to read her poem.She’s nervous.




The story says that Nelson’s mother asks whether he’s written

the note yet. So I know that this is a note that Nelson needs

to write, but that he hasn’t written yet. From my own expe-

riences, I know that thank-you notes are easy to put off

writing, especially when I’m not excited about the gifts I

got. So I think that Nelson’s mother asks this question

because she knows that he doesn’t like the gift.

153

5XH153 7/18/03 3:50 PM Page 153

Suffixes -ly, -ness, -ment, -ful, -lessTeach.

Display these sentences:

Underline the base words recent, neat, excite, peace, and use, and circle

the suffixes in each word. Review the concept of base word, and

remind students that suffixes are word parts added to the end of a base

word. Tell students that recognizing suffixes makes decoding easier.

Use the first sentence to model how to decode words with suffixes.

Objectives• recognize when words have the

suffixes -ly, -ness, -ment, -ful, and-less

• decode words with the suffixes -ly, -ness, -ment, -ful, and -less

Materials• Anthology: Dear Mr. Henshaw




Here is a word I can’t read right away. Let me look care-

fully for a part I know, and cover up the rest of it. Well,

I know recent. That’s a base word. OK, now I’ll look at

the other part of this word. Oh, it’s the suffix -ly. I know

that, too. I can read recent, and I can read -ly. When I

read the parts together, I get recently. And it makes

sense in the sentence, too.

Recently, they spoke on the phone.

Neatness counts in writing contests.

We all felt a lot of excitement.

The day was quiet and peaceful.

It was useless to worry.

154

5XH154 7/18/03 3:51 PM Page 154

Practice.

Remind students that knowing the following tips can help them decode

words with suffixes:

Display the following word pairs: quick ⁄ quickly, week ⁄ weekly,

rain ⁄ rainy, sun ⁄ sunny, bump ⁄ bumpy, wild ⁄ wildly. Read each

pair of words aloud. Repeat the process with student-supplied words

ending in the suffixes -ly, -ness, -ment, -ful, and -less.

Refer students to the Phonics/Decoding Strategy Poster for more tips.

Apply.

Write two or three story-related sentences featuring each type of suffix.

Have students decode and define the words.

Review Dear Mr. HenshawGuide students through the Comprehension Skill Lesson for Making

Inferences on page 423 in the Teacher’s Edition.



A suffix always appears after the base word.

It is usually a syllable.

It has the same pronunciation in different words.

155

5XH155 7/18/03 3:51 PM Page 155

AbbreviationsTeach.

Display these addresses:

21 East Fifth Street

21 E. Fifth St.

Pacific Grove, California

Pacific Grove, CA

Ask students to describe what is different in each set above. (The firsthas the words written out; the second includes abbreviations.)

Remind students that an abbreviation is a shorter form of another word,

with only some of the letters of the original word. Usually, a period

marks that a word has been abbreviated, or shortened.

Explain that many abbreviations are not used in regular writing.

However, they are used in addresses and in some other places. Share

these common abbreviations with students:

Practice.

Display the following abbreviations: St., Rd., U.S., N., Mr., CA, Dr. Invite

students to come to the board and write out the full words.

Ask students to indicate the abbreviations for the following:

1. the address of their school

2. the name of the principal

3. today’s day and month

Apply..

Have students replace the underlined words with their abbreviations:

Mister Lopez lives at 8 East Elm Avenue, Benson, New Mexico.

Objectives• recognize abbreviations• interpret abbreviations• read abbreviations




Street—St. Avenue—Ave. North—N.

Road—Rd. United States—U.S. South—S.

156

5XH156 7/18/03 3:51 PM Page 156

TitlesTeach.

Display these points about punctuation and discuss them with students:

1. Use quotation marks to punctuate stories, songs, and poems.

No one knows who wrote the poem “I Eat My Peas With Honey.”

Have you read the story “In the Wild”?

2. Underline titles of books, magazines, movies, plays, and newspapers

when writing. In printed type, use italics.

(magazine) Zoom, or in printed type, Zoom

(movie) The Red Pony, or in printed type, The Red Pony

Guide students to use the appropriate punctuation for other examples.

Practice.

Have students add the required quotation marks or underlining.

1. A review of the book Turtle Knows Your Name is in Kids magazine.

2. Have you read our town newspaper, The Mountain Times?

3. My brother has seen the movie The Black Stallion five times.

Apply.

Have students select some current writing that contains titles. Ask them

to make sure that titles are either enclosed in quotation marks, or have

been underlined or written in italics.

Preview Upstate AutumnWalk students through Upstate Autumn and discuss the illustrations,

using words from the story such as e-mail, computers, and librarian.

Ask students to make inferences about how characters feel based on

illustrations and their own experiences and knowledge.



Objectives• use quotation marks to punctuate

stories, songs, and poems• underline titles of books, maga-

zines, movies, plays, and newspapers when writing

• italicize titles of books, maga-zines, movies, plays, and newspapers when using printedtype

Materials• Leveled Reader: Upstate Autumn


157

5XH157 7/18/03 3:52 PM Page 157

Making InferencesTeach.

Ask students to imagine that they walk into the room and see a friend

jumping up and down and clapping his or her hands. What would they

imagine had just happened? Encourage students to see that they would

use clues based on what they saw and on their own personal knowl-

edge to figure out that their friend had just received good news.

Tell students that since authors don’t say everything directly, readers

must also use story clues and their own knowledge and experience to

make inferences about what they read.

Explain that readers who make good inferences:

• look at the details and clues that the author includes

• think about their own knowledge and experience

• put the details and clues together

Look at page 420 with students and model making an inference about

how Leigh feels about the ride with his dad, adding details to a graphic

organizer such as this:

Objectives• use personal knowledge and

story clues to make inferences• revise inferences, or make new

ones, based on story developments

Materials• Anthology: Dear Mr. Henshaw• Leveled Reader: Upstate Autumn




What clues can I find to tell me how Leigh feels? Here he

calls his father “skillful,” and here he says that the grapes

smelled good. From my own knowledge, I know that

children like to spend time with their dads, especially if,

like Leigh, they don’t get to see them very often. Also,

they are often proud of their dads. If I combine story

details and my own knowledge, I infer that Leigh feels

proud of his dad and considers this a special time.

Selection details + personal knowledge

= inferencesand experience

158

5XH158 7/18/03 3:52 PM Page 158

Practice.

Look with students at the entry for March 24 on pages 420–421. Help

students infer that Leigh is proud of having a room that no one goes

into. Have students discuss how they used story details and what they

know to make their inferences.

Apply.

Have students make inferences about the characters as they read Upstate

Autumn by Jed Mannheimer in the Leveled Reader. Then have them

complete the questions and activity on the Responding page.

Revisit Dear Mr. Henshaw andUpstate AutumnGuide students in making inferences about how characters feel during

different points in the stories. Also, help them look for words with the

suffixes -ly, -ness, -ment, -ful, and -less. As examples, you may wish to

point out the words skillful and lonely on pages 420 and 422 of Dear

Mr. Henshaw, and the word finally on page 88 of Upstate Autumn.


SELECTION 4: Dear Mr. Henshaw 159

5XH159 7/18/03 4:02 PM Page 159

THEME 4: Person to Person - Education Place

Documents

Transcript of THEME 4: Person to Person - Education Place