Docstoc

Little by little

Document Sample
Little by little Powered By Docstoc
					               Day One
   Spelling-CVVC Words
   Grammar-Present Tense
   Vocabulary
   Focus Skill: Author’s Purpose and
    Perspective
   Focus Strategy: Self-Question
   Read Aloud
       Spelling Words-CVVC
   Shape                                edge
   Village                              eight
   Soft                                 pretty
   Service                              thunder
   Blanket                              effort
   Follow                               subject
   Perhaps                              attack
   Entire                               chimney
   Tunnel                               effect
   Suspended                            challenge
   Pretzel                              survive
   Pillow                               hunger
   College

Skill Reminder: in most words with the VCCV pattern, the syllable break occurs between the
     two consonants in the middle of the word. In VCCV words, the accent may be on either
     the first or the second syllable.
Spelling Homework
      Monday
               Present Tense
   A present tense verb shows
    action that is happening now
    or happens over and over.
    The form of the verb                   copies
    changes to agree with the
    subject of the sentence. We
    see this on sentences 1-3.
   Use the correct tense of the
    word copy to show present
    tense in sentence 4.                            carries
                                                     want
   Use the correct verb in 5-9                      marches
    to show present tense.
                                         are
   Practice Website-click here.   see
    Grammar Homework
 Language Handbook
 Monday: page 156 (1-5)
 Tuesday: page 156 (6-10)
 Wednesday: page 157 (1-8)
 Thursday: page 157 (9-12)
About the Author



     Image from:
     http://childrensbooks.about.com/cs/authorsillustrato/a
     /jeanlittle.htm




  Jean Little’s Life
Vocabulary
        Polio
     Immobility
      Despised
       Dismay
      Decipher
     Astonished
Vocabulary
                        Polio
   po-li-o
   an infectious disease most
    common in children and
    young adults, caused by a
    virus and often followed by
    paralysis
   “Dr. Jonas Salk developed a
    vaccine that conquered
    polio.”
   noun
               Immobility
   im-mo-bil-i-ty
   The condition of not being
    able to move or of being
    motionless
   “An engine problem caused
    the car’s immobility.”
   noun
                 Despised
   de-spised
   disliked and scorned
   “I despise television
    programs that insult my
    intelligence.”
   verb
Dismay
   dis-may
   a feeling of
    disappointment,
    uneasiness, and
    confusion
   “Gwen sighed in
    dismay when so few
    came to the meeting.”
   noun
         Decipher              (de·ci·pher)
   de-ci-pher
   to be able to read
    something, such as
    handwriting
   “My handwriting was hard
    to decipher at first.”
   verb
             Astonished
as-ton-ished
surprised very much,
amazed
“Paul was astonished to
learn he had won the
contest.”
verb
              Fill in the Blanks
   Use the words polio, immobility, despised, dismay,
    decipher, or astonished to fill-in the blanks.
    Polio
   ________ had left Ted unable to move his legs.
         despised
    He ___________ the thought of giving in to his illness.
                          ____________, he was determined to
    Though he felt great dismay
    succeed.
                            immobility
   Although his physical ____________ prevented him from
    walking, his brain functioned better than many of his
    classmates.
                     decipher
   He learned to __________ even the most difficult codes.
   His great ability soon ___________ experts in code-
                          astonished
    breaking.
    Focus Skill: Author’s Purpose and
               Perspective
   An author writes for many
    reasons.
      Inform or Teach
         Write facts or true
          information about a subject.
      Entertain
         Write fiction stories or
          stories that are not true.
      Persuade
         Write to try to get you to do
          something.
    Author’s Purpose and Perspective
   Did you ever see a situation
    differently than another
    person such as a parent or
    teacher saw it?
   Read aloud the top section of
    the information on the right.
   Answer the questions.
   In the example, look for
    clues that show author’s
    purpose.

   Practice for Author’s
    Purpose and Perspective -
    click here.

   Test Tutor
        What is the author’s
            purpose?
    Thomas was not happy one little bit. His sister,
Susan was making honor roll again. His parents would
allow her to do anything she wanted to do. Thomas
was not making honor roll this time and he was not
going to be allowed to do all the things he wanted to
do. Poor Thomas! He would just have to study harder
and get back on the honor roll.

   To inform      To entertain To persuade
       What is the author’s
           purpose?
    The Slim-O-Matic will cause you to loose pounds
and inches from your body in one month. This amazing
machine helps you to exercise correctly and provides
an easy video to show you the proper way to exercise.
Send $75.99 and begin exercising today!

   To inform     To entertain To persuade
     What is the author’s
         purpose?
    The Underground Railroad was a secret
organization which helped slaves escape to
freedom. Many slaves were able to escape because
of the conductors and station masters. The
northern states were free states and slaves were
free once they arrived in the north. Secret codes
and signals were used to identify the conductors
and station masters.

To inform     To entertain To persuade
Self-Questioning Strategy
   Good readers use                    When you read, and the
    strategies, such as self-            author’s purpose and
    questioning, to help them            perspective is unclear, you
    understand what they are             should use self-questioning
    reading.                             to ask yourselves why the
   Asking yourself questions            author has written a
    helps you confirm your               selection and how the
    understanding.                       author feels about the
   If I have trouble figuring out       subject.
    the author’s perspective I
    can ask myself questions
    like these: What does the
    author think or feel about
    the subject? What is the
    author’s purpose for
    expressing this opinion or
    attitude?
             Read Aloud
   Biographies are often written so that
    the reader will understand another
    person’s experiences.
   While listening to the selection you
    are about to hear, ask yourselves
    questions about it.
   This will help you make sure you
    understand and remember what you
    hear.
                   Helen MacKnight
    From Real American Girls Tell Their Own Stories
           by Dorothy and Thomas Hoobler
Did you ever have a teacher you really liked? Helen
MacKinight (called “Nellie”) remembered how her life was
changed by a teacher. Born in 1872, Helen had a sad
childhood. But she recalled,
In school I found happiness, for there was smiling Miss
House, Addie House. Among all the names that I have known
and forgotten, that name is fresh in my memory. I thought
she was beautiful. Her hair was brown, and she wore it in
brushed-over-the-finger curls that fell to her waist; the
front hair was caught up with a ribbon just as Mama combed
mine, and she wore a fringe on her forehead. Her eyes were
kind and brown and sunny, but best of all, she read to us
every day from Hans Andersen’s Fairy Tales.
The first story she selected was the Snow Queen, and I
listened to it breathlessly, afraid to stir lest I should lose one
word. When she finished the story, she told us that she was
giving the book to the pupil in her grade who made the best
marks in arithmetic.

I was nine years old, and I don’t remember ever having
wanted anything desperately up till that time. But right then
a resolve formed itself in my brain that made my heart beat
with high endeavor. Addition, subtraction, and multiplication
tables became the end and aim of all existence. But there
was a girl in the class who had a genius for figures. She
really liked to add and subtract and do her tables. The class
was on her side. I was not a favaroite. I was too well
washed and brushed and dressed to fit in with their ideas;
besides, they considered me teacher’s pet…
But I did my sums heroically, always a lap behind the other girl
  but always hoping that a miracle might happen, and it did! A
  week before school closed in the spring, she came down with
  the measles and had to stay out of school. The prize came to
  me. In the precious volume Miss House wrote:

                        Reward of merit
                    Nellie Mattie MacKnight
                    Never give up the ship

Helen MacKnight let that motto guide her through many tragic
  events and hardships, which she described in her
  autobiography. When she wrote it in 1934, she could look
  back on a successful career as one of the first women
  doctors in the United States.
              Read Aloud Questions
   How does Helen’s teacher get the class excited about
    arithmetic?
   \Miss House tells the class that the student with the highest
    marks will get to keep the Hans Anderson book. (Important
    Details)

   How do you know that Helen is a determined person?
   She continues to work hard on her arithmetic, even though
    another girl in her class is better at it. Many other students
    would probably have just given up. (Character Traits)
   Why does Helen want the book so much?
   She really likes the book; she may not have many books of her
    own. (Draw Conclusions)
                   Day Two
   Summary and Background
   Build Background
   Vocabulary Review
   Set Purpose for Reading
   Choral Read Story AND
   Answer Comprehension Questions using
    Strategies
   X:\STAFF\Grade Levels\5th grade\Curriculum\Reading
    Audiotext CDs\Audiotext CD 7
Summary and Background
            This story focuses on Jean
             Little’s experiences as a
             sensitive, lonely 5th grader
             set apart by her limited
             eyesight.
            Autobiography : A person’s
             story of his/her own life.
               Nonfiction
            Look for:
               The author’s personal
                thoughts and feelings
                (perspective)
               First-person point of
                view
      Building Background
   Have you ever or have
    witnessed anyone treat a
    person differently because
    they seem different?
   Why do you think people
    might treat them badly?
   How would you feel if this
    kind of treatment
    happened to you or to a
    friend?
    Vocabulary Review
 Read Vocabulary Power on
  pages 512-513
 How does context help you
  understand the words?
          Vocabulary Review
Polio       Immobility Despised        Dismay    Decipher     Astonished


   Write the vocabulary word that fits in each group:

   1.   Surprised, startled, amazed, dumbfounded, astonished
   2.   Medicine, doctor, hospital, injection, polio
   3.   Anxiety, concern, worry, dread dismay
   4.   Stillness, quietness, paralysis, motionless, immobility
   5.   Translate, decode, interpret, unscramble, decipher
   6.   Disliked, reviled, disclaimed, scorned, despised
    Set Purpose for Reading
   One purpose for reading is to become
    informed.
   I’ll read to find out why Jean Little has
    a difficult first day of school.
   I will use the self-question strategy
    to help understand what I read and the
    author’s purpose.
               Pages 516-517
   Why doesn’t Jean tell Miss Marr how difficult it is for her to
    see the board?
   Fitting in with her classmates is important to Jean; climbing
    and crouching to read the board would make her feel
    ashamed. (Characters’ Motivations)
   How is Jean’s desk different from her classmates’ desks?
   Jean’s desk is brown, and the others are a dark wine color;
    Jean’s desk can be moved, and the others are nailed to the
    floor; Jean’s desk is not attached to the desk behind it like
    the others are. (Compare and contrast)
   How does the author feel about her first day in fifth grade?
    Why do you think she wrote about this experience?
   She likes her teacher but is unhappy about being set apart
    from her classmates. She felt others could learn from her
    experience and maybe relate to it. (Author’s purpose and
    perspective)
                      Page 517
   How can you make sure that you understand what is
    happening in the selection “Little by Little”?
   I can ask myself questions about what I read.
   When I ask myself questions about a selection that I’m
    reading, I make sure that I’m paying attention to important
    elements, such as the actions of the characters. When I read
    the first few pages of “little by Little,” I ask myself, “What
    problems does Jean’s special desk cause for her?”
              Pages 518-519
   How does Jean feel about Shirley Russell? How do you
    know?
   Jean envies her and wants to be her friend; I can tell because
    Jean says that Shirley was different, too, but everyone
    wanted to be her friend; Jean is happy when she thinks
    Shirley is going to be her friend. (Characters’ Emotions)
   Why does the author make Shirley an important character in
    the story?
   Jean wants to be Shirley’s friend more than she wants to be
    friends with anyone else in her class.(Author’s Purpose and
    Perspective)
   How do you think Jean will feel about Shirley from now on?
    Why do you think so?
   Jean will not think she’s so wonderful because she sees how
    mean Shirley can be. (Make Predictions)
                   Page 519
   The text says that Jean was astonished when the
    teacher asked Shirley to be Jean’s friend. How do
    you know how Jean felt?
   Jean said she couldn’t believe what was happening.
    She felt surprised and excited.
   When I reread these paragraphs, I look for clues
    that will help me figure out what astonished means.
    In the next paragraph Jean says, “I couldn’t believe
    this was really happeneing.” This tells me that
    Jean was surprised. Maybe astonished means,
    “surprised.” (Use Context to Confirm Meaning.)
                Page 520-521
   How does Jean feel about Shirley after Shirley is mean to
    her? What new information have you learned about Jean?
   Jean is very hurt but tries to understand why Shirley is mean;
    Jean has insight into others’ feelings and is very
    understanding. ((Characters’ Traits/Confirm Predictions)
   How is Jean’s first day of fifth grade going so far? Explain.
   It is not going well. The placement and style of her desk
    make her feel singnled out; Shirley is mean to her;
    classmates ignore her on the playground; she dreads the
    mental arithmetic test. (Draw Conclusions/Summarize)
   Why is Jean worried about the arithmetic test?
   She has not mastered the times tables. (Important Details)
              Pages 522-523
   Why does the author let Ruth see that Jean has not answered
    any of the math questions?
   The author wants the reader to know that Jean will get
    caught cheating. (Author’s Purpose and Perspective)
   What is Jean’s opinion of cheating, and how do you know?
   She thinks cheating is wrong; she expects a thunderbolt to
    strike her or a huge voice to accuse her; she feels guilty.
    (Author’s Viewpoint)
   How do you know Jean has cheated?
   She has not answered any of the questions and she fills in the
    answers after the teacher reads them. Then she checks
    them off as though she got them right. I ask myself what
    Jean has on her paper when the test is over. She has no
    answers at all. Then she checks them. That is cheating.
    (Self-Question)
               Page 524-525
   What do Ruth and Stella do? Do you think they intend to be
    Jean’s friends? Explain.
   They tell Jean they won’t be her friends if she doesn’t
    confess. No; they weren’t friendly toward her before; they
    aren’t acting like they care about her as friends would.
    (Characters’ Motivations)
   Why do you think Miss Marr didn’t say anything to Jean when
    she saw her cheat on the test?
   Maybe she wanted to give Jean a chance to admit what she
    had done; maybe she was planning to handle it privately later
    on, instead of in front of the class. (Speculate)
   What would you have done if you were Miss Marr?
   Answers will vary (Personal Response/Identify with
    Characters)
                      Page 525
   How do you know that Miss Marr is an understanding
    teacher?
   She waits for Ruth and Stella to leave before she talks to
    Jean so Jean isn’t embarrassed; she can tell that Jean didn’t
    mean to cheat; she knew that Jean cheated, but she didn’t
    say anything in front of the class. On page 524 Jean
    discusses the cheating incident with Miss Marr. I ask myself
    what Miss Marr does about the cheating, and I find that she
    waits until the other students have left, probably because she
    does not want to embarrass Jean. She says she knows that
    Jean didn’t mean to cheat. Her actions show me that she is
    kind and understanding. (Self-Question)
          Think and Respond
   What problems does Jean face, and what does she learn?
   She feels different from the other students because of her
    vision. She wants friends, but she is left out and picked on
    by her classmates. She learns that it is important to always
    do what you know in your heart is right. (Summarize)
   Why do you think the author called her autobiography, “Little
    by Little”?
   She is writing about herself, Jean Little; she is describing the
    process of learning and growing up a little bit at a time.
    (Author’s Purpose)
   Why doesn’t Jean tell her teacher that she can’t decipher the
    writing on the board?
   She doesn’t want to call more attention to herself; she wants
    to fit in and not be different. (Character’s Motivation)
          Think and Respond
   If you were a classmate of Jean’s and had seen her cheating,
    as Ruth and Stella did, what would you have done?
   Responses will vary (Personal response/Identify with
    Characters)
   How did using reading strategies help you understand the
    selection?
   Responses will vary (Reading Strategies)


   Read Meet the Author on Page 527.
    How does this help you understand the
    story?
                 Day Three
   Vocabulary Review.
   Partner Read using a fact/opinion graphic organizer
    to help you determine author’s purpose and
    perspective for “Little by Little.”
                Fact     Opinion       How does this
                                       help you
                                       determine
                                       author’s
                                       purpose?
                     Analogies
   An analogy shows the relationship between
    two sets of words; the relationship between
    the first pair is the same as the one between
    the second.word in each of the following analogies.
     Give the missing
                                         astonished
    Calm is to peaceful as amazed is to __________.
                                                polio
    Medicine is to penicillin as disease is to ___________.
                                              immobility
    Laughter is to tears as movement is to ________.
                                        despised
    Loved is to cared as scorned is to __________.
                                    dismay
    Smile is to joy as frown is to __________.
                                             decipher
    Study is to understand as analyze is to __________.
             Day Four
   Vocabulary Review
   Discuss How Fact and Opinion
    helped determine author’s
    purpose.
   Read/Answer Question About
    Notebook
   Making Connections
   Vocabulary Test
           Vocabulary Review
Polio           Immobility Despised        Dismay   Decipher   Astonished



  Write the vocabulary word that means the opposite of each item below.

  1.    Liked     despised

  2.    Happiness dismay

  3.    Move calmly     immobility

  4.    Not surprised         astonished

  5.    Not able to read     decipher
     About Notebooks-pg. 528-529
   How do the author’s feelings about her notebook change?
   She loves it when it’s new and neat; by the time she gets to
    the middle, the notebook is messy, so she wishes she could
    start a new one; when she’s writing something she really
    enjoys, she doesn’t care what the notebook looks like.
    (Summarize)
   What does Jean Little mean when she says that she hums
    inside her head?
   She means that she’s happy and enjoys what she’s doing.
    (Author’s Craft/Imagery)
         Making Connections
   What can readers learn about the theme School Rules from
    “Little by Little”?
   They can realize how hurtful it is to tease others and to leave
    them out; they can learn to treat classmates with more
    consideration (Theme)
   Compare the illustrations on page 515 and 525. How do
    these pictures show Jean’s feelings?
   In the picture on page 515, Jean looks happy. She likes her
    new teacher, and she is determined to fit in with her fifth-
    grade classmates. The picture on page 525 shows Jean
    looking sad and distressed at having to tell the teacher that
    she cheated. (Graphic Aids-Structures of Text)
         Making Connections
   How are the emotions that Jean Little expresses in “Little by
    Little” different from the emotions expressed in her poem
    “About Notebooks”?
   “Little by Little” mostly tells about hurtful feelings. The
    poem expresses the author’s love of words and the happiness
    she feels when she is writing. (Compare Texts)
   If another person had written a biography of Jean Little, how
    might it have been different from this autobiography?
   Another person could not have known or understood Jean’s
    thoughts and feelings as Jean herself did. (Speculate/Genre)

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:252
posted:3/22/2011
language:English
pages:50