A Red-Riding Hood Story from China
Translated and Illustrated by Ed Young
Theme 4 Lesson 16 Day 1
Question of the Day
What do you like best about
working with others?
The thing I like best about working
with others is ___________.
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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 acorn.
When Squirrel woke, Rabbit told her what had
happened.
“Don’t worry,” said Rabbit. “I have a plan.”
Squirrel and Rabbit went to Rat’s house. Just outside
the front door, they set down a huge basket. “This
pie is delicious,” said Rabbit a loudly as she could.
“Try this sandwich,” said Squirrel, just as loudly. For
almost and hour Rabbit and Squirrel pretended to
eat all kinds of tasty food.
Rat heard them. “That picnic sound more delicious
than acorns,” he thought. He walked over to Squirrel
and Rabbit, and they invited him to eat.
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“We are finished eating,” said Rabbit.
“But there is more food in the basket,” said Squirrel.
Rat opened the basket and looked in. “I don’t see it,”
he said, sounding terribly upset.
“Oh,” said Rabbit, “there’s plenty. It’s 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,
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 the 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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R-Controlled Vowel /or/
Lets review the letter patterns or, ore, our, ar
and oar. All of these can stand for the /or/
sound.
Words with more than one syllable can have
the /or/ sound as well as other vowel sounds.
Look at the word scoring. It has the /or/ sound
in it. Lets practice breaking the syllables apart
in this word. scor/ing. See how the syllable
scor has the /or/ sound in it.
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R-controlled vowel /or/
boring scorecard
warning pouring
• Know lets practice pronouncing these words
syllable by syllable.
• Notice how the first sound of each syllable
has the /or/ sound in it.
bor/ing score/card
warn/ing pour/ing
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R-controlled vowel /or/
Use the following words below to complete each sentence.
coarse
swarm
1.
2.
3.
4.
5.
6.
7.
8.
warm
form
soar
story
wore
warn
I like to eat ______ muffins.
Bees began to _______out of the hive.
The ________ blanket made me itch.
Eagles _______ through the sky.
Ms. Li told the class to ______ two lines by the door.
__________ them about the rain!
Grandma Iris read me a _________.
Devi _______ a special dress called a sari.
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V/CV and VC/V Syllable Patterns
Use the following words below to complete each sentence.
bore
1.
2.
3.
4.
5.
6.
7.
sport
glory
force
course before
fourth
Our house is the ______ from the corner.
Wash your hands ______ you eat.
Of ______ I want to go to the party!
Do not _______ the door to close.
The full moon was out in all its ________.
Soccer is my favorite _________.
Sitting inside sure can ______ me.
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Let’s get ready to read!
• Listen and follow along as I read aloud
pages 30-33. Listen for fluency,
expression and intonation.
• How do you think each character might act
or sound.
• In groups take turns reading “Lon Po Po”.
Remember to read aloud using intonation
and expression.
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Compare and Contrast
(Comprehension)
• What does it mean to compare and contrast?
to think about how characters, settings, and
events are alike and how they are different
Listen as I reread “Red Riding Hood” starting on
page 58. Listen for information about the setting
and for how Red Riding Hood’s feelings change.
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Comprehension Questions
• How does Red Riding Hood feel about going to
Granny’s house at the beginning of the story?
She is delighted
• How does Red Riding Hood feel about this when
she is in the deepest part of the woods?
She is scared
• How does she feel at the end of the story?
She has learned a lesson about talking to strangers
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Building Robust Vocabulary
On your own write a riddle that each contain the Vocabulary
Words racket, correspondence, devise, and embraced.
Example: You hear me when people bang on things and shout
loudly. What am I?
(racket)
Let’s talk about some situations that will help us remind
ourselves what each word means.
•When do you have a correspondence with someone?
•What do you use to devise a plan?
•Why might two people embrace?
On your own write your riddles for each word and let your
partner try to figure out what it T362
means.
Building Robust Vocabulary
1.
2.
3.
4.
5.
6.
7.
If you needed advice about your health, whom would
you consult? Explain.
Would you rather have a charming friend or a cunning
friend?
If your bones are brittle, why is it not sensible to climb
a steep mountain alone?
What would be a sensible way to delight someone?
Explain.
Would you recommend that someone eat food that
was not tender? Why or why not?
Would you be delighted if everyone came to your class
disguised as animals?
How can you show your expertise about an important
issue?
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Grammar
Adjective
Adjectives:
•
•
Are words that describe nouns.
Are usually placed just before the nouns
they describe.
•
•
Describe what kind of people, place, or things.
Tell how many people, places, or things.
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Grammar
Adjective
1. The young boy had soft, brown eyes.
2. He looked at the three butterflies in the
pretty garden.
First lets locate the nouns in each sentences.
Locate the adjectives in each sentence and
identify if they tell what kind or how many.
what kind: young, soft, brown, and pretty
how many: three
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Checking our Writing
Character Sketch
• Reread your writing to see if it sounds natural and smooth.
• Make sure you have used punctuation marks correctly and that
you have included adjectives.
• Use editors marks when making your final changes.
• Make sure that all of the proper nouns in your story are
capitalized.
Share your final drafts with a classmate.
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