Theme 4 Lesson 16 Day 1

Lon Po Po A Red-Riding Hood Story from China Translated and Illustrated by Ed Young Theme 4 Lesson 16 Day 1

Question of the DayWhat do you like best about working with others? The thing I like best about working with others is ___________. T356

The Plan Rat watched while Squirrel buried acorns under a big oak tree. When Squirrel went to sleep, Rat crept over to the tree and took the acorn. When Squirrel woke, Rabbit told her what had happened. “Don’t worry,” said Rabbit. “I have a plan.” Squirrel and Rabbit went to Rat’s house. Just outside the front door, they set down a huge basket. “This pie is delicious,” said Rabbit a loudly as she could. “Try this sandwich,” said Squirrel, just as loudly. For almost and hour Rabbit and Squirrel pretended to eat all kinds of tasty food. Rat heard them. “That picnic sound more delicious than acorns,” he thought. He walked over to Squirrel and Rabbit, and they invited him to eat. T357

“We are finished eating,” said Rabbit. “But there is more food in the basket,” said Squirrel. Rat opened the basket and looked in. “I don’t see it,” he said, sounding terribly upset. “Oh,” said Rabbit, “there’s plenty. It’s at the very bottom. Just reach in further.” Rat could just taste the food already. He leaned in as far as he could. Soon only his long skinny tail was sticking out of the basket. And at that moment, Squirrel rushed over and pushed Rat inside the basket. With a loud Snap! Rabbit locked it shut. “That will teach you to be greedy,” said the Squirrel. “Now you can stay in there and listen while we enjoy an acorn feast!” And then she and Rabbit did just that. T359

R-Controlled Vowel /or/ Lets review the letter patterns or, ore, our, ar and oar. All of these can stand for the /or/ sound. Words with more than one syllable can have the /or/ sound as well as other vowel sounds. Look at the word scoring. It has the /or/ sound in it. Lets practice breaking the syllables apart in this word. scor/ing. See how the syllable scor has the /or/ sound in it. T358

R-controlled vowel /or/ boring scorecard warning pouring • Know lets practice pronouncing these words syllable by syllable. • Notice how the first sound of each syllable has the /or/ sound in it. bor/ing score/card warn/ing pour/ing T358

R-controlled vowel /or/ Use the following words below to complete each sentence. coarse warm soar wore swarm form story warn • I like to eat ______ muffins. • Bees began to _______out of the hive. • The ________ blanket made me itch. • Eagles _______ through the sky. • Ms. Li told the class to ______ two lines by the door. • __________ them about the rain! • Grandma Iris read me a _________. • Devi _______ a special dress called a sari. T359

V/CV and VC/V Syllable Patterns Use the following words below to complete each sentence. bore sport glory force course before fourth • Our house is the ______ from the corner. • Wash your hands ______ you eat. • Of ______ I want to go to the party! • Do not _______ the door to close. • The full moon was out in all its ________. • Soccer is my favorite _________. • Sitting inside sure can ______ me. T359

Let’s get ready to read! • Listen and follow along as I read aloud pages 30-33. Listen for fluency, expression and intonation. • How do you think each character might act or sound. • In groups take turns reading “Lon Po Po”. Remember to read aloud using intonation and expression. T360

Compare and Contrast(Comprehension) • What does it mean to compare and contrast? to think about how characters, settings, and events are alike and how they are different Listen as I reread “Red Riding Hood” starting on page 58. Listen for information about the setting and for how Red Riding Hood’s feelings change. T361

Comprehension Questions • How does Red Riding Hood feel about going to Granny’s house at the beginning of the story? She is delighted • How does Red Riding Hood feel about this when she is in the deepest part of the woods? She is scared • How does she feel at the end of the story? She has learned a lesson about talking to strangers T361

Building Robust Vocabulary • On your own write a riddle that each contain the Vocabulary Words racket, correspondence, devise, and embraced. • Example: You hear me when people bang on things and shout loudly. What am I? • (racket) • Let’s talk about some situations that will help us remind ourselves what each word means. • When do you have a correspondence with someone? • What do you use to devise a plan? • Why might two people embrace? • On your own write your riddles for each word and let your partner try to figure out what it means. T362

Building Robust Vocabulary • If you needed advice about your health, whom would you consult? Explain. • Would you rather have a charming friend or a cunning friend? • If your bones are brittle, why is it not sensible to climb a steep mountain alone? • What would be a sensible way to delight someone? Explain. • Would you recommend that someone eat food that was not tender? Why or why not? • Would you be delighted if everyone came to your class disguised as animals? • How can you show your expertise about an important issue? T363

Grammar Adjective Adjectives: • Are words that describe nouns. • Are usually placed just before the nouns they describe. • Describe what kind of people, place, or things. • Tell how many people, places, or things. T364

Grammar Adjective • The young boy had soft, brown eyes. • He looked at the three butterflies in the pretty garden. First lets locate the nouns in each sentences. Locate the adjectives in each sentence and identify if they tell what kind or how many. what kind: young, soft, brown, and pretty how many: three T359

Checking our WritingCharacter Sketch • Reread your writing to see if it sounds natural and smooth. • Make sure you have used punctuation marks correctly and that you have included adjectives. • Use editors marks when making your final changes. • Make sure that all of the proper nouns in your story are capitalized. Share your final drafts with a classmate. T365

Theme 4 Lesson 16 Day 1