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Freckle Juice (Judy Blume) F&P level: _____ Fiction Focus : Plot, Theme/Moral, Sequence, Predicting Outcomes Supplies Needed : 1. Ingredients to make your own Freckle Juice (29) a. Grape juice b. Vinegar c. Mustard d. Mayonnaise e. Lemon juice f. Pepper g. Salt h. Ketchup i. Olive oil j. Onion 2. Glasses and spoons to stir 3. blue marker to make your own freckles (40) Note – Sharon’s character is a trouble-maker and the recipe for the Freckle Juice is totally non-sense. She just mixed together things she found in her refridgerator. This might be a good place to have students create their own version of Freckle Juice. As a young boy, I made “potions” all the time – the boys will love this. Perhaps they can create the recipe she suggests at the end for Freckle Remover (47). Note – Some boys may not have any idea what freckles are. Pictures of people with freckles or an actual person with freckles is a must. If you can bring in a guest speaker to talk about her/his freckles with the students (Where did they get them? How many do they have? Are they all over the body or just on the face? Do you get more in the summertime?), do so. The students need a solid knowledge base before beginning this book. Text Conventions: Italicized text (for emphasis)

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Page 1: 3rd Grade.comprehension Packets.freckleJuice[1]

Freckle Juice (Judy Blume)F&P level: _____FictionFocus: Plot, Theme/Moral, Sequence, Predicting Outcomes

Supplies Needed:1. Ingredients to make your own Freckle Juice (29)

a. Grape juiceb. Vinegarc. Mustardd. Mayonnaisee. Lemon juicef. Pepperg. Salth. Ketchupi. Olive oilj. Onion

2. Glasses and spoons to stir3. blue marker to make your own freckles (40)

Note – Sharon’s character is a trouble-maker and the recipe for the Freckle Juice is totally non-sense. She just mixed together things she found in her refridgerator. This might be a good place to have students create their own version of Freckle Juice. As a young boy, I made “potions” all the time – the boys will love this. Perhaps they can create the recipe she suggests at the end for Freckle Remover (47).

Note – Some boys may not have any idea what freckles are. Pictures of people with freckles or an actual person with freckles is a must. If you can bring in a guest speaker to talk about her/his freckles with the students (Where did they get them? How many do they have? Are they all over the body or just on the face? Do you get more in the summertime?), do so. The students need a solid knowledge base before beginning this book.

Text Conventions: Italicized text (for emphasis) Capitalized text (entire sentences for emphasis) Ellipsis (for pauses)

Content Knowledge: What is a freckle? Who gets them and where do they come from? Do only white

people get freckles? What is a potion? Can mixing together certain ingredients ever be useful? (Yes,

as in medicine). Be sure to point out that sometimes mixtures can do strange things (baking soda and vinegar)

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Web Resources:

Other recipes for Freckle Juice http://www.saskschools.ca/~scots/Grassroots/Gr24Grassroots/recipe.html

What are Freckles? http://kidshealth.org/kid/talk/qa/freckles.html Concentration and Word Search http://www.quia.com/jg/100920.html A gifted school’s discussion question page

http://www.kyrene.org/schools/brisas/sunda/litpack/freckle_sample.htm

Pre-Reading Discussion

CONNECT: Open the front page and study the picture together. Notice how the freckles are blue and none of them are on his face. Aren’t freckles supposed to be on your face? Why is the boy smiling if none of them are on his face? Does this mean he doesn’t like freckles?

Read the back cover together. Discuss how Andrew feels about freckles. Does he want them? Why? How you you feel about having to take a bath everyday? Does fifty cents seem like a lot of money to you? If not, what does this tell you about the characters or setting of this book? What does the final sentence suggest about the potion? What do you think the freckle juice will do to him?

USING BOOK STRUCTURES1. Review the terms: author, illustrator (if no illustrator is listed, then the author did

both), narrator2. Review the following vocabulary words: trickster, jealousy3. Flip through the book and spend some time glancing at the pictures. Teachers, try

to create the story in your head aloud. Remind students that this might not be 100% correct – it’s just a prediction/guess. Remind students that they cannot just rely on pictures to tell them the story or they will miss all of the good stuff.

4. Guess the story by reading the back cover and looking through the illustrations.

PRINT FEATURES/SENTENCE STRUCTURES Ellipsis as a literary device for pausing when a character is speaking (11, 12, 28,

29, 33, 34, ) Italics as a literary device for putting emphasis on a word

o Words spoken by character (e.g.: 14, 24, 36) o Words spoken by the narrator (e.g.: 32, 37)

Capitalization used to emphasize words or express shouting (32) The following phrases appear in the book:

o “Don’t bother” 24o “Overdoing it” 30o “How will I manage to do it?” 32o “Walk alongside someone” 47

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VOCABULARY (entire book)1. inspected 162. combination 173. aisle 234. blur 265. speck 306. ingredients 30

7. moaned 368. sensible 379. drifted 3710. reflection 4011. chattering 42

Note: There are a lot of words in the text that may require some notes in passing. The above 11 should be the ones on which you focus. They are most likely new. Require students to struggle with their own definition of the word if they are familiar with it already. In 3rd grade, giving your own definition is challenging. Ease them into it. E.g.: Define the word giggle. How is different from a laugh?

DURING READING INSTRUCTIONTell students: You will probably find many similarities between you and the main character in this book. Try to make connections with him and events of the story as often as possible. (C)

Day 1: Read chapter one together. As you read, highlight character elements of Andrew. How is he like a typical 8-year-old boy? How is he like the students? After reading, discuss the three major characters in the book so far: Andrew, Sharon, Miss Kelly. What are they like? Also discuss how Nicky is important to the story but not an important character. He doesn’t really talk a lot.

Next, read through the Post-Reading packet questions with the students. They should complete some independently. Share. Predict what will happen in the next chapter. Be sure to make the students back up their guesses/predictions with facts from the text. If you think Sharon is a trickster and the Freckle Juice is fake, that’s fine; the really important thing here is why you think that. What did Sharon do or say that makes you think that? What did Andrew or the narrator say about her that made you think that? What experiences in your life have your had with nosy little girls that made you think that? (C, Co/Co, PO)

Day 2: Students should pre-read chapter 2 alone. This book should be challenging enough to make a 2nd reading with the teacher valuable. Ask a few explicit answer questions to make sure all students read the chapter. Read it together. Explain to students that repeated readings are valuable even for adults. Notice and encourage connections to the following events:

not being able to sleep at night because you can’t stop thinking about something allowance forgetting to zip your zipper getting caught by the teacher

When you get to page 22, notice how the relationship between the text and pictures changes. Compare it to a comic book. At the end of the sequence, express feelings of anticipation – I knew he was going to fall over. He is a such a clutz! (C)

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Ask students to predict the next chapter’s events based on Andrew’s final declaration of “no more mistakes!” (25) Will he continue in his old clumsy ways? (reference the back cover’s final paragraph) (PO)

Day 3: Students should read chapter 3 with the teacher because it contains a lot of important plot development. As you read together, focus on Andrew’s actions: running home (26), putting the recipe in his shoe (26), mixing the ingredients carefully (30). This all points to Andrew’s deep desire to have freckles. This recipe – this change – is really important to him. Discuss him possibly having low self-confidence. Highlight figures of speech (“overdoing it” – 30). Carefully map out the steps of the recipe with the students. This might be a good place to discuss household vocabulary and provide a hands-on experience with the actual ingredients. Have students infer the other necessary but un-mentioned objects (mixing bowl, spoon). (DC, Seq)

Highlight the use of capital letters on page 32 to express shouting. Where have you seen that done before? (STOP signs, billboards, titles). Predict based on previous experience what will happen to Andrew after he drinks the potion. (PO) Day 4: This is a good place to discuss story elements and story maps. Explain the introduction, rising action, and climax (drinking the potion). What comes next should be the falling action. Use graphic organizers to map this out for the students. Students should continue reading chapter 4 on their own with post-reading discussion with the teacher. Use the PR packets to guide the discussion. Be sure to highlight how Andrew’s dreams mimicked real life. Ask for connections to nightmares that have had real elements in them. Author’s purpose: why would Judy Blume make Andrew have nightmares about an evil green monster who makes him drink the potion? (AP)

Highlight and discuss Andrew’s feelings about Sharon on page 37. Why is he so angry with her? (DC, C) Also highlight the final sentence on page 37: “He wasn’t ever going back to school.” Is this true? Why would the author use sarcasm here? (AP)

Day 5: Read chapter 5 (final chapter) with the students. Go slowly because the action develops very quickly and you don’t want to miss anything. Once Andrew pulls out the magic marker and draws freckles on himself, stop for discussion. Why did he do that? What would happen if he didn’t have freckles the next day? Why didn’t he put the freckles on at home? How are his classmates going to react? Teacher? Would you be mad at Sharon? Is he? Is he concerned that he lost his 50 cents?

Once on page 42, predict how Miss Kelly is going to react. (PO) Based on what you know about her, will she be mean? Has she ever been mean before? Highlight your knowledge of her character (C).

What happens to Andrew is embarrassing. Make connections with other embarrassing moments. Be sure to tell kids that sometimes letting your mind wander and go off on mental tangents is okay…as long as you return to where you left off.

Why is it so surprising when Nicky says that he hates his freckles? (45) The moral of the story is to be confident about the way you look no matter what. It is your individual appearance that makes you an individual. Discuss. Ask the students what physical aspects of themselves make them individual.

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NAME: ______________________________________________________

DATE: _______________________________________________________

Post-Reading Packet: Freckle Juice (chapter 1)

1. Andrew mostly likely wants freckles because ___________.

a. Everyone else in his class has them.b. He hates washing up in the morning and freckles will hide dirt.c. He likes being late for Miss Kelly’s class.d. He wants to be friends with Nicky.

2. Why was Andrew distracted when Miss Kelly called on him?

a. He was staring out the window.b. He was counting to one hundred.c. He was counting Nicky’s freckles.d. He was counting Sharon’s freckles.

3. Andrew _________________ Sharon’s secret recipe.

a. is interested inb. hates the idea ofc. is going to tell the teacher aboutd. believes in

4. Andrew can be described as doubtful. Tell one example from chapter one when Andrew is doubtful.

_____________________________________________________________

_____________________________________________________________

5. Why is Andrew skeptical of Sharon? (skeptical = to not believe someone)

Directions: Answer the following comprehension questions. Remember to use your Textual Analysis Skills.

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a. She has lied to him before.b. He has heard of Freckle Juice before.c. He can’t believe it is so expensive.d. Sharon only has six freckles.

6. Which of the following are not aspects of Andrew’s personality?a. Hates girlsb. Is often confused in classc. Gets in trouble by his teacher a lotd. Loves washing up before school

7. Graphic Organizer. Complete the following spider web using characteristics of Andrew’s personality. Hint: Use the answers from question 6 to fill in the chart. Use the given example to help you, too.

Doesn’t like Sharon and probably doesn’tlike girls.

Andrew’sPersonality

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8. Andrew wants something that he cannot have (freckles). What is something that you wish you could have that you know you will never be able to have? Why do you want it so badly?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

9. Pretend Andrew is your friend and he asked you for advice. Should he buy the freckle juice or not? What advice would you give him?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

10.Vocabulary. How is a giggle different from a laugh? (page 12)_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Directions: Answer the following question using your best spelling and punctuation, and check your work.

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NAME: ______________________________________________________

DATE: _______________________________________________________

Post-Reading Packet: Freckle Juice (chapter 2)

1. According to the text, Andrew had trouble sleeping because _______.

a. “He was dreaming about freckle juice.”b. “He kept thinking about freckle juice.”c. “He kept thinking about how much he disliked Sharon.”d. “He wanted to know the secret recipe.”

2. On page 17, Andrew says that 50 cents is 5 whole weeks of allowance. How much does he get per week in allowance?

a. 10 centsb. 5 centsc. 50 centsd. 1 dollar

3. Where does Andrew hide his allowance money for safe keeping?

a. In a combination-lock safe bankb. In the adult bankc. Under his mattressd. In some tissue in his pocket

4. On page 19, what is Andrew’s mom doing when her curlers scratch his face?

a. Playing with himb. Checking to see if he washed his face, ears and neckc. Washing his face, ears and neckd. Punishing him

5. On page 21, the teacher begins with arithmetic. Using the context clues of the sentence, what subject is arithmetic?

Directions: Answer the following comprehension questions. Remember to use your Textual Analysis Skills.

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a. Readingb. Writingc. Mathd. Science

6. On page 24, the author writes

“He didn’t bother counting Nicky Lane’s freckles.”

Another way to write this sentence correctly is:

a. He didn’t even try counting Nicky Lane’s freckles.1. He didn’t want to count Nicky Lane’s freckles.2. He knew how many freckles Nicky Lane had.3. He counted Nicky Lane’s freckles.

7. On page 23, Andrew gets caught by the teacher doing something wrong. Were you surprised that he got caught? Why or why not?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

8. At the end of the chapter, Andrew promises Miss Kelly that he won’t have any more problems paying attention. Do you predict he will be right? Can he fix his attention problems? Or will he just end up getting into even more trouble? What makes you think so?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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NAME: ______________________________________________________

DATE: _______________________________________________________

Post-Reading Packet: Freckle Juice (chapter 3)

1. What is this chapter mostly about?

a. Andrew following the recipe and drinking Freckle Juiceb. Running home to start the recipec. Why you should use your manners d. How to make Freckle Juice

2. Read this sentence from the story.

Andrew dashed to his house, unlocked the front door and took off his shoe as soon as he was inside.

This sentence shows that he is

a. excitedb. scaredc. lonelyd. not careful

3. Andrew put the recipe in his shoe because he didn’t want the ink to ______.

a. Smearb. Creasec. Ripd. Tear

Directions: Answer the following comprehension questions. Remember to use your Textual Analysis Skills.

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4. In your own words, why did Andrew run to get the key from his mother?

_____________________________________________________________

_____________________________________________________________

5. On page 28, when Andrew’s mother says “Manners, Andrew… manners!” what does she want him to do?

a. Say hello to all her friends before leavingb. Give everyone a hugc. Tell her about his day at schoold. Ask permission to go home

6. In this chapter, Andrew is best described as someone who is

a. Carefulb. curiousc. carelessd. scared

7. Which detail about Andrew’s actions is important to the chapter?

a. He adds the ingredients in orderb. He does not like Sharonc. He gets in trouble in classd. The recipe was in his shoe

Olive oil salsa ketchup grape jelly soapsalt vegetables peppermint

vinegar mustard lime lemon a large onion a small onion turnips hot peppers grape juice

8. Rachel Ray, watch your back! Circle the ingredients necessary to make Freckle Juice using the information from the chapter.

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What is the one ingredient you are still missing? _________________9. Graphic Organizer. Complete the following sequence chart with the

events from the story. Put them in order.

a. Andrew puts in just a speck of onion.b. Andrew gathers all the ingredients.c. Andrew mixes the ingredients to make Freckle Juice.d. Andrew opens the door to his house.

10.Prediction Time! What do you predict will happen to Andrew as the result of drinking the Freckle Juice?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Andrew goes to his neighbor’s house to get the key from his mother.

Andrew drinks the Freckle Juice and feels sick to his stomach.

?

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NAME: ______________________________________________________

DATE: _______________________________________________________

Post-Reading Packet: Freckle Juice (chapter 4)

1. What is this chapter mostly about?

a. Andrew has a nightmareb. Andrew feels very sick because of drinking the juicec. Andrew’s mom thinks he has appendicitisd. Andrew has to take medicine

2. Andrew’s mother thinks he has a serious injury. Which of the following details best tells you she thinks it is a big deal?

a. She wants to call the ambulanceb. She says “Oh my!”c. She says he has appendicitisd. She thinks of calling the doctor.

3. Read the following sentence from the story.

Andrew moaned and held his stomach.

The word moaned could most likely be replaced with

a. whinedb. yelledc. screamedd. whispered

Directions: Answer the following comprehension questions. Remember to use your Textual Analysis Skills.

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4. On page 37, Andrew’s mother says she thought he was more sensible. The word sensible most likely means

a. Smartb. Sillyc. Stupidd. Healthy

5. Graphic Organizer. Complete the following sequence chart with the events from the story. Put them in order.

a. Andrew say he doesn’t want to go to school the next day.b. Andrew has to take pink medicine.c. Andrew has nightmares about a green monster.d. Andrew throws up.

6. How does Andrew’s mother find out that he doesn’t have appendicitis?

a. She calls the doctor.b. Andrew admits making the Freckle Juice.c. She finds the recipe for Freckle Juice in the kitchen.d. Andrew forgot to clean up his mess in the kitchen and his mom

finds it.

Andrew drinks the Freckle Juice

?

Andrew goes to sleep.

Andrew feels very sick to his stomach.

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7. Andrew has a nightmare about a green monster with freckles who forces him to take drinks of Freckle Juice through the night. Why do you think the author included this kind of nightmare in the story?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________ _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________ _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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NAME: ______________________________________________________

DATE: _______________________________________________________

Post-Reading Packet: Freckle Juice (chapter 5)

1. Which of the following sentences from the story is an opinion?

a. “I hate every single one of my freckles!”b. “He walked as fast as he could.”c. “Miss Kelly knew all the time that the freckles were fake.”d. “I grew freckles, Miss Kelly!”

2. Why does Andrew most likely put blue marks on his face?

a. To finally have freckles.b. To impress Nicky.c. To make Sharon think the Freckle Juice worked.d. To get in trouble in class.

3. Read this paragraph from the story.

“Andrew,” Miss Kelly said. “How would you like to use my secret formula for removing freckles?” Her voice was low, but not so low that the class couldn’t hear.

This paragraph shows that Miss Kelly

1. knows Andrew’s freckles are fake.2. Think she has a special potion, too.3. Wants to embarrass Andrew in front of the class.4. Has a loud voice.

Directions: Answer the following comprehension questions. Remember to use your Textual Analysis Skills.

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4. Graphic Organizer. Complete the following chart with various characters’ reactions to Andrew’s fake freckles. How do they react to his new look? The page number where you can find the answers are in parenthesis.

Character Reaction to Andrew’s freckles

Miss Kelly (42)

Gives him her “Secret Freckle Remover” Formula

Nicky Lane Makes fun of his blue freckles.

(45)

Sharon Tries to sell her family’s freckle remover to Nicky.

(47)

5. Miss Kelly knew all along that Andrew used a marker on his face. So, her note tells him to ____________.

a. Rub a special magic lotion on his faceb. Wash his face with a package of soap and waterc. Wash his face with warm water onlyd. Repeat three times

6. Read the following sentences from the story.

“Nicky,” Miss Kelly said, “Andrew didn’t look good with freckles. But you look wonderful! I’d hate to see you without them. They’re a part of you.

This sentence shows that Miss Kelly believes that

a. Freckles are a part of everybody.b. No one should try to change the way they look.c. Andrew is ugly with freckles.

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d. Nicky is handsome with freckles.7. In your own words, what is the moral of this book? What lesson can

you learn about yourself from reading it?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________ _____________________________________________________________

_____________________________________________________________

_____________________________________________________________ _____________________________________________________________

_____________________________________________________________

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8. Which character did not learn a lesson from Miss Kelly at the end of the story? Give an example from the text to support your answer.

_____________________________________________________________

_____________________________________________________________ _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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NAME: ______________________________________________________

DATE: _______________________________________________________

Vocabulary Packet: Freckle Juice

Directions: Find the word on the page provided in Freckle Juice. Then, follow your teacher’s directions as you work to define the word using contextual clues.

1. inspected: (p. 16) Part of speech: ____________________

Definition guess: ____________________________________________

Contextual clues: ____________________________________________

Dictionary definition: ________________________________________

Is this a POSITIVE, NEGATIVE, or NEUTRAL word? (Choose one.)

Stellar Student Sentence: ___________________________________________________________

___________________________________________________________

2. combination: (p. 17) Part of speech:__________________

Definition guess: ____________________________________________

Contextual clues: ____________________________________________

Dictionary definition: ________________________________________

Is this a POSITIVE, NEGATIVE, or NEUTRAL word? (Choose one.)

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Stellar Student Sentence:

___________________________________________________________

___________________________________________________________

3. aisle: (p. 23) Part of speech: ____________________

Definition guess: ____________________________________________

Contextual clues: ____________________________________________

Dictionary definition: ________________________________________

Is this a POSITIVE, NEGATIVE, or NEUTRAL word? (Choose one.)

Stellar Student Sentence:

___________________________________________________________

___________________________________________________________

4. blur: (p. 26) Part of speech: ____________________

Definition guess: ____________________________________________

Contextual clues: ____________________________________________

Dictionary definition: ________________________________________

Is this a POSITIVE, NEGATIVE, or NEUTRAL word? (Choose one.)

Stellar Student Sentence:

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___________________________________________________________

___________________________________________________________

5. speck: (p. 30) Part of speech: ____________________

Definition guess: ____________________________________________

Contextual clues: ____________________________________________

Dictionary definition: ________________________________________

Is this a POSITIVE, NEGATIVE, or NEUTRAL word? (Choose one.)

Stellar Student Sentence:

___________________________________________________________

___________________________________________________________

6. ingredients: (p. 30) Part of speech: __________________

Definition guess: ____________________________________________

Contextual clues: ____________________________________________

Dictionary definition: ________________________________________

Is this a POSITIVE, NEGATIVE, or NEUTRAL word? (Choose one.)

Stellar Student Sentence:

___________________________________________________________

___________________________________________________________

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7. moaned: (p. 36) Part of speech: ____________________

Definition guess: ____________________________________________

Contextual clues: ____________________________________________

Dictionary definition: ________________________________________

Is this a POSITIVE, NEGATIVE, or NEUTRAL word? (Choose one.)

Stellar Student Sentence:

___________________________________________________________

___________________________________________________________

__________________________________________________________

8. sensible: (p. 37) Part of speech: ____________________

Definition guess: ____________________________________________

Contextual clues: ____________________________________________

Dictionary definition: ________________________________________

Is this a POSITIVE, NEGATIVE, or NEUTRAL word? (Choose one.)

Stellar Student Sentence:

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___________________________________________________________

___________________________________________________________

___________________________________________________________

9. reflection: (p. 40) Part of speech: ____________________

Definition guess: ____________________________________________

Contextual clues: ____________________________________________

Dictionary definition: ________________________________________

Is this a POSITIVE, NEGATIVE, or NEUTRAL word? (Choose one.)

Stellar Student Sentence:

___________________________________________________________

___________________________________________________________

__________________________________________________________

10.chattering: (p. 42) Part of speech: ____________________

Definition guess: ____________________________________________

Contextual clues: ____________________________________________

Dictionary definition: ________________________________________

Is this a POSITIVE, NEGATIVE, or NEUTRAL word? (Choose one.)

Stellar Student Sentence:

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___________________________________________________________

___________________________________________________________

______________________

ACTIVITY 1: Fill in each sentence so I can tell you know what the word in bold means.

1. The dog moaned when

___________________________________________________________

2. It not sensible to _________________________________________

___________________________________________________________

4. I can usually find an aisle in _________________________________

___________________________________________________________

5. When the window is blurry _______________________

___________________________________________________________

6. The man inspected the house for ______________________________

___________________________________________________________

7. The ingredients for lemonade are _________________________

_________________________________________________________

8. I saw my reflection in the _________________________________

ACTIVITY 3: In each list of words, there is one that does not belong. Circle the word, and then write a sentence explaining why that word does not belong. Your explanation must be in a complete sentence; it must also use the bolded vocabulary word in the list.

1. inspected, searched, looked, ignored

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Explanation:

___________________________________________________________

___________________________________________________________

2. combination, mixture, compound, singleExplanation:

___________________________________________________________

___________________________________________________________

3. aisle, row, column, groupExplanation:

___________________________________________________________

___________________________________________________________

4. blur, clear, fog, cloudyExplanation:

___________________________________________________________

___________________________________________________________

5. secure, safe, in danger, tightExplanation:

___________________________________________________________

___________________________________________________________

6. speck, dot, clump, spotExplanation:

___________________________________________________________

___________________________________________________________

7. moan, smile, groan, whineExplanation:

___________________________________________________________

___________________________________________________________

8. sensible, smart, dumb, clever

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Explanation:

___________________________________________________________

___________________________________________________________

9. chattering, talking, yapping, being quietExplanation:

___________________________________________________________

___________________________________________________________

ACTIVITY 4: Answer each question using the word in bold in a complete sentence.

1. What does a bug inspector do?___________________________________________________________

___________________________________________________________

___________________________________________________________

2. If I want to make lemonade, do I need a combination of things or just one ingredient? Why?

___________________________________________________________

___________________________________________________________

___________________________________________________________

3. If I say my car window is blurry, can I see out of it?___________________________________________________________

___________________________________________________________

___________________________________________________________

4. If there is a speck of food on my plate, how much is there?

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___________________________________________________________

___________________________________________________________

___________________________________________________________

5. Describe something that moans.___________________________________________________________

___________________________________________________________

___________________________________________________________

6. If I am sensible person, do I make smart decisions? Who is someone in your life who is sensible?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

7. Describe 3 places in the world where I can see a reflection.___________________________________________________________

___________________________________________________________

___________________________________________________________

8. If I am in a room where people are chattering, is it a noisy or quiet

room?

___________________________________________________________

___________________________________________________________

___________________________________________________________

ACTIVITY 5: Write “true” near a statement that is correct and “false” near a statement that is not true.

Write the whole word!

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_______________ My teacher always inspects my papers.

_______________ We learn a combination of subjects in school.

_______________ You can find an aisle in the street.

_______________ The windows in the classroom are blurry.

_______________ There is a speck of carpet on the floor in my classroom.

_______________ There is 1 ingredient in spaghetti with meatballs.

_______________ If Mr. de Leon broke his finger, he might moan.

_______________ It is sensible to eat paper clips.

_______________ I can see my reflection in a piece of wood.

_______________ There is a lot of chattering at lunchtime.

ACTIVITY 6: For each word, write a synonym and an antonym. This may be a word or a phrase.

1. inspected

Synonym: ____________________________________________

Antonym: ____________________________________________

2. combination

Synonym: ____________________________________________

Antonym: ____________________________________________

3. aisle

Synonym: ____________________________________________

Antonym: ____________________________________________

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4. blur

Synonym: ____________________________________________

Antonym: ____________________________________________

5. speck

Synonym: ____________________________________________

Antonym: ____________________________________________

6. ingredients

Synonym: ____________________________________________

Antonym: ____________________________________________

7. moaned

Synonym: ____________________________________________

Antonym: ____________________________________________

8. sensible

Synonym: ____________________________________________

Antonym: ____________________________________________

9. reflection

Synonym: ____________________________________________

Antonym: ____________________________________________

10.chattering

Synonym: ____________________________________________

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Antonym: ____________________________________________

ACTIVITY 7

1. Vocabulary word: inspected (16)a. William inspected the pencil to make sure it was his.b. William inspected to see his mom waiting for him after school.

2. Vocabulary Word: chattering (42)a. The bugs were chattering back and forth at night.b. The little girls were chattering with each other at lunch.

3. My

friend did not do a sensible thing when he ___________________

________________________________________________________.4. Things in the car became a blur when _________________________

________________________________________________________.

5. I had a combination of things for lunch. I ate ___________________

_______________________________________________________.

6. I could see my reflection in _________________________________

________________________________________________________.

Column A Column B

Get it, Shawty! Circle the letter of the sentence that uses the vocabulary word in the correct way.

Get it, Shawty! Circle the letter of the sentence that uses the vocabulary word in the correct way.

You complete me! Complete the following sentences that contain vocabulary words.

8. Wild N’ Out! Which one of the following words does not belong?

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whined dotmoaned spotlaughed speckcried tub

9. If your mother tells you to go to the store and buy the ingredients for a cake, what does she want you to buy? As in, what are ingredients?

_____________________________________________________________

_____________________________________________________________

10.Which word matches this definition?

A row in between shelves, desks or seats.

a. columnb. aislec. classroomd. carpet

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NAME: ________________________________________DATE: ________________________________________

Vocabulary Quiz for Freckle Juice

Directions: Write a sentence for each word using good contextual clues.

inspected combination aisle blur speck ingredients moaned sensible reflection chattering

1. ________________________________________________________

________________________________________________________

________________________________________________________

2. ________________________________________________________

________________________________________________________

________________________________________________________

3. ________________________________________________________

________________________________________________________

________________________________________________________

4. ________________________________________________________

________________________________________________________

________________________________________________________

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5. ________________________________________________________

________________________________________________________

________________________________________________________6. ________________________________________________________

________________________________________________________

________________________________________________________

7. ________________________________________________________

________________________________________________________

________________________________________________________

8. ________________________________________________________

________________________________________________________

________________________________________________________

9. ________________________________________________________

________________________________________________________

________________________________________________________

10.________________________________________________________

________________________________________________________

________________________________________________________