A Red-Riding Hood Story from China
Translated and Illustrated by Ed Young
Theme 4 Lesson 16 Day 3
Question of the Day
Have you ever had to solve a problem in an
unusual way? What did you do?
A small problem I had was ________.
I solved it by ____________.
T244
Today’s Read Aloud
• Set a purpose – Why would someone want to
read or listen to a poem more than once?
To better understand what the poet says, to
listen for word pictures and images.
• Listen and follow along as I
read the poem aloud.
• Listen for words that rhyme or have similar
sounds.
• Listen as my voice gets lower and higher as I
read.
T157
• Pay attention to punctuation
as you read.
A Helping Hand
I saw a fish in trouble,
He lay upon the sand,
He gasped for help and water,
He asked me for a hand.
I threw him back into the sea,
And I was glad, but then
I saw a bird in trouble.
She was hunted by some men.
I told the men to leave her be,
And so they went away.
And I was glad that she was free,
But then I heard her say,
See that dog in trouble?
He lost his favorite bone.
He looked in holes he’d dug before,
But he went looking all alone.
And so I looked all day,
From morning until the end.
I found the dog a better bone,
And made my third good friend.
R-Controlled Vowel /or/
course
source
fourth
pour
All of these words have the /or/ sound
spelled our. The spelling our does not
always stand for the /or/ sound.
Sometimes it stands for a different sound,
as in sour. There is no good rule for when
our stands for /or/ and when it stands for
another sound. You will have to try each
sound to see which one makes a familiar
word.
T158
Many words with the /or/ sound are homophones, or
words that sound the same but are spelled differently
and have different meanings.
pour/pore
bore/boar
forth/fourth
Read these words aloud with me. As you read, think about
the meaning as well as about pronouncing the word
correctly.
Each of these jumbles contains one of the our words
that are written below. Look for the our combination
and find the hidden words.
course
source
fourth
1. posorpourrup
2. scopersourcerock
3. fortorofourthporscor
4. pustachocoursecors
pour
form
wore before
course
bore fourth
Divide these words into three groups according to the
letter combinations that form the /or/ sound.
or
ore
T63
our
Fluency - Accuracy
• It is important for readers to read clearly at the appropriate
rate. You should also think about what you are reading so you
know when you have made a mistake.
• Read slowly enough that you can think about the meaning of
the words and sentences.
• Use punctuation marks as clues for when to pause, stop, ask,
or exclaim.
I’m going to read aloud two pages from “Lon Po Po.” I will read
slowly enough to make sure that I pronounce words correctly.
I will try to sound natural, just as I do when I am talking. If I
make a mistake, I will correct it and then go on reading. Turn
to page 23 in your student edition. After I read, you will echoread.
Fluency
With a partner, reread aloud a page from “Lon Po Po.”
Remember to read accurately and to use the
punctuation to help you know when to pause and what
expression to use. You should not rush as you read
and it is okay to correct mistakes while you are
reading. Listen to your partner read. Offer
feedback about their accuracy and guidance for
improvement.
Compare & Contrast
• Thinking about how characters, setting, and events
are similar and how they are different in a story can
help you understand and enjoy the story.
• Comparing and contrasting the characters, settings,
and events in two stories can help a reader better
understand and enjoy both stories.
Listen as I reread the beginning of “Red Riding Hood.”
Compare & Contrast
Reread the first few pages of “Lon Po Po” in your student edition.
Who are the main characters in each fairy tale?
How are Shang and Red Riding Hood alike?
How are Shang and Red Riding Hood different?
Draw a venn diagram on your paper like the one I have drawn on
the board. Compare & contrast the two stories by writing
facts in each of the circles.
Prefixes & Suffixes (re-, un-, -ful,
-less)
• A root word is the main part of a word. For
example, read is a root word.
• Prefixes are letters or syllables added to the
beginning of a root word.
• Suffixes are letters or syllables added to the
end of a root word.
• When a prefix or suffix is added, a new word
with a new meaning is formed.
Prefixes & Suffixes
re- “to do again”
-ful – “full of”
un- “not”
-less – “without”
reread
Re- comes before the root word read. Adding re- to read makes
the new word reread, which means to “read again.”
*Knowing the meanings of prefixes and suffixes can help you
know the meanings of words.
Prefixes & Suffixes
Visit
What prefix or suffix would we add to visit? What does the new word mean?
hopeful
hopeless
careful
careless
retell
unhappy
Write these words in your notebook and underline the prefix or suffix in each
word. What do these words mean?
Prefixes & Suffixes
Redo wonderful
clueless
unimportant
unclear
undo
sleepless
mouthful
Copy these words into your notebook. Underline the prefix or
suffix. Write the meanings of the words.
shoe
clean
tidy
write
thank
Make new words by adding re-, un-, -ful, or –less. Check your
new words in your dictionary to see if you have made real
words. Write down the words’ meanings.
Abuelita’s Lap
• Look at the illustration on pages 38-39 of your
Student Edition.
• “Abuelita’s Lap” is a poem.
• The woman in the picture is Abuelit, or
grandmother in Spanish.
• This poem contains another Spanish word,
cuentos, which means stories.
Poems
These things make poems different from fiction or nonfiction:
• vivid language to create word pictures that express the
writer’s ideas and feelings.
• descriptions that appeal to readers’ feelings.
• rhythm or musical sounds.
Have you ever sat with a grandparent or other adult and listened
to stories?
Follow along in your book as I read “Abuelita’s Lap” aloud.
Abuelita’s Lap
1. What “favorite beat” does the author hear?
2. How does the narrator feel about sitting in
Abuelita’s lap?
3. How does this poem make you feel?
4. What words does the poet use to set this
mood?
Connections
1. Compare the author’s purpose of “Lon Po
Po” with the author’s purpose of “Abuelita’s
Lap.”
2. What is most interesting to you about the
way the girls solve their problem with the
wolf?
3. How can you tell that “Lon Po Po” could not
take place in real life?
Vocabulary
• How might you be charming to someone you have
just met? What charming things would you say or
do?
• How might your parents react if you made a racket
while they were asleep? What are some activities
that you do that make a racket?
• Who is the most ingenious person you know? What
has that person done that was ingenious? Would
you think of yourself as ingenious if you invented a
new game? Why or why not?
Vocabulary
• What is one way you might outwit someone
on April Fools’ Day? In what other stories
does one character outwit another?
• Would you have trouble recognizing your best
friend if he or she were disguised in a mask?
Why or Why not? Tell about a time that you
have disguised yourself.
• What would be a cunning way to get someone
else to do your chores for you?
Vocabulary
• Would you rather be embraced by someone you love or
someone you have never met before? Why? Would you be
more likely to embrace a friend or a stranger?
• If you have a toothache, would you rather eat tender things
or things that were hard to chew? Why? What is your
favorite tender food?
• What might be described as brittle – a glass bottle or a plastic
milk jug? If you found a book with brittle pages, why would
you have to be careful with it?
• When was the last time you felt so delighted that you could
not stop smiling? What happened to make you so delighted?
Grammar
DOL
Write these sentences correctly.
1. The girl have two book.
2. There are houses few on my streat.
Adjectives
• Adjectives are words that describe nouns.
• Some adjectives tell what kind about a person,
place, or thing.
• Other adjectives tell how many. These
adjectives may be numbers, such as one, two,
or ten, or they may be general words, such as
few or many.
• Adjectives that tell how many usually come
before the nouns they describe.
There were many boxes on the floor. Each box
held twenty marbles.
Many tells that there were a lot of boxes on the
floor.
Twenty describes how many marbles were in
each box.
There were baseballs three in the yard.
What are the nouns in this sentence?
Which word is the adjective that tells how
many?
Which noun is three talking about?
What could we change about this sentence?
Matt has stamps a few in his book.
What are the nouns in this sentence?
What word is the adjective that tells how many?
Which noun is few talking about?
What could we change about this sentence?
List adjectives that tell how many. Choose two of those
adjectives to use in sentences. Write two sentences
using these adjectives.
Writing – Character Sketch
• Turn to page 28-29 in your Student Edition and
follow along as I read it aloud.
• Shang discovers that the wolf is lying when she
touches the wolf’s tall, sharp claws, and hairy face.
• How does she outwit him?
• What do these actions tell you about what Shang is
like?
• Describing what people do in different situations,
especially when they are solving problems, can help
create a strong 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.
Look at your character chart from yesterday. Use the ideas and adjectives in the first
box on the chart in your first paragraph to tell how your character looks and
sounds.
Use the ideas in the second box to describe in the second paragraph how the
character acts or behaves.
The ideas in the third box will help you write you third paragraph telling what the
character is like.
*Remember to capitalize the names of characters and other proper nouns such as the
names of towns, cities, and countries.