Comprehension Genre a Play Is a Story Told Entirely Through Dialogue and MAIN SELECTION Intended to Be Performed

Comprehension Genre A Play is a story told entirely through dialogue and MAIN SELECTION intended to be performed. • Ranita, the Frog Princess • Skill: Make Judgments Evaluate Make Judgments PAIRED SELECTION As you read, use your Make • “Presenting the Puddlejump Judgments Flow Chart. Players” • Text Feature: Interview /QbW]\ 8cRU[S\b SMALL GROUP OPTIONS • Differentiated Instruction, pp. 591M–591V Read to Find Out Who is the evil character, and what will the happy ending be? Comprehension

GENRE: PLAY Have a student read the definition of a Play on Student Book page 566. Students should look for text features, such as separate lines of dialogue and stage directions. 566 STRATEGY EVALUATE Tell students that, in evaluating a play, they should identify ways the playwright brings the characters to life by using D]QOPcZO`g dialogue and depicting conflict. Vocabulary Words Review the tested vocabulary words: SKILL cranky, bumbling, selfish, exasperated, famished, commotion, and specialty. MAKE JUDGMENTS Remind students that making Play Words Students may be unfamiliar with these words. judgments about the characters in Pronounce the words and give meanings as necessary. a play involves deciding whether viceroy (p. 568): a nobleman their actions are good, bad, likely to succeed, and so on. banquet (p. 574): a large, fancy feast oath (p. 578): a promise tadpole (p. 583): a newly hatched baby frog

566 Main Selection

Main Selection Student pages 566–567 Preview and Predict Ask students to read the title, preview The Frog Princess the illustrations, and make predictions about the selection. Will this play be by Carmen Agra Deedy humorous or serious? How do they illustrated by Renato Alarcão know? Have students write their predictions and any questions they may have about the play. Set Purposes FOCUS QUESTION Discuss the “Read to Find Out” question on Student Book page 566. Remind students to look for the answer as they read. Point out the Make Judgments Flow Chart in the Student Book and on Practice Book page 158. Explain that students will fill it in as they read.

Read Ranita, the Frog Princess Use the questions and Think Alouds to support instruction about the comprehension strategy and skill. 567

On Level Practice Book O, page 158

As you read Ranita, the Frog Princess, fill in the Make Judgments Flow Chart.

If your students need support If your students can read the to read the Main Selection, Main Selection independently, use the prompts to guide have them read and complete comprehension and model the graphic organizer. Remind how to complete the graphic them to use self-monitoring skills organizer. Encourage students while reading and to self-correct to read aloud. as needed. If your students need alternate selections, choose the Leveled Readers that match their instructional levels.

27=1 C 2 / How does the information you wrote in the Make Judgments Flow Chart BSQV\]Z]Ug help you to evaluate Ranita, the Frog Princess?

Story available on Listening Library Audio CD Approaching Practice Book A, page 158 Beyond Practice Book B, page 158

Ranita, the Frog Princess 567 Main Selection Student page 568

Develop SETTING Long ago in Mexico. The Viceroy’s hunting lodge in Comprehension Chapultapec forest. 1 PLAYERS 1 GENRE: PLAY FELIPE, the Viceroy’s rotten son The list of players at the beginning of a 2 PEPE, Felipe’s mistreated servant play often includes a brief description RANITA, a little frog with a mysterious past of the characters. Based on the VIEJA SABIA, a wise but cranky old woman descriptions of the first five characters, VICEROY, the representative of the Spanish throne what inferences can you make about VICEROY’S WIFE the way they will behave during the COOK action? (Suggested answer: Felipe MAN ONE is described as “rotten,” so he may MAN TWO be mean or spoiled. Pepe is called a SERVANT ONE mistreated servant, so he may be angry about being treated badly. Ranita’s past SERVANT TWO is described as mysterious, so she may MAN THREE need to keep a secret. Vieja Sabia is EXTRAS: Members of hunting party, servants attending dinner, noblemen and ladies described as cranky, so she may not be very patient with people. The Viceroy is connected to the throne, so he is probably going to be serious.)

2 STRATEGY THESAURUS 568 What words or phrases are antonyms for mistreated? Use a thesaurus to help you. (well treated, well cared for, safeguarded, respected)

Text Features of a Play Explain The printed text of a play has certain standard features: A list of the characters’ names appears at the beginning; italicized stage directions are set off by parentheses; and each of the spoken lines is indicated by the character’s boldface name followed by a colon. Plays are divided into numbered acts and/or scenes. Discuss Point out the description of the setting and the character list on page 568. Ask students to discuss the kinds of information these provide. (the time and place of the action; brief descriptions of the characters’ traits) Apply Have students look over the text features on page 569. Ask them to tell where Scene 1 takes place and to identify the characters’ lines and the stage directions. Then have them scan the remainder of the play to find the total number of scenes and the setting of each.

568 Main Selection Student page 569 Develop Comprehension

3 STRATEGY EVALUATE Teacher Think Aloud When I read these first two pages, I am reminded In a forest clearing, men are frantically searching the that a play is quite different from ground. From a nearby stone well, Ranita watches but a story. For example, there is no remains unnoticed. narrator to tell me what the setting Man One: (Frustrated) Keep looking! If we don’t fi nd that looks like or what the characters golden arrow— are thinking. There are some stage tortillas Man Two: —we’ll be on and water for the next directions, however. I know that the month! (Men, grumbling, all agree.) play takes place in Mexico and that (Enter Felipe.) the action of the first scene happens in a forest clearing. I also notice that Felipe: (Loud and demanding) Well? Have you found my golden arrow yet? the words in parentheses next to the Man Three: Not yet, Señor! characters’ names tell me how they Felipe: (Sweetly, hand over heart) It was a gift from my dear would say the lines. As I continue mother. (Turning suddenly and hissing) Find it or I will feed to read, I will pay attention to these you to the jaguars—starting with my bumbling servant, clues that the playwright gives. Pepe. It’s his fault I missed my mark. Now, out of my sight, 3 all of you! 4 MAKE JUDGMENTS (Men exit hurriedly.) 4 569 Based on the action on page 569, what kind of person do you think Felipe is? (While looking for the arrow, Felipe yells at the men helping him. He talks sweetly about his mother, but says he &-- will feed the men to jaguars. He also insults Pepe by calling him bumbling. Practicing Language Students may need help understanding Judging from these clues, I think the adjectives and adverbs in the stage directions. Explain the Felipe is not very nice or fair.) Add this words. Then read the characters’ lines, using facial expressions and gestures to convey the meanings of words and phrases such as information to your Make Judgments grumbling, loud and demanding, sweetly, hissing, and hurriedly. Have Flow Chart. students repeat the lines, mimicking your expressiveness. Action Judgment

Felipe yells at the Felipe is not a nice men helping him. person.

Ranita, the Frog Princess 569 Main Selection Student page 570 Develop Comprehension

5 GENRE: PLAY What details tell you that this selection is a kind of fairy tale in play form? (Ranita is a talking frog, which is the kind of character we expect in a fairy tale. She says she is under a spell, which reminds the reader of the fairy tale about the Frog Prince.) Students should be able to describe characteristics of the genre.

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Literary Device: Foreshadowing Explain Tell students that authors sometimes use a device called foreshadowing to provide clues about what may happen later in a story or play. Readers can use these clues to make predictions about the resolution of a conflict or solution to a problem. Discuss Have students reread the first six lines on page 571 and make note of anything that seems to be out of context. Ask them to discuss why they think Ranita mentions a Mayan princess. What information in the next few lines might be a clue? Apply Have students make predictions about the action of the play based on these lines. Tell them to keep Ranita’s mysterious comments in mind as they continue to read the play. They should look for actions that explain or follow up on her comments.

570 Felipe: (Stomping foot and whining) I want my golden arrow back! Main Selection Student page 571 Ranita: (Sitting on top of well, holding the golden arrow) You mean, this golden arrow? Felipe: (Joyously) My golden arrow! You found it! You—(Stops cold) Develop —you’re a frog. Ranita: You were expecting a Mayan princess, perhaps? Felipe: (Rolls eyes) Well, I wasn’t expecting a talking frog! 5 Comprehension (Sighs) Ranita: I’m under a spell. I don’t like to talk about it. 6 MAINTAIN (Pauses to think) Felipe: Not my problem. Hand over the arrow. PROBLEM AND SOLUTION Ranita: (Plink! Drops it back down the well) Hmm, looks like it’s your problem now. Felipe says he could squish Ranita right Felipe: N-n-noooo! (Threateningly) What have you done, you now. Why do you think he doesn’t? foolish frog? (Though he blames Pepe and the Ranita: If I am so foolish, how come I am the one with the arrow others for his problem, Felipe has lost while you are the one standing there talking to a rana, a frog? his golden arrow. He cannot solve the Felipe: I would squish you right now—(Sniffs)—but you are problem without Ranita. If he squishes 6 only a frog. her now, she will not be able to get the (Warningly) Ranita: You want that golden arrow? arrow out of the well now that she has (Suspicious) Felipe: In exchange for what? dropped it in again.) Ranita: A promise. Felipe: (Relieved) Oh, is that all? 7 MAKE JUDGMENTS Ranita: A promise is a very serious thing. What judgment can you make about Felipe: (Coughing) Yes, yes, of course—go on. Felipe’s character? Does he take promises seriously? (Felipe is suspicious when Ranita suggests he may have to give her Make Judgments something to get the arrow back. When What judgment can you make about 7 she asks for a promise, Felipe says, “Oh, Felipe’s character? Does he take promises seriously? is that all?” He pretends to agree when Ranita says promises are serious things. 571 He probably has never had to keep his promises and should not be trusted.) Add this information to your Make Judgments Flow Chart.

Repeated Reading Action Judgment

Explain Have students look at the passage on Student Book page Felipe yells at the Felipe is not a nice 571 that begins with “Felipe: N-n-oooo!” and ends with “Ranita: men helping him. person. A promise is a very serious thing.” Point out the punctuation in the passage. Explain that the exclamation point indicates strong feeling Felipe makes light Felipe should not and that the dashes on either side of “(Sniffs)” interrupt the dialogue of promises. be trusted. in order to indicate what Felipe is doing. Model Tell students they will be reading this passage chorally. Read the passage aloud, and place emphasis on the punctuation. Use appropriate expression after the exclamation point, raise the voice at question marks, pause at commas and dashes, and stop at periods. Apply Divide the class into two groups. Have one group read chorally Felipe’s dialogue, including the stage directions. Have the other group read chorally Ranita’s responses, also with stage directions.

Ranita, the Frog Princess 571 Main Selection Student page 572 Develop Comprehension

8 MAKE INFERENCES Why do you think Ranita wants Felipe to promise her all these things in exchange for the arrow? (Suggested answer: Ranita says she is under a spell. Eating from his plate, sleeping in his bed, and being kissed by him sound like things that could break the spell. She is probably hoping that giving Felipe what he wants will help her get what she needs.)

Ranita: IF I rescue your golden arrow, you must promise to let me eat from your plato, sleep in your cama, and give me a beso when the sun comes up. Felipe: (Just stares) Eat from my plate? Sleep in my bed? KISS you? That is disgusting! 8 Ranita: No promise, no golden arrow. Felipe: (Crossing his fi ngers behind his back) I promise. (Ranita fetches the arrow. Felipe bows and runs off.)

Ranita: Espera! Wait! I can’t hop that fast! (Hangs her head and begins to cry) He’s gone. Now I’ll never break this evil spell. 572

FAIRY TALES Explain Many fairy tales are hundreds of years old. Though they come from various cultures, they often have similar themes. “The Frog Prince,” a version of which appears on pages 564–565, is believed to have originated among German-speaking people. Its theme, that it is important to keep promises, is revisited in Ranita, the Frog Princess. Discuss Have students help you locate the Spanish words on pages 572 and 573 that are juxtaposed with their English equivalents. (plato, plate; cama, bed; beso, kiss; espera, wait; Vieja Sabia, wise old woman) Discuss how these words add to the flavor of the Mexican setting. Apply Have students use a variety of resources to find and read fairy tales from at least three different cultures. Then have them choose two tales with a common theme and compare and contrast them in writing, drawing relevant pictures. They can then present their findings orally to the class. 572 (Enter wise woman, leaning on two canes.)

Vieja Sabia: It doesn’t feel very good, does it? Main Selection Student page 573 Ranita: (Blows nose) Please, no lectures today, old woman. Vieja Sabia: My name is Vieja Sabia. Ranita: Sorry, Wise Old Woman. (Sadly) You’ve already turned me into a frog. Isn’t that enough? Develop Vieja Sabia: You wouldn’t be a frog if you hadn’t refused to give me a drink from this well, so long ago. Comprehension Ranita: I was a selfi sh child then. I have paid for that, 9 haven’t I? I have learned what it is like to be alone 9 MAKE JUDGMENTS and forgotten. Do you think Vieja Sabia’s spell was a Vieja Sabia: Perhaps you have . . . fair punishment for Ranita’s selfish act? Ranita: (Brightening) Then, you will turn me into a girl again? (Answers may vary; possible answer: Vieja Sabia: No. But I will take you Turning Ranita into a frog seems like as far as the Viceroy’s hunting lodge. a very severe punishment. Vieja Sabia You must make the leap from there. is described as both wise and cranky (Exit Vieja Sabia and Ranita.) in the list of players. Maybe she was in an especially bad mood the day that Ranita was rude to her. On the other hand, Ranita admits that she was selfish. Perhaps Vieja Sabia’s wisdom let her see that Ranita would not really learn a lesson without being punished in this way.)

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STRATEGIES FOR EXTRA SUPPORT

Question 9 MAKE JUDGMENTS Clarify Explain that in fairy tales a spell makes a character change into someone or something else. Write the phrase fair punishment and give examples. Explain that the spell was a punishment. Ask, What did the old woman do to Ranita? What did Ranita do that caused the old woman to put a spell on her? Do you think the punishment was fair? Why does Vieja Sabia refuse to change Ranita back? D]QOPcZO`g

Find the sentence that contains the word selfish . What are some antonyms for selfish? (Sample answers: generous, giving, compassionate)

Ranita, the Frog Princess 573 Main Selection Student page 574 Develop Comprehension

10 COMPARE AND CONTRAST Compare and contrast the way the Viceroy’s wife feels about Felipe and the way the servants feel about him. (Felipe’s mother calls him “dear boy.” She seems to believe he can do no wrong. When she says Felipe is probably feeding the birds, Servant Two says quietly, “To Hunting lodge with Viceroy, his wife, noblemen and women, the cat.” The other servant laughs. The all seated at long banquet table. Servants scurry in and out servants obviously think Felipe is childish with bowls of food. and mean.) Servant One: (Placing bowl of soup before Viceroy) Sopa, Señor? 11 DRAW CONCLUSIONS Viceroy: (Exasperated) Sí, sí. Where is Felipe? Why do you think the servants and the Viceroy’s Wife: (Wistfully) Dear boy. He is probably Viceroy’s wife see Felipe so differently? feeding the birds. (Aside) (Answers may vary; possible answer: Servant Two: To the cat. 10 (Muffl es laugh) Felipe seems very spoiled. He treats Servant One: 11 (Enter Felipe.) the servants any way he wants. Maybe his mother spoiled him. Perhaps Felipe: I am famished. What a day I’ve had today. First, I lost my golden arrow— she does the same thing, and Felipe (Shouting from the kitchen can be heard.) learned by example. Also, Felipe is 574 probably very sweet to her, so she has no reason to think he behaves differently toward anyone else.)

Ways to Confirm Meaning

Semantic/Meaning Cues Explain Tell students that good readers use their background knowledge and context clues to help them understand what they read. Model Discuss the word muffles on page 574.

Think Aloud: I’m not familiar with the word muffles, but it is used in a stage direction, so it must tell the actor playing Servant One how to say the line or what to do. The final -s shows that it is a verb. Servant Two has just made a joke about

Felipe, and Servant One should not laugh out loud. Muffles must mean “keeps quiet” or “silences.” Apply Encourage students to use context clues and their background knowledge to help them with other difficult words or phrases, such as the words scurry and wistfully on this page.

574 Main Selection Student page 575 Develop Comprehension

12 MAKE JUDGMENTS Why do you think Pepe let Ranita go? (Felipe calls Ranita “ridiculous” and “demanding,” which shows he does not like the frog. Pepe is treated badly by Felipe, so letting the frog go is a chance for him to get back at Felipe.) Add this information to your Making Felipe: (Louder)—then I met this ridiculous, demanding— (Enter Ranita, running from the kitchen chased by cook and servants.) Judgments Flow Chart.

Felipe: (Slack-jawed)—frog. Cook: You hop back here! (To servant) Stop her, right now! Action Judgment Servant One: (Tries to catch frog) Aaaaayyyy! She’s a slippery one! Felipe yells at the Felipe is not a nice Servant Two: Oooooeeeeee! She bit me! men helping him. person. Cook: Get her, Pepe. (Pepe catches Ranita under the table, smiles, and lets her go. A follows as the cook and servants chase commotion Felipe makes light Felipe should not Ranita.) of promises. be trusted.

Pepe lets Pepe is getting Make Judgments Ranita go. back at Felipe. Why do you think Pepe 12 let Ranita go?

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D]QOPcZO`g

Find the sentence that contains the word commotion . In one minute, name as many words as you can that describe what a commotion is. (Sample answers: noisy, loud, confusing, a racket, banging, crashing, yelling)

Ranita, the Frog Princess 575 Main Selection Student page 576 Develop Comprehension

13 STRATEGY EVALUATE Teacher Think Aloud I know that Vieja Sabia has helped Ranita catch up with Felipe. When Felipe left Ranita at the well, he did not expect ever to see her again. In answering his father, Felipe calls Ranita a “nasty little frog.” What do you think might be different now that Ranita has arrived? (Encourage students to apply the strategy in a Think Aloud.)

Student Think Aloud Felipe won’t be able to lie about what happened at the well now, because Ranita can speak and has told everyone what happened. When the Viceroy asks Felipe if he made the promise to

her, Felipe pretends that he doesn’t 576 remember. I don’t think Felipe will be allowed to get away with it.

14 SUMMARIZE Summarize the action of the play so far. (Felipe is the spoiled and mean son of the Viceroy. Ranita, a frog who can speak because she is under a spell, finds Felipe’s lost golden arrow. She says she will return it to him if he promises to let her eat from his plate, sleep in his bed, and get a kiss from him. Felipe agrees, but doesn’t think he will have to keep his promise. Vieja Sabia, the woman who put the spell on Ranita, takes Ranita to the Viceroy’s house, and Ranita tells him about the promise. The Viceroy says that Felipe must do as he promised.)

576 Main Selection Student page 577 Viceroy: Basta! Enough! Who is this creature? Felipe: (Sneering) She’s the nasty little frog who rescued my golden arrow. Develop Ranita: And in return he promised to let me eat from his plato, sleep in his cama, and give me a beso when the sun came up. Comprehension Viceroy: Did you make this promise? 15 Felipe: (Sullen) I don’t remember. 13 MAKE JUDGMENTS Viceroy’s Wife: (Indignant) Even if he did—he is the Do you think the Viceroy makes the Viceroy’s son! right decision after he hears Ranita’s Viceroy: (Grave) Sí. And THE VICEROY’S SON side of the story? Why or why not? KEEPS HIS PROMISES. Pepe! Set a place for our guest. (Yes. He believes people, especially Felipe: But, Father— the Viceroy’s son, should keep their Viceroy’s Wife: Ernesto! promises. Inviting Ranita to be a (Slams fi st on table.) Silencio! Viceroy: Silence! guest at the banquet table is a way (Ranita hops on table. Felipe is too stunned to speak. to force Felipe to follow through on Viceroy’s Wife is glaring.) his promise. Like any good father, he Viceroy: everyone Everyone—and I mean —EAT! is teaching his son to be honest and (Pepe puts bowl down in front of Felipe.) trustworthy.) Add this information to (Gives a yelp) Felipe: Pepe! your Make Judgments Flow Chart. Pepe: (Innocently) Sí? Felipe: (Disgusted) There is a fl y in my soup! 14 Pepe: It’s for the frog. Action Judgment Viceroy: Excellent. Eat up, Felipe. 15 Felipe yells at the Felipe is not a nice Viceroy’s Wife: (Revolted) Arggh. men helping him. person.

Felipe makes light Felipe should not of promises. be trusted. 577 Pepe lets Pepe is getting Ranita go. back at Felipe.

Felipe must The Viceroy invites learn to keep his Ranita to dinner. promises.

Make Judgments Have students respond to the selection If students are having difficulty making judgments from clues in the by confirming or revising their play, help them generate questions they can ask themselves about predictions and purposes. Encourage the characters and the action. For example: students to write any additional • What is a promise? questions they have. • Why does Felipe promise to do what Ranita asks? • Why doesn’t Felipe think he should have to keep his promise? Can students make judgments to • What happens when people don’t keep their promises? evaluate a selection? If not, see the • Why does the Viceroy have a place set for Ranita at the banquet Extra Support on this page. table?

Stop here if you wish to read STOP the selection in two parts.

Ranita, the Frog Princess 577 Main Selection Student page 578 (Felipe’s bedroom) Felipe: (On bed) I refuse to sleep next to a FROG. Pepe!!!!!!!! Develop Pepe: (Enters immediately) Sí, Señor? 16 Felipe: (Snappish) What took you so long? Hurry—tell my Comprehension father I can’t do this. (Desperate) Tell him I’ll get warts. (Enter Viceroy.) (Annoyed) 16 WRITER’S CRAFT: WORD CHOICE Viceroy: With any luck, you will get one on your oath-breaking tongue, boy. Why do you think the playwright uses Felipe: (Whining) Father— the adjective snappish rather than Viceroy: You made a promise, Felipe. (To Pepe) Help him angry to describe the way Felipe says keep his word, eh, Pepe? his second line on page 578? (The (Exit Viceroy.) word snappish is more precise. It shows that Felipe is snapping as he speaks, almost as if he is using words to bite Pepe.)

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578 Main Selection Student page 579 Felipe: (Throws pillow at Pepe. Falls on bed and begins to wail.) AAAAAAAYYYYYYYY! Pepe: (Blows out candle and sits in chair.) Hasta mañana . . . Develop until tomorrow. Sweet dreams, Felipe. Felipe: (Growls) I will dream of roasted frog legs. Ranita: I’m telling. Comprehension Felipe: Bug breath! 17 STRATEGY Ranita: Big baby! EVALUATE Pepe: (Sighs) It’s going to be a long night. Why do you think the playwright shows us how hard Felipe fights to avoid keeping his promise? Use clues from the play to explain your answer.

Student Think Aloud I can see in Scene 3 that Felipe really is a big baby, just as Ranita says he is. I (Next morning) wonder whether he is more angry Ranita: (Cheerful) Despierta, wake up! It’s “beso time!” about having to kiss a frog or about [Felipe rubs eyes, sees Ranita, and shrieks.] having to keep his promise. He Felipe: (Whimpers, clutching his blanket) It wasn’t a bad only sleeps in the bed with the frog dream, after all. Forget it, frog! I am not kissing you! because Pepe has been told to make (Stubbornly) Ranita: You promised. him keep his word. Now that it’s (Smiles slowly) Felipe: Well, I’ve just had a better idea. time for him to kiss Ranita, Felipe is (Kicks chair to wake his servant) Pepe! still trying to think of a way to get Pepe: (Groggy) Señor! out of it. This is very humorous, so I Felipe: sí You are sworn to obey me in all things, ? think at least part of the playwright’s (Confused) Sí, 17 Pepe: Señor. purpose is to entertain. 579

Ranita, the Frog Princess 579 Main Selection Student page 580 Develop Comprehension

18 MAINTAIN PROBLEM AND SOLUTION How did Felipe solve Ranita’s problem after all? (Felipe refused to kiss her and ordered Pepe to do so. As a result, she still received the third requirement she needed to break the spell.) Felipe: (Smug) KISS . . . THE . . . FROG. Students should identify multiple [Pepe shrugs and kisses Ranita’s cheek.] conflicts in the play. 18 (No longer a frog, Ranita is now a beautiful Mayan Princess.) Felipe: (Dazzled) (Bowing) 19 I—but who? Allow me to MONITOR AND CLARIFY introduce myself, I am— What self-monitoring strategies can Ranita: —the Spanish Viceroy’s Rotten Son. And I am . . . you use to help find out why Ranita the Mayan Emperor’s Lucky Daughter. calls the servant Pepe a prince? (I can (Felipe and Pepe fall on their knees.) reread and paraphrase earlier action in Ranita: I have been enchanted for 200 years. the play. When the kitchen staff was Felipe: (Looks up) You’ve been a frog for 200 years? What’s trying to catch Ranita, Pepe let her so LUCKY about that? Ranita: I’ll tell you. As a princess, I could have ended up the go so she wouldn’t become a part of 19 wife of a spoiled brat like you. Instead, I found myself a prince . . . the meal. When ordered to kiss her, (Takes Pepe’s hand) a prince of a husband, that is. he shrugged his shoulders, showing 20 (Pepe kisses the Princess’s hand, while Felipe has a screaming tantrum.) that he was not afraid or disgusted. 580 His behavior is the opposite of Felipe’s. Also, as a princess, she might have had to marry someone she didn’t like. Now that it is two hundred years later, she is able to choose the husband she Cross–Curricular Connection wants.) UNITS OF TIME AND FRACTIONS Ranita has been under the spell for 200 years, but when the spell is finally broken, she is just as youthful as ever. Have students pretend the spell is such that each frog year counts for only 30 seconds of human time. Has Ranita spent more or less than 2 hours of her human life while she was a frog? (1 year = 30 seconds, so 2 years = 60 seconds, or 1 minute; 200 years ÷ 2 = 100 minutes, or 1 hour and 40 minutes. She has spent less than 2 hours of her human life while she was a frog.) Then have students suppose that Ranita had to serve only 20 years of her 200-year sentence. What fraction in lowest terms expresses the part of the sentence she serves? (1/10) How many minutes of her human life would have passed? (10 minutes.)

580 Main Selection Student page 581 Develop Comprehension

20 MAKE JUDGMENTS Do you think Felipe has learned anything from this experience? Why or why not? (Suggested answer: No. When Felipe sees that Ranita has turned back into a beautiful princess, he forgets all about how badly he treated her when she was a frog and wants her to notice him. When Ranita explains that she is lucky because she didn’t have to marry a spoiled brat such as he, he throws a childish temper tantrum.) Add this information to your Make Judgments Flow Chart.

Action Judgment

Felipe yells at the Felipe is not a nice men helping him. person.

Felipe makes light Felipe should not of promises. be trusted.

581 Pepe lets Pepe is getting Ranita go. back at Felipe.

Felipe must The Viceroy invites learn to keep his Ranita to dinner. promises.

Felipe admires Ranita as a Felipe remains a princess, but throws spoiled brat. a tantrum because she loves Pepe.

Ranita, the Frog Princess 581 Main Selection Student page 582 Develop Comprehension

21 MAKE JUDGMENTS Do you think Felipe deserves what happens to him? (Answers may vary; possible answer: The experience with Ranita does not seem to have taught Felipe anything. Even his father could not teach him how to keep a promise or be less selfish. We don’t see how Ranita used to behave before she was turned into a frog, but we do see how Felipe behaves. If she needed to be taught this lesson, then he certainly does.) Add this information to your Make Judgments Flow Chart.

Action Judgment

Felipe yells at the Felipe is not a nice men helping him. person.

Felipe makes light Felipe should not of promises. be trusted. 582

Pepe lets Pepe is getting Ranita go. back at Felipe.

Felipe must The Viceroy invites learn to keep his Ranita to dinner. promises.

Felipe admires Ranita as a Stage Performances Felipe remains a princess, but throws spoiled brat. Explain Most plays are meant to be performed by actors in front of an a tantrum because she loves Pepe. audience. Discuss Have students consider how actors might perform Ranita, the Vieja Sabia turns Frog Princess. What challenges might they face? Why? (Students may note Felipe into a frog Felipe deserves issues of portraying Ranita when she is a frog and of the transformations because of his the punishment. from frog to human and vice versa.) rudeness. Apply Ask small groups to form production teams for a staged performance of Ranita, the Frog Princess. Have them use prior knowledge of live performances to write production notes to the director, giving specific instructions for casting, set design, costumes, special effects, and other performance details. Then have them share their notes with the class and decide which approaches are the most effective.

582 Main Selection Student page 583

The same clearing in the forest as in Scene 1 Felipe: (Kicks a stone) If they think I’m going to their Develop ridiculous wedding . . . ha! May they have a dozen ugly tadpole children! (Enter Vieja Sabia.) Comprehension Vieja Sabia: Agua! Water from the well, my son, before I die of thirst. 22 PLOT (Snarling) Felipe: I’m no water boy. I’m the Viceroy’s son! How is what happens to Felipe similar Get your own water, you old cucaracha! to what happened to Ranita? How Vieja Sabia: (With gentle concern) Cockroach? It’s very rude to speak to your elders that way. Has no one taught is it different? (Just as with Ranita, you manners? Vieja Sabia turns Felipe into a frog Felipe: (Puzzled) No. because he refuses to get water for Vieja Sabia: (Smiling wickedly) Well (pointing fi nger at her. It is different because he should Felipe), that is my specialty. have learned from what happened to (**POOF** Felipe the Frog hops onto the top of the well.) 21 Ranita.) Vieja Sabia: (to audience) And now you know how the Frog Prince ended up in that well. 22 RETURN TO PREDICTIONS AND PURPOSES Review students’ predictions and purposes. Did students predict what the happy ending would be? (Ranita is turned back into a princess and finds a “prince of a husband.”)

REVIEW READING STRATEGIES ■ In what ways did making judgments

583 about the action and the characters help you evaluate the play?

■ What questions do you still have about the play? What strategies can you use to answer them? Can students make judgments based on clues in the text? ■ During Small Group Instruction What strategies did you use when you came to difficult words? If No Approaching Level Leveled Reader Lesson, p. 591P PERSONAL RESPONSE If Yes On Level Options, pp. 591Q–591R Have students write their own humorous Beyond Level Options, pp. 591S–591T play. They might also use the plot of a fairy tale to teach a lesson. They should ask questions to clarify and interpret texts and performances and respond to classmates’ questions. Invite students to perform their plays without speaking, as in pantomime.

Ranita, the Frog Princess 583 Respond Student page 584 Once Upon a Time . . .

Carmen Agra Deedy came to the United Author and Illustrator States from Cuba in 1960, after a revolution made it dangerous for her family to live there. ONCE UPON A TIME . . . Hoping for a more peaceful life, Carmen and her family settled in Georgia. Carmen has not Have students read the biographies of forgotten her Cuban heritage. She combines it the author and the illustrator. with the heritage of the southern United States when writing her stories. DISCUSS Other books by Carmen Agra Deedy ■ Why did Carmen Agra Deedy set her fairy tale in Latin America?

■ How would the tale be different if it were set in Norway or Africa?

■ How might Renato Alarcão’s Renato Alarcão was born, raised, and illustrations look as murals on currently lives in Rio de Janeiro, Brazil. Among buildings? his many art projects was the creation of 13 murals around Paterson and Passaic, New Jersey, WRITE ABOUT IT all done with a team of artists and local teens. Lead a discussion with students about what promises mean to them. Have them write a persuasive argument Author’s Purpose explaining whether or not it is Why did Carmen Agra Deedy write the play Ranita, the Frog important to keep promises, and why. Princess? Was her purpose to explain, inform, entertain, or persuade? How do you know? Find out more about Carmen Agra Deedy at Author’s Purpose www.macmillanmh.com Have students look in the play for clues 584 to Carmen Agra Deedy’s purpose for writing. Most students will conclude that Carmen Agra Deedy wrote mostly to entertain and should cite appropriate details, such as the plot Author’s Craft twists and fairy-tale setting. Text Features ■ A play has features, such as characters’ names followed by a colon and stage directions in parentheses that tell actors how to act, where to move, and how to say the lines. Bold type sets off the play’s title, scenes, characters’ names, and acts.

■ Example: “Felipe: (Loud and demanding) Well? Have you found my golden arrow yet?” (p. 569) The name tells us that Felipe is speaking, and the words in parentheses tell us how to say the line.

BSQV\]Z]Ug ■ Ask how stage directions help readers “hear and see” the story. For example, “Pepe: (Groggy) Señor!” (p. 579) as well as text that Students can fi nd more information sets the scene: “Hunting lodge with Viceroy, his wife, noblemen and about Carmen Agra Deedy at women, all seated at long banquet table.” (p. 574) www.macmillanmh.com

584 Respond Student page 585 Comprehension Check

Summarize Comprehension Check Summarize Ranita, the Frog Princess. Tell what Ranita’s problem was and how it was solved. SUMMARIZE Have partners summarize Ranita, Think and Compare the Frog Princess in their own words. 1. What kind of person is the Viceroy? Look for clues about his Remind students to use their Make character and put them in your Make Judgments Judgments Flow Chart to help them Flow Chart. Use the clues to make a /QbW]\ 8cRU[S\b judgment about the Viceroy’s character. organize their summaries. Evaluate: Make Judgments

2. Reread Scene 2 of Ranita, the Frog Princess on pages THINK AND COMPARE 574–575. How does the Viceroy’s wife feel about Felipe? How Sample answers are given. do the servants feel? Analyze

3. How would you respond to the deal that Ranita offered 1. Make Judgments: The Viceroy Felipe? Apply is fair and just. He makes his son 4. Did Felipe deserve the punishment he received for being honor his promise to the frog and selfi sh? Give reasons for your answer. Evaluate treats Ranita with respect. 5. Read “The Frog Prince” on pages 564–565. How is this story like Ranita, the Frog Princess? How are 2. Analyze: The Viceroy’s wife thinks the stories different? Use details from both Felipe is a dear boy who does only selections in your answer. Reading/Writing Across Texts good things. The servants think he is a spoiled brat. 3. Text to Self: Answers may vary. Students might say that they would follow through on their promises to Ranita because they feel sorry for her and want to help. 585 4. Text to World: Answers will vary. Students may say that Felipe deserved his punishment because he acted selfishly, treated Pepe and Ranita badly, and broke his promises.

FOCUS QUESTION Think and Search 5. Text to Text: In “The Frog Prince,” Model the Think and Search strategy with question 5. the princess feels sorry for the frog The answer is found in more than one place in the selections. and kisses him only to find that he Question 5 Think Aloud: In order to answer this question, is really a prince. Felipe never feels I need to review both selections and look for similarities and sorry for Ranita. He makes Pepe kiss differences. I know that both Ranita, the Frog Princess and “The Ranita and discovers she is a Mayan Frog Prince” have similar themes and have characters that princess. In “The Frog Prince,” the when kissed turn from frog to human. During their attempts to become normal, they encounter difficulties. Both succeed, but in princess and prince become friends. different ways. Now I know how to compare the two. In Ranita, the Frog Princess, the princess marries the servant. USE THINK AND SEARCH

Ranita, the Frog Princess 585 Fluency/Comprehension

Objectives Fluency • Read accurately and with good prosody Readers’ Theater: Stress/Inflection • Practice fluency with Readers’ Theater EXPLAIN/MODEL Have students work in groups of five. Assign Rate: 113–133 WCPM • each a character’s role and have one student read the sentences in parentheses. Explain that the words in capital letters mean what the Materials character is saying is important and should be read strongly. • Fluency Transparency 22 • Fluency Solutions • Leveled Practice Book, p. 159 Transparency 22

Viceroy: Basta! Enough! Who is this creature? Felipe: (Sneering) She’s the nasty little frog who rescued my golden arrow. Ranita: And in return he promised to let me eat from his &-- plato, sleep in his cama, and give me a beso when the sun came up. Discuss/Mimic Discuss Viceroy: Did you make this promise? what is happening in the Felipe: (Sullen) I don’t remember. scene. Echo-read each Viceroy’s Wife: (Indignant) Even if he did—he is the character’s lines with Viceroy’s son! Viceroy: (Grave) Sí. And THE VICEROY’S SON KEEPS HIS students and discuss the PROMISES. Pepe! Set a place for our guest. character’s feelings. Echo- Felipe: But, Father— read the lines with students Viceroy’s Wife: Ernesto! a second time. This time, Viceroy: (Slams fist on table.) Silencio! Silence! have them mimic your (Ranita hops on table. Felipe is too stunned to speak. Viceroy’s wife is glaring.) expressions and gestures. Viceroy: Everyone—and I mean everyone—EAT!

Fluency Transparency 22 from Ranita, the Frog Princess, page 577

27=1 C 2 / PRACTICE/APPLY Have groups practice reading their dialogue 27=1 C 2 / On Level Practice Book O, page 159 at least three times. Encourage students to read their lines with

As I read, I will pay attention to dialogue and characters’ roles. expression appropriate for their characters and to use gestures and [Dean Dragon’s kitchen. Matthew is struggling to light a 9 fire with a match under a cauldron of stew. Dean Dragon body language to convey emotion. Give each group an opportunity 20 steps up and lights it with his dragon breath. Priscilla uses 31 a large wooden spoon to stir the stew, while Matthew to read the script aloud to the class. Students will practice fluency 41 starts chopping carrots.] 44 Princess Priscilla: (inhaling a spoonful of stew with a using Practice Book page 159 or the Fluency Solutions Audio CD. 53 look of pleasure) Mmm. That smells good already. 61 Matthew: Wait until it’s finished. It’s delicious. 68 Dean Dragon: (smiling) My vegetable stew is good, if 77 I do say so myself. It’s famous among dragons. 86 Princess Priscilla: I can see why. (She smiles at Dean, 96 then goes back to stirring the stew.) I’d just like to get my 109 hands on that Knight Never-Do-Well. He woke me up in 121 the middle of the night and told me that my family was in 134 danger. So of course I came. Then when we got here, he tied 147 me to the tree and told me not to worry, he’d be back to 161 rescue me soon. I’d like to take a can opener to that shiny 174 armor of his. 177

Comprehension Check Can students read accurately and with good prosody? 1. Do you think Knight Never-Do-Well is a reliable person? Make Judgments No, because it sounds like he tricked Princess Priscilla. 2. Do these characters enjoy working together? Why? Make Inferences During Small Group Instruction Yes, the passage describes them working together while talking and smiling. Number of Words Words Read – Errors = Correct Score If No Approaching Level Fluency, p. 591N First Read – = Second Read – = If Yes On Level Options, pp. 591Q–591R

Approaching Practice Book A, page 159 Beyond Level Options, pp. 591S–591T Beyond Practice Book B, page 159

585A Fluency/Comprehension

Comprehension Objective • Analyze problem and MAINTAIN SKILL solution in a story PROBLEM AND SOLUTION

EXPLAIN/MODEL ■ The problem in a story can be presented as a conflict the character needs to face.

■ The solution involves the steps a character takes to try to solve the problem. The solution can also be called the resolution.

■ Certain words or phrases in a story, such as so, as a result, or consequently, can signal that a solution has been reached. AYWZZaB`OQS Problem and Solution Ask students to discuss the problem and solution presented in “The Introduce 19A–B Frog Prince.” Encourage them to suggest alternate solutions. Practice / 20–37; Leveled Practice, 2–3 PRACTICE/APPLY Invite students to perform a Readers’ Theater Apply with Ranita, the Frog Princess. Ask students to begin by discussing Reteach / 43M–T, 223A–B, 224–243, Review 247M–T; Leveled Practice, the problem the author presents in the story. 60–61 Then have students form cooperative groups, each taking on a Assess Weekly Tests; Unit 1, 2 Tests; Benchmark Tests A, B character’s role. Ask them to role-play the parts of the play that may Maintain 37B, 585B support the solution. They should discuss the narrative conveying the story grammar (character roles, plot, theme) and emphasizing facial expressions, hand gestures, and body language. Have them discuss the impact of setting on character. For comprehension practice use Graphic Organizers on Teacher’s Resource Book pages 40–64.

Ranita, the Frog Princess 585B Paired Selection Student page 586 Performing Arts Genre Nonfiction Articles provide Informational information about topics. Text Feature Interviews are accounts Text of questions asked by one person and answered by GENRE: NONFICTION ARTICLE another. by Liz Ray Have students read the bookmark Content Vocabulary director casting on Student Book page 586. Remind roles rehearse Have you and your friends ever put on a play? students that a nonfiction article audition A group of children in Massachusetts did more than that. First, they found a director. Then ■ presents information and facts; they began performing classic and new plays. The group called itself the Puddlejump Players. ■ may include photos and captions, Children have been performing with the diagrams, charts, graphs, or tables; Puddlejump Players for more than ten years. The actors are 3 to 17 years of age. The director ■ usually begins with an introductory and many other staff members are adults. paragraph that explains the main Perry Kroll, one of the oldest child actors in 1 the group, answered some questions about the idea or gives some background Puddlejump Players. information.

Text Feature: Interview

EXPLAIN/MODEL Point out the parts of the interview on pages 587–589. Tell students that this interview is taking place between one of the child actors of the Puddlejump Players and Liz Ray. 586 ■ The person asking the questions is the interviewer. Her words are marked with a Q.

■ The person answering questions Content Vocabulary is the interviewee. His words are Review the spelling and meaning of each content vocabulary word marked with an A. listed for “Presenting the Puddlejump Players.” PRACTICE/APPLY ■ The director manages the performers and staff in a play. What do you think would be the hardest part of being a director of a school play? Have students identify one question by the interviewer and the interviewee’s ■ Roles are the parts that people play. What roles could you play? answer. Discuss how important it is ■ To audition is to try out. What do people do when they audition for for the interviewer to prepare the a part? questions ahead of time and to be sure they are clear. (The questions must be ■ Casting is the act of choosing different people for the roles in a understood by the interviewee so the play. How is casting different from starring? interviewer can get the information she ■ To rehearse means to prepare or practice for a play. How many needs.) hours do you think it takes to rehearse a play?

586 Performing Arts

Q: Do children have to try out for roles in the Puddlejump Players? Paired Selection Student page 587 A: The children do audition for the roles that interest them. They often give the director a list of parts they’d like, and then try out for one or two of them. Informational During the auditions, stand-ins are sometimes required. These are actors who read the lines for the other Text characters in the scenes that have been selected. It’s not uncommon for “Presenting a stand-in to do so well that they end Read up with that part! the Puddlejump Players” Q: Who makes the casting decisions? As you read, remind students to apply A: A few older members can what they have learned about an have a little influence, but it is really the director’s decision. I am always interview. Also have them identify clues surprised by the way she can predict to the meaning of the highlighted someone’s skill at a role they didn’t words within the selection. audition for. 1 TEXT FEATURE: INTERVIEW Whose words are recorded in the lines Reading an Interview marked with an A? (Perry Kroll, an actor in the group) Whose words are An interview is made up of questions and recorded in the lines marked with a Q? answers. The letter Q stands for the question, (Liz Ray, the interviewer) and the letter A stands for the answer. Each Q paragraph may have a question mark at the end, but it also may not. Q: How many plays are performed a year? A: One play per year, in the spring.

587

&--

Act Out To help students understand the content vocabulary, hold a short casting session for the roles of Ranita and Felipe in Ranita, the Frog Princess. Hold a quick audition by having students read the first few lines of dialogue from page 572. Have the class cast the characters. Discuss who in the class would make a good director and why.

Ranita, the Frog Princess 587 2 Q: How long does the company Paired Selection Student page 588 rehearse before performing a play? A: Rehearsals usually start in January. The auditions begin in November or December. The show is in May. Q: Do children do any behind-the- Informational scenes work, such as making sets? A: Absolutely! There is a core group Text who helps Sheila [the director]. Sheila usually designs the sets herself—though during the last show a few members of the 2 CONTENT VOCABULARY cast painted some pieces. Then she stays How does the interviewer use the word up nearly around the clock putting them up with help from the older members. rehearse in her question? What clues Q: Who makes the costumes help you? (She uses rehearse as another and props? meaning for practice. The words A: In general, cast members find or create their own costumes, make-up, and “before performing a play” are clues.) props. Sheila makes some of the more complicated ones herself. 3 TEXT FEATURE: INTERVIEW Why do you think the article ends with an answer and not a question? (If the article had ended with a question, the reader would wonder why the interviewee did not answer it.)

4 EVALUATE Why do you think the author chose to interview the Puddlejump Players? (Answers may vary. Students might say the Puddlejump Players have been performing for more than ten years,

so they can provide solid information 588 about performing in a children’s theater company.)

On Level Practice Book O, page 160

An interview is an account of the questions asked by one person and the answers given by another.

Read the following interview and then answer the questions. As a reporter for the local newspaper, I recently met with Harry Buck. This ten-year-old is performing in a play put on by our local community theater. Here’s part of the interview. Q: What’s the name of the play you are performing in? A: It’s called Columbus Sails for the New World.

Q: What part are you playing? A: I’m playing Christopher Columbus.

Q: Did you have to audition for the role? If so, how many people tried out for it? A: Yes, I had to audition. I think 4 or 5 of us tried out for the role.

Q: Can anyone try out for a play at the community theater? A: Yes. We’ve put on plays with kids as young as 5 and adults as old as 70.

Q: How often do you rehearse? A: For this play, we practice three nights a week and on the weekends.

1. Who is being interviewed? Harry Buck, a ten-year-old who is acting in a community theater performance.

2. What role is Harry playing? Harry is playing the role of Christopher Columbus.

3. What does the Q stand for? question

4. What does the A stand for? answer

Approaching Practice Book A, page 160 588 Beyond Practice Book B, page 160 Q: Do children play music for the performances? Paired Selection Student page 589 A: The music is usually played live by a few parents with musical experience. In the past a few excellent musicians from the cast have helped as well. 3 Informational When the curtain rises and the actors step on stage, all the hard work pays off. Once again, the children get to put Text on a play and an audience experiences a wonderful performance. 4 Connect and Compare

SUGGESTED ANSWERS 1. You can tell when a question is Connect and Compare being asked because it starts with a 1. In this interview, how can you tell when a question is being Q:. Answers start with an A:. READING asked? How do you know when you are reading an answer? AN INTERVIEW Reading an Interview 2. Answers may vary. Students should 2. Do you think that adults should help in a children’s theater company like the Puddlejump Players? Explain your answer. Evaluate support their opinions with accurate

3. If the Puddlejump Players were putting on Ranita, the Frog facts about how adults help with the Princess, what might the actor playing Ranita use for a costume Puddlejump Players. EVALUATE and make-up? What about the actor playing Vieja Sabia? Reading/Writing Across Texts 3. FOCUS QUESTION The actor playing Ranita might wear green Performing Arts Activity clothes or a frog suit and the actor playing Vieja Sabia might wear Research a play that a children’s theater group could put on. Act out a scene from the play with some friends. makeup and clothing to make her look like an old woman. READING/ Find out more about the performing arts at www.macmillanmh.com WRITING ACROSS TEXTS

589 Performing Arts Activity Encourage students to find a play that has roles and dialogue to perform for their age group. Help Children’s Theater students decide which costumes, scenery, and props to use. They There are many children’s theater groups all around the country. Children also act in “traditional” theater groups. Have your students should ask questions to clarify and use library and Internet resources to find children’s theater groups interpret the text and prepare to or traditional theater groups in your community or state. perform the play. Students should try to find out how the theater group handles its auditions, how many plays it puts on each year, who makes the casting decisions, and who is involved in making the set designs. Finally, encourage students to find out the name of a play that was BSQV\]Z]Ug recently put on by the theater group and get a copy of the script to read. Invite students to perform part of the script and respond to Internet Research and Inquiry Activity the questions of classmates. Students can fi nd more facts about plays at www.macmillanmh.com

Ranita, the Frog Princess 589 Write a Descriptive Writer’s Craft Word Choice Poster Good word choice brings writing to life. Precise adjectives help readers picture the person, place, or WRITING thing being described. • Descriptive Writing • Writer’s Craft: Word Choice School Spring Funfest! WORD STUDY by Jenny G. • Words in Context • Thesaurus: Antonyms Enjoy yourself at the • Phonics: Words with V/CV and Annual All-School Spring Funfest VC/V Patterns on April 10 from 12-6 p.m. • Vocabulary Building The Spring Funfest is a festival for SPELLING everyone. Kids can have their faces painted • Words with V/CV and VC/V School Spring Funfest! Patterns like birds or lions or bears. You can eat I wanted to vary my spicy tamales, crunchy eggrolls, and hot dogs GRAMMAR • Articles word choices on my that are a foot long. Grades 3 and 4 will put poster. on a play called The Frog Princess in the gym, SMALL GROUP OPTIONS and all the teachers will dress up in • Differentiated Instruction, pp. 591M–591V I used colorful elegant, old-fashioned costumes. adjectives. For sports fans, there will be an exciting soccer game outside between parents and 6th graders. Everyone will have a great time. Mark your calendars! Writing 590 Word Choice

READ THE STUDENT MODEL Read the bookmark. Explain that Features of a Descriptive Poster writers must make good word choices In a descriptive poster, the writer tells about an event or an activity. to help readers understand their ideas The poster gives true information and also describes what the and descriptions. events or activity will be like. It tries to persuade people to go to Have students turn to page 569. the event or activity. Identify and discuss the writer’s word choice, focusing on precise adjectives ■ A descriptive poster uses colorful, precise words to describe an in the stage directions. event or activity. Then have the class read Jenny G.’s ■ A descriptive poster includes details that appeal to the senses, poster and the callouts. Tell students and uses an enthusiastic tone to persuade readers. that they will write a descriptive poster ■ A descriptive poster may include illustrations. announcing a school event. They will also learn how to make word choices ■ A descriptive poster accurately states facts such as names, dates, that use precise adjectives effectively. and places.

590 Descriptive Writing Your Turn Make a poster that announces a school event. It Writing Student pages 590–591 may be a real event at your school or an imaginary one. Begin with a catchy title. Explain what the event is PREWRITE and then describe it in a paragraph. Use precise Read and discuss the writing prompt adjectives that will get your readers’ attention on page 591. Explain that a descriptive and make them want to attend. Include poster describes an event, informs details about the date, time, and place of people about it, and persuades them the event. Use the Writer’s Checklist to to come to it. Students can work check your writing. independently or in pairs to brainstorm events for their posters. Ask them to choose events they think would most interest readers. Display Transparency Writer’s Checklist 85 and discuss how Jenny used a flow chart to plan a poster that had all the Ideas and Content: Did I clearly state the purpose important information about the event. of the event? Did I explain what will happen? Have students use a flow chart to plan Organization: Did I start with a catchy title? Did I their own posters. include the date, time, and place of the event? DRAFT Voice: Will my readers feel my enthusiasm? Display Transparency 86. Discuss how Word Choice: Did I strengthen my word choices? Jenny used her flow chart to organize Did I use precise adjectives? and write a draft of her poster. Talk

Sentence Fluency: Does my writing flow smoothly? about how she could improve the draft. Before students write, present Conventions: Did I use the articles a and an the lesson on Word Choice on page correctly? Did I check my spelling? 591A and the minilesson on Tone on page 591B. Have students use their flow charts to write their posters. 591 Remind them to choose precise adjectives and keep their tone the same throughout their draft.

Transparency 85 REVISE Transparency 85: Flow Chart Flow Chart Present the minilesson on Voice on Transparency 86: Draft page 591B. Then display Transparency Transparency 87: Revision Purpose: To tell about the Funfest Title: School Spring Funfest! 87 and discuss Jenny’s revisions.

Date: April 10th Point out that she added precise, Time: 12–6 PM colorful details and improved her tone. Place: at school Students can revise their drafts or place Things to do: them in writing portfolios to work on face painting eat good food later. If students choose to revise, have enjoy a play partners use the Writer’s Checklist see great costumes watch soccer on page 591. Then ask students to proofread. For Publishing Options, see 591A. For lessons in Grammar and Spelling, see page 591B and 5 Day Spelling and Grammar on pages Writing Transparency 85 BVXb^aaVc$BX

■ Try to picture the event or PRACTICE/APPLY activity so you can decide if it interests you. Work with students to read the sentence choices. Invite volunteers to tell which choices include strong and precise words that help 4- and 6-Point Scoring Rubrics readers picture the events. Ask students how they identified the Use the rubrics on pages 661G– strong choices and why these sentences create stronger description. 661H to score published writing. Then have students identify and discuss strong word choices in another descriptive poster or article they have read. Writing Process Tell students that as they draft, they should try to choose words that For a complete lesson, see Unit help readers picture the events and activities described. Writing on pages 661A–661H. 591A Writing Writer’s Toolbox

Writing Trait: Voice Articles Explain/Model Voice in a piece of writing shows Explain/Model An article is a type of adjective. the writer’s feelings. Good writers create a voice Articles such as a, an, and the come before a noun by choosing lively and colorful words that invite and describe it. The article the, as in the Spring readers to feel excitement. In a descriptive poster, Funfest, introduces a particular person, place, or the writer’s voice should show enthusiasm for the thing. The articles a and an, as in a festival or an event or activity. exciting soccer game, refer to any person, place, Practice/Apply Have students reread Jenny’s or thing. The can be used to introduce singular poster on page 590. Work with them to identify or plural nouns, but a and an can only be used to words that contribute to Jenny’s voice. Discuss introduce singular nouns. how lively and colorful words show Jenny’s Practice/Apply Work with students to find excitement about the festival. As students revise articles and the nouns they introduce in Jenny’s their posters, ask them to focus on adding words poster on page 590. Point out that an adjective that show their enthusiasm. may appear between the article and the noun. Ask students to pay attention to using articles correctly in their writing. For a complete lesson on articles, see pages 591I–591J. Tone Explain/Model Explain that tone is the mood of a piece of writing. For example, a poster can Spelling Words with the V/CV be exciting, funny, or serious. Writers create tone and VC/V Patterns with word choice and details. Good writers work to create the best tone, and try to keep the tone Ask students to find the words tamales and parents consistent throughout their writing. in the student model on page 590. Point out the Practice/Apply With students, reread Jenny’s V/CV (vowel-syllable break-consonant-vowel) poster. Invite students to describe the poster’s tone. pattern in tamales and the VC/V (vowel-consonant- Discuss how details such as birds or lions or bears syllable break-vowel) pattern in parents. Explain and famous people from history work together to that knowing these patterns can help students create a tone of excitement about the activities at break words into their syllables and pronounce the festival. them correctly. Ask students to pay attention when they spell words with the V/CV and VC/V patterns. 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 Technology V/CV and VC/V patterns, see pages 591G–591H. Students can add colorful effects to the titles of their posters by selecting the title, clicking on the Word Art button on the Drawing tool bar, and clicking on a style.

Ranita, the Frog Princess 591B Word Study Word Study Review Objectives Vocabulary • Apply knowledge of word meanings and context clues Words in Context • Use antonyms as a way to figure out the meaning of unfamiliar words EXPLAIN/MODEL Review the meanings of the vocabulary words. Display Transparency Materials 43. Model how to use word meanings and context clues to fill in the • Vocabulary Transparencies first missing word with students. 43 and 44 • Leveled Practice Books, p. 161 Think Aloud In the first sentence, I learn that crew members were acting a certain way in the dark. I know that it is hard to see in the dark, so they were probably moving awkwardly. Bumbling means “moving unsteadily.” I think the missing word is bumbling. D]QOPcZO`g When I try bumbling in the sentence, it makes sense. cranky (p. 568) mean or bad-tempered Transparency 43 bumbling (p. 569) moving unsteadily famished commotion specialty selfish bumbling selfish (p. 573) thinking exasperated cranky only of oneself 1. The crew members were bumbling for the props backstage in the dark. exasperated (p. 574) 2. Staying up late for play practice made him cranky . annoyed greatly; made 3. She was great at playing a princess; it was her specialty . angry 4. It’s hard for a selfish person to share the stage with others. famished (p. 574) very 5. The director looked exasperated when the actress did not hungry know her lines. commotion (p. 575) noisy 6. We ate lunch so we would not be famished at the end of confusion; disorder our performance. 7. The actors could barely hear the director because of the specialty (p. 583) a special commotion from the scenery crew. thing that a person knows a great deal about

Vocabulary Transparency 43

PRACTICE/APPLY Help students complete item 2. Then have students use context clues to write missing words for items 3–7 on a separate sheet of &-- paper. Students can exchange papers, check their answers, and explain the context clues they used to figure out the missing words. Personalize Dramatize acting famished. Write: Antonym Scales Remind students that related words have When I am famished, I like to shades of meaning. Model how to create an antonym scale using eat . Have students complete the sentences gradable antonyms like fast/slow. Using a thesaurus or dictionary, and share them in groups. have student pairs create antonym scales for the vocabulary words exasperated and famished.

591C Word Study

STRATEGY THESAURUS: ANTONYMS

EXPLAIN/MODEL Review that antonyms are words that have opposite meanings. &-- Students can use a thesaurus to look for antonyms. Readers can sometimes use antonyms as context clues to help them understand Give Examples Check that students understand unfamiliar words. Read the first sentence on Transparency 44 and the meanings of the words model how to figure out the meaning of the underlined word using used on the transparency, antonyms. Have students use antonyms to figure out the meanings such as cheerful, respect, of the underlined words in items 2–6. mistreatment, ridiculous, sensible, grand, foolish, and hideous. Give examples to Transparency 44 help explain the words.

Antonyms 1. Dina was cranky when she woke up in the morning, but by the time she got dressed, she was cheerful. (not cheerful) 2. Pepe wanted kindness and respect from his master, but he got only mistreatment from Felipe. (not kindness and respect) 3. Felipe thought the frog was ridiculous and not at all sensible. (not sensible) 4. Felipe couldn’t believe that the hideous frog changed into a beautiful princess. (not beautiful) 5. Unlike the vieja sabia’s modest house, the viceroy and his family lived in a grand mansion with expensive furniture. (not grand or having expensive furniture) 6. Ranita and Pepe are very cunning characters, not at all foolish in the story. (not foolish)

On Level Practice Book O, page 161 Vocabulary Strategy Transparency 44

Words that have opposite meanings are called antonyms. PRACTICE/APPLY A word can have more than one antonym. Word Antonyms glad sad, unhappy List the following words from Ranita, the Frog Princess. Have students angry calm, pleased

identify at least one antonym for each. Encourage students to use a Draw lines to match each word in Column 1 with an antonym from Column 2. dictionary or thesaurus if needed. Column 1 Column 2 1. selfi sh a. full 2. hungry b. calm fool servant wise (sabia) 3. noisy c. slow 4. speedy d. unselfi sh 5. excited e. quiet

In the blank, write an antonym for each underlined word. Possible responses provided. annoyed Can students use context clues to find the meaning of an 6. My dad was happy when he saw my report card. rough unfamiliar word? Can students use a thesaurus to find 7. The fabric of the cushion felt very smooth . bright antonyms and figure out the meaning of an unfamiliar word? 8. The light in the room was dim . 9. Thalia made a fruit salad with cherries that were so sweet

sour .

During Small Group Instruction 10. I looked out the window and saw sunny cloudy weather. If No Approaching Level Vocabulary, pp. 591N–591O

If Yes On Level Options, pp. 591Q–591R Approaching Practice Book A, page 161 Beyond Level Options, pp. 591S–591T Beyond Practice Book B, page 161

Ranita, the Frog Princess 591D Word Study Word Study

Objectives Phonics • Decode words with V/CV and VC/V patterns • Identify Spanish words used Decode Words with V/CV and VC/V Patterns in English EXPLAIN/MODEL A number of words have the VCV pattern; that is, Materials one consonant sits between two vowels. Many of these words have • Leveled Practice Books, p. 162 long vowel sounds, but some have short vowels. In words with long • Teacher’s Resource Book, p. 26 vowels, the syllables are divided after the vowel. In words with short vowels, the syllables are divided after the consonant. Write radar on the board.

Think Aloud I see that this word has the VCV pattern. The first &-- vowel may be either short or long. Let me try pronouncing the word. Is it /rad är/ or /rā där/? I recognize the second word. So Model Model how to pronounce words with the syllables are ra-dar. VCV patterns. Point out the PRACTICE/APPLY Write limit, cabin, wiper, talent, basin, river, piping, vowels and consonants rotor, placid, and linen. Have students read the words, trying both and make sure students understand the difference. short and long vowel sounds, and deciding which is correct. Explain your thinking as Decode Multisyllabic Words Guide students to use their you decide which syllable is accented and how to knowledge of phonics patterns and word parts to decode long pronounce the word. words. Write final and finish. Help students to decode the words. For more practice, use the decodable passages on Teacher’s Resource Book page 26. The Spelling Game Draw a follow-the-path game board, leaving the spaces blank except for several with specific directions (such as Go Back 3 Spaces, Lose a Turn, Skip Ahead 2 Spaces). Add playing pieces and a spinner. Write the Spelling Words on note cards. On Level Practice Book O, page 162 The player with the highest spin starts. The second player draws An open syllable ends with a long vowel sound. Open first syllables have the V/CV pattern. a word card and reads the word aloud. The first player must spell A closed syllable ends with a consonant. The vowel sound is short. Closed first syllables may have the VC/V pattern. the word correctly and identify where the first syllable ends. If

Read the words below. Listen for the vowel sound in the first correct, the player then spins and moves that number of spaces. syllable and draw a slash to show where to divide each word. If you have doubts, look up the word in a dictionary. Then, on the line, write whether the first syllable is open or closed. If incorrect, he or she cannot move. The winner is the first one to closed 1. h a b i t complete the path. 2. n e v e r closed

3. w i p e r open

4. t a l e n t closed

5. r o b i n closed

6. m e t e r open

7. c i d e r open

8. l e v e l closed Can students decode words with V/CV and VC/V patterns?

9. p r o m i s e closed

10. f a m o u s open During Small Group Instruction

11. l i m i t closed closed 12. f i n i s h If No Approaching Level Phonics, p. 591M

If Yes On Level Options, pp. 591Q–591R

Approaching Practice Book A, page 162 Beyond Level Options, pp. 591S–591T Beyond Practice Book B, page 162

591E Word Study Vocabulary Building

Oral Language Apply Vocabulary

Expand Vocabulary Have students Write a Review Direct students to write a write PUTTING ON A PLAY in the review of a performance of a play. This can be center of a word web. Using an imaginary play or a real play, the selection, print or and the review can be funny or electronic dictionaries, serious. Students should use at thesauruses, encyclopedias, least three vocabulary words in or newspapers, have them their reviews. Have students brainstorm words that relate to exchange reviews with a putting on a play. classmate when they are done.

props

set costumes

PUTTING opening night ON A PLAY rehearsal Spiral Review Synonym Game Divide the class into two groups. director actors The first team will be the callers, and the second team will be the answerers. The callers will read words from previous weeks’ Vocabulary Cards. The answerers will answer with a synonym. More than one person on the answering team can give a synonym; the team gets one point for each Vocabulary Building correct synonym. After half of the cards have been Spanish Words Explain that many words that we use used, the teams switch positions. At the end of come from Spanish words. Point out some Spanish play, the team with the most points wins. words in Ranita, the Frog Princess that may be familiar to students, such as tortilla, señor, beso, sí, or agua. Ask positive peculiar advanced students if they know any other Spanish words that selecting are commonly used in English sentences. Have them use a dictionary to check word origins and meaning. current brittle massive fade

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Ranita, the Frog Princess 591F 5 Day Spelling Spelling Words with V/CV and VC/V Patterns A^SZZW\UE]`Ra 2Og Pretest 2Og Word Sorts river finish cider level famous stolen never spoken promise ASSESS PRIOR KNOWLEDGE TEACHER AND STUDENT SORTS talent cabin razor Using the Dictation Sentences, say ■ Review the Spelling Words, radar wiper pity the underlined words. Read the pointing out the long and short limit habit easel sentences and repeat the words. vowel sounds in the first syllables. diver bison Have students write the words on ■ Use the cards on the Spelling Review swallow, plastic, rumbles Spelling Practice Book page 135. Word Cards BLM. Attach the Challenge sequence, vivid For a modified list, use the first 12 key words radar and cabin to a Spelling Words and the three Review bulletin board. Model how to Words. For a more challenging list, Dictation Sentences sort the words according to how use Spelling Words 3–20 and the 1. We went on a wild river ride. they are divided into syllables. two Challenge Words. Have students 2. I advanced to the next level. Have students take turns sorting correct their own tests. 3. Jim has never tasted a kiwi. cards and explaining their sorts. 4. Caroline has such artistic talent. Have students cut apart the Spelling When students have finished the 5. Planes use radar to navigate. Word Cards BLM on Teacher’s sort, ask them to compare the 6. There was a four-ticket limit. Resource Book page 87 and figure pronunciation and syllabication of 7. Sandy takes classes to become a out a way to sort them. Have them river and diver. scuba diver. save the cards for use throughout ■ Then invite students to do an 8. She will finish in two weeks. the week. open sort in which they sort all the 9. Her dream is to become famous. Use Spelling Practice Book page 136 Spelling Words any way they wish; 10. We had spoken about it before. for more practice with this week’s for example, by initial vowels, or by 11. The log cabin was in the woods. Spelling Words. parts of speech. Discuss students’ 12. My car had one windshield wiper. various methods of sorting. 13. Smiling is a good habit. For Leveled Word Lists, go to 14. Buffaloes are also known as bison. www.macmillanmh.com 15. Have you tried hot apple cider? 16. The stolen paintings were Spelling Practice Book, pages 135–136 Spelling Practice Book, page 137

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2Og 2Og 2Og ! Word Meanings " Review and Proofread # Assess and Reteach SYNONYMS SPIRAL REVIEW POSTTEST Write the following list of words Review words with VCCV patterns. Use the Dictation Sentences on on the board. Have students copy Write swallow, plastic, and rumbles on page 591G for the Posttest. the words into their word study the board. Have students identify the If students have difficulty with any notebooks, and write the Spelling patterns by writing VCCV under the words in the lesson, have students Word that is a synonym for each. correct letters in each word. place them on a list called Spelling 1. end (finish) PROOFREAD AND WRITE Words I Want to Remember in a 2. said (spoken) word study notebook. Write these sentences on the 3. skill (talent) board. Have students proofread, Challenge student partners to 4. taken (stolen) circle incorrect spellings, and write look for words that have the same 5. buffalo (bison) the word correctly. patterns they studied this week. Challenge students to identify 1. On the easle was a painting of synonyms for five other Spelling some bisson. (easel, bison) Words, Challenge Words, or 2. It didn’t take us long to finnish Review Words. that gallon of cieder. (finish, cider) Then have students write a sentence for each Spelling Word, 3. We stayed in the cabbin near leaving a blank where the word the rivver. (cabin, river) should go. Students can exchange 4. Maleka had so much tallent, papers and fill in the missing it was a surprise she was words. not already fameous. (talent, famous)

Spelling Practice Book, page 138 Spelling Practice Book, page 139 Spelling Practice Book, page 140

There are six spelling mistakes in this letter. Circle the Look at the words in each set below. One word in each set is radar pity razor diver level misspelled words. Write the words correctly on the lines below. spelled correctly. Use a pencil to fill in the circle next to the correct cabin limit wiper finish spoken Dear Ms. Fisher, word. Before you begin, look at the sample set of words. Sample habit cider easel river promise A has been done for you. Do Sample B by yourself. When you are never stolen talent bison famous I am writing because I think you are the best actress in the world! You sure you know what to do, you may go on with the rest of the page. have so much tallant. I want to be an actress, too. I am in the school play. I hope that someday I can be as fameus as you are. Sample A: Sample B: What’s the Word? My mom and I just saw your new movie. It was terrifi c. I especially Ꭽ pielot ൴ lemun Complete each sentence with a spelling word. loved the scene when you jumped into the rivvere. I could not believe that Ꭾ pilot ൵ limon 1. That actor has a lot of talent . you were able to catch the man who was riding away in the stollan boat. I Ꭿ pilott ൶ lemon have nevar seen anything like it. ൳ pilut ൷ limen 2. I promise to learn my lines by Monday. I have to go fi nnish my homework now. Thanks for making great 3. The limit for the theater’s seating is 200 people. movies! If you want to come see my play, it’s this Saturday. 1. Ꭽ raydar 6. ൴ limet 11. Ꭽ easel 16. ൴ bisen habit 4. Try not to develop the bad of nail biting. Regards, Ꭾ radar ൵ limnit Ꭾ eesall ൵ byson easel Ꭿ rador ൶ Ꭿ ൶ 5. He put the drawing of his ideas for the scenery up on the . Tamika Green limot easil bysen pity ൳ raidar ൷ limit ൳ esel ൷ bison 6. It is a that the actor got sick on opening night. talent river never 1. 3. 5. 2. ൴ cabin 7. Ꭽ cider 12. ൴ talint 17. Ꭽ levul 7. We should finish the scene and then take a break. famous stolen finish ൵ caben Ꭾ sider ൵ tallint Ꭾ levill cabin 2. 4. 6. 8. This play takes place in a small log in the mountains. ൶ cabbin Ꭿ syder ൶ tallent Ꭿ level ൷ ൳ ൷ ൳ 9. I amnever late for the drama club meeting. Writing Activity cabben cyder talent levall Ꭽ ൴ Ꭽ ൴ 10. Would you like to be afamous actress some day? Imagine that you are writing a play about something being 3. habet 8. stoalen 13. diever 18. spokken stolen. Write a short scene for two of the characters. Use at least Ꭾ habitt ൵ stolun Ꭾ divur ൵ spokin Define It! four spelling words in your scene. Ꭿ habit ൶ stolin Ꭿ divir ൶ spoken ൳ habette ൷ stolen ൳ diver ൷ spoaken Write the spelling words that have the same meaning as the words or phrases below. 4. ൴ nevor 9. Ꭽ razor 14. ൴ fi nesh 19. Ꭽ promiss ൵ nevur Ꭾ raser ൵ fi nish Ꭾ promise 11. Buffalo bison ൶ never Ꭿ rasor ൶ fi niche Ꭿ pramise level 12. Even with something ൷ nevir ൳ razer ൷ fi nnesh ൳ promisce cider 13. Type of apple juice 5. Ꭽ pitty 10. ൴ wiper 15. Ꭽ rivur 20. ൴ famuss 14. Taken without permission stolen Ꭾ pity ൵ wipper Ꭾ river ൵ fameus Ꭿ pittie ൶ wipur Ꭿ rivir ൶ famous 15. Sharp tool for shaving razor ൳ pitie ൷ wipor ൳ rivor ൷ faimous 16. System for fi nding airplanes radar

Ranita, the Frog Princess 591H 5 Day Grammar Grammar Articles 2Og 2Og Daily Language Introduce the Concept Teach the Concept Activities Use these activities to introduce each INTRODUCE ARTICLES REVIEW ARTICLES day’s lesson. Write the day’s activity on Present the following: Discuss with students how to the board or use Transparency 22. ■ An article is a type of adjective. recognize articles. Ask them where DAY 1 articles are found in a sentence. Ask ■ Its almost time to practice the african The following words are articles: them what an article signals. play. The mens’ parts are exciting. a, an, and the. (1: It’s; 2: African; 3: men’s) A, AN, ■ INTRODUCE USE OF AND An article comes before the noun THE DAY 2 it describes. I need to study lines in first act. I play A and the have different uses. ■ most famous nigerian ruler in history. An article signals that a noun is to Present the following: (1: the first; 2: the most; 3: Nigerian) follow. Other words may appear ■ The article the introduces a after the article and before the DAY 3 particular person, place, or thing: noun it introduces: I saw a tree. It A actor has to be smart. You need to The apple you gave me was good. know how to say a important line in was an apple tree. exactly a right way. (1: An actor; 2: an ■ The articles a and an refer to any important; 3: the right) person, place, or thing: An apple DAY 4 is a healthy snack.

Mine Sister has tallent but she has a ■ easy part. Why did they give a easiest The can be used to refer to both part to her. Im glad I have the part singular and plural nouns, but a I have. (1: My sister; 2: talent; 3: an and an can only refer to singular easy; 4: the easiest; 5: her?; 6: I’m) nouns. DAY 5 Tonight is a first night we put on the play. An large audience just makes See Grammar Transparency 106 See Grammar Transparency 107 me a actor better. (1: the first; 2: A for modeling and guided practice. for modeling and guided practice. large; 3: better actor.) Grammar Practice Book, page 135 Grammar Practice Book, page 136

&-- • Th e words a, an, and the are special adjectives called articles. • U se the with singular nouns that name a particular person, • U se a and an with singular nouns. place, or thing. • U se a if the next word starts with a consonant sound. • Use the before all plural nouns. Identify Patterns Help • Use an if the next word starts with a vowel sound. Read each sentence. Put one line under each article. Put two students discover the rules Complete each sentence by writing the correct article, a or an. lines under the noun that each article points out. a for using a and an. Write 1. Félipé was spoiled child. 1. The arrow was golden. 2. He was upset because he had lost an arrow. 2. Félipé thought Ranita was only a frog. the words in two columns. 3. The arrow had landed in a well. 3. Everyone must keep promises, even the children of kings. 4. Ranita the frog had been put under a spell. 4. Pepé feared it would be a long night. Brainstorm nouns and 5. Félipé tried to think of an excuse not to keep his promise. 5. Ranita thought Pepé would be the best husband. write the words under the 6. He had promised to give Ranita a kiss. 6. Félipé ordered Pepé to kiss the frog. 7. He was hoping it was all a bad dream. 7. Ranita was an unexpected guest. corresponding columns. 8. A wise woman had cast the spell on Ranita. 8. The servants didn’t like Félipé much. a Afterwards, help students 9. Ranita didn’t think brat like Félipé would make a 9. Vieja Sabia taught both children a lesson in manners. good husband. 10. The viceroy argued with his wife. an generate the rules. 10. Pepé’s kiss changed her from ugly frog to a beautiful 11. Ranita was actually a Mayan princess. princess. a 12. Félipé refused to go to the wedding of Ranita and Pepé. Differentiating when to use 11. Both Félipé and Ranita refused to get glass of water for Vieja Sabia. 13. The frog was hopeful for a change. a/an or the is very difficult for 12. The viceroy believed that even an important person had 14. Pepé wore a long cloak. to keep his promises. 15. The townspeople did not know the frog. students and best acquired 13. A viceroy has many things to be concerned about. 16. One guest had an overnight bag. over time through reading 14. Ranita wore an old hat that belonged to her grandmother. and writing activities.

591I Grammar

2Og 2Og 2Og ! Review and Practice " Review and Proofread # Assess and Reteach REVIEW ARTICLES REVIEW ARTICLE USAGE ASSESS Ask students to identify articles in Ask students to define articles and Use page 139 of the Grammar the Daily Language Activities. state the three examples. Have Practice Book for assessment. them explain how to decide which MECHANICS AND USAGE: USING article to use before different nouns. RETEACH A AN AND CORRECTLY Write the nouns from the Daily ■ Use a before a word if it begins PROOFREAD Language Activities and the with a consonant sound. Have students identify and correct Proofread activity on index cards. errors in the following sentences. Have students take turns coming ■ Use an before a word if it begins forward to draw a card. After with a vowel sound. 1. The play starts in a hour. (an hour) drawing a noun, the student must ■ Remember that it is the sound identify if it is singular or plural. If it is 2. The star is an good actor with that is important, not the letter. singular, he or she must also decide a fine voice. (a good) Some consonant letters are if a or an should be used in front silent: We were told it would 3. I see a entrance behind the of the noun. If correct, that student take an hour to get our meal. stage. (an entrance) then chooses another student who 4. Be sure to take the bow before must put the noun into a sentence you make a exit. (a bow; an exit) using the word the before the noun. 5. It is a honor to play before an Use page 140 of the Grammar huge audience. (an honor; a Practice Book for additional huge) reteaching.

See Grammar Transparency 108 See Grammar Transparency 109 See Grammar Transparency 110 for modeling and guided practice. for modeling and guided practice. for modeling and guided practice.

Grammar Practice Book, page 137 Grammar Practice Book, page 138 Grammar Practice Book, pages 139–140

A. Circle the letter before the sentence that uses articles correctly. • U se a and an with singular nouns. • U se a and an with singular nouns. 1. a. Frog is not allowed to eat from my plate. • U se a if the next word starts with a consonant sound. • U se a if the next word starts with a consonant sound. b. An frog is not an very clean animal. • U se an if the next word starts with a vowel sound. • U se an if the next word starts with a vowel sound. c. I would not share my dinner with a frog. • U se the with singular nouns that name a particular person, • Use the with singular nouns that name a particular person, 2. a. Mayan emperor’s daughter had spell cast on her. place, or thing. place, or thing. b. Who would have believed she was the Mayan emperor’s daughter? • Use the before all plural nouns. • Use the before all plural nouns. c. A wise woman said manners were important. 3.a.I liked the character of Pepé, the servant. Each sentence is missing two articles. Add the articles and write Rewrite each sentence in the poster below. Remember to use a, b. Pepé, the servant, is funny character. the sentences correctly. an, and the correctly. Add articles where they are missing. c. Pepé becomes an husband to Ranita. 1. Who is boy who lost golden arrow? VICEROY ELEMENTARY SCHOOL ANNOUNCES 4. a. What is moral of story? Who is the boy who lost the golden arrow? A THIRD ANNUAL ARTS AND CRAFTS SHOW! b. I enjoyed the story. c. Tell me a important event from the story. 2. Until he went to well, Félipé had never seen talking frog. show will take place on Saturday, March 28 Until he went to the well, Félipé had never seen a If you have a art project or an craft project to display, B. C ircle the letter before the article that correctly completes talking frog. please let fourth-grade art teacher know. each sentence. Gift card worth $30 will be awarded 3. Ranita asked wise woman to turn her into girl again. 5. Which of the characters did you like best? Ranita asked the wise woman to turn her into a girl to artist who wins first place. a. a again. VICEROY ELEMENTARY SCHOOL ANNOUNCES b. an c. the 4. Wife of the viceroy spoiled children. THE THIRD ANNUAL ARTS AND CRAFTS SHOW! a The wife of the viceroy spoiled the children. 6. There wasn’t happy ending for Félipé. The show will take place on Saturday, March 28 a. a 5. Cook said, “I added fl y to your soup for the frog.” b. an The cook said, “I added a fly to your soup for the If you have an art project or a craft project to display, c. the frog.” 7. Did Ranita the frog really sleep in Félipé’s bed? please let the fourth-grade art teacher know. a. a 6. Adding the fl y to soup was excellent idea. b. an Adding the fly to the soup was an excellent idea. A gift card worth $30 will be awarded c. the 7. Ranita told woman, “I was selfi sh child.” to the artist who wins first place. 8. Félipé didn’t think he had to be nice to Ranita, since she was only Ranita told the woman, “I was a selfish child.” an animal. 8. Why is boy feeding birds? a. a Why is the boy feeding the birds? b. an c. the

Ranita, the Frog Princess 591J Administer the Test (SBEF
 Weekly Reading Assessment, Passage and questions, pages 277–284

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Fluency 4ZcS\Qg Assess fluency for one group of students per week. /aaSaa[S\b Use the Oral Fluency Record Sheet to track the number of words read correctly. Fluency goal for all students: 113–133 words correct per minute (WCPM). Approaching Level Weeks 1, 3, 5 On Level Weeks 2, 4 .BDNJMMBO.D(SBX)JMM Beyond Level Week 6 Fluency Assessment

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End-of-Week Assessment End-of-Week Assessment • ELL Assessment, pages 140–141

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591K End-of-Week Assessment 591L

Ranita, Princess the Frog Additional Additional Additional Additional READING Grammar Practice Book Triumphs in the AN INTERVENTION PROGRAM page T7. page T2. VocabularyPuzzleMaker Fluency Solutions Solutions Fluency

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C 1  / Diagnostic Diagnostic www.macmillanmh.com Evaluate for Intervention. THEN... the using skills Reteach Lessons www.macmillanmh.com Evaluate for Intervention. page 140. Lessons Evaluate for Intervention. To place students students place To in the Intervention Program, use the Assessment Teacher’s Intervention Edition. 109–112 WCPM WCPM 0–108 0–2 items correct . . . . . correct items 0–2 the using skills Reteach . . . correct items 0–1 IF...... correct items 0–2 0–1 items correct . . . correct items 0–1 skills: Reteach Diagnose Prescribe VOCABULARY WORDS VOCABULARY STRATEGY Thesaurus:Antonyms 4 3, 2, 1, Items FLUENCY FLUENCY COMPREHENSION Skill: Make Judgments 8 6, 7, 5, Items SPELLING VC/V and V/CV with Words Patterns 14 13, 12, Items GRAMMAR Articles 11 10, 9, Items Approaching Level Options

Phonics

Constructive Objective Decode words with V/CV and VC/V patterns Feedback Materials • Student Book “The Frog Prince” If students are confused WORDS WITH V/CV AND VC/V PATTERNS about whether to pronounce words such as Model /Guided Practice river and diver with a long i ■ Explain that words with a Vowel-Consonant-Vowel (VCV) pattern may sound, rather than short i, point out that they have to have a short vowel sound or a long vowel sound. In a word with a long try out each pronunciation vowel sound, such as basin, the syllables are divided after the vowel. In to see which one they a word with a short vowel sound, such as cabin, the syllables are divided recognize as correct. Write after the consonant. river on the board and say: ■ Write basin on the board. Say: I see that this word has the VCV pattern. The I see that this word has the VCV pattern. The first vowel may be long or short. Let me try pronouncing the word. Is it first vowel may be long /bā sin/ or /bas in/? I recognize the first word, so the syllables are ba-sin. or short. Let me try ■ Write cabin on the board. Say: I see that this word has the VCV pattern. The pronouncing the word. Is it /rī vәr/ or /riv әr/? first vowel may be long or short. Let me try pronouncing the word. Is it I recognize the second /cā bin/ or /cab in/? I recognize the second word, so the syllables are cab-in. word, so the syllables are ■ Have students follow your model to decode the words limit and wiper. riv-er. Listen and provide constructive feedback. Repeat the routine with diver. MULTISYLLABIC WORDS WITH V/CV AND VC/V PATTERNS ■ Write the word evening on the board. Say: I see that this word has the VCV pattern: eve. The first vowel may be long or short. Let me try pronouncing Additional Resources the word. Is it /ē vәn ing/ or /ev әn ing/? I recognize the first word, so the syllables are e-ven-ing. For each skill below, ■ Have pairs of students work together to practice decoding longer words additional lessons are provided. You can use these with V/CV and VC/V patterns. Write the following words on the board lessons on consecutive days and ask student pairs to copy them onto individual index cards. Have after teaching the lessons them say each word and draw a line to divide it into syllables. Then presented within the week. have students sort the words by long or short vowel sound. • Make Judgments, T2 • Antonyms, T7 laboring rapidly helicopter liberty • Interview, T11 talented laziest punishing properly ■ Check each pair for their progress and accuracy.

WORD HUNT: WORDS WITH V/CV AND VC/V PATTERNS IN CONTEXT Decodable Text ■ Review words with V/CV and VC/V patterns. Have students search page 564 of “The Frog Prince” to find words with V/CV and VC/V pattern. Ask To help students build them to write the words and divide each word into syllables. speed and accuracy with phonics patterns, use ■ Check to see if students have found the following: favorite, over, additional decodable miserable, retrieve, promise, remind. text on page 26 of the Teacher’s Resource Book.

591M Constructive Feedback

Objective Read with increasing prosody and accuracy at a rate of 113–123 WCPM If students read dialogue Materials • index cards • Approaching Practice Book A, p. 159 without sufficient expression, encourage them WORD AUTOMATICITY to think about the character Have students make flashcards for the following words with V/CV and they are portraying. Reread the passage to them, VC/V patterns: river, finish, cider, level, famous, stolen, never, spoken, promise, exaggerating the correct talent, cabin, razor, radar, wiper, pity, limit, habit, easel, diver, bison. expression. Have students Display the cards one at a time and have students say each word. Repeat copy your expression as they echo-read each twice more, displaying the words more quickly each time. sentence. REPEATED READING Encourage students to follow along as you read aloud the Fluency &-- passage on Practice Book A page 159. Then divide students into groups Use Visual Information of three and assign each student a character’s role. Remind students that Ask students to choose the stage directions in parentheses will tell them how to act, what to do, one word from this week’s or how to deliver their lines. Stage directions should not be read aloud. vocabulary cards. Have Have student groups read the page together. them use the word in a sentence and write it at Have groups practice reading their dialogue at least three times using the top of a piece of paper. Practice Book A page 159. Give each group an opportunity to read the Then ask students to script aloud to the class. Provide constructive feedback. illustrate their sentences on the same piece of paper. When they finish, hang the TIMED READING drawings on the board. At the end of the week, have students do a final timed reading of the Have students read their passage on Practice Book A page 159. Students should sentences and share their drawings with the rest of ■ begin reading the passage aloud when you say “Go” the class. ■ stop reading the passage after one minute when you say “Stop”

Keep track of miscues. Coach students as needed. Help students record Approaching Practice Book A, page 159

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Ranita, the Frog Princess 591N Approaching Level Options

Vocabulary

Objective Identify antonyms Materials • Student Book Ranita, the Frog Princess THESAURUS: ANTONYMS Ask students to explain what an antonym is. Lead the group as they brainstorm antonyms for each of the vocabulary words that are adjectives. Review last week’s words List the antonyms on the board. Help students find each vocabulary word (snuffled, selecting, in Ranita, the Frog Princess. Ask volunteers to make new sentences using positive, consisted, the words’ antonyms. The new sentences will have the opposite meaning. peculiar, advanced) and this week’s words (cranky, (Example from the play: I get cranky when I’m hungry; New sentence with bumbling, selfish, antonym: I am happy when I’m hungry.) exasperated, specialty, famished, commotion). Have students write a Comprehension sentence for each word. Objective Analyze cause and effect Materials • Student Book “The Frog Prince” • Transparencies 22a and 22b STRATEGY EVALUATE

by Marcia Stevens Remind students that evaluating what they read can help them make judgments about the characters and events in a story.

SKILL MAKE JUDGMENTS

Explain/Model ■ Carefully look at the characters’ words and actions. Student Book, or ■ Use your experiences with people who say and do those types of things Transparencies 22a and 22b to make judgments about the characters. Display Transparencies 22a and 22b. Reread the first few paragraphs.

Think Aloud The princess does not sound like a very nice person at the beginning of the story. I will pay attention to what she does and says to see if she changes during the story.

Practice/Apply Reread “The Frog Prince” with students. Discuss the following questions and invite students to make judgments about the characters. ■ What does the frog think of the princess when he first meets her? How does the princess feel about the frog? ■ Was the prince wise to befriend the princess? Why or why not?

591O Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader Hans and Greta PREVIEW AND PREDICT Have students read the title and preview the illustrations and first two >ZOg scenes. Ask them to note the boldface words for setting, players list, )BOT
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SKILL MAKE JUDGMENTS Remind students to think about how the characters act and talk. Students should try to think about how they would describe any real person they know who acts or talks the same way.

Think Aloud At the beginning of Scene 1, Hans and Greta say that they plan to play tricks on the cat. Hans says that playing tricks is their specialty. People who like to play tricks are usually mischievous. I can add this to my Make Judgments Flow Chart.

READ AND RESPOND Finish reading Hans and Greta with students. Discuss the play. Ask: ■ What words would you use to describe Hans and Greta? Give examples from the play to explain why you chose those words. ■ Do you think the cat is as guilty as Hans and Greta? Why or why not? Work with students to revise their Make Judgments Flow Charts.

MAKE CONNECTIONS ACROSS TEXTS Invite students to compare Ranita, the Frog Princess and Hans and Greta. ■ What might have been the effect if the viceroy in Ranita, the Frog Princess were more like the grandma in Hans and Greta? ■ Compare and contrast the text features of the two plays.

Ranita, the Frog Princess 591P On Level Options

LeveledVocabulary Reader Lesson

Objective Use vocabulary words and antonyms Materials • Student Book Ranita, the Frog Princess VOCABULARY WORDS Have students create symbols for the letters of the alphabet. Each student should write questions for the vocabulary words and answer them by Student using the symbols to spell the word instead of the letters. For example, Book What is a word for very hungry? (famished) Allow students to exchange papers and try to answer the questions.

THESAURUS: ANTONYMS Remind students that antonyms are words that have opposite meanings. Have student pairs find the vocabulary words in Ranita, the Frog Princess. Then ask the partners to think of antonyms for the vocabulary words that are adjectives and write new sentences using those antonyms.

Student by Liz Ray Book Text Features

Objective Recognize interview formats Materials • Magazine articles with interviews • Student Book “Presenting the Puddlejump Players” INTERVIEW Point out the format used for an interview, such as “Presenting the Puddlejump Players.” Discuss the importance of using Q and A. Have students look at interviews in magazines. Ask them to tell who is speaking after each Q and A and to discuss other interview formats they find.

On Level Practice Book O, page 152

As I read, I will pay attention to dialogue and characters’ roles. [Dean Dragon’s kitchen. Matthew is struggling to light a 9 fire with a match under a cauldron of stew. Dean Dragon 20 steps up and lights it with his dragon breath. Priscilla uses Objective Read fluently with appropriate prosody at a rate of 113–133 WCPM 31 a large wooden spoon to stir the stew, while Matthew 41 starts chopping carrots.] 44 Princess Priscilla: (inhaling a spoonful of stew with a Materials • On Level Practice Book O, p. 159 53 look of pleasure) Mmm. That smells good already. 61 Matthew: Wait until it’s finished. It’s delicious. 68 Dean Dragon: (smiling) My vegetable stew is good, if REPEATED READING 77 I do say so myself. It’s famous among dragons. 86 Princess Priscilla: I can see why. (She smiles at Dean, 96 then goes back to stirring the stew.) I’d just like to get my Model reading the Fluency passage on page 159 of Practice Book O. 109 hands on that Knight Never-Do-Well. He woke me up in 121 the middle of the night and told me that my family was in Then divide students into groups of three and assign each student a 134 danger. So of course I came. Then when we got here, he tied 147 me to the tree and told me not to worry, he’d be back to character’s role. Remind students that the stage directions in parentheses 161 rescue me soon. I’d like to take a can opener to that shiny 174 armor of his. 177 explain how to act, what to do, or how to deliver the lines. Stage directions should not be read aloud. Have student groups read the page, Comprehension Check 1. Do you think Knight Never-Do-Well is a reliable person? Make Judgments No, because it sounds like he tricked Princess Priscilla. with each student reading his or her dialogue. 2. Do these characters enjoy working together? Why? Make Inferences Yes, the passage describes them working together while talking and smiling. During independent reading time, have groups practice reading their Number of Words Words Read – Errors = Correct Score dialogue at least three times. Give each group a chance to read aloud to First Read – = Second Read – = the class. Remind the class to applaud when each group finishes.

591Q Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader The Dragon’s Dinner

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STRATEGY EVALUATE Remind students that when they evaluate what they read they analyze information carefully and make critical judgments. Leveled Reader SKILL MAKE JUDGMENTS Review: A judgment is a reader’s opinion of the characters or events of a selection. Explain that students will fill in information in a Make Judgments Flow Chart.

READ AND RESPOND Read the first three scenes. Pause to discuss the actions of each of the characters. Then fill in the Make Judgments Flow Chart. Allow students to describe any real-life experiences that helped them make judgments about the characters. ELL Leveled Reader VOCABULARY WORDS Go to pages As they finish reading The Dragon’s Dinner, ask students to point out 591U–591V. vocabulary words as they appear. Discuss how each word is used. Ask, what does bumbling mean in the following sentence from the play: “How dare you show up here, you bumbling idiot”?

MAKE CONNECTIONS ACROSS TEXTS Invite students to draw connections between The Dragon’s Dinner and Ranita, the Frog Princess. ■ Ask students how the main characters are similar and different. ■ Have students compare the way that each writer shows negative qualities in characters.

Ranita, the Frog Princess 591R Beyond Level Options

Vocabulary I Love the Look of Objective Make a crossword puzzle using vocabulary and content vocabulary words Words EXTEND VOCABULARY Have students create a crossword puzzle containing the week’s vocabulary and content vocabulary words. Challenge students to add other words to their puzzles. They should write a clue for each word, giving the word’s meaning or a sentence with a blank space for the word. Have partners exchange and solve the puzzles. Ask students to check the spelling of Student Book each word.

&-- Text Features

Partner Interviews Have Objective Use the interview format to rewrite a magazine article students write ten Materials • Student Book “Presenting the Puddlejump Players” • magazine articles interview questions about a person’s interests to ask INTERVIEW another student. Then pair Review “Presenting the Puddlejump Players.” Point out that the Q and A students with partners and notations in an interview are similar to the character names written beside have students interview each other. When the the lines in a play. The text after the Q tells exactly what the person asked. interviews are finished and The text after the A tells exactly how the person answered. the answers are recorded, Have students look through magazine articles and choose one to rewrite ask students to write out the interview in the Q- and- in the form of an interview. Students will write the information they find A format. in the article in the question-and-answer format. The magazine article may not give exact questions or answers. Encourage students to think about what questions the writer may have asked and what answers might have led to the information in the article.

Beyond Practice Book B, page 159

As I read, I will pay attention to dialogue and characters’ roles. [Enter Rafael and Pauline from opposite sides of the stage. Rafael is Objective Read fluently with appropriate prosody at a rate of 123–133 WCPM 12 carrying a soccer ball under his arm and a math test in his hand. 26 Pauline is carrying an armful of books.] Materials • Beyond Practice Book B, p. 159 33 Rafael: (smiling and waving a math test) Hey, Pauline! I got an “A” on 47 my math test. Thanks for your help! 54 Pauline: (peers over the top of the books she’s holding) Good job! And READERS’ THEATER 67 guess what? I got an “A” on the French test. 77 Rafael: (takes some of her books) That’s great! Why don’t we 88 celebrate? We could go to the park and kick a soccer ball around. Encourage students to follow along as you read aloud page 159 of 101 Pauline: No thanks. I have rehearsal for Sleeping Beauty tonight and I 113 need to fi nish my homework. Why don’t we just study? 123 Rafael: (exasperated) You know what? You still haven’t learned how to Practice Book B. Then divide students into groups of three and assign 134 have any fun. 137 Pauline: Yeah? Well, you’re just a silly boy. [Rafael and Pauline glare each student a character’s role. Remind students that the stage directions 149 at one another. Enter a man in a suit holding a cell phone.] 162 Man in Suit: (to Rafael) Excuse me, your highness. The king wishes to in parentheses tell them how to act, what to do, or how to deliver their 175 speak to you. 178 Rafael: (taking the cell phone and speaking into it) Dad? 188 lines. Stage directions should not be read aloud. Have student groups read Comprehension Check the page, with each student reading his or her lines and following the 1. Did Pauline make the right decision to choose homework over relaxing? Why or why not? Make Judgments Responses will vary. stage directions. If time permits, have students perform for the class. 2. What clues suggest that if Rafael and Pauline can stop arguing, they might make a good team? Draw Conclusions Pauline helped Rafael with his math test. Rafael helped Pauline with her French test. Both received good scores. Number of Words Words Read – Errors = Correct Score First Read – = Second Read – =

591S Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader Sleeping Beauty and the Prince of Andequesta >ZOg PREVIEW AND PREDICT 4MFFQJOH
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VOCABULARY WORDS Have students pay attention to vocabulary words as they come up. Review definitions as needed. Ask, What does commotion mean in this line from the play: “What’s all the commotion about?”

Self-Selected Reading

Objective Read independently to make judgments Materials • Leveled Readers or informational trade books at students’ reading level READ TO MAKE JUDGMENTS Invite students to choose a book for independent reading and enjoyment. Remind them to use personal criteria such as interests, favorite author, recommendations from other students, or genre. As they read, have them write down important details about the main character in the story. Ask students to use their notes to create a character profile. Have them describe the characters and how and why they change. Using their profiles, encourage students to compare the characters to those in this week’s selections, specifically telling which characters they respect and which characters they do not like. Remind students to give evidence from the selections to support their judgments.

Ranita, the Frog Princess 591T English Language Learners

Academic Language 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 BSQV\]Z]Ug to increase their language proficiency and comprehension of content and For additional language instructional words. support and oral language development, use the lesson at www.macmillanmh.com Strategies to Reinforce Academic Language

■ 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.

Academic Language Used in Whole Group Instruction

Content/Theme Words Skill/Strategy Words Writing/Grammar Words

playwrights (p. 562) make judgments (p. 565A) descriptive poster (p. 590)

interview, interviewer, interviewee musical composition, lyrics (p. 563) word choice (p. 590) (p. 586)

director (p. 586) captions (p. 586) precise words (p. 590)

roles (p. 586) diagrams (p. 586) tone (p. 591BI)

audition (p. 586) charts (p. 586) articles (p. 591I)

casting (p. 586) graphs (p. 586) singular and plural nouns (p. 591I)

rehearse (p. 586) tables (p. 586)

introductory paragraph (p. 586) 591U Play ELL Leveled Reader Lesson Dragon Objective Stew • To apply vocabulary and comprehension skills 0ST]`S@SORW\U by Rebecca Motil illustrated by Liz Callen Materials DEVELOP ORAL LANGUAGE • ELL Leveled Reader Build Background Ask students to discuss the last time they saw a play. Where was it performed? Who 3::#2Og>ZO\\S` put it on? What were the characters? Explain that the DAY 1 • Academic Language book they are going to read next is a play. • Oral Language and Vocabulary Review Review Vocabulary Write the vocabulary and DAY 2 • Academic Language story support words on the board and discuss the meanings. Use each • ELL Leveled Reader word in a sentence. Use words or expressions with similar meaning to explain new vocabulary. Rub your stomach and say I did not have breakfast DAY 3 • Academic Language this morning. I’m so hungry! I’m starving! I’m famished! • ELL Leveled Reader DAY 4 PREVIEW AND PREDICT • Academic Language • ELL Leveled Reader Point to the cover illustration and read the title aloud. Look at the Table of Contents and read the setting and characters. Ask students to make a DAY 5 • Academic Language prediction: What do you think this play will be about? • ELL Leveled Reader Comprehension Set a Purpose for Reading Show the Make Judgments Flow Chart and Check and Literacy Activities remind students they have used it before. Ask students to make a similar chart to record actions and judgments from the play and summarize it.

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Choose from among the differentiated strategies below to support students’ reading at all stages of language acquisition.

Beginning Intermediate Advanced Shared Reading Have Read Together Assign roles Independent Reading small groups read different and read the first scene. Assign roles and have characters’ parts. Read aloud Model identifying actions students read and present 'RADEs%,,4%!#(%23'5)$% and model how to identify and judgments in the play. the play in groups. After 3\UZWaV actions and judgments. Begin filling in the chart. Help reading, ask them to identify :O\UcOUS :SO`\S`a Model filling in the chart as students identify actions and actions and judgments and you read. judgments and continue filling fill in the chart. in the chart after each scene.

/TbS`@SORW\U -ACMILLAN-C'RAW (ILL ELL Teacher’s Guide Remind students to use the vocabulary and story words in their whole for students who need group activities. additional instruction

Ranita, the Frog Princess 591V