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Them
e 6
THEME 6: Smart Solutions192
42593_192-193 8/7/03 11:11 AM Page 192
THEME 6: Smart Solutions
Selections
1 Pepita Talks Twice
2 Poppa’s New Pants
3 Ramona Quimby, Age 8
Smart Solutions
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
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VCCCV PatternWarm-Up/Academic Language.
Remind students that the alphabet is made of vowels andconsonants. Tell them that the vowels are a, e, i, o, and u, andthe consonants are the rest of the alphabet’s letters. Explain tostudents that vowels and consonants sometimes occur in pat-terns. Tell them that words with a vowel-consonant-consonant-consonant-vowel pattern often divide into syllables between thefirst and second consonants.
Teach.
Write pebble on the board. Guide students to identify, underline, and
label its VCCCV pattern as shown below. Have a student draw a slash
separating its syllables.
Repeat the procedure for ostrich, juggler, orphan.
Distribute word cards bundle, castle, further, panther, scribble, tremble
to students, and have them identify the VCCCV pattern. Ask them to
draw a slash to separate the syllables. (bun/dle, cas/tle, fur/ther,pan/ther, scrib/ble, trem/ble)
Have students share their words and explain how they divided them into
syllables.
THEME 6/SELECTION 1
Pepita Talks Twice
Objective• read words with the VCCCV
pattern
Materials • Teaching Master ES6-1• Practice Master ES6-1• word cards: bundle, castle,
further, panther, scribble, tremble• Anthology: Pepita Talks Twice
Get Set for ReadingCD-ROMPepita Talks Twice
Education Placewww.eduplace.comPepita Talks Twice
Audio CDPepita Talks TwiceAudio CD for Smart Solutions
Lexia PhonicsCD-ROMIntermediate Intervention
SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES
THEME 6: Smart Solutions
p e b / b l e
V C / C V
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Guided Practice.
Display or distribute Teaching Master ES6-1 to students, and read it
with them. Have them raise their hand every time they hear a
two-syllable word.
Have them underline these words, read them, and identify whether they
have a VCCCV pattern.
Guide students to divide the VCCCV words into syllables using the rule
VC/CCV.
Practice/Apply.
Distribute Practice Master ES6-1 to students, and go over the directions.
Have them complete the Practice Master independently.
Check students’ understanding of the VC/CCV rule as they share their
answers with the group.
Preview Pepita Talks Twice Segment 1
Refer to the bottom of page 305 in the Teacher’s Edition, and preview
with students Segment 1 Pepita Talks Twice (pages 304–315).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 307 and 314.
Grade 3 Theme 6: Smart Solutions PMES 6–1
VCCCV PatternRead the phrase. Find the two-syllable word, and write itssyllables.
Example:a complete job
1. one hundred years old
2. a simple plan
3. a surprised look
4. to express a thought
5. to add or subtract
6. a loud complaint
Use the jigsaw pieces to write two-syllable words thatmatch the clues.
Name
Practice Master ES 6–1 Pepita Talks Twice
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7. Sidewalks are made of this:
8. The time it takes to snap your fingers:
9. A steering wheel helps a driver do this:
10. Without stopping:
com/plete
stant crete trol con in
hun/dred
sim/ple
sur/prised
ex/press
sub/tract
com/plaint
concrete
instant
control
constant
Practice Master ES 6–1
TMES 6–1 Grade 3 Theme 6: Smart Solutions
VCCCV Pattern
Teaching Master ES 6–1 Pepita Talks Twice
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This is Wiggles. Andrew, are you
sure you can handle
him?
Mr. Winslow, I am in
complete control.
Wiggles! Come back this instant!
Wiggles! Watchout for that man with
the bundle!
Thank you, Andrew. Wiggles looks as if he had a good
time. Next time, you can take MONSTER for a walk, too.
Teaching Master ES 6–1
LITERATURE FOCUS: 10–15 MINUTES
SELECTION 1: Pepita Talks Twice 195
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Problem Solving Warm-Up/Academic Language.
Explain to students that in real life and in stories, people often tryto solve a problem by thinking about ways to fix it. Tell them thatevery possible solution has good points called pros and badpoints called cons.
Teach.
Read this story. Have students listen for Susan’s problem and how she
tries to solve it.
Copy the chart on the board or chart paper.
Objectives• brainstorm possible solutions to
a character’s problem• list pros and cons to determine
the best solution
Materials • Teaching Master ES6-2• Practice Master ES6-2• Anthology: Pepita Talks Twice
THEME 6/SELECTION 1: Pepita Talks Twice
SKILL FOCUS: COMPREHENSION 25–30 MINUTES
THEME 6: Smart Solutions
Susan couldn’t decide on a book to check out of the library.
She saw a book about bulldozers. She liked bulldozers, but
the book did not have pictures. Then she noticed a horse
book. Susan often pretended that she was a horse, but this
book had ripped pages. Finally Susan found a bird book
with colorful illustrations and interesting information. She
quickly checked this book out.
Problem: can’t decide on a book
Solution Pros (+) Cons (-)
bulldozer book likes bulldozers no pictures
horse book pretended she was a
horse
ripped pages
bird book colorful illustrations
interesting information
Solution: checks out the bird book
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Have students identify the story’s problem. Record it in the Problem row.
Ask students to identify the pros and cons for the bulldozer book solu-
tion. Record their answers in the Pros and Cons columns.
Repeat the procedure for horse book, bird book.
Have students identify the story’s solution. Record it in the Solution row.
Guided Practice.
Display or distribute Teaching Master ES6-2 to students, and read the
story with them.
Ask students to describe the story’s problem.
Have them identify Crow’s attempted solutions, and have them give pros
and cons for each solution.
Practice/Apply.
Distribute Practice Master ES6-2 to students, and go over the directions.
Have students complete the Practice Master independently.
Check students’ understanding of pros and cons as they share their
answers with the group.
Preview Pepita Talks Twice Segment 2
Refer to the bottom of page 305 in the Teacher’s Edition, and preview
with students Segment 2 of Pepita Talks Twice (pages 316–331).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 320, 330, and 333.
Disadvantage (con) for bubble bath:
Grade 3 Theme 6: Smart Solutions PMES 6–2
Problem SolvingRead the story about a boy named Mike.
Name
Practice Master ES 6–2 Pepita Talks Twice
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Mike wanted to give his mother a birthdaygift. What could he give her? “Mom likes bubblebath,” Mike thought. He had one dollar. Bubblebath costs more than that.
Then Mike came up with an idea. He wrotea message on a piece of paper and signed it.“She’ll really like this!” Mike said.
Fill in the boxes to tell about Mike’s problem and how hesolved it.
Problem:
Solution:
❥❥
❥❥
❥❥
❥❥
❥❥
❥❥
❥❥
❥❥
❥❥
❥❥
❥❥
❥❥
❥❥
❥❥
❥❥
❥❥
❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥
❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥❥
This certificate entitles Mom to 10 Household
Helper jobs including: cleaning, cooking, laundry,
and trash. All Mom has to do is ask.
Mike
Sample response: Mike did not knowwhat to give his mother for her birthday.
Mike made a gift certificate for Mom to use for Mike’s household help.
Bubble bath costs too much.
Practice Master ES 6–2
TMES 6–2 Grade 3 Theme 6: Smart Solutions
Problem SolvingCrow was very thirsty. She found a
pitcher with water, but the water wasat the bottom. Crow put her beak intothe pitcher again and again, but couldnot reach the water.
Crow’s thirst grew even greater. There wasthe water. How could she get to it?
Crow thought about tipping the pitcher over.But then the water would spill out on the ground.She might not get more than one little sip.
Then Crow came up with a plan. She begandropping pebbles into the pitcher. With everypebble she dropped in, the water rose higher inthe pitcher. At last, the water was high enoughfor Crow to sip. Her problem was solved.
Teaching Master ES 6–2 Pepita Talks Twice
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Problem:
Solution:Crow makes the water rise to her beak by
dropping pebbles into the pitcher.
Crow can’t reach water at bottom of pitcher.
Teaching Master ES 6–2
LITERATURE FOCUS: 10–15 MINUTES
SELECTION 1: Pepita Talks Twice 197
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VCCCV PatternTeach.
Write the word tremble on the chalkboard. Under the word, write the
letters VCCCV, so the word appears like this:
Tell students that the letters -emble in the word tremble are in a vowel-
consonant-consonant-consonant-vowel (VCCCV) pattern. Remind them
letter patterns can help divide words into syllables. Draw a vertical line
between the m and b in tremble. Tell students that when we divide
this word into syllables, we divide it between the first two consonants.
Say the word tremble slowly, clapping each syllable. Explain that words
with a VCCCV pattern are usually divided between the first two conso-
nants. Ask, What vowel sound do you hear in the first syllable of
tremble? (e) Ask, Is this a long or short vowel sound? (short) Explain
that words with a VCCCV pattern often have short vowel sounds.
Write the following words on chart paper: little, English, fumble, and
simple. Have the students read the words with you. Explain that all of
these words have VCCCV patterns. Point out that these words also
have a short vowel sound in the first syllable. Ask a student to draw a
line between the first two consonants in the word little. Have the stu-
dents clap the syllables in the word while saying it aloud. Continue
through the other three words. Remind students that the VCCCV pat-
tern can help them decode unfamiliar words when they are reading.
Objective• divide words with a vowel-
consonant-consonant-consonant-vowel pattern into syllables
Materials• Anthology: Pepita Talks Twice
THEME 6/SELECTION 1: Pepita Talks Twice
SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES
THEME 6: Smart Solutions
t r e m b l e
V C C C V
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Practice.
Revisit the story Pepita Talks Twice. Have students help you find words
that have the VCCCV letter pattern. Write each word on chart paper.
Some words from the story that follow the VCCCV pattern are listed
here: grumble, mumbled, instead, little, wiggle, and answer.
Have students use a marker and underline the letters forming the VCCCV
pattern. Using a different color marker, have them divide the word into
syllables. Repeat the words together, clapping the syllables. Ask stu-
dents if they hear a short or long vowel sound in the first syllable of
each word. Help students to understand that the VCCCV pattern can
help them when they read and write words.
Apply.
Have students continue to look in the story for words with the VCCCV
pattern. Have each student make a list of words. Tell students to skip a
line between each word. Have students exchange papers and circle the
VCCCV combinations. Have students exchange papers again and divide
the words into syllables. Discuss words that students find that are not
divided before the second consonant, and discuss words that do not
have a short vowel sound in the first syllable.
Review Pepita Talks TwiceGuide students through the Comprehension Skill Lesson for Problem
Solving on page 337A in the Teacher’s Edition.
LITERATURE FOCUS: 10–15 MINUTES
SELECTION 1: Pepita Talks Twice 199
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AdjectivesTeach.
Write the following sentences on the board:
Read each sentence aloud. Ask, Which sentence helps you picture what
this bird looks like in your imagination? (the second sentence)What words help you to get a clear picture of what the bird looks
like? (huge, shiny, green-headed) Point out to students that even the
word A tells them about the bird. Explain that words like a and an tell
them that there is only one thing being described. Explain that we use
words called adjectives to describe objects. Authors use adjectives to
help readers imagine the objects or events they are describing.
Give each student an index card with a common noun written on it.
Choose nouns the students are familiar with. Tell students to think of
two words that they could use to describe the object on their card.
Write all the adjectives on the board or on a large sheet of chart paper,
and display it where all students can refer to it.
Repeat the activity, using new cards or having students choose two new
words from the chart paper to describe the noun they have on their
index card.
Objectives• find adjectives in a story• use adjectives to describe
common objects
Materials• Leveled Reader: Tall Tony
THEME 6/SELECTION 1: Pepita Talks Twice
SKILL FOCUS: GRAMMAR 25–30 MINUTES
THEME 6: Smart Solutions
A bird landed on the lawn.
A huge, shiny, green-headed bird landed on the lawn.
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Practice.
Tell the students you are going to talk about adjectives in the story
Pepita Talks Twice. Reread the story together, adding adjectives to the
chart paper as the students identify them. Some examples of adjectives
from the story are: little, new, red, old, long, sad.
Invite students to use adjectives to describe characters from the story. If
the students use any new adjectives, add them to the list. Characters
from the story include: Pepita, Juan, Papa, Mama, Lobo, Miguel,
Mr. Hobbs, Mr. Jones, and Miss Garcia.
Ask What does an adjective do? (describes a noun)
Apply.
Have students describe an object in the classroom without naming it.
Tell them to make a list of adjectives describing the object they have
chosen on a sheet of paper. Remind them to describe the object’s size,
shape, color, texture, and anything else they can think of. When stu-
dents are done, have them exchange papers and try to guess the object
being described. Allow students to exchange papers several times to
read a variety of adjectives.
Preview Tall TonyWalk students through Tall Tony, and discuss the illustrations, using
words from the story such as tallest, mural, and basketball.
Have students use the picture clues on pages 14 and 16 to identify some
of the pros and cons of being tall.
LITERATURE FOCUS: 10–15 MINUTES
SELECTION 1: Pepita Talks Twice 201
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Problem SolvingTeach.
Begin by telling the students that you have a problem. Say, I want to go
to a movie on Saturday, but I also need to clean my house. How can
I solve my problem? Call on students to offer solutions to your prob-
lem. Write a list of solutions on chart paper. When there are three or
four solutions listed, stop and read them aloud. Choose one solution
and explain to students why that would be your first choice.
Explain to students that what they helped you do is called problem
solving. Tell them there are steps they can identify in the process of
solving a problem. Write the following steps on the board:
Practice.
Have students return to the story Pepita Talks Twice. Ask, What is
Pepita’s problem in this story? (She is always asked to talk in bothSpanish and English.) Ask, How does Pepita decide to solve her prob-
lem? (She decides to stop speaking Spanish.) Ask, Does Pepita’s solu-
tion work? (no) Have the students explain why the solution doesn’t
work. Make a list of examples on chart paper. Your list might include
the following answers:
• Pepita can’t say the names of foods she likes in Spanish.
• The dog doesn’t answer to his name in English.
• Pepita can’t help the new girl in her class.
• Pepita can’t teach the dog tricks.
• She can’t sing songs in Spanish.
• She has to think of a new name for herself.
Objectives• define a problem in a story• identify possible solutions to the
problem
Materials• Anthology: Pepita Talks Twice• Leveled Reader: Tall Tony
THEME 6/SELECTION 1: Pepita Talks Twice
SKILL FOCUS: COMPREHENSION 25–30 MINUTES
THEME 6: Smart Solutions
• Identify the problem.
• Think about some solutions.
• Tell students that characters in a story often have a prob-
lem to solve. Many stories are about finding a solution to a
problem. Ask students to identify the problem and solution
in some fables or stories they are familiar with.
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Ask the students to repeat the three steps for solving a problem. (identifythe problem, think of solutions, choose the best solution) Ask, Which
step did Pepita not follow in solving her problem? (step 2) Direct stu-
dents to think of other ways that Pepita might solve her problem. Ask
students to offer other solutions to Pepita’s problem. Say, At the end of
the story, did Pepita solve her problem? What did she do? (She decid-ed it was okay to talk twice.)
Apply.
Have students use problem-solving skills, with an eye to following the
steps in the process, in the Leveled Reader selection Tall Tony by Lucy
Floyd. Ask students to complete the questions and activity on the
Responding page.
Revisit Pepita Talks Twice andTall TonyReview with students Pepita Talks Twice and Tall Tony, and have them
compare and contrast the pros and cons of speaking two languages
with the advantages and disadvantages of being tall. Also, help them
look for VCCCV words such as little, English, grumble, nuzzled (Pepita
Talks Twice, pages 306 and 330).
LITERATURE FOCUS: 10–15 MINUTES
SELECTION 1: Pepita Talks Twice 203
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VCV PatternWarm-Up/Academic Language.
Remind students that they can use the pattern of vowels and con-sonants to help pronounce new words. Explain that words withthe VCV pattern are often divided into syllables between the firstvowel and consonant, V/CV.
Teach
Write cider on the board. Guide students to identify, label, and underline
its VCV pattern as shown below. Have a student draw a slash separating
its syllables.
Repeat the procedure for spider, scuba, elect. (spi/der, scu/ba, e/lect)
Distribute word cards baker, even, hotel, open, over, paper to students,
and have them identify its VCV pattern. (ba/ker, e/ven, ho/tel, o/pen,o/ver, pa/per) Ask them to draw a slash to separate the syllables.
Have students share their words and explain how they divided them into
syllables.
THEME 6/SELECTION 2
Poppa’s New Pants
Objective• read words with the VCV pattern
Materials • Teaching Master ES6-3• Practice Master ES6-3• word cards: baker, even, hotel,
open, over, paper• Anthology: Poppa’s New Pants
Get Set for ReadingCD-ROMPoppa’s New Pants
Education Placewww.eduplace.comPoppa’s New Pants
Audio CDPoppa’s New PantsAudio CD for Smart Solutions
Lexia PhonicsCD-ROMIntermediate Intervention
SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES
THEME 6: Smart Solutions
c i d e r
V C V
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Guided Practice.
Display or distribute Teaching Master ES6-3, and read it with students.
Have them clap every time they hear a two-syllable word.
Have students underline these words, read them, and identify whether
they have a VCV pattern.
Guide students to divide the VCV words into syllables using the V/CV
rule.
Practice/Apply.
Distribute Practice Master ES6-3 to students, and go over the directions.
Have students complete the Practice Master independently.
Check students’ understanding of the V/CV rule as they share their
answers with the group.
πPreview Poppa’s New Pants Segment 1
Refer to the bottom of page 343 in the Teacher’s Edition, and preview
with students Segment 1 Poppa’s New Pants (pages 342–353).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 347, 348, and 352.
Grade 3 Theme 6: Smart Solutions PMES 6–3
VCV Pattern
Name
Practice Master ES 6–3 Poppa’s New Pants
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Example:in rob
7. ro bot
8. tend pre
9. hu man
10. pen o
Read the phrase. Which word has two syllables? Write the syllables.
Example:the planet Earth
1. a motor boat
2. your final choice
3. an acorn from an oak tree
4. a minus sign
5. paper and pen
6. one moment, please
Say each syllable. Put them together to make a 2-syllableword.
plan/et
robin
me ter met alv c v vc v
mo/tor
fi/nal
a/corn
mi/nus
pa/per
mo/ment
robot
pretend
human
open
Practice Master ES 6–3
TMES 6–3 Grade 3 Theme 6: Smart Solutions
VCV Pattern
Teaching Master ES 6–3 Poppa’s New Pants
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Teaching Master ES 6–3
LITERATURE FOCUS: 10–15 MINUTES
SELECTION 2: Poppa’s New Pants 205
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Drawing ConclusionsWarm-Up/Academic Language.
Explain to students that when readers are drawing conclusions,they put together story clues to figure out ideas that are notdirectly mentioned. Readers update these conclusions as theylearn new story details.
Teach.
Read this “story beginning” to students, and have them listen for story
clues that tell what it describes.
Copy the following chart.
Read the question in the first column to students. Ask students to con-
clude what was happening in the story, and record it in the middle col-
umn. Have them identify story clues that helped them draw their con-
clusions. Record them in the third column.
Distribute word cards barks, beak, feathers, paws, snout, wings to stu-
dents, and have them find two other students with word cards describ-
ing the same animal. (a bird is described by beak, feathers, wings)and (a dog is described by barks, snout, paws)
Have groups of three share their animals, and explain how they used the
clues to identify them.
Objective• draw conclusions about story
characters and events
Materials • Teaching Master ES6-4• Practice Master ES6-4• word cards: barks, beak, feathers,
paws, snout, wings• Anthology: Poppa’s New Pants
THEME 6/SELECTION 2 : Poppa’s New Pants
SKILL FOCUS: COMPREHENSION 25–30 MINUTES
THEME 6: Smart Solutions
Jenny swung a heavy bat. Crack! A white ball went sailing out
into a grassy field. Robin scooped it up with her glove, and
threw it back to the infield.
Question Conclusion Story Clues
What is
happening in
the story?
playing baseballor softball
swung a heavy bat; a whiteball went into the grassyfield; scooped up the ballwith a glove; threw ballinto the infield
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Guided Practice.
Display or distribute Teaching Master ES6-4, and read the story to
students.
Have them identify story details that show Uncle Phil is dressed
strangely.
Guide students to identify the sentence that explains what happened to
Uncle Phil’s building.
Ask them to use story details to draw a conclusion as to why Uncle Phil
is dressed strangely.
Practice/Apply.
Distribute Practice Master ES6-4 to students, and go over the directions.
Tell students to complete the Practice Master independently.
Check students’ understanding of using story details to draw conclusions
as they share their drawings and explanations with the group.
Preview Poppa’s New PantsSegment 2
Refer to the bottom of page 343 in the Teacher’s Edition, and preview
with students Segment 2 of Poppa’s New Pants (pages 354–361).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 355, 357, and 360.
Grade 3 Theme 6: Smart Solutions PMES 6–4
Drawing ConclusionsRead the story.
It feels so good on this rock! I stick out my tongue totaste the air. If I sense some food, I try to catch it.Grasshoppers are a special treat.
If a big creature comes near, I usually slither into a hole.I feel safer underground. If I see the shadow of a hawk,away I go! I have no legs, but I am still very speedy.
Who is the “I” in this story? Draw a picture to show who istelling the story. Then tell about the clues you used.
Name
Practice Master ES 6–4 Poppa’s New Pants
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How I Knew What to Draw:
Sample response: It hid underground and was afraid
of a hawk. It used its tongue to taste the air and
slithered. It was a snake.
Students should draw a picture of a snake.
Practice Master ES 6–4
TMES 6–4 Grade 3 Theme 6: Smart Solutions
Drawing ConclusionsUncle Phil left his apartment building just as
the sun was rising. He was heading out to catchthe bus to work. On his way, he passed by a storewith a large glass window. Uncle Phil stopped,looked at the window, and gasped.
Uncle Phil saw that he was wearing green and yellow plaid pants. His shirt had purple and pink checks. The shirt was inside out.
Uncle Phil looked down at his feet. One sock was brown. The other was yellow. His shoes did not match, either.
“The next time there’s a power failure in my building, I’ll be sure to have a flashlight,” Uncle Phil decided.
Teaching Master ES 6–4 Poppa’s New Pants
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ed.
Teaching Master ES 6–4
LITERATURE FOCUS: 10–15 MINUTES
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VCV PatternTeach.
Write the word began on the board. Under the word, write the letters
VCV, so the word appears like this:
Tell the students that the letters -ega in the word began are in a vowel-
consonant-vowel pattern (VCV). Remind students that we can use the
patterns of letters in words to tell how to divide a word into syllables.
Draw a vertical line between the e and g in began. Tell students that
when we divide this word into syllables, we divide it before the conso-
nant. Say the word began slowly, clapping each syllable. Explain that
words with a VCV pattern are usually divided before the consonant.
Write the following words: again, alive, ahead, behind, ago. Have the
students read the words with you. Explain that all of these words have
VCV patterns. Ask a student to draw a line between the syllables in the
word again. Have the students clap the syllables in the word while say-
ing it aloud. Continue through the other four words.
Remind students that knowing the VCV pattern can help them decode
unfamiliar words when they read.
Practice.
Revisit the story Poppa’s New Pants. Have students help you find words
that have the VCV letter pattern. Write each word on chart paper.
Some words from the story are listed here: around, about, against,
before, because, awake.
Have students use a marker to underline the letters forming the VCV
pattern. Using a different color marker, have them divide the word into
syllables. Repeat the words together, clapping the syllables.
Objective• divide words with a vowel-
consonant-vowel pattern into syllables
Materials• Anthology: Poppa’s New Pants
THEME 6/SELECTION 2 : Poppa’s New Pants
SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES
THEME 6: Smart Solutions
b e g a n
V C V
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Apply.
Have students continue to look in the story for words with the VCV pat-
tern. Have each student make a list of words. Tell students to skip a line
between each word. Have students exchange papers and circle the
VCV combinations. Have students exchange papers again and divide
the words into syllables.
Review Poppa’s New PantsGuide students through the Comprehension Skill Lesson for Drawing
Conclusions on page 342 of the Teacher’s Edition.
LITERATURE FOCUS: 10–15 MINUTES
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Comparing with AdjectivesTeach.
Write the following sentences on the board:
Read each sentence aloud. Underline the words big, bigger, and biggest.
Remind the students that we use adjectives in writing to describe
things. Explain that often when we write, we need to compare objects
and show ways that they are alike and different. One way to do this is
by using comparative and superlative forms of adjectives. Tell students
that bigger is a comparative form of the adjective big, and biggest is
the superlative form of big. Explain that the comparative form com-
pares two people, places, or things, and the superlative form compares
three or more people, places, or things.
Copy the chart on the board or chart paper:
Write adjectives in the first column of the chart, such as large, scary, red,
sharp, or thin. For each word, call on students to offer the comparative
and superlative forms of the word. Continue through several examples.
Objectives• identify comparative and
superlative adjectives• use comparative and superlative
adjectives in sentences
Materials• Leveled Reader: A Little Bit Hotter
Can’t Hurt
THEME 6/SELECTION 2 : Poppa’s New Pants
SKILL FOCUS: GRAMMAR 25–30 MINUTES
THEME 6: Smart Solutions
Adjective Comparative
Adjective
Superlative
Adjective
A big dog dug up a bone.
A bigger dog sniffed at the bone.
The biggest dog ran away with the bone.
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Practice.
Tell the students you are going to talk about comparative and superlative
adjectives in the story Poppa’s New Pants. Draw a new chart on chart
paper. Reread the story together, adding adjectives to the correct
columns of the chart as the students identify them. Some examples of
adjectives from the story are listed here:
Page 346 shiny, soft, fattest
Page 348 sloppy, wet, new, pretty, mighty
Page 351 good, long
Ask questions, using words from the chart you have created. Some exam-
ple questions are listed here:
• Who was the oldest person in the story?
• Which character was older than Poppa?
• Who cut the pants to the shortest length?
• Which character do you think was the happiest?
Apply.
Have students choose three objects and describe them. Instruct them to
write at least three sentences, using comparative and superlative adjec-
tives. You may want to remind them to use only attributes that can be
measured, such as size or color.
Preview A Little Bit Hotter Can’t Hurt Walk students through A Little Bit Hotter Can’t Hurt, and discuss the
illustrations, using words from the story such as chili powder and
hotter.
Have students use the picture clues on pages 31 and 35 to predict what
will happen in the story.
LITERATURE FOCUS: 10–15 MINUTES
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Drawing ConclusionsTeach.
Read the following to the students:
As I sat on the couch, I heard the refrigerator open and close. Then I
heard the cabinet doors open. There was a cracking sound, and next
I heard the whir of the electric mixer. The oven door creaked as it
opened, and pretty soon, the smell of chocolate drifted out to the liv-
ing room.
Ask, What do you think was happening? (someone was baking a cakeor cookies) Ask, What clues in the story help you know someone is
cooking? (refrigerator opens and closes, cracking sound of eggs, whirof mixer, oven door) Ask, What do you know about baking that helps
you draw your conclusion? (you bake in an oven, you find ingredi-ents in the cabinets and refrigerator, you use a mixer)
Remind students that they can use clues in the story and what they
know to help them draw conclusions.
Practice.
Have students return to the story Poppa’s New Pants on pages 344-345.
Read aloud this sentence from the story:
Poppa and I had beaten so many rugs, washed so many windows,
and moved around so much furniture that we’d sweated a bucketful.
Ask, What were Poppa and the speaker doing? (chores, cleaning house)Ask, Does the text say ‘Poppa and I cleaned house’? (no) How do you
know that is what is happening? (prior knowledge of cleaning, cluesin the picture) Say, You can draw a conclusion about what Poppa
and the speaker are doing to clean the house based on what you
know about cleaning a house.
Have the students turn to pages 346-347. Read page 346 together. Ask,
What does the storekeeper in this store sell? (farm equipment, food,pants, candy) How do you know? (from the text and illustration) Ask,
Have you ever been in a store that sells all of those things? Lead stu-
dents in a discussion about how this store is different from stores they
know. Ask them what kind of store this might be. (a country store thathas many different items for sale)
Objectives• draw conclusions about events in
a story• use strategies to conclude infor-
mation based on prior knowledge
Materials• Anthology: Poppa’s New Pants• Leveled Reader: A Little Bit Hotter
Can’t Hurt
THEME 6/SELECTION 2 : Poppa’s New Pants
SKILL FOCUS: COMPREHENSION 25–30 MINUTES
THEME 6: Smart Solutions212
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Apply
Have students draw conclusions, with an eye to using story clues and
their own knowledge, in the Leveled Reader selection A Little Bit
Hotter Can’t Hurt by Joanna Korba. Ask students to complete the
questions and activity on the Responding page.
Revisit Poppa’s New Pants andA Little Bit Hotter Can’t HurtReview with students Poppa’s New Pants and A Little Bit Hotter Can’t
Hurt, comparing and contrasting the story clues that lead to the con-
clusion in each story. Also, help them look for VCV words such as
mama, cabinet (Poppa’s New Pants, pages 346 and 352), and over (A
Little Bit Hotter Can’t Hurt, page 29).
LITERATURE FOCUS: 10–15 MINUTES
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ContractionsWarm-Up/Academic Language.
Explain to students that a contraction is a shortened form of twowords. Remind them that an apostrophe takes the place of let-ters removed to make the contraction. Point out that a contraction does not change the sentence’s meaning.
Teach.
Copy the chart on the board.
Have a student read the first sentence in the left column. Ask them what
letter(s) the apostrophe in he’s represents. In the right column, write
the two words used to form the contraction. (he is)
Repeat the procedure for the second, third, and fourth sentences.
Assign pairs of students two cards, one with a contraction, and the other
with the two words that have been used to form the contraction. Have
students figure out which letter(s) the apostrophe represents, and have
them write a sentence using the contraction.
THEME 6/SELECTION 3
Ramona Quimby, Age 8
Objective• read contractions and identify
their meanings
Materials • Teaching Master ES6-5• Practice Master ES6-5• word cards: he’d, he would,
they’re, they are, we’ll, we will• Anthology: Ramona Quimby, Age 8
Get Set for ReadingCD-ROMRamona Quimby, Age 8
Education Placewww.eduplace.comRamona Quimby, Age 8
Audio CDRamona Quimby, Age 8Audio CD for Smart Solutions
Lexia PhonicsCD-ROMIntermediate Intervention
SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES
THEME 6: Smart Solutions
Contraction Two words used to form
the contraction
He’s late. he is
She wasn’t home. was not
They’ll be late. they will
We’d like to play. we would
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Guided Practice.
Display or distribute Teaching Master ES6-5, and read it with students.
Have them circle all of the contractions in the dialogue.
Guide students to identify the two words that formed each contraction,
and explain which letters the apostrophe represents.
Practice/Apply.
Distribute Practice Master ES6-5 to students, and go over the directions.
Have students complete the Practice Master independently.
Check students’ understanding of contractions as they share their
answers with the group.
Preview Ramona Quimby, Age 8 Segment 1
Refer to the bottom of page 371 in the Teacher’s Edition, and preview
with students Segment 1 of Ramona Quimby, Age 8 (pages 370–381).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 374, 377, and 380.
Grade 3 Theme 6: Smart Solutions PMES 6–5
Contractions
Name
Practice Master ES 6–5 Ramona Quimby, Age 8
Cop
yrig
ht ©
Hou
ghto
n M
ifflin
Com
pany
. All
right
s re
serv
ed.
Underline and write the contraction for the words in boldtype.
Example:They had solved the problem. (They’d, The’d)
1. I am hungry. (I’m, Im’)
2. I would like to eat soon. (I’ld, I’d)
3. She is making stew. (She’s, Sh’es)
4. I cannot wait! (cann’t, can’t)
5. We will have to wait. (We’ll, We’ill)
Underline five contractions, and use them to complete thechart.
What’s in the pot? It isn’t soup, but it’s not stew either.Grandpa’s not telling what he’s made. He only says that itcomes from a secret cookbook.
6.
7.
8.
9.
10.
They’d
Contraction Words that Form It
I’m
I’d
She’s
can’t
We’ll
What’s
isn’t
it’s
Grandpa’s
he’s
What is
is not
it is
Grandpa is
he has
Practice Master ES 6–5
TMES 6–5 Grade 3 Theme 6: Smart Solutions
ContractionsFran: Here’s an invitation to my party. I’m
hoping you’ll be able to come.
Ming: Thank you. I’d like to come.
Fran: It’s a costume party.
Ming: But I don’t have a costume.
Fran: Nobody’s got a costume. That’s the funpart. We’ll be making the costumes at the party.
Ming: I’ll be there!
Fran: Well, I’d better get going now. There’s a lot of planning to do.
Teaching Master ES 6–5 Ramona Quimby, Age 8
Cop
yrig
ht ©
Hou
ghto
n M
ifflin
Com
pany
. All
right
s re
serv
ed.
Teaching Master ES 6–5
LITERATURE FOCUS: 10–15 MINUTES
SELECTION 3: Ramona Quimby, Age 8 215
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Making GeneralizationsWarm-Up/Academic Language.
Explain to students that a generalization is a broad statement thatis true about most people or things in a group most of the time.Tell them that readers form generalizations by combining person-al experiences and story details to think of important ideas.
Teach.
Read this story to students, and have them listen for details about
children’s snow play.
Copy the chart on the board.
Have students identify story details about children’s snow play. Record
them in the left column. Ask students to use their personal experiences
along with story details to make generalizations about children’s snow
play. Record their answers in the right column.
Objective• make generalizations based on
story information and personalexperience
Materials • Teaching Master ES6-6• Practice Master ES6-6• Anthology: Ramona Quimby, Age 8
THEME 6/SELECTION 3: Ramona Quimby, Age 8
SKILL FOCUS: COMPREHENSION 25–30 MINUTES
THEME 6: Smart Solutions
A foot of new snow blanketed the town. School was can-
celled. Children gathered in the park to play. Two girls hap-
pily made a snowman. An older boy cheerfully built a giant
snow fort. Several children shrieked as they sledded down
a hill.
Story Details about
Children’s Snow PlayGirls happily made a snowman.
A boy cheerfully built a snow fort.
Children shrieked as they sledded.
Generalizations about
Children’s Snow PlayMost children have fun playing
in the snow.
Other generalizations that use
story details are possible.
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Guided Practice.
Display or distribute Teaching Master ES6-6 with students, and discuss
the illustrations.
Read the paragraphs with students, and guide them to summarize each
paragraph.
Make some valid generalizations such as “Seeds travel in different ways,”
and have students find information in the text that supports them.
Create some invalid generalizations such as “Animals always carry seeds,”
and have students find information that does not support them.
Practice/Apply.
Distribute Practice Master ES6-6 to students, and go over the directions.
Have students complete the Practice Master independently.
Check students’ understanding of generalizing as they share their
answers with the group.
Preview Ramona Quimby, Age 8 Segment 2
Refer to the bottom of page 371 in the Teacher’s Edition, and preview
with students Segment 2 of Ramona Quimby, Age 8 (pages 382–393).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 385, 392, and 395.
Grade 3 Theme 6: Smart Solutions PMES 6–6
Name
Practice Master ES 6–6 Ramona Quimby, Age 8
Cop
yrig
ht ©
Hou
ghto
n M
ifflin
Com
pany
. All
right
s re
serv
ed.
Making GeneralizationsRead the information about animals.
The monarch butterfly is easy to see becauseit has bright colors. The bright colors warnanimals that the monarch tastes terrible.
The snowshoe hare’s fur turns white in winter.The color blends in with the snow. Animals that hunt forsnowshoe hares often cannot see them.
The walkingstick is an insect that is hard to see. It looks likea twig. Insect-eating animals may pass right by thewalkingstick.
Read these statements. Write the generalization that bestfits the information in the first box. Then fill in the ideasthat lead to the generalization.
• Many animals like to eat monarch butterflies.• Body color or shape may help some animals stay safe.
Generalization:
The walkingstickmay stay safebecause
The snowshoehare may stay safebecause
The monarchbutterfly may staysafe because
✔
its color is hardto see.
its colors areeasy to see.
Body color or shape may help some animals stay safe.
its body shapeis hard to see.
Practice Master ES 6–6
TMES 6–6 Grade 3 Theme 6: Smart Solutions
Making Generalizations
Teaching Master ES 6–6 Ramona Quimby, Age 8
Cop
yrig
ht ©
Hou
ghto
n M
ifflin
Com
pany
. All
right
s re
serv
ed.
The seeds of someplants are sticky.They stick to furand feathers.They stick toclothing. Then the seeds fall off.If the seeds takeroot, new plantswill grow.
Many seeds areblown by thewind. They landin new places.Some of themgrow intoplants.
Often, animalsbury or dropseeds. Then theseeds may growinto new plants.
Teaching Master ES 6–6
LITERATURE FOCUS: 10–15 MINUTES
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ContractionsTeach.
Write the following on the board:
Hold up an index card with an apostrophe on it, and ask students to
identify the punctuation mark. Remind them that they have used an
apostrophe to show possession. Tell students that another way to use
an apostrophe is in contractions.
Remind students that contractions are a shortened way of writing two
words. When students make a contraction, the apostrophe takes the
place of one or more of the letters. Have students say each pair of
words on the chart and then replace it with a contraction. (I’m, you’re,couldn’t) Record student responses on the board.
Ask students which letter the apostrophe replaces in the word I’m. (a)Have a student write the replaced letter next to the contraction. Follow
the same procedure with the other pairs of words.
Practice.
Revisit the story Ramona Quimby, Age 8, and ask students to help you
identify the contractions in the story. As students look for words with
an apostrophe, decide together whether each word indicates posses-
sion or is a contraction. Write the words on the board. Some words
with apostrophes found in the story include the following:
p. 372 haven’t, don’t
pp. 374-375 hasn’t, I’m, don’t, mother’s, shouldn’t, week’s, you’re
pp. 376-377 can’t, someone’s, Mary Jane’s, Picky-picky’s
Have students identify the two words that form each contraction.
Objectives• identifying contractions• differentiate between contractions
and possessives
Materials• Anthology: Ramona Quimby, Age 8
THEME 6/SELECTION 3: Ramona Quimby, Age 8
SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES
THEME 6: Smart Solutions
I am
you are
could not
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Apply.
Have students continue to look for contractions and add them to their
own list. Next to each contraction, ask them to write the two words
that form the contraction.
Have students choose several contractions from their charts. Ask them to
write a brief dialogue between two people, using the contractions they
have chosen.
Review Ramona Quimby, Age 8Guide students through the Comprehension Skill Lesson for Making
Generalizations on page 399A in the Teacher’s Edition.
LITERATURE FOCUS: 10–15 MINUTES
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AdverbsTeach.
Write the following sentences on the chalkboard:
Read each sentence aloud. Use the following Think-Aloud to begin a dis-
cussion.
Explain that words like slowly and carefully modify the word walked,
which is the verb in this sentence. Explain, too, that words that modify
a verb, an adjective, or another adverb are called adverbs, and that
adverbs often answer the question how, when, where, or to what
extent. Going back to the initial paragraph, elicit from students that the
words slowly and carefully tell how the boy crossed the bridge. You
might also rewrite the sentence to demonstrate that adverbs do not
always follow the verb, for example, Slowly and carefully, Tyler
walked across the bridge.
Objectives• identify adverbs in a story• use adverbs in sentences• identify whether the adverb tells
how, when, where, or to whatextent
Materials• Leveled Reader: The Dive
THEME 6/SELECTION 3: Ramona Quimby, Age 8
SKILL FOCUS: GRAMMAR 25–30 MINUTES
THEME 6: Smart Solutions
The first sentence helps me form a picture in my mind of a
boy crossing a bridge. The second sentence gives me
more information. It changes the picture in my mind.
Now I see a boy crossing a river “slowly and carefully,”
which makes me think that he is probably on a danger-
ous bridge.
Tyler walked across the bridge.
Tyler walked slowly and carefully across the bridge.
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Practice.
Engage students in a game of round robin. Have a stack of index cards
with verbs that are familiar to students, for example, run, dance, climb,
crawl, stir, eat, and sing. Ask students to choose a word from the pile,
use the word in a sentence, and include an adverb that modifies the
verb. Guide students so that in fact there is an adverb in the sentence.
Then have the next person identify the adverb and tell whether it tells
how, when, where, or to what extent. Write all the adverbs on the
board so all students can refer to them. When finished, point out that
adverbs often end in the letters -ly.
Ask students to find adverbs in the story Ramona Quimby, Age 8. Reread
the story together, adding adverbs to chart paper as the students identi-
fy them. Here are some examples of adverbs from the story: always,
angrily, vaguely, sulkily, silently.
Ask, What does an adverb do? (modifies a verb and tells how, where,when, or to what extent)
Apply.
Have students write a paragraph describing an event that contains a lot
of action. Suggest ideas to them, such as a dance recital, a football
game, a horse race, or an Olympic event. Ask students to use adverbs to
modify the actions and events taking place. Direct students to write as
if they were reporting the event to someone who was listening but
was unable to see the action.
Preview The DiveWalk students through The Dive, and discuss the illustrations, using
words from the story such as diving and pool.
Have students look at the illustration on pages 42 and 43, and make gen-
eralizations about the children in the pool.
LITERATURE FOCUS: 10–15 MINUTES
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Making GeneralizationsTeach.
Display pictures of four to five different kinds of birds. Include one bird
that does not fly, such as a penguin or an ostrich. If you are unable to
locate pictures, write the names of five or six birds on the chalkboard,
for example, pigeon, canary, penguin, wren, ostrich, and blue jay.
Then write the following sentence on the board: All birds can fly. Ask,
Can all birds fly? (no) Have students identify which bird(s) cannot fly.
Cross out the word All and write Most. Point to the new statement and
ask, Is this a true statement? (yes)
Tell students that a statement that is true about most of the items in a
group-most of the time-is called a generalization. Explain that a gener-
alization should be based on facts, and not on personal beliefs or expe-
riences. Tell students that generalizations often include key words such
as most, all, always, generally, often, many, usually, few, or never.
Write the key words on the board.
Practice.
Point out the picture of Ramona and the chapter title on page 372 of
the story Ramona Quimby, Age 8. Have a student read the first sen-
tence of the story aloud. Tell students that the first part of this sen-
tence is a generalization about the weather. Ask students to point out
the key word in the first part of the sentence. (always) Write, “Rainy
Sunday afternoons in November were always dismal” on the board.
Ask students if they agree or disagree with this statement.
Have students think of other generalizations about the weather at differ-
ent times of the year. Write some more generalizations on the board.
Ask students to underline the key word or words in each statement.
Read aloud the last paragraph on page 390. Write the following sen-
tence on the board: The Quimbys are always a nice family. Ask, Is this
statement true? (no) Ask, What word can we change to make this a
true generalization? (change always to usually)
Objectives• make generalizations• recognize key words used in
making generalizations
Materials• Anthology: Ramona Quimby, Age 8• Leveled Reader: The Dive
THEME 6/SELECTION 3: Ramona Quimby, Age 8
SKILL FOCUS: COMPREHENSION 25–30 MINUTES
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Apply.
Have students identify generalizations, with an eye to noting key words,
in the Leveled Reader selection The Dive by Susan Delaney. Ask stu-
dents to complete the questions and activity on the Responding page.
Revisit Ramona Quimby, Age 8and The DiveReview with students Ramona Quimby, Age 8 and The Dive, and have
them make and compare generalizations about Ramona and Christy’s
families. Also, help them look for contractions such as I’ve, isn’t, it’s,
let’s, that’s (Ramona Quimby, Age 8, pages 378, 379, 380, and 382),
and she’s, can’t (The Dive, pages 48 and 49).
LITERATURE FOCUS: 10–15 MINUTES
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