The Missing Parrot TG
Level J/18
The Missing Parrot Fiction
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy Analyze Story Elements Concept Vocabulary
•• Words to describe Carlos and Ana’s neighborhood
Grammar/Word Study •• Dialogue •• Heteronyms
Summary
•• Carlos and Ana accidentally set loose the parrot that was a birthday present for their dad. They must work to buy another parrot for their dad.
Theme: Neighborhoods Social Studies Concept: My neighborhood influences who I am. A neighborhood is made up of people with a variety of skills, interests, and cultural heritages.
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Small Group Reading Lesson Before Reading come from the rain forest
brightly colored
parrots
Build Background Knowledge • Show students a picture of a parrot. Make a web on the board with the word parrot in the center circle. Have pairs of students discuss what they know about parrots, including what they look like and why people keep them as pets. Have them share their ideas with the group. Write students’ ideas in the outer circles of the web.
Model Making, Revising, and Confirming Predictions friendly
ell
can talk
Support Tips
for English-Language Learners
Build Background Knowledge Pair English-language learners with native speakers to share their ideas about what parrots look like and why people keep them as pets.
Build Vocabulary and Language Patterns As students preview the book, demonstrate the meaning of the phrase in a flash (page 4). Turn the room lights off and say: In a flash, the lights went off. Turn the lights back on and say: In a flash, the lights came on. Explain that when something happens in a flash, it happens very quickly and suddenly. Point out the lemonade stand on page 12 and discuss the picture with students. Explain that a stand is like a small store except it can be moved from place to place. Have students name other things, besides lemonade, that might be sold from a stand, such as flowers, hot dogs, and newspapers.
2
The Missing Parrot
• Show students the cover and have them predict what the book is about. Say: A good reader looks at the cover and the title and makes a prediction about the book. This helps the reader get involved with and become interested in the book. I predict that the book is about a parrot that flies away from its home. • Write the predictions students make on a chart and refer to them as you preview the book. Encourage students to revise or confirm their predictions as they get more information.
Preview the Book • Show students the table of contents and read the headings. Ask students to revise or confirm their earlier predictions and to make new predictions based on the headings. Record these on the chart. Say: I wonder what Ana’s plan is and who the “bird brothers” are. I’ll have to read to find out. But now I want to make a new prediction. I predict that after the bird flies away, Ana carries out a plan to find it. • Preview the illustrations and have students revise or confirm their predictions. • Introduce language you feel may be difficult for students. For example, ask: What does someone do when he or she escapes? What do car repair people do when they change the oil in a car?
Model Reading Strategies • Point out the word tomatoes on page 7 and ask students what strategies they could use to read the word. • Suggest the following strategies as you think aloud: You could use what you know about dividing words into smaller parts. You could read the first part: to. Then you could read the second part: ma. Then you could read the third part: toes. Then you could put all three parts together. You could use picture clues to see if the word makes sense.
Set a Purpose for Reading Ask students to read the book to find out if their predictions are correct. Remind them they can change their predictions and make new predictions as they read.
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.
ISBN: 978-1-4108-1576-7
During Reading Monitor Student Reading • Have students put self-stick notes next to words they have trouble with. • Observe students as they whisper-read. Intervene as necessary to guide them to use appropriate strategies to read difficult words.
After Reading Reflect on Reading Strategies • Ask students whether their predictions about the book were correct, or if they revised their predictions as they read the story. • Ask students to share words they found difficult to read, and ask what strategies students used to read them. Use these words, and any words you noticed students having difficulty with, to model appropriate reading strategies. Reinforce that students should always check whether the words they read make sense.
Assessment Tip
To check a student’s reading strategies, ask him or her to read a section of the text aloud to you while other students are whisperreading. Note whether the student is using visual, structure, and/or meaning cues to self-correct and make sense of the text.
ell
Support Tips
for English-Language Learners
Reflect on Reading Strategies Note the words English-language learners are having difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.
Discuss Concepts • Ask: How many neighbors helped Carlos and Ana with their plan? Have students find the parts in the book that help them answer this question. • Assign pairs of students one of the neighbors for whom either Carlos or Ana worked. Have pairs explain what the children did for that neighbor and how that job helped the children’s plan. Write the jobs in a list on chart paper. • Remind students of the predictions they made before reading. Ask: What did you think Carlos and Ana would do when Ed the parrot escaped? Did they do that? Were you surprised by their plan? Why or why not?
Extend Concepts •A sk: What is Carlos and Ana’s neighborhood like? How is their neighborhood like the neighborhood you live in? How is their neighborhood different from your neighborhood? • S ay: Suppose you wanted to earn some money in your neighborhood. What kinds of jobs could you do? Together brainstorm a list of jobs. First review the list of jobs in the story that you made earlier. •H ave students choose one of the jobs on the list and draw a picture of themselves doing that job for a neighbor. Help them write a caption that explains what they are doing and for whom.
© 2011 Benchmark Education Company, LLC
Make Fiction-to-Fact™ Concept Connections If students have read My Neighborhood, ask: • Do you think all neighborhoods have as many kinds of neighbors as Carlos and Ana’s does? (Students may say all neighborhoods are made up of many different people, but urban neighborhoods may have a wider variety than other kinds of neighborhoods.) • What are some good things about living in a neighborhood like Carlos and Ana’s? (Students may say that such neighborhoods are likely to have people with a wide variety of interests who can help and teach others.)
The Missing Parrot
3
Small-Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Ask specific questions about the familiar book to help students focus on and identify story elements: Who is this story about? Where does this story take place? What happens first in the story? What happens next? What is wrong in the story? What needs to be fixed?
Practice and Apply Pair English-language learners with native speakers to identify the story elements in The Missing Parrot and fill in the Story Elements Chart together.
Build Comprehension:
ANALYZe STORY ELEMENTS Model • Hold up a fiction book that students know well. Ask them to tell who is in the story, where and when it takes place, and what happens in the story. • Say: When we read a story, we need to know certain things about the story. We need to know the characters. The characters are the people or animals in the story. We need to know the setting. The setting is where and when the story takes place. We need to know the plot. The plot is the events that happen in the story. Usually the characters have a problem that they have to solve. The problem and the solution are part of the plot. Practice • Distribute copies of the "Story Elements Chart" blackline master. Have students write the title of the story on the title line. • Guide students to describe the setting and name the characters in the story. Have them write the information in the appropriate boxes on the blackline master. Ask: What problem do Carlos and Ana have? How does the story begin? Have students write this information on the chart. Apply • Have students work in pairs to complete the chart by recording the most important events in the plot in order and summarizing how the characters solved their problem. • Have students share their ideas with the group. If some students’ ideas conflict, have students refer to the text to confirm or revise their information. The Missing Parrot Title__________________________________________________________________
Assessment Tip
Observe whether students can identify story elements. Note whether they are able to follow sequential events, tell characters apart, and find clues to setting and story problem and solution. If students have difficulty, you might want to provide additional modeling.
4
The Missing Parrot
Where and when? (Setting)
Carlos and Ana’s home today pet store Carlos and Ana’s neighborhood
Who? (Characters)
Carlos and Ana Ed, the parrot Ms. Ling Ted, the parrot
Carlos and Ana’s mom and dad Jess, their sister Mrs. Poppy, Fireman Frank, Uncle Ernie Mr. Lalli, Eddie, two friends
What is the problem? Carlos and Ana want to give Ed to their dad as a present. Ed flies away. What happens? (Plot)
1. Carlos and Ana get a parrot to give their dad for his birthday. 2. Ed, the parrot, flies out of the house. 3. Carlos and Ana go to the pet store to get another parrot. 4. To earn enough money to buy another parrot, they do jobs around their neighborhood. 5. They buy another parrot, Ted, who is Ed’s brother. 6. They get home with Ted and find that Ed has come back. 7. The family and the parrots celebrate Dad’s birthday.
How is the problem solved?
Ms. Ling sells another parrot to Carlos and Ana, even though they didn’t earn quite enough money. Ed comes back, so now they have two parrots. © 2011 Benchmark Education Company, LLC
Writing Mini-Lesson: Describing Words for Characters • Reread page 4 while students follow along. Ask: Why do Carlos and Ana let the parrot out of the cage? Help students find the sentence that says “Ed looked lonely.” Explain that lonely is a describing word that tells something about Ed. • Involve students in a discussion about using describing words for characters by asking the following questions: Does the word lonely help you imagine the parrot and the events of the story better? Why or why not? (Students may say that the word makes the story more vivid and helps explain why the children let the bird out of his cage.) What other words that describe characters can you find in the story? Which characters are the words describing? (page 14: happy, Ed and Ted; page 15: surprised, Carlos and Ana; page 16: tired, Carlos and Ana; page 16: happy, Ed and Ted) What other words can you think of that you could use to describe real people or characters in a story? (Help students brainstorm words, such as worried, sad, silly, serious, and thoughtful.) Use other fiction books to show how other writers use describing words to tell about characters. Read the examples to students. Discuss how the describing words help readers understand the characters better. On chart paper, write words used to describe characters from the examples to serve as models for students. After looking at several examples of character descriptions, have students talk about the descriptions that they think are especially vivid or interesting.
Writing Checklist
As students review their piece of writing, have them ask themselves: • Do I use describing words to tell about the characters in my story? • Do the describing words help my readers understand my characters better? • Did I choose the describing words carefully? • Are there better describing words I could use?
Reread for fluency Read aloud sections of The Missing Parrot to model fluent reading using appropriate phrasing, intonation, and expression. Have pairs of students take turns reading the pages of the book to each other.
Link to Journal Writing Have students find a piece of fiction writing in their journals. Have them look at how they described their characters, note whether they used any describing words, and decide whether they can improve the descriptions by adding or changing describing words. If students don’t have a piece of fiction writing in their journal, ask them to begin a new piece of writing.
© 2011 Benchmark Education Company, LLC
Connect to home Have students read the take-home version of The Missing Parrot to family members. Suggest that they talk about the different places in the neighborhood where Carlos and Ana earn money.
The Missing Parrot
5
Skills Bank ell
Support Tips
for English-Language Learners
Concept Vocabulary Show students pictures in the book of Carlos and Ana’s neighborhood. Encourage them to describe the neighborhood in their own words. Remind them that the neighborhood includes not only places, but also people. Help students think of specific adjectives based on their own description.
Grammar/Word Study
Concept Vocabulary: Words to Describe Carlos and Ana’s Neighborhood • On the board make a word web with the phrase Carlos and Ana’s neighborhood in the center circle. • Ask: What is Carlos and Ana’s neighborhood like? What describing words could we use to tell about their neighborhood? If necessary, review picture and events in the book to help students brainstorm appropriate describing words. • Write the words students suggest, such as busy, friendly, and happy, in the outer circles of the web.
Grammar/Word Study: Dialogue
If students have difficulty understanding the concept of dialogue, hold a brief conversation about the weather or an event of the day. Write some sentences from the conversation on the board as dialogue. For example:
• Read page 2 as students follow along. Point out the quotation marks in the last sentence. Say: These marks are called quotation marks. We use them to show which words are said by the characters. Reread the last sentence and ask: What words do Carlos and Ana say?
“Look, it’s raining,” said James.
• Point out the words they said and explain that these words are called a speech tag and are used to identify who is speaking. Point out the comma and explain that a comma, question mark, or exclamation point is put at the end of the speaker’s words, before the closing quotation marks.
“Now we can’t go outside,” said Marissa.
Grammar/Word Study If students have difficulty hearing the differences in the two pronunciations of each heteronym, point out and emphasize the difference as you say each pronunciation. For example, say: Use has an s sound at the end. Listen for the s sound as I say the word. Use has a z sound at the end. Listen for the z sound as I say the word.
•E xplain that words spoken by story characters are called dialogue and that authors use dialogue to help readers imagine the characters and follow the plot of a story.
•A sk students to find additional examples of dialogue in the story. Have them read each example aloud, identifying first the words the character says, then the speech tag, and finally the punctuation mark at the end of the character’s words.
Grammar/Word Study: Heteronyms •R ead aloud the first sentence on page 2. Point out and say the word present and explain that it means “a gift.” Write this sentence on the board: We will present a parrot to Dad. Read the sentence aloud. Say: The word present in this sentence is spelled just like the word present in the book. But it has a different pronunciation. It also has a different meaning. It means “to give.” •R epeat the procedure with the words minute (page 4) and use (page 7). Say: When we read a word like this, how we say it and what it means depends on how it is used in the sentence. You may wish to continue with other words that have more than one pronunciation and meaning, such as record, close, and bow.
6
The Missing Parrot
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date ___________________
Story Elements Chart Title____________________________________________________________________________ Where and when? (Setting)
Who? (Characters)
What is the problem?
What happens? (Plot)
How is the problem solved? © 2011 Benchmark Education Company, LLC
“
”
Name _______________________________________________________ Date ___________________
!
Punctuating Dialogue
1.
A parrot is a good pet said Teresa.
2.
I like dogs better said Aaron.
3.
Some parrots can talk said Juan.
4.
Did you know that cats can do tricks asked Cara.
5.
The pet shop sells puppies said Jill.
6.
We can have a pet fair said Tim.
7.
We will give prizes said Juan.
8.
May we invite our moms and dads asked Teresa.
9.
We can invite friends too said Jill.
10. Our pet fair will be fun said Cara.
?
,
Directions: Help students punctuate the dialogue correctly, using commas, question marks, exclamation points, and quotation marks. © 2011 Benchmark Education Company, LLC
The Missing Parrot Fiction
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy Analyze Story Elements Concept Vocabulary
•• Words to describe Carlos and Ana’s neighborhood
Grammar/Word Study •• Dialogue •• Heteronyms
Summary
•• Carlos and Ana accidentally set loose the parrot that was a birthday present for their dad. They must work to buy another parrot for their dad.
Theme: Neighborhoods Social Studies Concept: My neighborhood influences who I am. A neighborhood is made up of people with a variety of skills, interests, and cultural heritages.
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Small Group Reading Lesson Before Reading come from the rain forest
brightly colored
parrots
Build Background Knowledge • Show students a picture of a parrot. Make a web on the board with the word parrot in the center circle. Have pairs of students discuss what they know about parrots, including what they look like and why people keep them as pets. Have them share their ideas with the group. Write students’ ideas in the outer circles of the web.
Model Making, Revising, and Confirming Predictions friendly
ell
can talk
Support Tips
for English-Language Learners
Build Background Knowledge Pair English-language learners with native speakers to share their ideas about what parrots look like and why people keep them as pets.
Build Vocabulary and Language Patterns As students preview the book, demonstrate the meaning of the phrase in a flash (page 4). Turn the room lights off and say: In a flash, the lights went off. Turn the lights back on and say: In a flash, the lights came on. Explain that when something happens in a flash, it happens very quickly and suddenly. Point out the lemonade stand on page 12 and discuss the picture with students. Explain that a stand is like a small store except it can be moved from place to place. Have students name other things, besides lemonade, that might be sold from a stand, such as flowers, hot dogs, and newspapers.
2
The Missing Parrot
• Show students the cover and have them predict what the book is about. Say: A good reader looks at the cover and the title and makes a prediction about the book. This helps the reader get involved with and become interested in the book. I predict that the book is about a parrot that flies away from its home. • Write the predictions students make on a chart and refer to them as you preview the book. Encourage students to revise or confirm their predictions as they get more information.
Preview the Book • Show students the table of contents and read the headings. Ask students to revise or confirm their earlier predictions and to make new predictions based on the headings. Record these on the chart. Say: I wonder what Ana’s plan is and who the “bird brothers” are. I’ll have to read to find out. But now I want to make a new prediction. I predict that after the bird flies away, Ana carries out a plan to find it. • Preview the illustrations and have students revise or confirm their predictions. • Introduce language you feel may be difficult for students. For example, ask: What does someone do when he or she escapes? What do car repair people do when they change the oil in a car?
Model Reading Strategies • Point out the word tomatoes on page 7 and ask students what strategies they could use to read the word. • Suggest the following strategies as you think aloud: You could use what you know about dividing words into smaller parts. You could read the first part: to. Then you could read the second part: ma. Then you could read the third part: toes. Then you could put all three parts together. You could use picture clues to see if the word makes sense.
Set a Purpose for Reading Ask students to read the book to find out if their predictions are correct. Remind them they can change their predictions and make new predictions as they read.
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.
ISBN: 978-1-4108-1576-7
During Reading Monitor Student Reading • Have students put self-stick notes next to words they have trouble with. • Observe students as they whisper-read. Intervene as necessary to guide them to use appropriate strategies to read difficult words.
After Reading Reflect on Reading Strategies • Ask students whether their predictions about the book were correct, or if they revised their predictions as they read the story. • Ask students to share words they found difficult to read, and ask what strategies students used to read them. Use these words, and any words you noticed students having difficulty with, to model appropriate reading strategies. Reinforce that students should always check whether the words they read make sense.
Assessment Tip
To check a student’s reading strategies, ask him or her to read a section of the text aloud to you while other students are whisperreading. Note whether the student is using visual, structure, and/or meaning cues to self-correct and make sense of the text.
ell
Support Tips
for English-Language Learners
Reflect on Reading Strategies Note the words English-language learners are having difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.
Discuss Concepts • Ask: How many neighbors helped Carlos and Ana with their plan? Have students find the parts in the book that help them answer this question. • Assign pairs of students one of the neighbors for whom either Carlos or Ana worked. Have pairs explain what the children did for that neighbor and how that job helped the children’s plan. Write the jobs in a list on chart paper. • Remind students of the predictions they made before reading. Ask: What did you think Carlos and Ana would do when Ed the parrot escaped? Did they do that? Were you surprised by their plan? Why or why not?
Extend Concepts •A sk: What is Carlos and Ana’s neighborhood like? How is their neighborhood like the neighborhood you live in? How is their neighborhood different from your neighborhood? • S ay: Suppose you wanted to earn some money in your neighborhood. What kinds of jobs could you do? Together brainstorm a list of jobs. First review the list of jobs in the story that you made earlier. •H ave students choose one of the jobs on the list and draw a picture of themselves doing that job for a neighbor. Help them write a caption that explains what they are doing and for whom.
© 2011 Benchmark Education Company, LLC
Make Fiction-to-Fact™ Concept Connections If students have read My Neighborhood, ask: • Do you think all neighborhoods have as many kinds of neighbors as Carlos and Ana’s does? (Students may say all neighborhoods are made up of many different people, but urban neighborhoods may have a wider variety than other kinds of neighborhoods.) • What are some good things about living in a neighborhood like Carlos and Ana’s? (Students may say that such neighborhoods are likely to have people with a wide variety of interests who can help and teach others.)
The Missing Parrot
3
Small-Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Ask specific questions about the familiar book to help students focus on and identify story elements: Who is this story about? Where does this story take place? What happens first in the story? What happens next? What is wrong in the story? What needs to be fixed?
Practice and Apply Pair English-language learners with native speakers to identify the story elements in The Missing Parrot and fill in the Story Elements Chart together.
Build Comprehension:
ANALYZe STORY ELEMENTS Model • Hold up a fiction book that students know well. Ask them to tell who is in the story, where and when it takes place, and what happens in the story. • Say: When we read a story, we need to know certain things about the story. We need to know the characters. The characters are the people or animals in the story. We need to know the setting. The setting is where and when the story takes place. We need to know the plot. The plot is the events that happen in the story. Usually the characters have a problem that they have to solve. The problem and the solution are part of the plot. Practice • Distribute copies of the "Story Elements Chart" blackline master. Have students write the title of the story on the title line. • Guide students to describe the setting and name the characters in the story. Have them write the information in the appropriate boxes on the blackline master. Ask: What problem do Carlos and Ana have? How does the story begin? Have students write this information on the chart. Apply • Have students work in pairs to complete the chart by recording the most important events in the plot in order and summarizing how the characters solved their problem. • Have students share their ideas with the group. If some students’ ideas conflict, have students refer to the text to confirm or revise their information. The Missing Parrot Title__________________________________________________________________
Assessment Tip
Observe whether students can identify story elements. Note whether they are able to follow sequential events, tell characters apart, and find clues to setting and story problem and solution. If students have difficulty, you might want to provide additional modeling.
4
The Missing Parrot
Where and when? (Setting)
Carlos and Ana’s home today pet store Carlos and Ana’s neighborhood
Who? (Characters)
Carlos and Ana Ed, the parrot Ms. Ling Ted, the parrot
Carlos and Ana’s mom and dad Jess, their sister Mrs. Poppy, Fireman Frank, Uncle Ernie Mr. Lalli, Eddie, two friends
What is the problem? Carlos and Ana want to give Ed to their dad as a present. Ed flies away. What happens? (Plot)
1. Carlos and Ana get a parrot to give their dad for his birthday. 2. Ed, the parrot, flies out of the house. 3. Carlos and Ana go to the pet store to get another parrot. 4. To earn enough money to buy another parrot, they do jobs around their neighborhood. 5. They buy another parrot, Ted, who is Ed’s brother. 6. They get home with Ted and find that Ed has come back. 7. The family and the parrots celebrate Dad’s birthday.
How is the problem solved?
Ms. Ling sells another parrot to Carlos and Ana, even though they didn’t earn quite enough money. Ed comes back, so now they have two parrots. © 2011 Benchmark Education Company, LLC
Writing Mini-Lesson: Describing Words for Characters • Reread page 4 while students follow along. Ask: Why do Carlos and Ana let the parrot out of the cage? Help students find the sentence that says “Ed looked lonely.” Explain that lonely is a describing word that tells something about Ed. • Involve students in a discussion about using describing words for characters by asking the following questions: Does the word lonely help you imagine the parrot and the events of the story better? Why or why not? (Students may say that the word makes the story more vivid and helps explain why the children let the bird out of his cage.) What other words that describe characters can you find in the story? Which characters are the words describing? (page 14: happy, Ed and Ted; page 15: surprised, Carlos and Ana; page 16: tired, Carlos and Ana; page 16: happy, Ed and Ted) What other words can you think of that you could use to describe real people or characters in a story? (Help students brainstorm words, such as worried, sad, silly, serious, and thoughtful.) Use other fiction books to show how other writers use describing words to tell about characters. Read the examples to students. Discuss how the describing words help readers understand the characters better. On chart paper, write words used to describe characters from the examples to serve as models for students. After looking at several examples of character descriptions, have students talk about the descriptions that they think are especially vivid or interesting.
Writing Checklist
As students review their piece of writing, have them ask themselves: • Do I use describing words to tell about the characters in my story? • Do the describing words help my readers understand my characters better? • Did I choose the describing words carefully? • Are there better describing words I could use?
Reread for fluency Read aloud sections of The Missing Parrot to model fluent reading using appropriate phrasing, intonation, and expression. Have pairs of students take turns reading the pages of the book to each other.
Link to Journal Writing Have students find a piece of fiction writing in their journals. Have them look at how they described their characters, note whether they used any describing words, and decide whether they can improve the descriptions by adding or changing describing words. If students don’t have a piece of fiction writing in their journal, ask them to begin a new piece of writing.
© 2011 Benchmark Education Company, LLC
Connect to home Have students read the take-home version of The Missing Parrot to family members. Suggest that they talk about the different places in the neighborhood where Carlos and Ana earn money.
The Missing Parrot
5
Skills Bank ell
Support Tips
for English-Language Learners
Concept Vocabulary Show students pictures in the book of Carlos and Ana’s neighborhood. Encourage them to describe the neighborhood in their own words. Remind them that the neighborhood includes not only places, but also people. Help students think of specific adjectives based on their own description.
Grammar/Word Study
Concept Vocabulary: Words to Describe Carlos and Ana’s Neighborhood • On the board make a word web with the phrase Carlos and Ana’s neighborhood in the center circle. • Ask: What is Carlos and Ana’s neighborhood like? What describing words could we use to tell about their neighborhood? If necessary, review picture and events in the book to help students brainstorm appropriate describing words. • Write the words students suggest, such as busy, friendly, and happy, in the outer circles of the web.
Grammar/Word Study: Dialogue
If students have difficulty understanding the concept of dialogue, hold a brief conversation about the weather or an event of the day. Write some sentences from the conversation on the board as dialogue. For example:
• Read page 2 as students follow along. Point out the quotation marks in the last sentence. Say: These marks are called quotation marks. We use them to show which words are said by the characters. Reread the last sentence and ask: What words do Carlos and Ana say?
“Look, it’s raining,” said James.
• Point out the words they said and explain that these words are called a speech tag and are used to identify who is speaking. Point out the comma and explain that a comma, question mark, or exclamation point is put at the end of the speaker’s words, before the closing quotation marks.
“Now we can’t go outside,” said Marissa.
Grammar/Word Study If students have difficulty hearing the differences in the two pronunciations of each heteronym, point out and emphasize the difference as you say each pronunciation. For example, say: Use has an s sound at the end. Listen for the s sound as I say the word. Use has a z sound at the end. Listen for the z sound as I say the word.
•E xplain that words spoken by story characters are called dialogue and that authors use dialogue to help readers imagine the characters and follow the plot of a story.
•A sk students to find additional examples of dialogue in the story. Have them read each example aloud, identifying first the words the character says, then the speech tag, and finally the punctuation mark at the end of the character’s words.
Grammar/Word Study: Heteronyms •R ead aloud the first sentence on page 2. Point out and say the word present and explain that it means “a gift.” Write this sentence on the board: We will present a parrot to Dad. Read the sentence aloud. Say: The word present in this sentence is spelled just like the word present in the book. But it has a different pronunciation. It also has a different meaning. It means “to give.” •R epeat the procedure with the words minute (page 4) and use (page 7). Say: When we read a word like this, how we say it and what it means depends on how it is used in the sentence. You may wish to continue with other words that have more than one pronunciation and meaning, such as record, close, and bow.
6
The Missing Parrot
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date ___________________
Story Elements Chart Title____________________________________________________________________________ Where and when? (Setting)
Who? (Characters)
What is the problem?
What happens? (Plot)
How is the problem solved? © 2011 Benchmark Education Company, LLC
“
”
Name _______________________________________________________ Date ___________________
!
Punctuating Dialogue
1.
A parrot is a good pet said Teresa.
2.
I like dogs better said Aaron.
3.
Some parrots can talk said Juan.
4.
Did you know that cats can do tricks asked Cara.
5.
The pet shop sells puppies said Jill.
6.
We can have a pet fair said Tim.
7.
We will give prizes said Juan.
8.
May we invite our moms and dads asked Teresa.
9.
We can invite friends too said Jill.
10. Our pet fair will be fun said Cara.
?
,
Directions: Help students punctuate the dialogue correctly, using commas, question marks, exclamation points, and quotation marks. © 2011 Benchmark Education Company, LLC
