Hernando eSchool – Pearson Reading Street Common Core – 3rdGrade
Learning Coach Guide
Pearson Reading Street Common Core – 3rdGrade
Learning Coach Guide
Table of Contents
Unit 1 Week 1–When Charlie McButton Lost Power -Day 1 ...... 3 - 5
Unit 1 Week 1- When Charlie McButton Lost Power - Day 2 ...... 6 - 9
Unit 1 Week 1 -When Charlie McButton Lost Power - Day 3 ...... 10 - 12
Unit 1 Week 1 -When Charlie McButton Lost Power - Day 4 ...... 13 - 14
Unit 1 Week 1- When Charlie McButton Lost Power - Day 5 ...... 15 - 16
Unit 1 Week 1- When Charlie McButton Lost Power - Day 1
Building Oral Vocabulary
Amazing Words
Word / Meaning / Possible Synonym (Examples) / Possible Antonym (NonExamples)cringed / To bend one’s head and body in fear or in a servile manner. / cower, shrink, recoil
reject / Dismiss as inadequate, inappropriate, or not to one’s taste. / discard / accept, approve
plentiful / Existing in or yielding great quantities / abundant, bountiful / scarce, few, rare
reaction / An action performed or a feeling experienced in response to a situation or event. / response / resistance
physical / Relating to physics or the operation of natural forces.
suitable / Right or appropriate for a particular person, purpose, or situation. / acceptable, satisfactory, fitting / inappropriate, unfit
appetizing / Stimulating one’s appetite. / mouthwatering, inviting, tempting / unappealing, bland
grit / Small, loose particles of stone or sand. / sand, dust, dirt / mudd
Using the Frayer Model below, have students complete the vocabulary concept map for each word. Encourage students to use their own examples (synonyms) and nonexamples (antonyms). Using what they know about each word students are encouraged to write a fact about that word.
Phonics
Short Vowels; Syllables Vowel Consonant (VC)/ Consonant Vowel (CV)
Model Write magnet. Vowels have story sounds then they are followed by two consonants. Point out that a is followed by two consonants (gn). Words that have two consonants between two vowels are divided into syllables between the two consonants. This is how I blend this word. Point out each letter as you say its sound. Then run your hand under magnet as you blend the whole word: mag / net, magnet. Follow this procedure to model splendid and traffic.
Selection Vocabulary
Use the following routine to introduce this week’s tested selection vocabulary.
Bat – a small animal.
Battery – connected electric cells that produce a direct current.
Blew – formed something by expelling air.
Fuel – a source of energy that has been stored for later use.
Plug – a connection on the end of a corded electrical device that is put into the wall to carry electricity.
Term – a length of time.
Vision – the ability to come up with new ideas.
Spelling Pretest
Short Vowels; Syllables VC/CV
Introduce Tell students to think of words with short vowels in the VC/CV pattern (happen, sitter, and dinner) and say them.
Pretest Say each word, read the sentence, and repeat the word.
1)happenThe party will happen after school.
2)lettuceI fed the rabbit some lettuce.
3)basketI can weave a pretty basket.
4)winterMy favorite season is winter.
5)sisterMy little sister looks just like me.
6)problemWe will work to fix the problem.
7)supperI’ll go home soon so I don’t miss supper.
8)subjectThe subject of the essay was interesting.
9)spellingHe had trouble spelling my name.
10)lessonI learned a valuable lesson.
11)napkinI’’ use my napkin to dab at the stain.
12)collarHe bought a nice shirt with a collar.
13)trafficI’ll be late because I’m stuck in traffic.
14)suggestI suggest we eat before going to the show.
15)puppetMy funny puppet makes everyone laugh.
Challenge Words
16)skilletDad cooks the eggs in the skillet.
17)picnicLet’s have a picnic at the park.
18)planetMars is called the red planet.
19)systemThe brain is part of the nervous system.
20)pumpkinWe ate pumpkin pie on Thanksgiving.
Self-Correct Have students self-correct their pretests by rewriting misspelled words.
Conventions
Sentences
A simple sentence tells a complete thought. It names someone or something and tells what that person or thing is or does. An incomplete sentence is called a fragment.
SentenceThe power went out in the night.
FragmentThe boy in the dark.
Words in a sentence are in an order that makes sense. A sentence always begins with a capital letter and ends with an end mark (period (.), question mark (?), or exclamation point (!).
Apply Ask students if the group of words is a sentence or if the groups of words is a fragment, answers are in blue.
1)There is nothing to do now. (Sentence)
2)The old toy in the chest. (Fragment)
3)The battery in the doll. (Fragment)
4)My little sister watches me. (Sentence)
5)We have fun with make-believe. (Sentence)
Narrative Poem
Introduce This week you will write a narrative poem about what happens when a home loses electrical power. A narrative poem usually has regular rhyme and rhythm, and uses a pattern of stressed and unstressed syllables called meter. It also includes story elements: character, setting, plot, and theme.
Prompt Think about what it would be like to lose power at home. Write a narrative telling about it.
Examine Model Text Let’s read an example of a narrative poem that shows what happens when a narrator’s home loses power.
Unit 1 Week 1 - When Charlie McButton Lost Power - Day 2
Build Oral Language
Talk About Sentences and Words Read these sentences.
The animals gathered back at the barn, They made Gallagher a plentiful feast. It was a salad that included every color of the rainbow.
-What does “a plentiful feast” mean? (a large meal with great amounts of food)
-How would you describe a plentiful feast to someone? (Different kinds of food; great quantities of food; many people celebrating together.)
-What does the author mean by “a salad that included every color of the rainbow”? (The salad contains a great variety of foods that are different colors.)
Phonics
Short Vowels; Syllables VC/CV
Review Review short vowels and the VC/CV syllable pattern.
Read Words in Isolation have students read these words. Then point to the words in random order and ask students to read them quickly.
muffincontestmagnetfalcon
insectsysteminsistselfish
Read Words in Context Have students read these sentences.
-We fried fish in the silver skillet.
-Mom put the picnic lunch in a basket.
-The scientist found a fossil in the tunnel.
Text-Based Comprehension
Introduce Main Selection
Genre Tell students that the selection is a narrative poem, a poem that tells a story. Like a story, it has characters, a setting, a plot, ad a theme. Because it is a poem, the words are arranged in lines, and the poem uses rhythm, rhyme, and carefully chosen words to express the writer’s thoughts and feelings.
Preview and Predict Have students read the title and the names of the authors and illustrator. Ask students to predict what they will find out as they read.
Purpose By analyzing When Charlie McButton Lost Power, a narrative poem, students will gain knowledge about trying new things.
As you and your student read When Charlie McButton Lost Power check for understanding by asking the following questions (answers are in blue).
Pages 30 – 31
1)Background Knowledge After students read pages 30 – 31, help them apply their background knowledge by asking, what do you think the author means by tech empire?(We can use our own experiences to figure out what tech empire means. Tech is short for technology, such as computers and computer games. Playing computer games can make us feel powerful, like a king ruling over a kingdom. Charlie might feel like a king ruling over his tech empire.)
2)Synthesis Reread page 30. What is going to happen to Charlie’s likes if the power goes out?(Since they need electricity to run, none of them will work.)
3)Inference/Text Evidence How do you predict Charlie will react when the power goes out? What information in the text supports your prediction? (Charlie really likes technology, so I predict he will have a hard time going without it. The text says his tech empire tumbled down when his whole world lost power.)
Pages 32 – 33
1)Plot Have students read pages 32 – 33 to determine the important event that makes up the story’s plot. Ask them to identify Charlie’s problem and the reason for it. (He doesn’t know what to do because his computer games don’t work.)
2)Synthesis/Text Evidence How does Charlie react to his mom’s suggestions? Cite examples from the text to support your answers. (He doesn’t seem thrilled with her ideas. He asks, “Could anything be any duller than clay?” and he hates the way clay gets under his nails. Also the picture on page 33 doesn’t show him looking very excited about any of his mom’s ideas.)
3)Evaluation Is Charlie’s reaction to the power going out believable? (Yes; it is believable because people sometimes get upset when they can’t do what they want.
Pages 34 – 35
1)Literary Elements: Character Ask students what they know about Charlie. Have students discuss the things that he does and how he feels. (Charlie tried to play an old game he’d outgrown and blood turned to ice when he saw the battery was missing. His search for the battery nearly drove him insane. Charlie is really upset and desperate!)
2)Inference/Text Evidence What do you predict Charlie will do now that he has seen his sister’s doll? Use evidence from the poem to support your answer.(Charlie is racing around the house in search of a battery. And then he sees his sister’s doll talking. A doll can’t talk unless it has some kind of power. So Charlie is probably going to take the battery out of the doll.
3)Analysis Help students generate text-based questions by providing the following question stem: In the selection, what was Charlie’s reaction when ______?
Pages 36 – 37
1)Homonyms Remind students that homonyms are words that are spelled and pronounced the same but have different meanings. Have students use context clues to determine the meaning of kind in the second sentence of page 36. (Say: When I see the word kind, I know that it can describe a good person or a specific variety of something. To determine its meaning in this sentence, I reread the sentence to look for clues. I see the words some and fuel around kind. This tells me that it is naming a variety of fuel.)
2)Analysis/Text Evidence Reread the first stanza on page 36. Which clues helped you figure out the correct meaning of the homonym second? (The word less than help me now that the word is talking about time. In this case, second is referring to a unit of time.)
3)Evaluation What makes When Charlie McButton Lost Power a narrative poem? (It has elements of a story – character, setting, and plot – and elements of a poem – lines, rhythm, and rhyme.)
Page 38 – 39
1)Literary Elements: Setting The setting of a story is where and when it takes place. Ask students to identify when it takes place. (In the beginning of the story, the author tells us that Charlie is home when a storm comes through and knocks out the power. So, everything happens in Carlie’s house after the storm. That is the setting of the story.)
2)Evaluation could this story have happened 100 years ago? (No, because there were no computers or electronic games then.)
3)Analysis/Text Evidence Reread pages 38 – 39. What changes about Charlie on these pages? What does that show about him? Use details to support your answer. (Once he realizes how much he has hurt Isabel Jane, he feels rotten for treating his sister so poorly. He begins to remember all the nice things about her. This shows that he is a good person.)
Pages 40- 41
1)Background Knowledge After students read page 41, help them apply their background knowledge by asking them to tell you how to play hide-and-go-seek. (The person who is “it” closes his or her eyes and counts while the other players go hide. Then “it” tries to find everyone.)
2)Synthesis Imagine you had never played hide-and-go-seek before. Would that make it hard to understand this part of the poem? Why?(The poem wouldn’t make sense because it doesn’t tell how to play the game.)
3)Analysis/Text Evidence What does Charlie really think of his little sister? How do you know? Use examples from pages 40 -41 to support your ideas.(He really does like her. Sometimes she eats his peas at dinner. Sometimes they watch TV together wrapped in a blanket.)
4)Synthesis On page Charlie changes when he quits thinking about his problem and starts thinking about his sister. Then he starts playing with her. How will this plot event change the rest of Charlie’s day? (He will play with her and not be upset about the loss of power because he will be having fun.)
Pages 42 – 43
1)Plot Remind students that a plot is made up of problems and solutions. After students read page 42-43, ask them how Charlie has solved his problem. (The last line on pages 43 says Charlie McButton forgot to be bored. Charlie’s problem was that he was upset because he couldn’t do the things he likes to do without power. His solution was playing with his sister, which he rediscovered was actually a lot of fun.)
2)Evaluation How does Charlie’s sister help him solve his problem? (She plays games that don’t need electricity and Charlie realizes that he can have fun playing these games with her.
3)Synthesis/Text Evidence How has Charlie changed since the beginning of the story? Give details from the text to support your answer.(He has quit sulking and being mean and now is playing with his sister and having fun.)
Page 44 – 45
1)Literary Elements: Theme To help students paraphrase the theme of the selection, ask: What does Charlie learn? How do you know?(After being upset and getting in trouble, Charlie plays with his sister and actually has fun. He learns that he can fun doing new things. One way to paraphrase the theme is to say, “If we try new things, we can usually find something we like to do.”)
2)Inference/Text Evidence Predict how Charlie will react if the power goes out again someday. Give details from the text to support your answer.(He probably won’t panic because he knows there are other activities he can enjoy that do not require power, such as hunting dragons and building forts with Isabel Jane.)
Think Critically
Complete Think Critically on page 46 located in the Online Student Edition. One complete, scan and email the answers to your teacher.
Unit 1 Week 1 - When Charlie McButton Lost Power - Day 3
Build Oral Language
Talk About Sentences and Words Read these sentences from Online Student Edition page 36.
Now, dolls didn’t talk on their own as a rule.
They needed a power source, some kind of fuel.
-What are some different meanings for the word power? (having control or influence over things; the ability to do something; physical strength; a means of supplying energy.)
-What is the meaning of power in this situation? (It’s an adjective used to indicate the energy needed to make something work.)
-What clue helps you determine the meaning here? (the fact that dolls can’t talk unless they have something such as a battery to make them talk.)
-What does the word fuel mean? (a source of energy that has been stored for later use.)
Phonics
Short Vowels; Syllables VC/CV
Model Word Building Say: Now we are going to build words with short vowel sounds and the syllable pattern VC/CV.I will start: Write puffin and lend it. Watch me change p in puffin to m. Model blending the new word, muffin.
Guide Practice Write gotten and have students blend it with you. Point out the VC/CV syllable pattern.
-Change the g in gotten to r. Say the new work together, rotten.
-Change the o in rotten to I and the double t to double d. Say the new word together, ridden.
-Change the r in ridden to h. Say the new word together, hidden.
Fluent Word Reading
ModelWrite public. Say: I recognize the VC/CV pattern. I divide the syllables between the two consonants and blend the syllables together to read public.
Guide Practice Write the words below. Say the sounds in your head for each spelling you see. When I point to the word, we’ll read it together. Allow one second per sound previewing time for the first reading.
plasticbottomdiscussextendcommoncombat
Conventions
Sentences
Review Remind students that this week they learned about sentences:
-Sentences tell a complete thought.
-Sentences begin with a capital letter and end with an end mark.