Question of the Day

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Lon Po Po
A Red-Riding Hood Story from China Translated and
Illustrated by Ed Yn
Theme 4 Lesson 16 Day 4
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Question of the Day

• What Jobs do you do
• with other people?

How could you work with others to help improve
your school, neighborhood or community?
Write in your planner I can work with others
to help improve my school or community by
______________.
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Read Aloud

• You are going to hear the story,
• The Plan.

What would the purpose be to listen to such a
story? For enjoyment, to learn about the
plan. Listen and follow along to enjoy and
understand the story.
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The Plan

• Rat watched while Squirrel buried
  acorns under a big oak tree. When Squirrel went
  to sleep, Rat crept over to the tree and took the
  acorns.
• When Squirrel woke, Rabbit told her what
  had happened.

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• The Plan
• Oh, no! cried Squirrel.
• Dont worry, said Rabbit. I have a plan.
• Squirrel and Rabbit went to Rats house. Just
  outside the front door, they set down a huge
  basket. This pie is delicious, said Rabbit, as
  loudly as she could.
• Try this sandwich, said Squirrel, just as
  loudly. For almost an hour Rabbit and Squirrel
  pretended to eat all kinds of tasty food.
• Rat heard them. That picnic sounds more
  delicious than acorns, he thought. He walked
  over

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• The Plan
• to Squirrel and Rabbit, and they invited him
  to eat.
• We are finished eating, said Rabbit.
• But there is more food in the basket, said
  Squirrel.
• Rat opened the basket and looked in. I dont
  see it, he said, sounding terribly upset.
• Oh, said Rabbit, theres plenty. Its at
  the very bottom. Just reach in further.
• Rat could just taste the food already. He
  leaned in as far as he could. Soon only his long
  skinny tail was sticking out of the basket. And
  at that moment,

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• The Plan
• Squirrel rushed over and pushed Rat inside the
  basket. With a loud Snap! Rabbit locked it
  shut.
• That will teach you to be greedy, said
  Squirrel. Now you can stay in there and listen
  while we enjoy an acorn feast! And then she and
  Rabbit did just that.

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• The Plan
• Now lets go back and choral read.
• Discussion Questions
• What did you like about the story?
• What were the characters like? What did you
  think about them?
• What is squirrels problem?
• How does working with Rabbit help Squirrel solve
  her problem?

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r-Controlled Vowel /ôr/

• The r-controlled vowel /ôr/ can be made
• from various letter combinations. Some of them
  are
• or, ore and our.
• Look at the following word
• orange
• Notice that the letters or stand for /ôr /.

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r-Controlled Vowel /ôr/

• Find the words below that have the /ôr / sound.
• warm farm roar tarp
• warm roar
• Notice that both the ar and oar also stand for
  the
• /ôr / sound in some words.

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r-Controlled Vowel /ôr/

• Words with the letter combination ar often have
  the /ôr / sound. See below.
• warm charm
• Notice that warm has the /ôr / sound, but charm
  does not.
• Try each sound to see which makes a familiar
  word.

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r-Controlled Vowel /ôr/

• board
• The letter combination oar almost always has the
• /ôr / sound.
• Look at the following word

warn Does it have the /ôr / sound?
Yes, warn
Underline the /ôr / sound in the following words.
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r-Controlled Vowel /ôr/

• warn cart wart score
• warn wart
  
• Notice that warn and wart have the /ôr / sound,
  but cart and score do not.
• Write down the following words, and find the
  words that have the /ôr / sound. Then underline
  the letters that stand for the /ôr / sound.

air oar tear warp
oar
warp
Write sentences using two of the /ôr / words
weve discussed.
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Fluency - Accuracy

• Good readers use many strategies to help them
  read accurately.
• For example,
• they pay attention to punctuation and to the
  meaning of words.
• they read at an appropriate, comfortable rate
  not reading too quickly or slowly
• They also speak clearly and loud enough
  for others to hear.

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Fluency - Accuracy

• When you read you should
• Read each word carefully
• Pay attention to meaning and correct mistakes
• Pay attention to punctuation
• Ask for help with pronunciation, if needed.

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Fluency - Accuracy

• Think aloud
• As I read part of Lon Po Po aloud,
• I am going to pronounce words correctly and
  clearly.
• If I do not know how to pronounce a word, I will
  use what I know about letter-sounds or ask for
  help.
• I am going to think about the meaning so I will
  recognize if I make a mistake and be able to
  correct it.

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Fluency - Expression
Fluency - Accuracy

• Turn to P. 30-31 in your textbook, and track
  the print as I read.
• Now, I will divide you into two groups and you
  will each choral-read a page several times.
• Now you can reread a page of Lon Po Po. Try
  to correct yourself and remember any mistakes.
  Remember to notice punctuation and ask for help,
  if you need it.

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COMPREHENSION Compare/Contrast

• When you compare you tell how things are alike.
  Word clues same, both, like
• When you contrast you tell how things are
  different. Word clues- however, unlike, but
• Good readers compare and contrast characters,
  settings, and events to better understand what
  the author is expressing.

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COMPREHENSION Compare/Contrast

• The Mysterious Purple Pot
• Long ago, in a far-off part of China, there
  lived two brothers. Life for them was hard until
  one day something wonderful happened. The two
  brothers found a purple pot that was always full
  of rice. No matter how much the brothers ate or
  how much rice they gave to their friends and
  neighbors, the pot filled itself up again in just
  a few hours.

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COMPREHENSION Compare/Contrast

• One day, however, a wicked crow came by. He
  quickly formed a plan to steal the mysterious
  pot. Your pot looks just like the one that was
  stolen from me, lied the crow. It was purple,
  too, and it was full of rice all the time, just
  like this one. Can you prove that this is your
  pot?

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COMPREHENSION Compare/Contrast

• The two brothers looked at the crow suspiciously.
  Then the older brother said, We will look for
  your pot in the forest.
• The younger brother frowned. No, we will look in
  the city.
• In the forest! cried the older brother.
• In the city, growled the younger. Hour after
  hour the brothers pretended to argue until the
  crow grew tired and fell asleep.

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COMPREHENSION Compare/Contrast

• When he woke up, he found himself locked in a
  cage.
• Ha, ha, said the brothers. This time the
  trick is on you. Now stay here until you learn
  not to steal any more! With that, they went on
  to share the rice from their mysterious purple
  pot with their friends and neighbors.

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COMPREHENSION Compare/Contrast

• How are the two brothers alike?
• They are both suspicious of the crow
• they both want to keep the mysterious purple
  pot.
• How are the two brothers different?
• One is older, and one is younger. The older
  brother says he wants to look for the pot in the
  forest, but the younger brother says he wants to
  look for the pot in the city.

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COMPREHENSION Compare/Contrast

• How are the characters in Lon Po Po the same as
  the characters in The Mysterious Purple Pot?
• The main characters in each fairy tale are
  family members who outwit an animal who is trying
  to trick them.
• How are the characters in Lon Po Po different
  from the characters in The Mysterious Purple
  Pot?
• The characters in Lon Po Po are three sisters
  and a wolf in The Mysterious Purple Pot they
  are two brothers and a crow.

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COMPREHENSION Plot

• What is the plot of a story?
• The plot is the events that make up a story.
• In most plots, the main character has a problem
  that must be solved.
• The problem is usually introduced at the
  beginning of the story.
• Readers learn how the characters work to solve
  the problem in the middle of the story.
• The problem is solved at the end.

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COMPREHENSION Plot

• Think back to the Read Aloud, Red Riding Hood.
  Copy the following chart into your notebooks, and
  fill it out for Red Riding Hood.

Characters
Setting
Problem
Important Events
Solution
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COMPREHENSION Plot

Characters Red Riding Hood, mother, wolf,
grandmother, hunter
Setting Forest
Problem The wolf wants to eat Red Riding Hood
after eating her grandmother.
Important Events Red Riding Hood meets the wolf
in the woods. He goes to her grandmothers house
and eats her grandmother. The hunter kills the
wolf before the wolf can eat Little Red Riding
Hood.
Solution The hunter saves Little Red Riding
Hood.
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Building Vocabulary

• charming/delighted
• If you think the action I name is charming and
  would delight you, then put on your most charming
  smile, otherwise frown.
• being nice to a guest
• being rude to a friend
• offering someone a seat
• turning your back to someone

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Building Vocabulary

• racket
• If I name something that could make a racket,
  cover your ears. Otherwise, if it could not make
  a racket, cup your hands to your ears.
• a whisper
• pots and pans banging
• a mouse squeaking
• 30 people yelling at once

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Building Vocabulary

• ingenious
• If the thing I name is ingenious, put your thumbs
  up, otherwise, if it is not ingenious, put your
  thumbs down.
• take a nap
• make a house of cards
• smile
• build a fort with blankets and pillows

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Building Vocabulary

• cunning/outwit
• I will read examples of times when a person has
  to be cunning to outwit someone else. If it is,
  nod your head to show yes. If it is not, shake
  your head no.
• playing hide and seek
• winning a game of chess
• reading a comic book
• sleeping

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Building Vocabulary

• brittle
• Raise your hands if the thing I name could be
  described as brittle.
• an eraser
• an ancient piece of paper
• a glass vase
• a chair

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Building Vocabulary

• SYNONYMS
• Synonyms are words that mean the same or almost
  the same as another word.
• In the following sentences, replace the
  underlined words with a vocabulary word that is a
  synonym for the
• under lined words.
• 1. The two friends hugged when they met at the
  airport. embraced
• Darcy is always so polite.
• charming

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Building Vocabulary

• 3. Mrs. Washington was pleased with her gift.
• delighted
• 4. In stories, the fox is often a sneaky
  character.
• cunning
• 5. The person who invented the zipper was very
  clever.
• 
  ingenious
• 6. Did you hear the noise the thunder made
  last night?
• racket

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Grammar Daily Proofreading

• Daily Proofreading
• Us had fun at the beach sandy
• We had fun at the sandy beach.
• I seen two whale.
• I saw two whales.

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Grammar Adjectives

• An adjective is a word that describes a noun.
• Some adjectives describe what kind of people,
  places or things.
• Some adjectives tell how many people, places or
  things.
• The man lived in a house. (Find the nouns in
  this sentence)
• Man, house
• What kind of man do you think he is? Is he young
  or old? Tall or short?
• Tall, short, funny, serious
• What kind of house is it?
• Blue, yellow, small, brick

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Grammar Adjectives

• The boys camped in tents. (Find the nouns in
  this sentence)
• Boys, tents
• What are some adjectives that could tell us how
  many about the boys?
• Several, two, twenty
• What are some adjectives that tell how many about
  the tents?
• A few, one hundred, three

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Grammar Adjectives

• Think of two of your favorite outdoor places,
  such as the zoo or the beach.
• Brainstorm a list of adjectives that tell what
  kind and how many to describe your favorite
  places.
• Now use these adjectives to write three sentences
  about how these places are alike and how they are
  different.
• Share your work with a partner and circle the
  adjectives you find in their sentences.

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Writing Character Sketches

• You will continue to write your character
  sketches.
• Remember, they should be three paragraphs long
  and each paragraph should have a focus.
• Remember to use adjectives that tell how the
  character looks, sounds and acts.
• Remember to capitalize proper nouns.

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Writing Character Sketches

• Lets review the characteristics of a Character
  Sketch
• Character Sketch
• Uses adjectives to tell how a character looks,
  sounds and acts.
• Each paragraph has a topic sentence.
• Tells what a character is like.
• After you finish your first draft, let a
  partner read it.
• When you are reading someones sketch, please
  look for a topic sentence for each paragraph, and
  adjectives that describe how the character looks,
  sounds and acts.

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