Comprehension 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. Read to Find Out What happened that day at the library? 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 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. 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 544
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Transcript
ComprehensionGenreRealistic Fiction is a
made-up story that could
have happened in real life.
EvaluateSummarize
As you read, fill in your
Summarizing Chart.
Read to Find OutWhat happened that day at
the library?
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
ComprehensionGENRE: 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.
STRATEGYEVALUATE
Remind students that evaluating a
realistic story involves thinking critically
about the ways in which the characters
and events are portrayed.
SKILLSUMMARIZE
Remind students that to summarize
a story, they should identify the most
important ideas or events and retell
these in their own words.
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
544
by Kate DiCamillo
Main Selection
545
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?
On Level Practice Book O, page 151
Approaching Practice Book A, page 151
Beyond Practice Book B, page 151
Preview and PredictAsk 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.
Set PurposesFOCUS 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.
Read Because of Winn-Dixie
Use the questions and Think Alouds
to support instruction about the
comprehension strategy and skill.
Main Selection Student pages 544–545
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.
Because of Winn-Dixie 545
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
Main Selection Student page 546
Develop Comprehension
1 MAINTAINDRAW 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.)
2 STRATEGYEVALUATE
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.
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)
1
2
3
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.
Writing Extension
546
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.”
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.)
Main Selection Student page 547
4
Event
The narrator shows Winn-Dixie how to look through the window, and
Miss Franny mistakes him for a bear.
Question 3 SUMMARIZEExplain 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) , so the narrator
(showed him how to stand on his hind legs) . The problem
was Miss Franny thought Winn-Dixie was (a bear) .
Because of Winn-Dixie 547
“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.”
SummarizeSummarize the story so far.
548
Main Selection Student page 548
Develop Comprehension
5 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.
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.
5
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
“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
Develop Comprehension
6 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.
7 STRATEGYDICTIONARY
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.)
Main Selection Student page 549
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)
6
7
Because of Winn-Dixie 549
Back 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.’ ”
550
Main Selection Student page 550
Develop Comprehension
8 STRATEGYEVALUATE
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.
9 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.”)
8
9
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?
550
“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.”
551
10Develop 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.
Main Selection Student page 551
Stop here if you wish to read
this selection over two days.STOP
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?
Can students summarize the
main ideas in a realistic story?
If not, see the Extra Support
on this page.
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.
Because of Winn-Dixie 551
“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-know-it-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.
552
Main Selection Student page 552
11
12
13
14
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 MAINTAINDRAW 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.
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 “miss-
smarty-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)
552
553
Develop Comprehension
14 STRATEGYEVALUATE
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.
Main Selection Student page 553
Cross–Curricular ConnectionFLORIDA 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.
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
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.”
SummarizeHow did they become friends? Leave
the details out of your summary.
554
Main Selection Student page 554
15
16
Develop Comprehension
15 STRATEGYDICTIONARY
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.
STRATEGIES FOR EXTRA SUPPORT
Question 16 SUMMARIZERole 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.
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
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.
555
17
Main Selection Student page 555
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
Can students identify and use important events to summarize
the story?
Develop Comprehension
17 MAINTAINDRAW 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
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
Author’s PurposeThis selection is realistic fiction—a made-up story that has true-to-life details. What was the author’s purpose for writing? Why do you think so?
Find out more about Kate DiCamillo
at www.macmillanmh.com
Because of Kate
556
Respond Student page 556
Author
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.
Students can find more information about Kate DiCamillo at www.macmillanmh.com
Author’s CraftDescriptive 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)
Author’s PurposeSuggest that students keep the genre
Assess Weekly Tests; Unit 4 Test; Benchmark Tests A, B
Maintain 503B, 529B, 557B
Because of Winn-Dixie 557B
Paired Selection Student page 558
Popcorn leaps, popping from the floorof a hot black skilletand into my mouth.Black words leap,snapping from the whitepage. Rushing into my eyes. Slidinginto my brain which gobbles themthe way my tongue and teethchomp the buttered popcorn.
PoetryFree Verse Poems do
not have to follow rhyme
schemes but often contain
rhythmic patterns and
other poetic elements.
Literary ElementsOnomatopoeia 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.
II LoLovevethethe LLookook ofof
WWordsordsThe word popping sounds like the thing it describes. This is an example of onomatopoeia.
558
PoetryGENRE: 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.
Literary Elements: Onomatopoeia and Simile
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.
Read “I Love the Look of
Words” 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.
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.)
1
2
558
When I have stopped reading,ideas from the words stay stuckin my mind, like the sweetsmell of butter perfuming myfingers long after the popcornis finished.
I love the book and the look of wordsthe weight of ideas that popped into my mindI love the tracksof new thinking in my mind.
— Maya Angelou
Poetry
Connect and Compare1. 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
This simile compares ideas sticking in the poet’s mind to the smell of butter sticking to her fingers.
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.)
Connect and Compare
SUGGESTED ANSWERS
1. Snapping 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
Paired Selection Student page 559
Internet Research and Inquiry Activity Students can find more facts
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.
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.
Write a Write a ComparisonComparison
Writer’s CraftMultiple ParagraphsWriters 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.
560
WritingMultiple Paragraphs
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.
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
Transparency 81
Writing Transparency 81
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.
Transparency 81: Venn diagram
Transparency 82: Draft
Transparency 83: Revision
Writer’s Checklist 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
Your TurnChoose 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.
561
Writing Student pages 560–561
Venn Diagram
Different
Alike
cleverget introublewrite
lettersamusing
could neverbe real
uses a typewriter
could bereal
types on a computer
Ike Cara
Writing Transparency 81
Because of Winn-Dixie 561
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.
Multiple ParagraphsEXPLAIN/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.
Writing Transparency 84
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.
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.
Publishing OptionsStudents 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.
4- and 6-Point Scoring Rubrics
Use the rubrics on pages 661G–661H to score published writing.
Writing Process
For a complete lesson, see Unit Writing on pages 661A–661H.
Writer’s CraftWriting
561A
Technology
Writing
Writer’s Toolbox
Adjectives
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.
Writing Trait: Organization
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.
Evaluate Character
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.
Spelling Words with the VCCV Pattern
Ask students to find the word letters in the student
model on page 560. Point out the VCCV (vowel-
consonant-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 StudyWord Study
Review
VocabularyWords in Context
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.
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,
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.
Vocabulary Transparency 41
561C
Vocabulary Strategy Transparency 42
Transparency 42
Word Study
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.
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.
1. The day was crisp—just perfect for taking a walk.
2. The day was raw. How I wish I’d worn my gloves.
3. Alicia is really goofy.
4. Alicia is really funny.
5. Juan was thrifty and saved his money.
6. Juan was cheap and spent hardly any of his money.
Responses should reflect whether the word has a positive or negative connotation.
A pleasant coolness—positive
Damp and cold—negative
Funny in a silly way—negative
Amusing—positive
Wise about spending money—positive
Stingy—negative
On Level Practice Book O, page 154
Approaching Practice Book A, page 154
Beyond Practice Book B, page 154
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
Can students use context clues to choose the correct word? Do
they understand the difference between connotation and
denotation?
STRATEGYDICTIONARY: 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.
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.
Connotation and Denotation
DENOTATION CONNOTATION WORD
1. advanced
2. handshake
3. broccoli
4. desk
5. flag
Because of Winn-Dixie 561D
Word StudyWord Study
Objectives• 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.
Donald Bear
Go to
www. macmillanmh.com
Phonics Decode Words with the VCCV Pattern
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.
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.
Complete each sentence with a spelling word. 1. I had to leave the library to get home in time for .
2. She is a of the book club.
3. This we will go to the library every week.
4. The reading group was talking about the they had just fi nished.
5. A white fence surrounds the library grounds.
6. The librarian is also the of children’s activities.
7. The old woman put on a shawl for her walk to the .
8. We read a story about a new dinosaur that was found.
9. The sign said: “ to the library!”
10. He curled up under a to read the next chapter.
11. The shady spot under the tree was perfect for reading.
12. The man when the librarian told him where to fi nd the book.
13. It was a rainy and morning, perfect for a trip to the library.
14. The book was hidden between two larger books on the shelf.
15. Please your food before you start talking.
16. The librarian helped me fi nd the in a book about fl owers.
17. My library card is made of blue .
18. The boy put the into the pot to scoop out some soup.
19. He got a speeding on his way home from the library.
20. There was only one to the car accident.
dinnermember
summerthriller
picketplanner
marketfossil
Welcomeblanket
willownodded
foggyslender
swallowblossomplastic
dipperticketwitness
Spelling Practice Book, page 132
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.
We hope to see you this Saturday!
1. 3. 5.
2. 4. 6.
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.
Welcomesummer
willowmember
witnessfossil
Spelling Practice Book, page 133
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 correctword. Before you begin, look at the sample set of words. SampleA 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.
Daily Language ActivitiesUse these activities to introduce each day’s lesson. Write the day’s activity on the board or use Transparency 21.
DAY 1I went to ours library today. I saw Leni Laura and Lisa? (1: our; 2: Leni, Laura,; 3: Lisa.)
DAY 2Mine 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 3I found a book short in the childrens’ section. It’s recipes sounded tasty. (1: short book; 2: children’s; 3: Its)
DAY 4What a great book about indian art! Is there an easy book about turkish crafts? (1: Indian; 2: Turkish)
DAY 5I 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)
Introduce the Concept Teach the Concept
• 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 be placed before a noun or pronoun. Adjectives may come after the words a, an, and the.
• Adjectives may follow a linking verb.• Use commas to separate three or more adjectives in a series.
Read the sentences below. Write each adjective on the line provided. Some sentences may have more than one adjective.
1. Florida has big mosquitoes.
2. Miss Franny wanted a little house with lots of books.
3. That short, smart woman is the librarian.
4. She feared that she would seem like a silly woman.
5. This book is long and diffi cult.
6. The large bear had a strong smell.
7. The bear looked dangerous.
8. Winn-Dixie had clean, sharp teeth.
9. Miss Franny’s father was rich.
10. When she saw the dog, she let out a loud, high scream.
11. The dog was friendly and clean.
12. The bookshelves are high.
13. Her father had a loud, scratchy voice.
14. The road was not steep at all.
biglittle
short, smartsilly
long, difficultlarge, strong
dangerousclean, sharp
richloud, high
friendly, cleanhigh
loud, scratchy
steep
Grammar Practice Book, page 129
• Proper adjectives are formed from proper nouns.• A proper adjective begins with a capital letter. • 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.
2. I read a book about bears who live in the michigan woods.
3. I also learned that mosquitoes live in the fl orida swamps.
4. I read about a chinese custom of having brides wear red at weddings.
5. The room had a shelf of books about asian countries.
6. This library has more books than both pleasantville libraries put together.
7. I won’t miss the chill of minnesota winters.
8. I lived near the canadian border, where it got very cold.
9. That reminds me, I want to fi nd a book on eskimo life.
10. I already read a book on native american tribes.
Herman W. Block
Michigan
Florida
Chinese
Asian
Pleasantville
Minnesota
Canadian
Eskimo
Native American
Grammar Practice Book, page 130
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.
See Grammar Transparency 102 for modeling and guided practice.
561I
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.
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,)
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.
Grammar
Review and Practice Review and Proofread Assess and Reteach
• Do not use a comma to separate a single adjective from a noun.• When only two adjectives are used together, separate them
with a comma or and. Do not use both.• Use commas to separate three or more adjectives in a series.• When you are using only two adjectives before a noun, some
adjectives do not need to be separated with commas. These adjectives describe color, size, or age: a woman with short gray hairy .
• Do not use commas or 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.
2. My dog is friendly, and, calm.
3. The bear came out of the wild, Florida forest.
4. The book was long interesting and hard.
5. That snobby, young girl just came into the library.
6. The bear put his big, and black nose in the air.
7. I grew up in a small, town.
8. I enjoyed the bright colorful exciting pictures in this book.
The library is just a little old house with lots of books.
My dog is friendly and calm.
The bear came out of the wild Florida forest.
The book was long, interesting, and hard.
That snobby young girl just came into the library.
The bear put his big black nose in the air.
I grew up in a small town.
the bright, colorful, exciting pictures in this book.I enjoyed
Grammar Practice Book, page 131
• Adjectives describe nouns or pronouns.• Proper adjectives are formed from proper nouns.• A proper adjective begins with a capital letter. • 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 dadjectives. 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 huge Smithville bookstore in town. Both stores gg
have lots of interesting and exciting books. But that’s g gg g
the only way they are alike. The small blue store on y y yy y y
the corner is warm and dim. It is filled with old and
unusual books. This store is not like the big Smithville gg
store. The Smithville store is bright and cool. It has gg
new books by famous, popular writers. There is even y p py p p
a counter where you can get a hot, sweet, tasty cup of y g y py g y p
cocoa.
Grammar Practice Book, page 132
A. Complete each sentence with an adjective from the boxbelow. Remember to capitalize any proper adjectives.
reddish atlantic british lonely ohio
1. My dog gets when he’s by himself.
2. I gathered shells on the sandy shore.
3. My dog’s hair is long and .
4. We live in a little town.
5. The librarian’s voice sounded .
B. Choose the group of words that best completes each sentence. Circle the letter of your choice.
6. I brought home a kitten.
a. fl uffy, white, b. fl uffy white
7. The house was .
a. warm and cozyb. warm, and cozy
8. Her dog is .
a. large, brown, and shyb. large brown and shy
9. This book contains words.
a. common spanish b. common Spanish
10. The car had tags.
a. yellow New Jerseyb. yellow, New Jersey
lonelyAtlantic
reddishOhio
British
b
a
a
b
a
Grammar Practice Book, pages 133–134
See Grammar Transparency 103 for modeling and guided practice.
See Grammar Transparency 104 for modeling and guided practice.
See Grammar Transparency 105 for modeling and guided practice.
Because of Winn-Dixie 561J
ELL Practice and
Assessment, 136–137
Fluency Assessment
En
d-o
f-W
ee
k A
sse
ssm
en
t
Weekly Assessment, 261–268
Administer the Test Weekly Reading Assessment, Passage and questions, pages 261–268
ASSESSED SKILLS
• Summarize
• Vocabulary Words
• Dictionary: Connotations and Denotations
• Adjectives
• Words with VCCV Patterns
Administer the Weekly Assessment online or
on CD-ROM.
FluencyAssess 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 Weeks 1, 3, 5
On Level Weeks 2, 4
Beyond Level Week 6
Alternative Assessments• Leveled Weekly Assessment for Approaching Level,
pages 269–276
• ELL Assessment, pages 136–137
Assessment Tool
561K
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary: Connotations
and Denotations
Items 1, 2, 3, 4
IF...
0–2 items correct . . .
THEN...
Reteach skills using the Additional
Lessons page T6.
Reteach skills: Go to
www.macmillanmh.com
Vocabulary PuzzleMaker
Evaluate for Intervention.
COMPREHENSION
Skill: Summarize
Items 5, 6, 7, 8
0–2 items correct . . . Reteach skills using the Additional
Lessons page T1.
Evaluate for Intervention.
GRAMMAR
Adjectives
Items 9, 10, 11
0–1 items correct . . . Reteach skills: Grammar Practice Book