The Royal Zookeeper
Level J/18
The Royal Zookeeper Fiction
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Analyze Story Elements Concept Vocabulary
•• Words related to fairy tales
Grammar/Word Study •• Adverbs •• Adverbs using -ly
Summary
•• Pawprint Paul wants to become Queen Bella’s royal zookeeper. Queen Bella asks Pawprint Paul to guess the measurements of her great hall.
Theme: Measuring Math Concept: We can measure length, height, and width. We can put things in order of size. We can compare sizes.
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 Connections • I have read other fairy tales. • I know that fairy tales tell about castles, kings, and queens. • A queen is often a main character in fairy tales.
ell
Support Tips
for English-Language Learners
Build Background Knowledge If English-language learners are not familiar with the fairy tale that native speakers suggest, then read the fairy tale to them. Once students have an understanding of the basic elements of a fairy tale, encourage them to share with the group examples of fairy tales from other cultures that they know.
Build Vocabulary and Language Patterns As students preview the book, make sure they can identify all the animals. Let students name the more familiar animals, and then say the names of the less familiar animals and have students repeat the names. Write the names in a list on chart paper and have students say the names again.
Before Reading.... Build Background Knowledge • Help students recall a familiar fairy tale, preferably one that features a king or a queen. As a group, retell the story. Then have students brainstorm a list of typical fairy-tale characters and objects, such as kings, queens, castles, servants, and kingdoms. Record their ideas on a chart titled “Fairy Tales.”
Model Making Text-to-Text Connections • Show students the cover illustration and read the title. Say: I see a castle in the picture and the word Royal in the title. I think this story might be a fairy tale. I have read other fairy tales, and they often tell about castles and royal people such as kings and queens. I should be able to use what I know about fairy tales to help me understand this story. • Ask students if the cover and title remind them of any stories they have read or movies or television shows they have seen.
Preview the Book • Preview each page in the book, asking students to describe what they see. Model making other text-to-text connections. Say: I know that queens wear crowns. I see a woman wearing a crown on page 3, so she must be a queen. A queen is often the main character in a fairy tale, so this story must be a fairy tale. • Introduce any vocabulary you feel may be difficult for students. Point to the pictures of the animals and ask questions using the animals’ names: What color is the flamingo? How many alligators are there?
Model Reading Strategies • Point out the word powerful on page 9 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 base words and suffixes. You could divide the word into its base word, power, and its suffix, ful. You could sound out each part and then put the parts back together. Finally, you could see if the word makes sense in the sentence.
Set a Purpose for Reading Ask students to read the book to find out what the queen in this fairy tale does. Remind them to use what they already know about fairy tales to help them as they read.
2
The Royal Zookeeper
© 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: 978-1-4108-1575-0
During Reading....Ï 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....Ï Reflect on Reading Strategies • Ask students how other fairy tales they have read are like this fairy tale. Remind them that connecting a new story to similar stories they have read will help them understand the new book better. • 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 are reading 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 whisper reading. Note whether the student is using visual, structure, and meaning cues to self-correct and/or 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: What does the queen want Paul to use to measure the width of the Great Hall? the length? the height? Have students support their answers by reading aloud the parts of the book that gave them the information. • Ask: What tools do we usually use to measure width, length, and height? (ruler, yardstick, tape measure) Give pairs of students one of the tools and have them measure an object in the classroom and report their measurements to the group. • Point out that the queens in fairy tales often ask people to do something difficult to prove themselves worthy. Discuss with students what is difficult about what the queen asks Paul to do and what the task is supposed to prove.
Extend Concepts • Ask each student to choose a different small object, such as a book, pencil, or shoe, and use it to measure the width of the board. Write students’ measurements in a list on the board. • Have students use a ruler, yardstick, or tape measure to measure the width of the board. Write their measurements in another list on the board. Ask them what they notice when they compare the measurements in the second list to those in the first list. © 2011 Benchmark Education Company, LLC
Make Fiction-to-Fact™ Concept Connections If students have read Four Faces in Rock, ask: • Why do you think people want to measure things such as the faces on Mount Rushmore or the rooms in a palace? (Measurements may be practical: for example, to make sure furniture will fit in a room. Measurements may also be interesting: for example, to amaze people with how huge a room or a sculpture is.) • Why isn’t Queen Bella interested in having the Great Hall measured in feet and inches, as the Mount Rushmore faces are? (She ordered the measurements because of her interest in animals and her test of Pawprint Paul’s knowledge of animals, not because she wanted to know the exact size of the room.) The Royal Zookeeper
3
Small Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Ask specific questions about the familiar fairy tale 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 students with native speakers to identify the story elements in The Royal Zookeeper, fill in the blackline master, and discuss common elements of fairy tales together.
Build Comprehension:
ANALYZE STORY ELEMENTS Model • Display a fairy tale 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 the characters, the setting, and the plot. The characters are the people or animals in the story. The setting is where and when the story takes place. The plot is the events that happen in the story. Usually the characters have a problem that they have to solve. Sometimes we can use these story parts to help us know what kind of story we are reading.
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 on the blackline master. Say: The setting of this story is a castle long ago. Is this setting like the setting in other fairy tales? One of the main characters is a queen. Is a queen often a character in a fairy tale? The Royal Zookeeper Title: _______________________________________________________________ Where and when? (Setting)
in Queen Bella’s castle, long ago
Who? (Characters) Queen Bella Pawprint Paul Queen Bella’s animals
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.
What is the Pawprint Paul wants the job of Royal Zookeeper. problem? Queen Bella wants to make sure he is the right person to take care of her animals. What happens? (Plot) 1. Pawprint Paul wants to be Queen Bella’s Royal Zookeeper. 2. The queen says Paul must answer three questions correctly to get the job. 3.
The queen asks Paul how wide the Great Hall is, using birds.
4.
aul answers. He proves he is right with an albatross, eagles, P and a flamingo.
5.
The queen asks Paul how long the Great Hall is, using reptiles.
6. Paul answers and proves he is correct with a snake, alligators, and lizards. 7.
The queen asks Paul how tall the Great Hall is, using mammals.
8. Paul answers and shows he is correct with a giraffe and a monkey. 9.
Paul becomes the Royal Zookeeper.
How is the Pawprint Paul proves he knows everything about animals, problem solved? so the queen gives him the job.
4
The Royal Zookeeper
© 2011 Benchmark Education Company, LLC
Writing Mini-Lesson: Vivid Characters • Read pages 2 and 4 while students follow along. Say: The author of a story wants to create characters that readers can believe in and imagine as if they were real people. How can an author create vivid characters? • Involve students in a discussion about creating vivid characters by asking the following questions: What does the author say about Queen Bella? about Pawprint Paul? (The author says that Queen Bella loves animals and that Paul knows everything about animals.) How do these descriptions make the characters “real” to readers? (Readers have seen traits such as these in real people, so the descriptions make the characters seem like real people.)
writing Checklist
As students review their piece of writing, have them ask themselves: • Do I create vivid characters? • Do I describe what the characters look like and act like? • Do I show what the characters say and do? • Is there anything I can add or change that will make my characters more interesting?
How do the things that the characters say and do make them interesting? (The queen asks Paul hard questions, which shows she is demanding. Paul gives good answers, which shows he is smart.) What else can an author do to help readers imagine a character? (An author could describe what the character looks like.) • Use other fiction books to show how other writers create vivid characters. Discuss with students how each author uses the characters’ looks, behavior, speech, and actions to reveal their personalities. • On chart paper, write two or three interesting character descriptions from the examples to serve as models for students. • After looking at several examples of vivid character descriptions, have students tell which characters they think are described especially well.
Reread for fluency Read aloud sections of The Royal Zookeeper using appropriate phrasing, intonation, and expression to model fluent reading. 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 note whether they used a variety of techniques to create interesting characters in their writing and decide what they can add or revise to make their characters more vivid. 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 Royal Zookeeper to family members. Suggest that they talk about how Paul uses measurements to get the job of Royal Zookeeper.
The Royal Zookeeper
5
Skills Bank ell
Support Tips
for English-Language Learners
Vocabulary Pair English-language learners with native speakers to discuss the common vocabulary in fairy tales. You may wish to let students look through fairy tales in classroom books and note what words they see in several of the stories.
Grammar/Word Study Demonstrate the meanings of some adverbs by saying and acting out the following sentences: I can talk quietly. I can laugh loudly. I can walk quickly. Point out that each -ly word tells something about each action verb.
Grammar/Word Study If students have difficulty using adverbs with -ly in sentences of their own, ask them questions that encourage them to answer using an -ly adverb. For example: How do you walk when you are not in a hurry? I walk slowly. How do you walk when you are late? I walk quickly.
Concept Vocabulary: Fairy Tales • Say: When we read a fairy tale, we expect to see certain settings and characters. We also expect to see certain words. For example, fairy tales often have words such as king and gold. • Begin a word web with Fairy Tales in the center circle and king and gold in two outer circles. • Have students brainstorm additional words that are often found in fairy tales, such as queen, castle, wizard, wishes, dragon, and three. • Write the words in other outer circles in the web.
Grammar/Word Study: Adverbs • Reread page 5 to students. Point to the word correctly. Ask: How must Paul answer the queen’s questions? He must answer them correctly. Correctly answers the question how about the verb answer. • Reread page 9 as students follow along. Point to the word finally. Ask: When does the flamingo step into place? The flamingo steps into place finally. Finally answers the question when about the verb steps. • Explain that correctly and finally are called adverbs. Adverbs can answer the question how, when, or where about the verb in a sentence. • Write quickly, nicely, and wisely on the board. Say a sentence using each adverb. Have students tell whether the adverb answers the question how, when, or where about the verb in the sentence.
Grammar/Word Study: Adverbs Using -ly • Reread the first paragraph on page 14. Point out the phrase final question and write it on the board. Explain that final is an adjective that tells about the noun question; it tells what kind of question. • Write the phrase stepped into place finally. Explain that finally is an adverb that tells about the verb stepped; it tells when. Circle the ly in finally. Point out that adding -ly makes a word into an adverb. • Write slow, sad, and glad on the board. Have volunteers add -ly to each word and write the new word on the board. Ask them to use the adverb in an oral sentence. • Point out that slow, sad, and glad are adjectives used to answer the question what kind about a noun. However, when -ly is added to the words, they become adverbs that answer the question how about a verb.
6
The Royal Zookeeper
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date ________________
Story Elements Chart Title: _______________________________________________________________ Where and when? (Setting) Who? (Characters) What is the problem? What happens? (Plot) 1. 2. 3. 4. 5. 6. 7. 8. 9. How is the problem solved?
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date ___________________
Making and Using Adverbs with -ly final_ ____ ______________________ careful_____ ______________________ loud_ ____ ______________________ real _______ ______________________ sudden___ ______________________ safe_ ______ ______________________ quiet_____ ______________________ slow_______ ______________________ 1. The librarian asked the boys to talk ______________________ in the library. 2. Aunt Linda held the tiny baby ______________________. 3. We can cross the street ____________________ at the light. 4. After two weeks, Meg __________________ found her lost shoe. 5. During the storm, the lights ____________________ went out. 6. The dogs barked ____________________ in the yard. 7. The turtle _____________________ stuck its head out of its shell. 8. Raul ______________________ likes to swim. Directions: Have students add -ly to each word to make an adverb. Then have them write each adverb to complete a sentence. © 2011 Benchmark Education Company, LLC
The Royal Zookeeper Fiction
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Analyze Story Elements Concept Vocabulary
•• Words related to fairy tales
Grammar/Word Study •• Adverbs •• Adverbs using -ly
Summary
•• Pawprint Paul wants to become Queen Bella’s royal zookeeper. Queen Bella asks Pawprint Paul to guess the measurements of her great hall.
Theme: Measuring Math Concept: We can measure length, height, and width. We can put things in order of size. We can compare sizes.
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 Connections • I have read other fairy tales. • I know that fairy tales tell about castles, kings, and queens. • A queen is often a main character in fairy tales.
ell
Support Tips
for English-Language Learners
Build Background Knowledge If English-language learners are not familiar with the fairy tale that native speakers suggest, then read the fairy tale to them. Once students have an understanding of the basic elements of a fairy tale, encourage them to share with the group examples of fairy tales from other cultures that they know.
Build Vocabulary and Language Patterns As students preview the book, make sure they can identify all the animals. Let students name the more familiar animals, and then say the names of the less familiar animals and have students repeat the names. Write the names in a list on chart paper and have students say the names again.
Before Reading.... Build Background Knowledge • Help students recall a familiar fairy tale, preferably one that features a king or a queen. As a group, retell the story. Then have students brainstorm a list of typical fairy-tale characters and objects, such as kings, queens, castles, servants, and kingdoms. Record their ideas on a chart titled “Fairy Tales.”
Model Making Text-to-Text Connections • Show students the cover illustration and read the title. Say: I see a castle in the picture and the word Royal in the title. I think this story might be a fairy tale. I have read other fairy tales, and they often tell about castles and royal people such as kings and queens. I should be able to use what I know about fairy tales to help me understand this story. • Ask students if the cover and title remind them of any stories they have read or movies or television shows they have seen.
Preview the Book • Preview each page in the book, asking students to describe what they see. Model making other text-to-text connections. Say: I know that queens wear crowns. I see a woman wearing a crown on page 3, so she must be a queen. A queen is often the main character in a fairy tale, so this story must be a fairy tale. • Introduce any vocabulary you feel may be difficult for students. Point to the pictures of the animals and ask questions using the animals’ names: What color is the flamingo? How many alligators are there?
Model Reading Strategies • Point out the word powerful on page 9 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 base words and suffixes. You could divide the word into its base word, power, and its suffix, ful. You could sound out each part and then put the parts back together. Finally, you could see if the word makes sense in the sentence.
Set a Purpose for Reading Ask students to read the book to find out what the queen in this fairy tale does. Remind them to use what they already know about fairy tales to help them as they read.
2
The Royal Zookeeper
© 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: 978-1-4108-1575-0
During Reading....Ï 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....Ï Reflect on Reading Strategies • Ask students how other fairy tales they have read are like this fairy tale. Remind them that connecting a new story to similar stories they have read will help them understand the new book better. • 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 are reading 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 whisper reading. Note whether the student is using visual, structure, and meaning cues to self-correct and/or 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: What does the queen want Paul to use to measure the width of the Great Hall? the length? the height? Have students support their answers by reading aloud the parts of the book that gave them the information. • Ask: What tools do we usually use to measure width, length, and height? (ruler, yardstick, tape measure) Give pairs of students one of the tools and have them measure an object in the classroom and report their measurements to the group. • Point out that the queens in fairy tales often ask people to do something difficult to prove themselves worthy. Discuss with students what is difficult about what the queen asks Paul to do and what the task is supposed to prove.
Extend Concepts • Ask each student to choose a different small object, such as a book, pencil, or shoe, and use it to measure the width of the board. Write students’ measurements in a list on the board. • Have students use a ruler, yardstick, or tape measure to measure the width of the board. Write their measurements in another list on the board. Ask them what they notice when they compare the measurements in the second list to those in the first list. © 2011 Benchmark Education Company, LLC
Make Fiction-to-Fact™ Concept Connections If students have read Four Faces in Rock, ask: • Why do you think people want to measure things such as the faces on Mount Rushmore or the rooms in a palace? (Measurements may be practical: for example, to make sure furniture will fit in a room. Measurements may also be interesting: for example, to amaze people with how huge a room or a sculpture is.) • Why isn’t Queen Bella interested in having the Great Hall measured in feet and inches, as the Mount Rushmore faces are? (She ordered the measurements because of her interest in animals and her test of Pawprint Paul’s knowledge of animals, not because she wanted to know the exact size of the room.) The Royal Zookeeper
3
Small Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Ask specific questions about the familiar fairy tale 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 students with native speakers to identify the story elements in The Royal Zookeeper, fill in the blackline master, and discuss common elements of fairy tales together.
Build Comprehension:
ANALYZE STORY ELEMENTS Model • Display a fairy tale 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 the characters, the setting, and the plot. The characters are the people or animals in the story. The setting is where and when the story takes place. The plot is the events that happen in the story. Usually the characters have a problem that they have to solve. Sometimes we can use these story parts to help us know what kind of story we are reading.
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 on the blackline master. Say: The setting of this story is a castle long ago. Is this setting like the setting in other fairy tales? One of the main characters is a queen. Is a queen often a character in a fairy tale? The Royal Zookeeper Title: _______________________________________________________________ Where and when? (Setting)
in Queen Bella’s castle, long ago
Who? (Characters) Queen Bella Pawprint Paul Queen Bella’s animals
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.
What is the Pawprint Paul wants the job of Royal Zookeeper. problem? Queen Bella wants to make sure he is the right person to take care of her animals. What happens? (Plot) 1. Pawprint Paul wants to be Queen Bella’s Royal Zookeeper. 2. The queen says Paul must answer three questions correctly to get the job. 3.
The queen asks Paul how wide the Great Hall is, using birds.
4.
aul answers. He proves he is right with an albatross, eagles, P and a flamingo.
5.
The queen asks Paul how long the Great Hall is, using reptiles.
6. Paul answers and proves he is correct with a snake, alligators, and lizards. 7.
The queen asks Paul how tall the Great Hall is, using mammals.
8. Paul answers and shows he is correct with a giraffe and a monkey. 9.
Paul becomes the Royal Zookeeper.
How is the Pawprint Paul proves he knows everything about animals, problem solved? so the queen gives him the job.
4
The Royal Zookeeper
© 2011 Benchmark Education Company, LLC
Writing Mini-Lesson: Vivid Characters • Read pages 2 and 4 while students follow along. Say: The author of a story wants to create characters that readers can believe in and imagine as if they were real people. How can an author create vivid characters? • Involve students in a discussion about creating vivid characters by asking the following questions: What does the author say about Queen Bella? about Pawprint Paul? (The author says that Queen Bella loves animals and that Paul knows everything about animals.) How do these descriptions make the characters “real” to readers? (Readers have seen traits such as these in real people, so the descriptions make the characters seem like real people.)
writing Checklist
As students review their piece of writing, have them ask themselves: • Do I create vivid characters? • Do I describe what the characters look like and act like? • Do I show what the characters say and do? • Is there anything I can add or change that will make my characters more interesting?
How do the things that the characters say and do make them interesting? (The queen asks Paul hard questions, which shows she is demanding. Paul gives good answers, which shows he is smart.) What else can an author do to help readers imagine a character? (An author could describe what the character looks like.) • Use other fiction books to show how other writers create vivid characters. Discuss with students how each author uses the characters’ looks, behavior, speech, and actions to reveal their personalities. • On chart paper, write two or three interesting character descriptions from the examples to serve as models for students. • After looking at several examples of vivid character descriptions, have students tell which characters they think are described especially well.
Reread for fluency Read aloud sections of The Royal Zookeeper using appropriate phrasing, intonation, and expression to model fluent reading. 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 note whether they used a variety of techniques to create interesting characters in their writing and decide what they can add or revise to make their characters more vivid. 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 Royal Zookeeper to family members. Suggest that they talk about how Paul uses measurements to get the job of Royal Zookeeper.
The Royal Zookeeper
5
Skills Bank ell
Support Tips
for English-Language Learners
Vocabulary Pair English-language learners with native speakers to discuss the common vocabulary in fairy tales. You may wish to let students look through fairy tales in classroom books and note what words they see in several of the stories.
Grammar/Word Study Demonstrate the meanings of some adverbs by saying and acting out the following sentences: I can talk quietly. I can laugh loudly. I can walk quickly. Point out that each -ly word tells something about each action verb.
Grammar/Word Study If students have difficulty using adverbs with -ly in sentences of their own, ask them questions that encourage them to answer using an -ly adverb. For example: How do you walk when you are not in a hurry? I walk slowly. How do you walk when you are late? I walk quickly.
Concept Vocabulary: Fairy Tales • Say: When we read a fairy tale, we expect to see certain settings and characters. We also expect to see certain words. For example, fairy tales often have words such as king and gold. • Begin a word web with Fairy Tales in the center circle and king and gold in two outer circles. • Have students brainstorm additional words that are often found in fairy tales, such as queen, castle, wizard, wishes, dragon, and three. • Write the words in other outer circles in the web.
Grammar/Word Study: Adverbs • Reread page 5 to students. Point to the word correctly. Ask: How must Paul answer the queen’s questions? He must answer them correctly. Correctly answers the question how about the verb answer. • Reread page 9 as students follow along. Point to the word finally. Ask: When does the flamingo step into place? The flamingo steps into place finally. Finally answers the question when about the verb steps. • Explain that correctly and finally are called adverbs. Adverbs can answer the question how, when, or where about the verb in a sentence. • Write quickly, nicely, and wisely on the board. Say a sentence using each adverb. Have students tell whether the adverb answers the question how, when, or where about the verb in the sentence.
Grammar/Word Study: Adverbs Using -ly • Reread the first paragraph on page 14. Point out the phrase final question and write it on the board. Explain that final is an adjective that tells about the noun question; it tells what kind of question. • Write the phrase stepped into place finally. Explain that finally is an adverb that tells about the verb stepped; it tells when. Circle the ly in finally. Point out that adding -ly makes a word into an adverb. • Write slow, sad, and glad on the board. Have volunteers add -ly to each word and write the new word on the board. Ask them to use the adverb in an oral sentence. • Point out that slow, sad, and glad are adjectives used to answer the question what kind about a noun. However, when -ly is added to the words, they become adverbs that answer the question how about a verb.
6
The Royal Zookeeper
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date ________________
Story Elements Chart Title: _______________________________________________________________ Where and when? (Setting) Who? (Characters) What is the problem? What happens? (Plot) 1. 2. 3. 4. 5. 6. 7. 8. 9. How is the problem solved?
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date ___________________
Making and Using Adverbs with -ly final_ ____ ______________________ careful_____ ______________________ loud_ ____ ______________________ real _______ ______________________ sudden___ ______________________ safe_ ______ ______________________ quiet_____ ______________________ slow_______ ______________________ 1. The librarian asked the boys to talk ______________________ in the library. 2. Aunt Linda held the tiny baby ______________________. 3. We can cross the street ____________________ at the light. 4. After two weeks, Meg __________________ found her lost shoe. 5. During the storm, the lights ____________________ went out. 6. The dogs barked ____________________ in the yard. 7. The turtle _____________________ stuck its head out of its shell. 8. Raul ______________________ likes to swim. Directions: Have students add -ly to each word to make an adverb. Then have them write each adverb to complete a sentence. © 2011 Benchmark Education Company, LLC
