Unit 3 – Imagination Roxaboxen

1. Unit 3 – ImaginationRoxaboxen Story 6 – Day 1

2. What We Will Learn • How the suffix “ed” changes a verb • Superlatives – “est” • Spelling changes to words ending in “f” when plural suffixes are added • Names of colors • Homographs – words that are spelled the same but have different meanings • Long vowel sound spelling patterns

3. Word Knowledge • What happens to a verb when “ed” is added to a verb? • What spelling changes to the base word take place? buried belonged looked jeweled bury belong look jewel

4. Word Knowledge • Superlatives ending in “est” • Can you think of other superlatives? white whitest big biggest old oldest

5. Word Knowledge • What spelling changes occur when words ending in “f” are made plural? shelf shelves elf elves leaf leaves

6. Word Knowledge • These are color names. amethyst

7. Word Knowledge • These are color names. amber

8. Word Knowledge • These are color names. sea-green

9. Word Knowledge • Homographs are words that are spelled the same but have different meanings. They are also called multiple meaning words. • grave – • 1. adj. serious • 2. n. a place where people are buried

10. Word Knowledge • steer – • 1. n. bull • 2. v. guide the direction • kind – • 1. n. type of something • 2. adj. thoughtful, helpful

11. Word Knowledge • light – • 1. n. illumination as from the sun or a lamp • 2. adj. not heavy • 3. v. to start a fire • 4. v. to settle on – I saw the butterfly light on the leaf.

12. Word Knowledge • club – • 1. n. a group of people with a common interest • 2. n. a building occupied by people with a common interest • 3. n. a large stick that is bigger at one end • 4. v. to hit someone with a club

13. Word Knowledge • Identify the long vowel sounds and spellings of these words. became like reach stone jewel

14. What We Learned • How the suffix “ed” changes a verb • Superlatives – “est” • Spelling changes to words ending in “f” when plural suffixes are added • Names of colors • Homographs – words that are spelled the same but have different meanings • Long vowel sound spelling patterns

15. Genre: Realistic Fiction • The characters behave as people do in real life. • The setting of the story is a real place or could be a real place. • The events in the story could happen in real life.

16. Author – Alice McLerran • Alice McLerran based this book on the childhood experiences of her mother. • She was a teacher and is married and has three children. They live in Minnesota.

17. Illustrator – Barbara Cooney1917 - 2000 • Barbara Cooney was the daughter of an artist. • She received only one art lesson from her mother, and it was on how to clean her own paintbrushes. • She was both an author and an illustrator.

18. Activating Prior Knowledge • What sorts of things do you imagine when you are playing? • What do you do when you “make-believe?”

19. Background Information • If you could create a new society • Who would rule it? • What kind of currency or money would you use? • How would you decide what work different people would do?

20. Background Information • Alice McLerran based this story on people’s memories of their childhood. • She researched her mother’s drawings, interviewed relatives and reviewed their maps and mementos of Roxaboxen. • mementos – reminders of past events, souvenirs

21. Vocabulary • ford – to cross by wading

22. Vocabulary • traced – formed carefully, to sketch, copied by placing thin paper over a picture to copy it

23. Vocabulary • mayor – the chief elected official of a city

24. Vocabulary • decorated – added ornamentation; adorned

25. Vocabulary • blossomed – bloomed; produced flowers

26. Vocabulary • bordering – to be lying on the edge of

27. Comprehension Strategies • Asking Questions – Good readers ask themselves and others questions as they read to make sure they understand what they are reading • Be sure you ask questions about what we are reading today!

28. Comprehension Strategies • Making Connections – Good readers make connections as they read. They think about things • the story reminds them of in their own life • the story reminds them of in other stories they have read • the story reminds them of that have happened in real life

29. Comprehension Strategies • Monitoring and Clarifying – Good readers stop to clarify when they come to unfamiliar or confusing words or ideas. • If you aren’t sure about something in this story, be sure to ask so that we can clarify a word or an idea.

30. Choral Read Pages 261 - 262 • Why did the person telling this story call it a “special place?” • When I was a little girl I used to play house outside by a tree and pretend that the moss was a beautiful green carpet. This story reminds me of that time. Does anyone else have a connection?

31. Page 262 • “Marian was the mayor, of course; that was just the way she was.” What do you think the children meant by that? • Do you know any of your friends who are always in charge? Why do you think that is?

32. Choral Read Pages 263 - 264 • Monitor and Clarify while you read • Does it make sense that these children are driving cars and going to jail? • Is there anything else on these pages that needs to be clarified? • Do you know what a bridle is?

33. Choral Read Pages 265 - 267 • Why didn’t Roxaboxen end when the children grew up? • When Charles was old and went back to Roxaboxen he found a pebble that reminded him of Roxaboxen. Do you or your parents have any souvenirs to help you remember something you did in the past?

34. Today’s Reading Purpose • Remember to: • Ask questions • Monitor and Clarify • Making Connections

35. Tomorrow’s Reading Purpose • Tomorrow we will talk about the Author’s Point of View. This refers to the kind of narrator or speaker that the writer uses to tell the story. • We will talk about first person narrator and third person narrator.