544
MAIN SELECTION
• Because of Winn-Dixie
• Skill: Summarize
PAIRED SELECTION
• “I Love the Look of Words”
• Literary Elements:
Onomatopoeia and Simile
SMALL GROUP OPTIONS
•
Differentiated Instruction, pp. 561M–561V
Genre
Realistic Fiction is a made-up story that could have happened in real life.
Evaluate
Summarize
As you read, fill in your
Summarizing Chart.
3dS\b
Read to Find Out
What happened that day at the library?
Comprehension
GENRE: REALISTIC FICTION
Have a student read the definition of
Realistic Fiction on Student Book page
544. Students should look for events that could happen in real life.
STRATEGY
EVALUATE
Remind students that evaluating a realistic story involves thinking critically about the ways in which the characters and events are portrayed.
SKILL
SUMMARIZE
Remind students that to summarize a story, they should identify the most important ideas or events and retell these in their own words.
544
D]QOPcZO`g
Vocabulary Words Review the tested vocabulary words: selecting, positive, snuffled, consisted, peculiar, and advanced.
Story Words Students may be unfamiliar with these words.
Pronounce the words and give meanings as necessary.
Memorial (p. 546): something that is put up, kept, or done to remember a person palmetto (p. 550): a palm tree with leaves shaped like fans

Main Selection
545
If your students need support to read the Main Selection, use the prompts to guide comprehension and model how to complete the graphic organizer. Encourage students to read aloud.
If your students can read the
Main Selection independently, have them read and complete the graphic organizer. Remind them to use appropriate strategies for different purposes.
If your students need an alternate selection, choose the
Leveled Readers that match their instructional level.
Main Selection Student pages 544–545
Ask students to read the title, preview the illustrations, and make predictions about the selection. What kind of personality does the dog in the photographs seem to have? Have students write their predictions and any questions they may have about the story.
FOCUS QUESTION Discuss the “Read to Find Out” question on Student
Book page 544. Remind students to look for the answer as they read.
Point out the Summarizing Chart in the
Student Book and on Practice Book page 151. Explain that students will fill it in as they read.
Use the questions and Think Alouds to support instruction about the comprehension strategy and skill.
On Level Practice Book O, page 151
As you read Because of Winn-Dixie, fill in the
Summarizing Chart.
How does the information you wrote in the Summarizing Chart help you to evaluate Because of Winn-Dixie ?
Approaching Practice Book A,
page 151
Beyond Practice Book B,
page 151
Because of Winn-Dixie
545

Main Selection Student page 546
Develop
Comprehension
MAINTAIN
DRAW CONCLUSIONS
What can you conclude about the narrator’s recent past when she says that Miss Franny was the first friend she made in Naomi? (The narrator had probably just moved to the town of Naomi, or she had been having difficulty making friends there until she met Miss Franny.)
STRATEGY
EVALUATE
Teacher Think Aloud I can tell from the first page that the narrator of the story is also a character in it. She is a first-person narrator, because she refers to herself as I and me , and she talks about events in which she was involved. When she talks about “that summer” and says “It all started,” I know she is remembering things that happened in the past. I also get the sense that the author is using the narrator’s point of view to organize the events in the story.
I will keep reading to see how the narrator’s personality affects the way the story is told.
546
I
spent a lot of time that summer at the Herman W.
Block Memorial Library. The Herman W. Block Memorial
Library sounds like it would be a big fancy place, but it’s not. It’s just a little old house full of books, and Miss Franny
Block is in charge of them all. She is a very small, very old woman with short gray hair, and she was the fi rst friend I made in Naomi.
It all started with Winn-Dixie not liking it when I went into the library, because he couldn’t go inside, too. But I showed him how he could stand up on his hind legs and look in the window and see me in there, selecting my books; and he was okay, as long as he could see me. But the thing was, the fi rst time Miss Franny Block saw Winn-Dixie standing up on his hind legs like that, looking in the window, she didn’t think he was a dog. She thought he was a bear.
546
D]QOPcZO`g
Find the sentence that contains the word selecting .
What are some other words that can be used in this sentence to replace selecting ? (Possible answers: choosing, picking)
For those students who want to write interpretive and responsive essays on literature, get them started with the following exercises:
• describe the piece’s literary elements (plot, setting, character)
• describe the theme
• describe the characters and how they change
• describe the setting and recognize its importance to the story
• compare this text’s theme with another text’s
• compare and contrast story elements of two works
• draw a conclusion
• analyze and evaluate author’s use of story elements and language in a written and visual text.

This is what happened: I was picking out my books and kind of humming to myself, and all of a sudden, there was this loud and scary scream. I went running up to the front of the library, and there was Miss Franny Block, sitting on the fl oor behind her desk.
“Miss Franny?” I said. “Are you all right?”
“A bear,” she said.
“A bear?” I asked.
“He has come back,” she said.
“He has?” I asked. “Where is he?”
“Out there,” she said and raised a fi nger and pointed at
Winn-Dixie standing up on his hind legs, looking in the window for me.
“Miss Franny Block,” I said, “that’s not a bear. That’s a dog. That’s my dog. Winn-Dixie.”
4
547
&--
Question 3 SUMMARIZE
Explain Write the question on the board and circle the word action.
Then write, puts the story in motion = starts the story.
Tell students they should look for the action that starts the story. Read aloud the first sentence of the second paragraph on page 546 (It all started with . . . “). Explain that these words signal the beginning of a story. Ask, What is the action that starts the story?
Then write this sentence frame to help students answer: Winn-Dixie wanted (to go inside the library) , but (he couldn’t)
(showed him how to stand on his hind legs) was Miss Franny thought Winn-Dixie was (a bear)
, so the narrator
. The problem
.
Main Selection Student page 547
Develop
Comprehension
3
SUMMARIZE
Summarize the information in the second paragraph on page 546 to tell how an action that the narrator takes puts the events of the story in motion.
(The narrator shows Winn-Dixie how to stand on his hind legs and look through the library window. As a result, Miss Franny mistakes him for a bear.) Add this information to your
Summarizing Chart.
4 WRITER’S CRAFT: MULTIPLE
PARAGRAPHS
How does using the clause “This is what happened” help the author organize her paragraphs in a logical order to tell the story? (Suggested answer: The narrator has already provided the background information that leads to Miss Franny’s becoming frightened by Winn-Dixie in the first two paragraphs on page 546. Saying
“This is what happened” lets the reader know that the narrator is now going to fill in more of the details. She moves from telling about what happened to showing it with the dialogue in the paragraphs that follow.)
Event
The narrator shows Winn-Dixie how to look through the window, and
Miss Franny mistakes him for a bear.
Because of Winn-Dixie
547

Main Selection Student page 548
Develop
Comprehension
SUMMARIZE
Summarize the story so far. (The narrator spends a lot of time at the library in her new town. When she teaches her dog, Winn-Dixie, to stand on his hind legs and look through the library window, he frightens Miss
Franny, who thinks she sees a bear.
The narrator helps Miss Franny to her feet and assures her that Winn-Dixie is really a dog. Miss Franny says she had a bad experience with a bear a long time ago.) Add any new main ideas to your Summarizing Chart.
Event
The narrator shows Winn-Dixie how to look through the window, and
Miss Franny mistakes him for a bear.
The narrator helps Miss Franny up and assures her Winn-Dixie is not a bear.
548
“Are you positive ?” she asked.
“Yes ma’am,” I told her. “I’m positive. He’s my dog. I would know him anywhere.”
Miss Franny sat there trembling and shaking.
“Come on,” I said. “Let me help you up. It’s okay.” I stuck out my hand and Miss Franny took hold of it, and
I pulled her up off the fl oor. She didn’t weigh hardly anything at all. Once she was standing on her feet, she started acting all embarrassed, saying how I must think she was a silly old lady, mistaking a dog for a bear, but that she had a bad experience with a bear coming into the
Herman W. Block Memorial Library a long time ago and she never had quite gotten over it.
“When did that happen?” I asked her.
“Well,” said Miss Franny, “it is a very long story.”
Summarize
Summarize the story so far.
Regional Speech
Explain People’s everyday speech is often influenced by the history and culture of the place in which they live. When we travel, we can hear differences in pronunciation and notice idiomatic expressions or other phrases that are particular to a region.
Discuss Tell students that the setting of Because of Winn-Dixie is a town in Florida. Ask them to identify dialogue on pages 548 and 549 that they may associate with the Deep South. (Possible responses:
The double negative in “She didn’t weigh hardly anything at all.”
Miss Franny always refers to the library by its full name.)
Apply Have students write down other expressions used by the characters that reflect Southern speech patterns. Then have them add expressions they recall from other stories, films, or television shows that have a Southern setting or characters.
548

“That’s okay,” I told her. “I am like my mama in that
I like to be told stories. But before you start telling it, can
Winn-Dixie come in and listen, too? He gets lonely without me.”
“Well, I don’t know,” said Miss Franny. “Dogs are not allowed in the Herman W. Block Memorial Library.”
“He’ll be good,” I told her. “He’s a dog who goes to church.” And before she could say yes or no, I went outside and got Winn-Dixie, and he came in and lay down with a
“huummmppff” and a sigh, right at Miss Franny’s feet.
She looked down at him and said, “He most certainly is a large dog.”
“Yes ma’am,” I told her. “He has a large heart, too.”
“Well,” Miss Franny said. She bent over and gave Winn-
Dixie a pat on the head, and Winn-Dixie wagged his tail back and forth and snuffl ed his nose on her little old-lady feet. “Let me get a chair and sit down so I can tell this story properly.”
549
Main Selection Student page 549
Develop
Comprehension
MONITOR AND CLARIFY
What self-monitoring strategies can you use to help infer how Miss Franny is feeling when she comments on what a large dog Winn-Dixie is? (Suggested answer: I can reread and ask myself questions. The narrator heard a scream and found Miss Franny behind her desk. Why was she hiding? She was afraid that a bear had come back. So she may still feel a bit frightened. She may also still feel embarrassed about mistaking Winn-Dixie for a bear and is noting his size as a way to explain her mistake.) Students should self-question before, during, and after reading.
STRATEGY
DICTIONARY
When the narrator says Winn-Dixie has a large heart, what connotation does the word heart have? (In this sentence, heart does not mean “an organ that pumps blood.” The narrator has just been talking about how Winn-Dixie gets lonely without her and how he goes to church. She means that he is a loving and well-behaved dog.)
D]QOPcZO`g
Find the sentence that contains the word snuffled .
What are some other words or phrases that can be used in this sentence to replace snuffled ? (Possible answers: sniffed, breathed in and out)
Because of Winn-Dixie
549

Main Selection Student page 550
Develop
Comprehension
STRATEGY
EVALUATE
Teacher Think Aloud As Miss Franny begins to tell her story, I notice that she gives some details about the way things were in Florida a long time ago. I think the author includes this information to show how Miss Franny has a different way of speaking than the narrator does. What other details from this page help you evaluate the way the author develops the character of Miss Franny?
(Encourage students to apply the strategy in a Think Aloud.)
Student Think Aloud I notice that her way of speaking is more formal.
She says “consisted of” instead of
“made of,” and she uses the word prideful , which sounds old-fashioned.
She also says the same thing in more than one way. For example,
“my father, Herman W. Block” and
“So I told him, I said, ‘Daddy.’” I think the author is letting us know that
Miss Franny likes to be precise and is proud of her background.
REGIONAL SPEECH
What things does Miss Franny say that show she is speaking as a person from the southeastern United States would?
(Possible answers: She uses figurative language, such as in the phrase
“mosquitoes so big they could fly away with you.” She also uses adverbial phrases that add emphasis to what she is saying, such as most certainly in “I would most certainly love.”)
550
550
B ack when Florida was wild, when it consisted of nothing but palmetto trees and mosquitoes so big they could fl y away with you,” Miss Franny Block started in, “and I was just a little girl no bigger than you, my father, Herman W.
Block, told me that I could have anything I wanted for my birthday. Anything at all.”
Miss Franny looked around the library. She leaned in close to me. “I don’t want to appear prideful,” she said,
“but my daddy was a very rich man. A very rich man.” She nodded and then leaned back and said, “And I was a little girl who loved to read. So I told him, I said, ‘Daddy, I would most certainly love to have a library for my birthday, a small little library would be wonderful.’ ”
Film Adaptation
Explain A film version of Because of Winn-Dixie was released in
2005. The photographs that illustrate this story show AnnaSophia
Robb playing the narrator (Opal), Eva Marie Saint as Miss Franny
Block, and Courtney Jines as Amanda Wilkinson.
Discuss If any students have seen the film, ask them to share their informed judgments about the depictions of the characters. You might also have them summarize memorable sections of the film, responding specifically to the performances, filming style, pacing, and so on.
Apply Play the portion of the videotape or DVD that corresponds to the text. Ask students to write two or three paragraphs that compare and contrast the book and the film. Have them use evidence from the text to support their opinions. What is the film’s theme?

“You asked for a whole library?”
“A small one,” Miss Franny nodded. “I wanted a little house full of nothing but books and I wanted to share them, too. And I got my wish. My father built me this house, the very one we are sitting in now. And at a very young age, I became a librarian. Yes ma’am.”
“What about the bear?” I said.
“Did I mention that Florida was wild in those days?” Miss
Franny Block said.
“Uh-huh, you did.”
“It was wild. There were wild men and wild women and wild animals.”
“Like bears!”
“Yes ma’am. That’s right. Now, I have to tell you, I was a little-miss-know-it-all. I was a miss-smarty-pants with my library full of books. Oh, yes ma’am, I thought I knew the answers to everything. Well, one hot Thursday, I was sitting in my library with all the doors and windows open and my nose stuck in a book, when a shadow crossed the desk. And without looking up, yes ma’am, without even looking up, I said, ‘Is there a book I can help you fi nd?’
“Well, there was no answer. And I thought it might have been a wild man or a wild woman, scared of all these books and afraid to speak up. But then I became aware of a very peculiar smell, a very strong smell. I raised my eyes slowly.
And standing right in front of me was a bear. Yes ma’am. A very large bear.”
“How big?” I asked.
“Oh, well,” said Miss Franny, “perhaps three times the size of your dog.”
10
551
Summarize
If students are having difficulty identifying the main ideas in a passage, help them think of questions they can ask themselves to focus their thinking. Such questions might include:
• What did Miss Franny love as a child?
• What kind of man was Miss Franny’s father?
• For what reason did Miss Franny’s father ask her what she wanted?
• How did Miss Franny describe her wish to her father?
• When did Miss Franny start being a librarian?
Main Selection Student page 551
Develop
Comprehension
10 SUMMARIZE
How would you summarize the way
Miss Franny became a librarian? (Miss
Franny’s father was wealthy. When she was little, he said she could have anything she wanted for her birthday.
She asked for a little house full of books to read and share. Her father built it for her. She has worked in it ever since.) Add this information to your Summarizing Chart.
Event
The narrator shows Winn-Dixie how to look through the window, and
Miss Franny mistakes him for a bear.
The narrator helps Miss Franny up and assures her Winn-Dixie is not a bear.
Miss Franny’s wealthy father built her a small library for her birthday.
Have students respond to the selection by confirming or revising their predictions and purposes and by noting additional questions.
Can students summarize the main ideas in a realistic story?
If not, see the Extra Support on this page.
Stop here if you wish to read this selection over two days.
STOP
Because of Winn-Dixie
551

Main Selection Student page 552
Develop
Comprehension
11 GENRE: REALISTIC FICTION
What details on this page help to make the story seem realistic? (Miss Franny describes the way the bear acts when he is standing in front of her. Using its nose to sniff Miss Franny seems like the behavior of a real bear. The book that she throws at the bear, War and Peace , is a real book. Miss Franny’s actions seem to be actions that a real person in that situation might take.)
12 MAINTAIN
DRAW CONCLUSIONS
How do you think the men in the town felt about Miss Franny? Explain your answer. (Suggested answer: They probably liked her, but they may have thought she was a bit unusual. She says that they teased her about the bear. They probably wondered if there ever really was a bear. They might have thought that she had imagined it or that she was exaggerating what really happened. Their teasing seems to have been good-natured.)
13 SUMMARIZE
How would you summarize Miss
Franny’s experience with the bear?
(Miss Franny did not expect a bear to enter the library. When she realized he was standing in front of her, she thought for a moment, then threw a book at him. The bear left, but took the book. Afterward, people teased her about the bear.) Add this information to your Summarizing Chart.
552
552
11
12
13
14
“Then what happened?” I asked her.
“Well,” said Miss Franny, “I looked at him and he looked at me. He put his big nose up in the air and sniffed and sniffed as if he was trying to decide if a little-miss-knowit-all librarian was what he was in the mood to eat. And I sat there. And then I thought, ‘Well, if this bear intends to eat me, I am not going to let it happen without a fi ght. No ma’am.’ So very slowly and very carefully, I raised up the book I was reading.”
“What book was that?” I asked.
“Why, it was War and Peace , a very large book. I raised it up slowly and then I aimed it carefully and I threw it right at that bear and screamed, ‘Be gone!’ And do you know what?”
“No ma’am,” I said.
“He went. But this is what I will never forget. He took the book with him.”
“Nuh-uh,” I said.
“Yes ma’am,” said Miss Franny. “He snatched it up and ran.”
“Did he come back?” I asked.
“No, I never saw him again. Well, the men in town used to tease me about it. They used to say, ‘Miss Franny, we saw that bear of yours out in the woods today. He was reading that book and he said it sure was good and would it be all right if he kept it for just another week.’ Yes ma’am. They did tease me about it.” She sighed. “I imagine I’m the only one left from those days. I imagine I’m the only one that even recalls that bear. All my friends, everyone I knew when
I was young, they are all dead and gone.”
She sighed again. She looked sad and old and wrinkled. It was the same way I felt sometimes, being friendless in a new town and not having a mama to comfort me. I sighed, too.
&--
Practicing Language Help students understand the hyphenated names Miss Franny calls her younger self on pages 551 and 552.
Point out the colloquial phrases “little-miss-know-it-all” and “misssmarty-pants” in the text. Explain the literal meanings and then the intended insults. Ask, What does it mean to know it all?
(to be very smart) When Miss Franny says she was a know-it-all, what does she mean?
(that she thought she was very smart)

553
FLORIDA BEARS
Share with students that bears really can be found in Florida.
Known as black bears, they once lived in all parts of the state until European settlers arrived and confined them to specific areas. Invite students to think about what they would like to know regarding these wild creatures of the American
Southeast.
Have students work in groups to research different aspects of the bears’ lives, such as their diet, physical traits, and behavior.
Have students compile their information to make a book about
Florida bears.
Main Selection Student page 553
Develop
Comprehension
14 STRATEGY
EVALUATE
Why is the last paragraph on page 552 important to the story?
Student Think Aloud After hearing how all of Miss Franny’s friends had died, the narrator says she also feels
“sad and old and wrinkled” because she is friendless and does not have a mother. I think the author is showing us that the narrator and Miss Franny have some important things in common, even though there is a big difference in their ages. It may have been Winn-Dixie’s appearing in the window that caused the two characters to spend time together, but the author wants to show a connection growing between them.
Event
The narrator shows Winn-Dixie how to look through the window, and
Miss Franny mistakes him for a bear.
The narrator helps Miss Franny up and assures her Winn-Dixie is not a bear.
Miss Franny’s wealthy father built her a small library for her birthday.
Miss Franny tells how the bear surprised her in the library and left with the book she threw.
Because of Winn-Dixie
553

Main Selection Student page 554
Develop
Comprehension
15 STRATEGY
DICTIONARY
What is the connotation of the word grand when Miss Franny says, “Why, that would be grand . . . just grand”?
(In this context, instead of meaning
“large” or “magnificent,” grand means
“wonderful” or “very nice.”)
16 SUMMARIZE
How did they become friends? Leave the details out of your summary. (The narrator and Miss Franny both love to read, so it is natural that they would meet in the library. When Miss Franny is frightened, thinking she has seen a bear instead of Winn-Dixie, the two begin talking. From listening to Miss
Franny’s story about the bear, the narrator realizes that Miss Franny is lonely too. Winn-Dixie has helped two people who both need a friend to find one another.) Use this information to complete your Summarizing Chart.
Event
The narrator shows Winn-Dixie how to look through the window, and
Miss Franny mistakes him for a bear.
The narrator helps Miss Franny up and assures her Winn-Dixie is not a bear.
Miss Franny’s wealthy father built her a small library for her birthday.
Miss Franny tells how the bear surprised her in the library and left with the book she threw.
The narrator and Miss Franny become friends when they discover how well they understand each other.
554
554
15
Winn-Dixie raised his head off his paws and looked back and forth between me and Miss Franny. He sat up then and showed
Miss Franny his teeth.
“Well now, look at that,” she said. “That dog is smiling at me.”
“It’s a talent of his,” I told her.
“It is a fi ne talent,” Miss Franny said. “A very fi ne talent.”
And she smiled back at Winn-Dixie.
“We could be friends,” I said to Miss Franny. “I mean you and me and Winn-Dixie, we could all be friends.”
Miss Franny smiled even bigger. “Why, that would be grand,” she said, “just grand.”
16
Summarize
How did they become friends? Leave the details out of your summary.
&--
STRATEGIES FOR EXTRA SUPPORT
Question 16 SUMMARIZE
Role Play Help students understand how Miss Franny and the narrator became friends by asking questions about friendships students may have formed. Where did you meet your friend? How did you meet? Why are you friends?
Have students use convincing dialogue to role-play the characters in the story, answering the same questions as the narrator and Miss Franny would. Then help students summarize the information.

And right at that minute, right when the three of us had decided to be friends, who should come marching into the
Herman W. Block Memorial Library but old pinch-faced
Amanda Wilkinson. She walked right up to Miss Franny’s desk and said, “I fi nished Johnny Tremain and I enjoyed it very much.
I would like something even more diffi cult to read now, because
I am an advanced reader.”
“Yes dear, I know,” said Miss Franny. She got up out of her chair.
Amanda pretended like I wasn’t there. She stared right past me. “Are dogs allowed in the library?” she asked Miss Franny as they walked away.
“Certain ones,” said Miss Franny, “a select few.” And then she turned around and winked at me. I smiled back. I had just made my fi rst friend in Naomi, and nobody was going to mess that up for me, not even old pinch-faced Amanda Wilkinson.
17
555
Can students identify and use important events to summarize
During Small Group Instruction
If No Approaching Level
Leveled Reader Lesson, p. 561P
If Yes On Level
Options, pp. 561Q–561R
Beyond Level
Options, pp. 561S–561T
Main Selection Student page 555
Develop
Comprehension
17 MAINTAIN
DRAW CONCLUSIONS
Why do you think Amanda pretends that the narrator isn’t there? (Suggested answer: The narrator calls Amanda
“pinch-faced,” and Amanda does seem rather stuck up and full of herself.
Amanda probably thinks the narrator is not good enough to be her friend.)
RETURN TO PREDICTIONS
AND PURPOSES
Review students’ predictions and purposes. Were they correct? Did they describe what happened that day at the library? (Winn-Dixie causes the narrator and Miss Franny to become friends.)
REVIEW READING STRATEGIES
Discuss: In what ways did summarizing the important events in the story help you to understand why the narrator and the librarian become friends?
What strategies did you use when you came to difficult words?
PERSONAL RESPONSE
Ask students to discuss and write about a time when a pet or another animal helped them get to know someone.
Because of Winn-Dixie
555

Respond Student page 556
BECAUSE OF KATE
Have students read the biography of the author.
DISCUSS
■ What are some ways that the story grew out of Kate DiCamillo’s own experiences, both awake and asleep?
■ How did writing Because of Winn-
Dixie change DiCamillo’s life?
■ How would the story be different if the author changed the literary elements, such as setting and dialect?
■ What might be a different solution to
Miss Franny’s problem with the bear?
How would that solution change the story? Have students write down their ideas and share with a partner.
WRITE ABOUT IT
Invite students to name different places where they have made friends.
Then ask them to write about what they do to let someone know they want to be his or her friend.
Suggest that students keep the genre in mind as they skim the story for clues to Kate DiCamillo’s purpose for writing. They should conclude that her purpose is to entertain and may cite the humorous details about the dog and the focus on an unlikely friendship as evidence.
Students can find more information about
Kate DiCamillo at www.macmillanmh.com
556
556
Kate
Kate DiCamillo
wrote this story while she was shivering in Minnesota one winter. Kate had moved there from Florida and was very homesick.
She also felt sad because she was not allowed to have a dog in her apartment. When Kate went to sleep, she dreamed she heard a girl say she had a dog named Winn-Dixie. Kate started writing the story as soon as she woke up.
Because of Winn-Dixie became the fi rst book that
Kate published. It won a Newbery Honor, which is one of the most respected awards a children’s book can receive. She is also the author of The Tiger Rising and of The Tale of Despereaux: Being the Story of a Mouse, a Princess,
Some Soup, and a Spool of Thread, which received the Newbery Medal in 2004.
When Kate wrote Because of Winn-Dixie, she would get up early every day to write two pages before leaving for her job at a bookstore. She no longer works at the bookstore, but she still writes two pages every morning.
Other books by Kate DiCamillo
Find out more about Kate DiCamillo at www.macmillanmh.com
Author’s Purpose
This selection is realistic fiction—a madeup story that has true-to-life details. What was the author’s purpose for writing? Why do you think so?
Descriptive and Regional Language
Writers use descriptive language to bring their stories to life and create pictures in readers’ minds.
■ Example: “She is a very small, very old woman with short gray hair.” (p. 546) This description creates a picture of the librarian for the reader.
■ Ask students how descriptive language creates pictures. Ask how these mental pictures are affected by the photographs.
■ Writers also use language, phrases, or expressions that are indicative of a specific region or culture.
■ Have students find and discuss examples of cultural or regional language, such as “Why, that would be grand . . . just grand.” (p. 554)

Summarize
Use your Summarizing Chart to help you summarize Because of Winn-Dixie .
Include the most important plot events.
3dS\b
Think and Compare
1.
Summarize the peculiar story that Miss Franny Block tells
Opal. Focus on the main events of her story. Evaluate:
Summarize
2.
Reread pages 548–552 of Because of Winn-Dixie . What does Miss Franny mean when she says she never had quite gotten over it? Analyze
3.
What funny story would you share with a new friend?
Apply
4.
Why are Miss Franny Block and Opal a good match for each other? Evaluate
5.
Read “A Library Card for Emilio” on pages 542–543. How is
Emilio like Opal in Because of
Winn-Dixie?
How are they different? Use details from both selections in your answer. Reading/Writing
Across Texts
Author and Me
Model the Author and Me strategy with questions 2 and 4.
The answer is not directly stated in the selection. You have to think about what you already know and link it to what you read.
Question 2 Think Aloud: I need to remember what I learned about Miss Franny and the story she told Opal about a bear. I know that she is still afraid when she sees things outside the library window. Therefore, she must still be waiting for the bear to return.
Question 4 Think Aloud: I read that Opal recently moved to a new town and Miss Franny no longer had many friends. Two lonely people with things in common may easily make a new friendship.
557
Respond Student page 557
SUMMARIZE
Have partners summarize Because of
Winn-Dixie in their own words. Remind students to use their Summarizing
Chart to help them organize their summaries.
THINK AND COMPARE
Sample answers are given.
1. Summarize: Miss Franny’s father built her a library in Florida when she was a young girl. One day she was in the library when a bear walked in. She was afraid the bear would eat her so she threw a book at him. She scared him off, but he took the book away with him.
2.
Analyze: Miss Franny means that she is still very much afraid that the bear will return someday.
USE AUTHOR
AND ME
3. Text to Self: Answers will vary.
Students might tell about their first day of school or an unusual event.
4.
Text to World: Miss Franny and
Opal both love to read. Miss Franny likes to tell stories and Opal likes to listen. They are both lonely and want to form new friendships.
USE
AUTHOR AND ME
FOCUS QUESTION
5.
Text to Text: Opal and Emilio both recently moved to a new town and enjoy time at the library. Emilio’s first language is not English, and he is unsure of himself at first. Opal is more outgoing and friendly.
Because of Winn-Dixie
557

Fluency/Comprehension
• Read accurately with good prosody
• Rate: 113–133 WCPM
Materials
• Fluency Transparency 21
• Fluency Solutions
• Leveled Practice Books, p. 152
&--
Echo-Read Discuss what is happening in the passage. Explain the meaning of the expressions nose stuck in a book, shadow crossed the desk, and wild man/woman.
Echo-read the passage with students.
Trace the sentences as you read.
/
C2
7=12
On Level Practice Book O, page 152
As I read, I will pay attention to end punctuation.
Nate Jasper fumbled for his library card and handed it
10 to Ms. Kim, the librarian. He was checking out books
20 about life in the American colonies for a social studies
30 report. He hadn’t realized it was his turn because he
40 was distracted by a sign taped to the wall beside the
51 circulation desk.
53 The sign read: “First Annual Highland Drawing
60 Contest. Prizes to be awarded for drawings that best show
70 the exciting and unique beauty of Highland, Vermont.”
78 “I see that our drawing contest has caught your eye,”
88 said Ms. Kim. “Are you an artist?”
95 “Yeah, I guess I am,” said Nate. “But I’ve never entered
106 a contest.”
108 “Well, why not consider making this your first?” asked
117 Ms. Kim. “We have a Young Artists division, and we need
128 people like you to help make the contest a success. The
139 winning drawings will be displayed here in the Highland
148 Public Library. Here, take a flyer and think about it.” 158
Comprehension Check
1.
What does Ms. Kim say to Nate? Summarize Ms. Kim asks Nate if he is an artist. She suggests that he should enter the contest and gives him a flyer.
2.
Why is Nate a good candidate to enter the contest? Draw Conclusions
Nate is a good candidate to enter the contest because he is an artist.
Words Read –
Number of
Errors
=
Words
Correct Score
First Read – =
Second Read – =
Approaching Practice Book A,
page 152
Beyond Practice Book B,
page 152
557A
EXPLAIN/MODEL Tell students that good readers learn to read groups of words together in phrases. Explain that the text on
Transparency 21 has been marked with slashes that indicate pauses and stops. A single slash indicates a pause, usually between phrases.
A double slash indicates a stop, usually between sentences. Have the class listen carefully to your pauses and intonation as you read.
Transparency 21
“Oh, / yes, / ma’am, / I thought I knew the answers to everything.
// Well, / one hot Thursday, / I was sitting in my library with all the doors and windows open and my nose stuck in a book, / when a shadow crossed the desk.
// And without looking up, / yes ma’am, / without even looking up, / I said, / ‘Is there a book I can help you find?’ //
“Well, / there was no answer.
// And I thought it might have been a wild man or a wild woman, / scared of all these books and afraid to speak up.
// But then I became aware of a very peculiar smell, / a very strong smell.
// I raised my eyes slowly.
// And standing right in front of me was a bear.
// Yes ma’am.
// A very large bear.” //
Fluency Transparency 21 from Because of Winn-Dixie, page 551
/
C2
7=12
PRACTICE/APPLY Reread the first two sentences of the passage with students. Then divide them into two groups. Have groups alternate reading sentences. Remind students to pay attention to the pauses and stops as indicated by the slash marks. Students will practice fluency using Practice Book page 152 or the Fluency
Solutions Audio CD.
Can students read accurately with good prosody?
During Small Group Instruction
If No Approaching Level
Fluency, p. 561N
If Yes On Level
Options, pp. 561Q–561R
Beyond Level
Options, pp. 561S–561T

MAINTAIN SKILL
DRAW CONCLUSIONS
EXPLAIN/MODEL
■ Readers can use information from a story, as well as personal experience, to draw conclusions.
■ By paying attention to details, readers can draw conclusions about what a character may say or do next or how the plot might change as the story unfolds.
Ask students to discuss details from “A Library Card for Emilio” that help them to draw conclusions about events or characters in the story.
PRACTICE/APPLY Discuss Because of Winn-Dixie.
Invite students to form literature circles to respond to the questions below.
Students should discuss the narrative conveying the story grammar
(characters, roles, plots) and emphasizing expression and body language.
■ What things do you know about Miss Franny Block, even before she told the story about the bear?
■ What can you conclude about the narrator? What details in the story give you clues?
■ What can you conclude about the relationship between Opal and
Amanda Wilkinson?
For comprehension practice use Graphic Organizers on Teacher’s
Resource Book pages 40–64.
Fluency/Comprehension
• Draw conclusions
Draw Conclusions
Introduce 413A–B
Practice/
Apply
Reteach/
Review
414–437; Leveled Practice,
113–114
443M–T, 447A–B, 448–463,
469M–T; Leveled Practice,
120–121
Assess Weekly Tests; Unit 4 Test;
Benchmark Tests A, B
Maintain 503B, 529B, 557B
Because of Winn-Dixie
557B

Paired Selection Student page 558
Poetry
GENRE: FREE VERSE POEM
Have students read the bookmark on
Student Book page 558. Explain that a free verse poem
■ usually doesn’t rhyme or have a set rhythm;
■ contains other poetic elements, such as imagery, figurative language, and repetition.
Free Verse Poems do not have to follow rhyme schemes but often contain rhythmic patterns and other poetic elements.
Literary Elements
Onomatopoeia is the use of a word that imitates the sound that it stands for, such as hiss .
A Simile compares two different things, usually by using the words like or as .
1
I Lo ve the
W
LL ook ords of
The word popping sounds like the thing it describes.
This is an example of onomatopoeia.
2
Popcorn leaps, popping from the floor of a hot black skillet and into my mouth.
Black words leap, snapping from the white page. Rushing into my eyes. Sliding into my brain which gobbles them the way my tongue and teeth chomp the buttered popcorn.
EXPLAIN/MODEL
Literary elements, such as onomatopoeia and similes, help the poet express ideas in a richer, more colorful way.
■ Point out the word popping as an example of onomatopoeia on page 558.
■ Point out the simile on page 559.
PRACTICE/APPLY Ask students to think of other examples of onomatopoeia, such as animal sounds (buzz, woof, meow, moo). Challenge them to think of similes to describe a library.
As you read, remind students to apply what they have learned about free verse poems in both oral and written responses. Have them look for figurative language, such as simile, or for sensory details that call upon one of the five senses to make language more accessible.
558
1 LITERARY ELEMENTS: SIMILE
The poet does not use a simile in the first nine lines of the poem, but she compares several things. What simile can you create to show one of her comparisons? (Possible answer: Like popcorn leaping into my mouth, words leap into my eyes. My brain gobbles up words just as my tongue and teeth chomp the buttered popcorn.)
2 LITERARY ELEMENTS: ONOMATOPOEIA
How does the author’s use of onomatopoeia bring the words from her book to life? (She uses the sound snapping to describe the words leaping from the page.)
558

Poetry
When I have stopped reading, ideas from the words stay stuck in my mind, like the sweet smell of butter perfuming my fingers long after the popcorn is finished.
This simile compares ideas sticking in the poet’s mind to the smell of butter sticking to her fingers.
I love the book and the look of words the weight of ideas that popped into my mind
I love the tracks of new thinking in my mind.
— Maya Angelou
3
Connect and Compare
1.
Although it doesn’t rhyme, this free verse poem contains elements of poetry, such as onomatopoeia. Besides the word popped , what other examples of onomatopoeia can you find?
Onomatopoeia
2.
The poet uses a simile to compare her brain to something.
What is it? Analyze
3.
Compare the narrator in this poem with the narrator in
Because of Winn-Dixie . How are they alike? How are they different? Reading/Writing Across Texts
Find out more about free verse poems at www.macmillanmh.com
559
Internet Research and Inquiry Activity Students can find more facts about free verse poems at www.macmillanmh.com
Paired Selection Student page 559
3 MAKE INFERENCES
How would you describe the poet’s attitude toward books?
(She says the words leap into her brain and the ideas stay in her mind. She loves learning new ideas and thinking about them.)
SUGGESTED ANSWERS
1.
S napping is an example of onomatopoeia as is the use of the word chomp.
ONOMATOPOEIA
2.
When she eats, she gobbles up popcorn and the smell of butter sticks to her fingers. When she reads, she gobbles up words and ideas stick in her mind.
ANALYZE
3.
FOCUS QUESTION Answers may vary. Students might say that both narrators like books and learning.
They are different because the poet writes about her love of learning and the narrator in Because of Winn-
Dixie writes about how she made a new friend.
READING/WRITING ACROSS TEXTS
Because of Winn-Dixie
559

WRITING
• Descriptive Writing
• Writer’s Craft: Multiple
Paragraphs
WORD STUDY
• Words in Context
• Connotation and Denotation
• Phonics: VCCV Pattern
• Vocabulary Building
SPELLING
• Words with the VCCV Pattern
GRAMMAR
• Adjectives
SMALL GROUP OPTIONS
•
Differentiated Instruction, pp. 561M–561V
560
Multiple Paragraphs
Writers arrange multiple paragraphs in a logical order when they compare and contrast. You can use
Venn diagrams to sort out similarities and differences before you write.
I arranged my paragraphs in a logical order.
First I told how the characters are different. Then I told how they are alike.
Ike and
Cara by Ramona C.
I am writing to compare two characters from the books we read this year. One is
Ike from Dear Mrs. LaRue, and the other is Cara from Dear Mr. Winston.
Right away, you can tell that Ike’s character could never be real—dogs cannot talk or write letters to their owners.
Cara’s character could be real. She looks and writes like a real person. Ike uses a typewriter. Cara types her letter on a computer.
The two characters are alike in that they are both clever, they get in trouble, and they were invented to make readers like me laugh.
560
Writing
READ THE STUDENT MODEL
Read the bookmark about multiple paragraphs. Multiple paragraphs help writers to organize ideas so that readers will understand them.
Writers can focus each paragraph on a separate important idea.
Have students turn to page 546.
Identify and discuss the organization of multiple paragraphs.
Then have the class read Ramona
C.’s comparison and the callouts.
Tell students that they will write a comparison of two book characters.
They will also learn how to use multiple paragraphs to organize their ideas.
In a comparison, the writer tells how two things are the same and different. A comparison gives true information.
■ A comparison describes how two people, ideas, places, or things are similar.
■ A comparison describes how two people, ideas, places, or things are different.
■ A comparison organizes details in a logical order.
■ A comparison uses special words, such as alike, both, and different, to point out what is similar and what is different.

Choose two characters you know from books. Then write a description that compares and contrasts the characters. Start your writing by introducing your subjects. Tell how they are alike in one paragraph and how they are different in another paragraph.
Use the Writer’s Checklist to help you evaluate your writing.
s
Ideas and Content: Did I choose clear similarities and differences?
Organization: Are my multiple paragraphs in a logical order? Did I tell how my characters are alike in one paragraph and different in another?
Voice: Is it clear how I feel about the characters?
Word Choice: Did I use adjectives that paint vivid pictures of the characters?
Sentence Fluency: Did I use a variety of sentence lengths and types?
Conventions: Did I use correct punctuation throughout? Did I capitalize proper nouns?
Descriptive Writing
561
Transparency 81: Venn diagram
Transparency 82: Draft
Transparency 83: Revision
Transparency 81
Venn Diagram
Different
Alike
Ike Cara could never be real uses a typewriter clever get in trouble write letters amusing could be real types on a computer
Writing Transparency 81
BVXb^aaVc$BX<gVl"=^aa
Writing Transparency 81
Writing Student
PREWRITE
Read and discuss the writing prompt on page 561. Explain that the purpose of a comparison is to inform. Students’ audience will be their teacher and classmates. Students can work independently or in pairs to brainstorm book characters for their comparisons. Present the minilesson on Organization
on page 561B, then
display Transparency 81 and discuss how Ramona used a Venn diagram to plan a comparison with similarities and differences. Have students use a Venn diagram to plan their own comparisons.
DRAFT
Display Transparency 82.
Discuss how
Ramona used her Venn diagram to write a draft of her comparison. Talk about how she could improve the draft. Before students write, present the lesson on Multiple Paragraphs
on page 561A and the
Evaluate
Character
minilesson on page 561B.
Have students use their Venn diagrams to write their comparisons. Remind them to organize their paragraphs by similarities and differences.
REVISE
Display Transparency 83 and discuss
Ramona’s revisions. Point out that she added an introduction to make the purpose of her comparison clear.
Students can revise their drafts or place them in writing portfolios to work on later. If they choose to revise, have partners use the Writer’s Checklist on page 561. Then ask students to proofread their writing. For
Publishing Options,
see 561A.
For lessons in Grammar and Spelling,
see page 561B and
5 Day Spelling and
Grammar
on pages 561G–561J.
Because of Winn-Dixie
561

Writing
Students can read aloud their comparisons to the class. See the Speaking and Listening tips below. They can also use their best cursive to write their comparison. (See Teacher’s
Resource Book pages 168–
173 for cursive models and practice.) Then invite students to collect their comparisons into a class booklet or post them on a bulletin board.
SPEAKING STRATEGIES
■ Practice your presentation beforehand.
■ Speak loudly and clearly.
■ Emphasize comparison words such as alike and different .
■ Use your voice to emphasize important ideas so that listeners can follow your thoughts.
LISTENING STRATEGIES
■ Look at the speaker.
■ Listen carefully to identify differences and similarities.
■ Think about whether you agree with the speaker’s feelings about the characters.
■ After the speaker has finished, ask questions.
Use the rubrics on pages 661G–
661H to score published writing.
For a complete lesson, see Unit
Writing on pages 661A–661H.
561A
Multiple Paragraphs
EXPLAIN/MODEL
Good writers make their comparisons clear by highlighting similarities in one paragraph and differences in another. Each paragraph begins with a topic sentence and includes supporting details. Have students reread Ramona’s comparison on page
560. Point out that Ramona tells about differences in the second paragraph and similarities in the third paragraph. Display
Transparency 84.
Think Aloud There are two paragraphs. Each starts with a strong, clear topic sentence that gives that paragraph’s main idea.
The rest of the paragraph contains supporting details that tell more about the main idea. The information flows from the first paragraph to the next in a way that makes sense. Topic sentences help me follow from the first to the second paragraph.
Transparency 84
Topic Sentence: My friend Joan and I are both the same in lots of ways.
Supporting Details: We love cooking. We play soccer on a team.
Topic Sentence: Joan and I are different in some ways, too.
Supporting Details: She is good at math. I do best in art. Joan is quiet. I talk a lot!
A. They help people every day.
B. Nate and Shelley are very different as characters, too.
C. Nate and Shelley are both amazing characters.
D. Nate could never be real because he is a superhero.
E. They both care a lot about other people.
F. Shelley is a real person who solves real problems.
Paragraph 1
Topic
Sentence
Supporting
Detail
Supporting
Detail
Paragraph 2
Topic
Sentence
Supporting
Detail
Supporting
Detail
Paragraph 1: C: Topic Sentence; E: Supporting Detail; A: Supporting Detail
Paragraph 2: B: Topic Sentence; D: Supporting Detail; F: Supporting Detail
Writing Transparency 84
PRACTICE/APPLY
Work with students to organize the sentences into two paragraphs: one about similarities and one about differences, with each having a topic sentence and two supporting details. Discuss how students made their decisions. Then have them identify paragraph organization in another nonfiction article they have read.
Tell students that as they draft their comparison, they should think about ways to organize their ideas into multiple paragraphs that reflect similarities and differences between their characters.

Writing
Writer’s Toolbox
Explain/Model Good writers organize their ideas to fit the writing assignment. For a comparison, writers need to identify similarities and differences.
Explain that a Venn diagram helps writers list ideas this way as they plan. It shows differences in the outer circles and similarities in the center overlap.
Practice/Apply Display Transparency 81.
Have students read the information in the outer circles and overlap. Guide them to see that the outer circles tell how each character is different. The overlap lists ways the two characters are the same.
Explain/Model Adjectives describe nouns or pronouns. They tell what kind, which, or how many of something. For example, a green parrot tells what kind of parrot, while six parrots tells how many parrots. Point out the adjective real in the fourth sentence of Ramona’s comparison.
This adjective describes the kind of person Cara is.
Good writers make sure to use adjectives correctly.
Practice/Apply Work with students to find more adjectives in Ramona’s comparison on page 560.
Have them identify the noun or pronoun each describes and tell what information the adjective gives. Ask students to pay attention to using adjectives correctly in their writing.
Explain/Model When good writers compare book characters, they may also include their feelings about the characters. Have students reread
Ramona’s last sentence on page 560. Point out that she says both characters made her laugh. Discuss with students how this sentence shares Ramona’s feelings about the characters—she enjoyed them because they made her laugh.
Practice/Apply As students draft, tell them to include their reactions to the characters. Suggest that they focus on a single reaction and tell about it at the end of a paragraph.
Ask students to find the word letters in the student model on page 560. Point out the VCCV (vowelconsonant-consonant-vowel) pattern. Explain that many words follow this spelling pattern, both with double consonants, as in letter, or with different consonants, as in plastic. Ask students to pay attention when they spell words with the VCCV pattern .
Remind them that they can use a print or online dictionary to check spelling in their drafts.
For a complete lesson on spelling words with the
VCCV pattern, see pages 561G–561H.
Suggest that students print their work and proofread it on paper as well as on-screen. Ask them which method works best for them.
Because of Winn-Dixie
561B

Word Study
• Apply knowledge of word meanings and context clues
• Distinguish between a word’s denotation and connotations
Materials
• Vocabulary Transparencies
41 and 42
• Leveled Practice Books, p. 154
EXPLAIN/MODEL
Review the meanings of the vocabulary words. Display Transparency
41.
Model how to use word meanings and context clues to fill in the first missing word with students.
Think Aloud In the first sentence, I learn that Opal was choosing items to buy. I know that selecting means “choosing.” When I try selecting in the sentence, it makes sense.
selecting (p. 546) choosing positive (p. 548) certain, sure snuffled (p. 549) sniffed, usually loudly consisted (p. 550) made up (of) peculiar (p. 551) not usual; strange advanced (p. 555) beyond the beginning level
Transparency 41 consisted positive snuffled peculiar advanced selecting
1.
Opal moved through the store, carefully selecting the items she wanted to buy.
2.
Her entire order consisted of macaroni and cheese, tomatoes, and rice.
3.
Winn-Dixie influenced Opal’s life in a positive way; he made her want to be a better person.
4.
His coat had no peculiar , or unpleasant, odor.
5.
Winn-Dixie was smart, more advanced than the average dog.
6.
Sometimes, Winn-Dixie snuffled along the floor, looking for food.
&--
Extend Language Act out the sound of the word snuffled . Explain that the word is an example of onomatopoeia. Write other examples on the board and make the sounds, such as buzz , honk , and pop .
Vocabulary Transparency 41
PRACTICE/APPLY
Help students complete item 2. Then have students use context clues to write missing words for items 3–6 on a separate sheet of paper. Students can exchange papers, check answers, and explain the context clues they used to figure out the missing words. Remind students that context clues will not always be helpful when they encounter an unfamiliar word. Sometimes they will need to use a dictionary.
Ask and Answer Questions Student pairs should generate and then answer questions related to vocabulary words. For snuffled, they might ask: When might you have snuffled?
561C

Word Study
STRATEGY
DICTIONARY: CONNOTATION AND DENOTATION
EXPLAIN/MODEL
Words have a denotation, which is the basic dictionary meaning of the word. Many words also have a connotation, which includes any feelings or ideas that are associated with them.
Have students copy the chart on Transparency 42 into their notebooks. Model how to fill in the chart, saying that advanced is defined as “beyond the beginning level,” but the connotation of advanced might be “ahead of others; better than most.” Have students write in the connotation and denotation of advanced , and continue to do numbers 2–5 in pairs.
Transparency 42
WORD
1. advanced
Connotation and Denotation
DENOTATION CONNOTATION
2. handshake
3. broccoli
4. desk
5. flag
Vocabulary Strategy Transparency 42
PRACTICE/APPLY
Have students write a journal entry in which they describe the connotations that everyday objects, such as television, water, and brother, have for them.
Can students use context clues to choose the correct word? Do they understand the difference between connotation and
denotation?
During Small Group Instruction
If No Approaching Level
Vocabulary, pp. 561N–561O
If Yes On Level
Options, pp. 561Q–561R
Beyond Level
Options, pp. 561S–561T
&--
Personalize To introduce connotations, draw J and
L . Say, school . Ask, What feelings do you have when I say the word school ?
Write the word under one or both of the faces and discuss students’ responses. Repeat this with the words sports, doctor, and poetry .
On Level Practice Book O, page 154
The dictionary definition of a word is its denotation.
The feelings associated with a word are its connotation.
The bold words in each pair of sentences below have similar denotations, but their connotations are different. Write the feelings you associate with each word.
Responses should reflect whether the word has a positive or negative connotation.
1.
The day was crisp —just perfect for taking a walk.
A pleasant coolness—positive
2.
The day was raw . How I wish I’d worn my gloves.
Damp and cold—negative
3.
Alicia is really goofy.
Funny in a silly way—negative
4.
Alicia is really funny.
Amusing—positive
5.
Juan was thrifty and saved his money.
Wise about spending money—positive
6.
Juan was cheap and spent hardly any of his money.
Stingy—negative
Approaching Practice Book A,
page 154
Beyond Practice Book B,
page 154
Because of Winn-Dixie
561D

EV g7b;ObbS`a
Word Study
• Recognize the VCCV pattern and its relationship to syllabication
• Use prefixes and suffixes to change a root word’s meaning
• Illustrate the literal and figurative meanings of idioms
Materials
• Leveled Practice Books, p. 155
• Teacher’s Resource Book, p. 25
Phonics In the intermediate stage of reading, we teach students how to look at words and how syllables are divided. www. macmillanmh.com
561E
On Level Practice Book O, page 155
A two-syllable word with the VC/CV pattern is usually divided between the two consonants. swal low wel come
The first syllable of a VC/CV word is a closed syllable. That means it has a short vowel sound and ends in a consonant.
Divide each word below into syllables. Write the syllables in the blanks provided.
1.
copper cop per
2.
member mem ber
3.
planner plan ner
4.
market mar ket
5.
summer sum mer
6.
slender slen der
7.
fossil fos sil
8.
blanket blan ket
9.
fi ction fic tion
10.
witness wit ness
11.
litter lit ter
Which syllable is accented in these words?
12.
the first
Approaching Practice Book A,
page 155
Beyond Practice Book B,
page 155
Phonics
EXPLAIN/MODEL In most words with the VCCV pattern, the first vowel sound is short. The word will be divided between the consonants in most cases. When the two consonants are digraphs, the word is divided either before the first consonant or after the second. Write plastic .
Think Aloud If I divide this word between the consonants, I have two syllables to figure out. The first syllable has the blend pl , followed by a , which is probably short a , followed by s . So I can pronounce it /plas/. The second syllable is tic , pronounced /tik/. If
I blend the two syllables together, I get /plas tik/ plastic.
I know that word.
PRACTICE/APPLY Write swallow, foggy, picket, album, bitter, and holly.
Have students underline the VCCV pattern. Then have them read the words aloud, blending the two syllables together. Point out that some words have a double consonant while others have two different consonants.
Decode Multisyllabic Words Have students use their knowledge of phonics patterns, compound words, and word parts to decode long words. Write these words on the board: pocket, blandest, captive, and following.
Model how to decode pocket, focusing in the
VCCV pattern, and have students decode the other words. For more practice, use the decodable passages on Teacher’s Resource Book page 25.
VCCV Tic-Tac-Toe Have partners play tic-tac-toe with Spelling Words or other words. One partner chooses the double-consonant pattern; the other uses the pattern with two different consonants. Players take turns writing words with their pattern on a tic-tac-toe grid until one gets three words with the same pattern in a row.
Can students decode words with VCCV patterns?
During Small Group Instruction
If No Approaching Level
Phonics, p. 561M
If Yes On Level
Options, pp. 561Q–561R
Beyond Level
Options, pp. 561S–561T

Word Study
Vocabulary Building
Expand Vocabulary Have students write GOING TO THE
LIBRARY in the center of a word web. Using the selection, print or electronic dictionaries, thesauruses, newspapers, and encyclopedias, have them brainstorm words that relate to going to the library and write them on the web.
books reference librarian
GOING TO
THE LIBRARY quiet check-out shelves
Literal and Figurative Meaning Explain that words have a literal meaning, that is, a dictionary definition.
Words may also have a figurative meaning when they are used as figures of speech, such as metaphors and idioms. Write on the board: face the music.
Discuss and illustrate the literal and figurative meanings of the words in the idiom. Provide a list of other idioms, such as get off the hook, throw caution to the wind, spill the beans, pick a bone with, and in the doghouse.
Then have students choose an idiom to illustrate. Have them write sentences for the other idioms.
Root Words and Affixes Write vocabulary words from this week and previous weeks on index cards. Divide the students into equal teams. Have students select a card from the deck and either name the root word for the vocabulary word, or add a prefix or suffix to change the word.
Students will earn one point for each answer. The team with the most points when all cards have been used wins.
12
@=;
Vocabulary PuzzleMaker
Cooperative Learning In groups, have students brainstorm traits about Winn-Dixie, Opal, or Miss
Franny, and write a two-paragraph character sketch. They will include at least four vocabulary words.
Encourage them to use figurative language, such as similes. When finished, have each group read all the sketches, and choose the one that describes someone they would most like to be friends with and explain why.
For additional vocabulary and spelling games, go to www.macmillanmh.com
Because of Winn-Dixie
561F

Spelling
dinner blanket willow plastic welcome summer dipper foggy thriller ticket swallow picket witness slender
Review
talking, drawn, shawl
Challenge
cupboard, friendly nodded planner member fossil rumbles blossom
1.
Dinner will be at seven.
2.
The blanket was blue and fuzzy.
3.
Wes climbed the willow.
4.
We used plastic forks.
5.
Welcome to my new house.
6.
Summer is my favorite season.
7.
Use the dipper to scoop some water.
8.
We often have foggy weather.
9.
Inez loves thriller movies.
10.
She buys a ticket to every one!
11.
Try not to swallow the pits.
12.
We painted the picket fence.
13.
The witness answered questions.
14.
Was the thief slender?
15.
She nodded and said, “Yes.”
16.
I wrote the meeting in my planner.
17.
Scott is a member of the club.
18.
We found a bird fossil.
19.
Thunder rumbles in the hills.
20.
One red rose blossom opened.
Review/Challenge Words
1.
There is no talking in the library!
2.
The portrait was drawn by hand.
3.
Wrap a shawl around your shoulders.
4.
Put these dishes in the cupboard.
5.
The dog was big, but friendly.
Words in bold are from the main selection.
561G
Words with the VCCV Pattern
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Pretest
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Word Sorts
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences, say the underlined word. Read the sentence and repeat the word.
Have students write the words on
Spelling Practice Book page 129.
For a modified list, use the first 12
Spelling Words and the three Review
Words. For a more challenging list, use Spelling Words 3–20 and the two Challenge Words. Have students correct their own tests.
Have students cut apart the Spelling
Word Cards BLM on Teacher’s
Resource Book page 86 and figure out a way to sort them. Have them save the cards for use throughout the week.
TEACHER AND STUDENT SORTS
■ Review the Spelling Words, pointing out the VCCV pattern in the middle of each word. Write dinner on the board. Ask students whether the first vowel is long or short. (short)
■ Use the cards on the Spelling
Word Cards BLM. Attach the key words dinner and blanket to a bulletin board. Model how to sort the words by whether they have the same or different consonants in the middle. Have students take turns sorting cards and explaining their sorts.
Use Spelling Practice Book page 130 for more practice with this week’s
Spelling Words.
For Leveled Word Lists, go to www.macmillanmh.com
■ Then invite students to do an open sort in which they sort all the Spelling Words any way they wish; for example, by parts of speech or by vowel sounds.
Discuss students’ various methods of sorting.
'PMECBDLUIFQBQFS
BMPOHUIFEPUUFEMJOF
8SJUFUIFXPSETJO
UIFCMBOLTBTUIFZ
BSFSFBEBMPVE8IFO
ZPVGJOJTIUIFUFTU
VOGPMEUIFQBQFS6TF
UIFMJTUBUUIFSJHIUUP
DPSSFDUBOZTQFMMJOH
NJTUBLFT
;L?;MÃEH:I
>7BB;D=;ÃEH:I
Spelling Practice Book, pages 129–130
EJOOFS
CMBOLFU
XJMMPX
QMBTUJD
XFMDPNF
TVNNFS
EJQQFS
GPHHZ
UISJMMFS
UJDLFU
TXBMMPX
QJDLFU
XJUOFTT
TMFOEFS
OPEEFE
QMBOOFS
NFNCFS
GPTTJM
SVNCMFT
CMPTTPN
UBMLJOH
ESBXO
TIBXM
DVQCPBSE
GSJFOEMZ
Spelling Practice Book, page 131
UISJMMFS
GPTTJM
QMBOOFS
TXBMMPX
NFNCFS
XJMMPX
OPEEFE
GPHHZ
EJQQFS
TVNNFS
TMFOEFS
QJDLFU
CMPTTPN
UJDLFU
XFMDPNF
CMBOLFU
QMBTUJD
EJOOFS
SVNCMFT
XJUOFTT
7JJ;HDÃEM;H‰
8SJUFUIFTQFMMJOHXPSETXJUIUIFTFTQFMMJOHQBUUFSOT
EH:IÃM?J>ÃEK8B;ÃEDIED7DJI i]g^aaZg l^aadl
[dhh^a cdYYZY eaVccZg
[d\\n
Wadhhdb
Y^ccZg hlVaadl
Y^eeZg hjbbZg
EH:IÃM?J>ÃMEÃ?<<;H;DJÃ
EDIED7DJI haZcYZg
WaVc`Zi e^X`Zi eaVhi^X i^X`Zi gjbWaZh bZbWZg lZaXdbZ l^icZhh
>OC;Ã?C;
8SJUFUIFTQFMMJOHXPSEUIBU
SIZNFTXJUIFBDIXPSEPS
QISBTF
QJMMPX l^aadl
LJDLJU i^X`Zi
TMJQQFS
Y^eeZg
GPMMPX hlVaadl

Spelling
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ANALOGIES
Read each analogy below. Ask students to copy the analogies into their word study notebooks.
Tell them to complete each analogy by writing a Spelling
Word in the blank.
1.
pink is to color as movie (thriller)
is to
is to 2.
large is to big as skinny (slender)
3.
day is to night as winter (summer)
is to
4.
math is to subject as weather (foggy)
is to
Challenge students to describe the exact relationship for each analogy above. (Example: Foggy is a type of weather.) Then have them write a definitional sentence for each
Spelling Word.
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SPIRAL REVIEW
Review words with /ô/. Write talking, drawn, and shawl on the board. Have students identify the letters that spell /ô/.
PROOFREAD AND WRITE
Write these sentences on the board. Have students proofread, circle incorrect spellings, and write the words correctly.
1.
Jill ate her diner with a plasstic fork. (dinner, plastic)
2.
In the sumer, the pikket fence is lined with flowers. (summer, picket)
3.
The thriler movie was about a missing wittness. (thriller, witness)
4.
We wrapped the brittle fosil in a blanckit. (fossil, blanket)
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POSTTEST
Use the Dictation Sentences on
page 561G for the Posttest.
If students have difficulty with any words in the lesson, have students place them on a list called Spelling
Words I Want to Remember in a word study notebook.
Challenge student partners to look for words that have the same consonant and vowel pattern they studied this week.
Spelling Practice Book, page 132 thriller member planner nodded swallow dipper blossom plastic slender welcome market
What’s the Word?
Complete each sentence with a spelling word.
1.
I had to leave the library to get home in time for
2.
She is a member of the book club.
dinner
3.
This summer
we will go to the library every week.
4.
The reading group was talking about the thriller
.
they had just fi nished.
5.
A white picket
6.
The librarian is also the
fence surrounds the library grounds.
planner
of children’s activities.
market
7.
The old woman put on a shawl for her walk to the
8.
We read a story about a new dinosaur fossil
.
that was found.
9.
The sign said: “
Welcome
10.
He curled up under a to the library!” blanket
to read the next chapter.
11.
The shady spot under the
12.
The man nodded
13.
It was a rainy and willow tree was perfect for reading.
when the librarian told him where to fi nd the book.
foggy
morning, perfect for a trip to the library.
14.
The
15.
Please slender swallow book was hidden between two larger books on the shelf.
your food before you start talking.
16.
The librarian helped me fi nd the blossom
in a book about fl owers.
17.
My library card is made of blue
18.
The boy put the dipper
19.
He got a speeding ticket
20.
There was only one plastic
into the pot to scoop out some soup.
witness
.
on his way home from the library.
to the car accident.
Spelling Practice Book, page 133
There are six spelling mistakes in this flyer for the library’s book club.
Circle the misspelled words. Write the words correctly on the lines below.
Wellcom to the Main Street Library! We hope you will join us this somer each Saturday at noon for our book club meeting. When the weather is nice, we meet under the willo tree in front of the library. Bring your lunch and a blanket to sit on while we discuss some wonderful books and stories.
To become a memmbur of the club, all you have to do is show up!
Our fi rst book is a real thriller! It’s about a boy who becomes a hero because he is a wittnes to a crime. Next up is a story about a dinosaur fosel that a scientist in Montana found.
1.
2.
We hope to see you this Saturday!
Welcome summer
3.
4.
willow member
5.
6.
witness fossil
Writing Activity
What can you learn about in the library? Write a paragraph about something you have learned by using the library, or about something you would like to learn. Use at least four spelling words in your description.
Spelling Practice Book, page 134
Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correct word. Before you begin, look at the sample set of words. Sample
A has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page.
Sample A:
훽
butter
훾
buter
훿 buttur
 buttor
1.
훽
thriler
훾
thrillir
훿 thrillor
 thriller
2.

fassil

fossil
 fossul
 fassol
3.
훽
plannur
훾
planner
훿 planir
 plannar
4.

swallo

swalow
 swallow
 swalloe
5.
훽
membur
훾
membir
훿 member
 membar
6.
7.
8.
9.
10.




훽
훾
훿





훽
훾
훿




 willoe wilowe willow wilow noddud noddid nauded nodded fawgy faugy foggie foggy dippur dippir dippor dipper simmir summur summer summor
Sample B:
 baskit
 bascet
 basket
 bassket
11.
훽 slendor
훾 slender
훿 slendir
 slendoor
12.
 picket
 pickit
 pikket
 pickot
13.
훽 blossom
훾 blassom
훿 blossum
 blassum
14.
 tikket
 ticket
 tickit
 tikkit
15.
훽 wellcome
훾 welcome
훿 welkome
 welkum
16.
 blankit
 blankut
 blancket
 blanket
17.
훽 plastic
훾 plastick
훿 plastik
 plasstik
18.
 dinnir
 dinnor
 dinner
 dinnur
19.
훽 market
훾 markette
훿 markit
 marcket
20.
 witniss
 witnuss
 witnez
 witness
Because of Winn-Dixie
561H

Grammar
Use these activities to introduce each day’s lesson. Write the day’s activity on the board or use Transparency 21.
DAY 1
I went to ours library today. I saw
Leni Laura and Lisa? (1: our; 2: Leni,
Laura,; 3: Lisa.)
DAY 2
Mine favorite book was long. Are her’s favorites always short. I know she like exciting books. (1: My favorite; 2: her; 3: short?; 4: likes)
DAY 3
I found a book short in the childrens’ section. It’s recipes sounded tasty.
(1: short book; 2: children’s; 3: Its)
DAY 4
What a great book about indian art!
Is there an easy book about turkish crafts? (1: Indian; 2: Turkish)
DAY 5
I am looking for a good picture of a
Plant fosil. My friend wants a book of chinese folk tales to read this sumer. (1: plant; 2: fossil; 3: Chinese;
4: summer)
Adjectives
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INTRODUCE ADJECTIVES
Present the following:
■ An adjective is a word that describes a noun or a pronoun.
■ An adjective may tell what kind, which, or how many of something.
■ Adjectives usually come before the nouns they describe: I saw a green parrot.
■ An adjective may also follow a linking verb: The parrot was green.
&--
Use Students’ Ideas Ask students to describe the narrator in Because of Winn-
Dixie.
Write the sentences on the board. Point out the placement of adjectives.
Have students write three sentences describing a student without stating who it is. Ask volunteers to read their sentences and have the class guess the identities of the students.
See Grammar Transparency 101 for modeling and guided practice.
Grammar Practice Book, page 129
• Adjectives are words that describe nouns or pronouns. For example, adjectives may tell what a noun or pronoun looks, sounds, smells, tastes, or feels like.
Adjectives may come after the words a , an , and the .
Read the sentences below. Write each adjective on the line provided. Some sentences may have more than one adjective.
1.
Florida has big mosquitoes.
big
2.
Miss Franny wanted a little house with lots of books.
3.
That short, smart woman is the librarian. little short, smart
4.
She feared that she would seem like a silly woman.
5.
This book is long and diffi cult.
silly long, difficult
6.
The large bear had a strong smell.
large, strong
7.
The bear looked dangerous. dangerous
8.
Winn-Dixie had clean, sharp teeth. clean, sharp
9.
Miss Franny’s father was rich.
rich
10.
When she saw the dog, she let out a loud, high scream.
11.
The dog was friendly and clean. loud, high friendly, clean
12.
The bookshelves are high. high
13.
Her father had a loud, scratchy voice.
loud, scratchy
14.
The road was not steep at all. steep
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REVIEW ADJECTIVES
Review adjectives with students.
Ask them what the purposes of adjectives are. Ask them to identify where adjectives are placed in a sentence.
INTRODUCE PROPER ADJECTIVES
Present the following:
■ An adjective can be formed from a noun.
■ A proper adjective is formed from a proper noun and is always capitalized.
■ Many proper adjectives describe where someone or something is from, such as Mexican.
■ Brand names are often used as proper adjectives.
See Grammar Transparency 102 for modeling and guided practice.
Grammar Practice Book, page 130
• Proper adjectives are formed from proper nouns.
• Common adjectives are not formed from proper nouns.
Do not capitalize common adjectives.
On the line, rewrite each proper adjective correctly.
1.
Today I sat and read in the herman w. block room at the library.
Herman W. Block
2.
I read a book about bears who live in the michigan woods.
Michigan
3.
I also learned that mosquitoes live in the fl orida swamps.
Florida
4.
I read about a chinese custom of having brides wear red at weddings.
Chinese
5.
The room had a shelf of books about asian countries.
Asian
6.
This library has more books than both pleasantville libraries put together.
Pleasantville
7.
I won’t miss the chill of minnesota winters.
Minnesota
8.
I lived near the canadian border, where it got very cold.
Canadian
9.
That reminds me, I want to fi nd a book on eskimo life.
Eskimo
10.
I already read a book on native american tribes.
Native American
561I

Grammar
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REVIEW PROPER ADJECTIVES
Review how to identify proper adjectives.
MECHANICS AND USAGE:
REVIEW PUNCTUATION
■ When two adjectives are used together, separate them with a comma or the word and.
■ Use commas to separate three or more adjectives in a series.
■ Some adjectives do not need to be separated with commas.
These adjectives describe color, size, or age: big old house.
■ Do not use commas between common adjectives and proper adjectives: tasty Chinese food.
See Grammar Transparency 103 for modeling and guided practice.
Grammar Practice Book, page 131 with a comma or and . Do not use both.
adjectives do not need to be separated with commas. These adjectives describe color, size, or age: a woman with short gray hair .
• and to separate a common adjective from a proper adjective: the hot Alabama summers .
Rewrite each sentence on the line provided. Be sure to punctuate the sentences correctly.
1.
The library is just a little, old, house with lots of books.
The library is just a little old house with lots of books.
2.
My dog is friendly, and, calm.
My dog is friendly and calm.
3.
The bear came out of the wild, Florida forest.
The bear came out of the wild Florida forest.
4.
The book was long interesting and hard.
The book was long, interesting, and hard.
5.
That snobby, young girl just came into the library.
That snobby young girl just came into the library.
6.
The bear put his big, and black nose in the air.
The bear put his big black nose in the air.
7.
I grew up in a small, town.
I grew up in a small town.
8.
I enjoyed the bright, colorful, exciting pictures in this book.
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REVIEW ADJECTIVES AND
PUNCTUATION
Ask students to discuss the types of adjectives. Have them explain how to place adjectives in a sentence. Ask them when to use commas with adjectives.
PROOFREAD
Have students correct errors in the following sentences.
1.
Does the library have a large section of irish poetry? (Irish)
2.
What a huge collection of books? (books!)
3.
Find out if Robert Frost was english? (English.)
4.
This book is funny exciting and appealing. (funny, exciting,)
See Grammar Transparency 104 for modeling and guided practice.
Grammar Practice Book, page 132
• Adjectives describe nouns or pronouns.
• Proper adjectives are formed from proper nouns.
• Common adjectives are not formed from proper nouns.
Do not capitalize common adjectives.
Rewrite each sentence in the paragraph below. Remember to use commas and and correctly with adjectives. Capitalize proper adjectives. Use a separate page if you need to.
The little, bookstore on the corner is different from the huge, Smithville bookstore in town. Both stores have lots of interesting, and exciting books.
But that’s the only way they are alike. The small, blue, store on the corner is warm dim. It is fi lled with old and, unusual books. This store is not like the big smithville store. The Smithville store is bright, and cool. It has new, books by famous popular writers. There is even a counter where you can get a hot sweet tasty cup of cocoa.
The little bookstore on the corner is different from the corner is warm and dim. It is filled with old and
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ASSESS
Use the Daily Language Activity and page 133 of the Grammar
Practice Book for assessment.
RETEACH
Write the corrected sentences from the Daily Language Activities and the Proofread activity on index cards. Tell students to form two teams. One team draws a card and reads the sentence. The other team calls out the adjectives and identifies them as common or proper. Teams take turns until all cards have been read. The team that calls out the most correct answers wins.
Use page 134 of the Grammar
Practice Book for additional reteaching.
See Grammar Transparency 105 for modeling and guided practice.
Grammar Practice Book, pages 133–134 below. Remember to capitalize any proper adjectives.
reddish atlantic british lonely
1.
My dog gets lonely
2.
I gathered shells on the sandy
3.
My dog’s hair is long and
when he’s by himself.
Atlantic reddish
. shore.
4.
We live in a little
Ohio
5.
The librarian’s voice sounded
town.
British
.
ohio sentence. Circle the letter of your choice.
6.
I brought home a b
kitten. a.
fl uffy, white, b.
fl uffy white
7.
The house was a
.
a.
warm and cozy b.
warm, and cozy
8.
Her dog is a a.
large, brown, and shy b.
large brown and shy
.
b words.
9.
This book contains a. common spanish b. common Spanish
10.
The car had a a. yellow New Jersey b. yellow, New Jersey tags.
cocoa.
Because of Winn-Dixie
561J

561K
ASSESSED SKILLS
• Summarize
• Vocabulary Words
• Dictionary: Connotations and Denotations
• Adjectives
• Words with VCCV Patterns
12
@=;
Assessment Tool
Administer the Weekly Assessment online or on CD-ROM.
Assess fluency for one group of students per week.
Use the Oral Fluency Record Sheet to track the number of words read correctly. Fluency goals for all students:
113–133 words correct per minute (WCPM).
Approaching Level
On Level
Weeks 1, 3, 5
Weeks 2, 4
Beyond Level 6
(SBEF
*ODMVEFT-FWFMFE8FFLMZ5FTUT
.BDNJMMBO
.D(SBX)JMM
Weekly Assessment, 261–268
(SBEFT
.BDNJMMBO
.D(SBX)JMM
Fluency Assessment
(SBEF
• Leveled Weekly Assessment for Approaching Level, pages 269–276
• ELL Assessment, pages 136–137
O\R
.BDNJMMBO
.D(SBX)JMM
ELL Practice and
Assessment, 136–137

0–2 items correct . . .
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary: Connotations and Denotations
Items 1, 2, 3, 4
COMPREHENSION
Skill: Summarize
Items 5, 6, 7, 8
GRAMMAR
Adjectives
Items 9, 10, 11
SPELLING
Words with VCCV patterns
Items 12, 13, 14
FLUENCY
0–2 items correct . . .
0–1 items correct . . .
0–1 items correct . . .
109–112 WCPM
0–108 WCPM
Reteach skills using the Additional
Lessons page T6.
Reteach skills: Go to www.macmillanmh.com
1
2@=;
Vocabulary PuzzleMaker
Evaluate for Intervention.
Reteach skills using the Additional
Lessons page T1.
Evaluate for Intervention.
Reteach skills: Grammar Practice Book page 134.
Reteach skills: Go to www.macmillanmh.com
/
C2
7=12
Fluency Solutions
Evaluate for Intervention.
R E A D I N G
AN INTERVENTION PROGRAM
To place students in the Intervention
Program, use the Diagnostic
Assessment in the
Intervention Teacher’s
Edition.
Because of Winn-Dixie
561L

Constructive
Feedback
If students pronounce a word such as napkin with a long a sound, rather than short a, isolate the first syllable nap and have students pronounce it in isolation before putting it together with the second syllable.
Additional Resources
For each skill below, additional lessons are provided. You can use these lessons on consecutive days after teaching the lessons presented within the week.
• Summarize, T1
• Connotation and
Denotation, T6
Decodable Text
To help students build speed and accuracy with phonics patterns, use additional decodable text on page 25 of the
Teacher’s Resource Book.
Phonics
Objective
Materials
Decode words with the VCCV pattern
• Student Book “A Library Card for Emilio” • Teacher’s Resource Book, p. 25
WORDS WITH THE VCCV PATTERN
Model/Guided Practice
■ Explain that in most words with the VCCV pattern, the first vowel is short and the word is usually divided between the consonants.
■ Write willow on the board. Point to the word and read it aloud. Say: I divide this word between the consonants to make two syllables. Then I look at the first syllable wil, which is pronounced with a short i sound: /wil/. The second syllable low is pronounced /lō/. If I blend the two syllables together, I get /wil lō/. Say it with me: /wil lō/. The word is willow.
■ Have students follow your model to sound out the word number.
MULTISYLLABIC WORDS WITH THE VCCV PATTERN
■ Write the word signaling on the board, and have students divide it into syllables. Help students sound out the syllables, one syllable at a time:
/sig/ /nә l/ /ing/, /sig nә l ing/, signaling.
Have students read the word several times.
■ Have pairs of students work together to practice decoding longer words with the VCCV pattern. Write the following words on the board and ask student pairs to copy them onto a sheet of paper. Have them say each word and draw lines to divide it into syllables.
comforted
welcoming admitted napkin wonderful disturbance rescuing happening
■ Check each pair or group for their progress and accuracy. Provide constructive feedback.
WORD HUNT: WORDS WITH THE VCCV PATTERN IN CONTEXT
■ Review words with the VCCV pattern.
■ Have students search page 543 of “A Library Card for Emilio” to find words with the VCCV pattern. Ask them to write the words and divide each word into syllables.
■ Check to see if students have found the following: tissue, better, confidently.
■ Repeat the activity with the decodable passages on Teacher’s Resource
Book page 25.
561M

Objective
Materials
Read with increasing prosody and accuracy at a rate of 113–123 WCPM
• index cards • Approaching Practice Book A, p. 152
WORD AUTOMATICITY
Have students make flashcards for the following words with the VCCV pattern: dinner, foggy, nodded, blanket, thriller, planner, willow, ticket, member, plastic, swallow, fossil, welcome, picket, rumbles, summer, witness, blossom, dipper, slender.
Display the cards one at a time and have students say each word. Repeat twice more, displaying the words more quickly each time.
Constructive
Feedback
If students read dialogue without sufficient expression, pauses, and attention to punctuation, reread the passage to them, one sentence at a time, exaggerating the correct expression and pauses. Have students copy your expression as they echo-read each sentence.
REPEATED READING
Encourage students to follow along as you read aloud the Fluency passage on Practice Book A page 152 .
Tell students to pay close attention to the intonation of your voice as you read sentences that end with periods and sentences that end with question marks. Then read one sentence at a time and have students echo-read the sentence, copying your pauses and intonation.
Students can take turns reading the Fluency passage with a partner.
Students should look at the end punctuation marks and be careful to use the proper intonation.
TIMED READING
At the end of the week, have students do a final timed reading of the passage on Practice Book A page 152. Students should
■ begin reading the passage aloud when you say “Go”
■ stop reading the passage after one minute when you say “Stop”
Keep track of miscues. Coach students as needed. Help students record and graph the number of words they read correctly.
Vocabulary
Objective
Materials
Apply vocabulary word meanings
• Vocabulary Cards • Student Book Because of Winn-Dixie
VOCABULARY WORDS
Display the Vocabulary Cards for this week’s words: advanced, consisted, peculiar, positive, selecting, and snuffled. Review the definitions of each word in the Glossary of the Student Book.
Remind students that these are the words’ denotations. Then have students find each vocabulary word in Because of Winn-Dixie and discuss its meaning in context.
&--
Practice Vocabulary
Write these sentences on the board to explain the vocabulary. Have students choose the correct missing words from the vocabulary cards. 1. I will look around before a computer to buy.
(selecting) 2. Our dinner of chicken, potatoes, and peas.
(consisted) 3. Teachers thought Sarah was very smart so they placed her in classes.
(advanced)
Approaching Practice Book A, page 152
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Because of Winn-Dixie
561N

Review last week’s words
( coral, reef, partnership, current, eventually, brittle, suburbs ) and this week’s words ( peculiar, snuffled, positive, selecting, consisted, advanced ). Have students write a synonym for each word.
by Susan Pinter
Student Book, or
Transparencies 21a and 21b
Vocabulary
Objective
Materials
Investigate connotation and denotation
• Student Book Because of Winn-Dixie
DICTIONARY: CONNOTATION AND DETONATION
Remind students that many words also have a connotation besides their meaning, or denotation. Ask students which word from each pair below they would choose to describe the qualities of a friend.
skinny or slender clever or tricky relaxed or lazy calm or boring peculiar or special thrifty or cheap
Comprehension
Objective
Materials
Identify and summarize important information
• Student Book “A Library Card for Emilio”
• Transparencies 21a and 21b
STRATEGY
EVALUATE
Remind students that evaluating what they read can help them understand more about the characters and events in a story.
SKILL
SUMMARIZE
Explain/Model
■ Important, or essential, information will help a reader summarize the story.
■ Unimportant, or nonessential, information may make the story clearer or more interesting, but a story can be summarized without it.
■ Summaries should be in the students’ own words.
Display Transparencies 21a and 21b.
Reread the first page.
Think Aloud It seems like the feelings of the main character are important in this story. I can think about how Emilio is feeling at the beginning of the story. Then I can think about how he is feeling later and why he feels different. This may help me to summarize the story when I get to the end.
Practice/Apply
Discuss the following questions with students:
■ What happened when Emilio got to the library?
■ What happened at the end of the story? How did Emilio’s feelings change? Why?
■ What story events would you include or leave out of your summary?
561O

Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader The ABC Volunteer
PREVIEW AND PREDICT
Have students read the title and preview the illustrations and first two chapters. Ask students to write down any questions they may have, and then make predictions about what might happen in the story.
VOCABULARY WORDS
Review the vocabulary words as needed. As you read together, discuss how each word is used in context.
STRATEGY
EVALUATE
Remind students that evaluating what they read can help them understand the events in a story better.
SKILL
SUMMARIZE
Tell students to read the first two chapters. Remind them to look for and paraphrase important information to help them retell the story.
Think Aloud At the beginning of Chapter 1, I find out why Jenny has to go to an after-school program. I also learn that Jenny has been doing this since kindergarten. I will keep reading to see what happens next. I will add these events to my Summarizing Chart.
READ AND RESPOND
Finish reading The ABC Volunteer with students and have them complete the Summarizing Chart. Discuss the following questions.
■ Why didn’t Jenny think that she could teach Roberto to read?
■ Who do you think benefited more from the ABC program, Jenny or
Roberto? Why?
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare “A Library Card for Emilio” and The ABC
Volunteer.
■ How might Jenny’s experience have been different if Emilio were her student instead of Roberto?
■ Think about how Roberto thanked Jenny. Should Emilio thank the librarian? Why or why not?
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Leveled Reader
Because of Winn-Dixie
561P

Student
Book
I Lo ve the
W
L ook of ords
Leveled Reader Lesson
Objective
Materials
Review vocabulary words and their connotations and denotations
• Vocabulary Cards
VOCABULARY WORDS
Have the class play a game of Ten Questions. Display all of the
Vocabulary Cards.
One volunteer is “it” and will think of one of the vocabulary words. Students can ask yes/no questions until they figure out the word. Questions can relate to the part of speech, the meaning, or the syllabication. For example, students could ask, Is it a noun? Does it have two syllables?
If the class asks ten questions and cannot name the word, the person who is “it” tells the word.
DICTIONARY: CONNOTATION AND DENOTATION
Explain that many words have two different types of meanings— connotations and denotations. A connotation is the feeling or emotion that a word expresses. A denotation is the exact dictionary definition.
Choose one word and create a web, listing other words that have similar meanings and connotations.
Literary Elements
Objective
Materials
Identify uses of onomatopoeia and simile
• books of poetry • Student Book “I Love the Look of Words”
ONOMATOPOEIA AND SIMILES
Discuss the purpose and importance of onomatopoeia and simile in “I
Love the Look of Words.” Have students look at different poems to find and discuss examples of onomatopoeia, similes, and other figurative language.
On Level Practice Book O, page 152
As I read, I will pay attention to end punctuation.
Nate Jasper fumbled for his library card and handed it
10 to Ms. Kim, the librarian. He was checking out books
20 about life in the American colonies for a social studies
30 report. He hadn’t realized it was his turn because he
40 was distracted by a sign taped to the wall beside the
51 circulation desk.
53 The sign read: “First Annual Highland Drawing
60 Contest. Prizes to be awarded for drawings that best show
70 the exciting and unique beauty of Highland, Vermont.”
78 “I see that our drawing contest has caught your eye,”
88 said Ms. Kim. “Are you an artist?”
95 “Yeah, I guess I am,” said Nate. “But I’ve never entered
106 a contest.”
108 “Well, why not consider making this your first?” asked
117 Ms. Kim. “We have a Young Artists division, and we need
128 people like you to help make the contest a success. The
139 winning drawings will be displayed here in the Highland
148 Public Library. Here, take a flyer and think about it.” 158
Comprehension Check
1.
What does Ms. Kim say to Nate? Summarize Ms. Kim asks Nate if he is an artist. She suggests that he should enter the contest and gives him a flyer.
2.
Why is Nate a good candidate to enter the contest? Draw Conclusions
Nate is a good candidate to enter the contest because he is an artist.
Words Read –
Number of
Errors
=
Words
Correct Score
First Read – =
Second Read – =
561Q
Objective
Materials
Read fluently with appropriate prosody at a rate of 113–133 WCPM
• On Level Practice Book O, p. 152
REPEATED READING
Model reading the passage on Practice Book O page 152. Tell students to pay close attention to the difference in your intonation as you read sentences that end with periods and sentences that end with question marks. Then read one sentence at a time and have students echo-read.
Timed Reading Partners should practice the passage throughout the week. Have each student do a timed reading at the end of the week.

Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Drawing Highland
PREVIEW AND PREDICT
Have students preview Drawing Highland.
Show the cover and read the title of the book.
■ Ask students what they think the story will be about.
■ Ask what students think drawing means in the title.
STRATEGY
EVALUATE
Discuss the importance of reading critically and evaluating what you read.
SKILL
SUMMARIZE
Review: When you summarize a story, you retell what happened using your own words. You include only the most important, or essential, events and details. Unimportant, or nonessential, details can be left out and the summary will still make sense.
Explain that students will use important details to complete their Summarizing Charts.
READ AND RESPOND
Have students read Chapters 1 and 2 orally and offer fluency support as needed. Discuss Nate and Briana’s different perspectives on the town.
Have them begin filling in their Summarizing Charts. They should explain why they thought a detail was important or unimportant.
VOCABULARY WORDS
As they finish reading Drawing Highland, ask students to point out vocabulary words as they appear. Discuss how each word is used. For example, What synonym could be used to replace positive in this sentence from the story: “ I’m positive that you know about lots of local spots that I haven’t discovered yet”?
MAKE CONNECTIONS ACROSS TEXTS
Invite students to summarize and draw connections between Drawing
Highland and Because of Winn-Dixie.
■ Ask students what the characters in these stories have in commom.
■ Have students explain the importance of the library in each of the stories.
Leveled Reader
Go to pages
561U–561V.
Because of Winn-Dixie
561R

I Lo ve the
W
L ook of ords
Vocabulary
Objective
Materials
Use the connotation of words to expand meaning
• dictionary
EXTEND VOCABULARY
Have students write a paragraph using the week’s vocabulary words. Have them exchange paragraphs with a partner and change or expand the paragraph by using words with different connotations. Remind students to use a dictionary to check the spelling of each word.
Student Book
&--
Creative Writing Ask students to write one-page short stories. Students should use simile and onomatopoeia in their stories. After they finish, have students exchange stories with a partner.
Ask students to identify examples of simile and onomatopoeia in their partner’s story. Have them underline the examples they find. Then ask for volunteers to share their stories with the class.
Literary Elements
Objective
Materials
Review the literary elements of onomatopoeia and simile
• fiction and poetry books • Student Book “I Love the Look of Words”
ONOMATOPOEIA AND SIMILE
Remind students that writers use literary elements, such as onomatopoeia and simile, to create sounds and pictures for readers. Review their use in
“I Love the Look of Words.”
Have students look through poetry and descriptive texts to find examples of onomatopoeia and simile. Students can also note places where they think an author could have used either literary element. For example, an author could have written “Grrr” instead of writing, “The noise of the dog growling at the door frightened me.”
Beyond Practice Book B, page 152
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561S
Objective
Materials
Read fluently with appropriate prosody at a rate of 123–133 WCPM
• Beyond Practice Book B, p. 152
REPEATED READING
Model reading the passage on page 152 of Practice Book B.
Encourage students to follow along as you read, paying close attention to the intonation of your voice as you read sentences with different punctuation marks (periods, question marks, and exclamation points). Then read one sentence at a time and have students echo-read, copying your intonation.
During independent time, partners can take turns echo-reading the passage. Remind students to listen carefully to their partner and offer positive feedback.
Timed Reading Have students read the passage and record their reading rate. Have students look back at their reading rates from the beginning of the year and evaluate their progress.

Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader A Change of Weather
PREVIEW AND PREDICT
Have students preview A Change of Weather, predict what it is about, and set a purpose for reading.
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SKILL
SUMMARIZE
Have volunteers explain how they decide whether the information they read is important or unimportant. Explain to students that important information may contain essential details that help to summarize a story.
Unimportant information is usually nonessential or unnecessary. Discuss with students how best to summarize a story. Tell students that they will read A Change of Weather together and fill in a Summarizing Chart.
READ AND RESPOND
As students read, they should identify important events and fill in their
Summarizing Charts. When they are finished reading, ask students to discuss the story events that happened in the beginning, middle, and end of the story.
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up. Review definitions as needed. Ask students to restate this sentence using their own words for snuffled frantically : The dog snuffled frantically in Mark’s pocket.
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Leveled Reader
Self-Selected Reading
Objective
Materials
Read independently to summarize
• Leveled Readers or informational trade books at students’ reading level
READ TO SUMMARIZE
Invite students to choose books for independent reading. As they read, have them identify details about characters, plot, and setting that would best help them summarize the story. Ask them to share their summaries with a partner.
Because of Winn-Dixie
561T

For additional language support and oral language development, use the lesson at www.macmillanmh.com
Throughout the week, the English language learners will need help in building their understanding of the academic language used in daily instruction and assessment instruments. The following strategies will help to increase their language proficiency and comprehension of content and instructional words.
■ Use Context Academic Language (see chart below) should be explained in the context of the task during
Whole Group. Use gestures, expressions, and visuals to support meaning.
■ Use Visuals Use charts, transparencies, and graphic organizers to explain key labels to help students understand classroom language.
■ Model Demonstrate the task using academic language in order for students to understand instruction.
Content/Theme Words library (p. 540)
Dewey Decimal System (p. 540) organize books (p. 540)
skillet (p. 558)
perfuming (p. 559)
Skill/Strategy Words connotation (p. 543) denotation (p. 543) evaluate (p. 543A) summarize (p. 543A)
free verse poem (p. 558) imagery (p. 558) figurative language (p. 558) onomatopoeia (p. 558)
Writing/Grammar Words
multiple paragraphs (p. 560) compare and contrast
(p. 560)
purpose and audience (p. 561)
similarities, differences (p. 561A)
proper adjective, common adjective (p. 561I)
punctuation (p. 561J)
561U

Realistic
Fiction
DEVELOP ORAL LANGUAGE
Build Background Ask students if they have ever taken part in a contest. What type of contest was it? What did you need to do to enter? Have students share their experiences.
by Rachel Mann illustrated by Ashley Mims
Review Vocabulary Write the vocabulary and story support words and discuss the meanings. Use each word in a sentence. Use words or expressions with similar meanings to explain new vocabulary. This can be a very peculiar, or odd, situation.
PREVIEW AND PREDICT
Point to the cover illustration and read the title aloud. What do you think highland means?
Explain that a highland is an area of hills or mountains.
Give a local example. Have students use the information on the cover to predict what the story may be about.
Set a Purpose for Reading Show the Summary Chart and remind students they have used it before. Ask them to make a similar chart to summarize the main points of the story. Remind them to pay attention and mark important information as they read.
Choose from among the differentiated strategies below to support students’ reading at all stages of language acquisition.
Beginning
Shared Reading As you read, model how to summarize by identifying and recording main events in the chart. Mark important information with a check mark.
Intermediate
Read Together Read the first chapter. Model identifying important information, using it to fill the chart. At the end of each chapter, ask students to use the strategy and fill in the chart.
Advanced
Independent Reading
Have students read the story.
Have them identify and list important information. Then, ask them to compare their list with that of a reading partner and fill in the chart together.
Remind students to use the vocabulary and story words in their whole group activities.
• To apply vocabulary and comprehension skills
Materials
• ELL Leveled Reader
DAY 1
DAY 2
DAY 3
DAY 4
DAY 5
• Academic Language
• Oral Language and
Vocabulary Review
• Academic Language
• ELL Leveled Reader
• Academic Language
• ELL Leveled Reader
• Academic Language
• ELL Leveled Reader
• Academic Language
• ELL Leveled Reader
Comprehension
Check and Literacy
Activities
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ELL Teacher’s Guide for students who need additional instruction
Because of Winn-Dixie
561V