The document provides instructions and prompts for students to practice reading skills. It includes directions for students to read passages aloud with partners and pay attention to punctuation. It also has students analyze the main idea and key details of the story "Stone Soup" by filling in a graphic organizer.

1. Student’s
will need a
thesaurus.
Reading
book and
journal.

2.  What things are more fun to do with someone
else than alone?
 Write about something you can do alone or
with someone else. Tell which way you like
better.
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3.  Why might you read a poem more than once?
 to enjoy it again
 to practice fluency
 I am going to reread the poem “Share
Because”. Follow along as I read. Then you
will practice reading it fluently and
expressively with partners.
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4. T325 transparency R61

5.  stripe, script, strike, scrub
 Remember to blend the sounds of the
consonants str and scr when reading these
words. I want you to read the words to your
partner and make a sentence for each one.
 str ing, spr ing These words are
almost the same, except for the second letter.
 Str ay and spr ay follow the same pattern, as
do str ain and spr ain.
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6.  We can use what we know about three-letter
blends to read any word, even nonsense words. I
want you to help me read the following nonsense
words. A good way to attack unfamiliar words is to
break them into parts you know. We will read the
blend, then the rest of the word, and finally we will
put the parts together.
 1. spr iff, 2. spr ell, 3. scr obe, 4. spr aw, 5.spr oy,
6. scr uzzle, 7. spr ook, 8. scr ent, 9. spr ale
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7. • Good readers
• do not rush when they read aloud
• pay attention to punctuation
• pay attention to the meanings of the
words to help them read
expressively.
• pause slightly when they see a
comma and pause longer when they
see a period.
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8. • I will read part of “Stone Soup” aloud. I will not
read too fast or too slow. I’ll pay attention to the
punctuation marks to know when and how to
pause, how to read a character’s words, and
when to read questions or exclamations.
• Turn to page 258 and follow as I read aloud.
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9.  I want you to read page 258 with your partner. I
want you to read at a proper pace and pay
attention to punctuation marks. Let’s find
places in the story where the characters use
dialogue, or their own words. When we come
to dialogue, we should read with stronger
expression.
 Read page 258 with your partner. (go to next
slide.)

11.  Choose your favorite page from “Stone Soup”
to read with your partner. You may read only
the first half of the page if it is long. Remember
to be a good reader and pay attention to
punctuation.
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12.  You can often discover the main idea of a
selection by thinking about what happens in the
beginning, in the middle, and at the end.
 We will revisit “Stone Soup” to discover the
main idea of the story.
 We will also fill in a graphic organizer to help us
with our ideas.
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13.  On page 258, the monks decide to find out what makes people
happy. What does this detail tell you about the main idea?
 The story is probably about how to find happiness.
 On page 266, each villager is giving what he or she has. The
next person gives even more. How does this detail add to the
main idea?
 Seeing others gain happiness from sharing encourages others.
 On page 271, the villagers tell the monks, “With the gifts you
gave given, we will always have plenty. You have shown us that
sharing makes us all richer.” How does this detail help explain
the main idea?
 It shows that the villagers have learned that sharing can bring
happiness.
 We will put these ideas into a graphic organizer to help us better
understand the main idea and three important details.
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14. Main Idea
Sharing brings
happiness.
Detail Detail
Detail
Three monks want
to find out what
makes people
happy.
As each villager
gives, others want
to give more.
The villagers have
learned that sharing
can bring happiness.

15.  Books such as dictionaries, thesauruses,
atlases, and encyclopedias are reference
sources that they can use when locating
information for a report or an essay. All of
these materials are also available on the
Internet. Books, maps, charts, and
photographs are other useful reference
materials.

16.  We will explore a thesaurus today. A thesaurus
can help readers locate synonyms. Synonyms
may be listed as a word or phrase. A thesaurus
may have more than one entry for a word.
Some words may be listed as a noun, a verb,
and an adjective.

17.  Thesauruses are organized alphabetically, in the same
way that dictionaries are organized. The words listed
after an entry are synonyms for the entry word. They,
too, are listed alphabetically. A thesaurus may also list
antonyms for the entry word.
 Let’s work with the word happy .
 A thesaurus can help you find more exact or interesting
words to use in your writing.
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18. T330

19.  Look up these words in a thesaurus. Write
down one synonym for each word.
 walk
 sleepy
 angry
 leader
 friend
Extra support page 74

20. SE274-275 T332-333
A legend is a story passed
down through he years.
Features of legends include…
Based on fact, but includes made-up parts
A main character with exaggerated accomplishments

21. SE274-275 T332-333

22.  What is the main idea of the legend?
 Johnny Appleseed left his mark on America by
carrying apple trees to the western part of the
country.
 What would you like to say to Johnny
Appleseed?
 How can you tell that this is a legend?
 Johnny’s real name is given, so the story is
based on fact. We don’t know how much else
is true.
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23.  dense : Does the group of desks in this
classroom look dense ?
 If something is very heavy, do you think
it is dense ? Why or why not?
 reaction : If someone tickles your foot,
what is your reaction ?
 What is the reaction of ice to heat?
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24.  ingredients : What are some of the
ingredients in pancakes?
 What ingredients would you use to make
a sandwich?
 momentum: If everyone copied your
yellow shoelaces, would your idea have
momentum?
 If your school collected pennies for charity,
how could the idea gain momentum?
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25.  famine : How would most people
feel if they are in the midst of a
famine ? Would you rather live
through a famine or go to a
banquet? Why?
 generous : How might a person
show that he or she is generous ?
Do you think you are generous ?
Why or why not?
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26. • gaze : If you gazed at something for an hour,
do you think you would have memorized what it
looks like? Why or why not?
• Would you be likely to gaze at a stranger if he
or she could see you? Explain.
• agreeable : Do you think that hanging upside
down from a tree for an hour is an agreeable
thing to do? Why or why not?
• Would scrambled eggs be an agreeable meal
to you? Explain.
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27. • Banquet : What kind of clothes would you like
to wear to a banquet ?
• What might you do at a banquet ?
• Curiosity : Would a tree growing in the middle
of your living room be a curiosity ? Why or
Why not?
• Do you think that people with green hair are a
curiosity ? Why or why not?
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28. farmer carrots
 1. The farmers grew carrot in her
field.
S boy
 2. she gave the carrots to a boys.
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29.  The following words are plural nouns (They name more
than one.): carrots, homes, boys, cakes, mountains.
 Each of these plural nouns is formed by adding an –s to
the singular form.
 I want you to help me make the following singular nouns
plural. 1. monk; 2. lunch; 3.fox; 4. lady; 5. wish; 6.
potato
 1. monks ; 2. lunches ; 3. foxes ; 4. ladies ; 5.wishes ; 6.
potatoes
 Remember the rules for making nouns plural: if the
word ends in ch, x, sh. or a vowel , you add –es ; if
the word ends with y, change the y to i and add –
es.
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30.  With your partner, create a list of 8 plural
nouns. Then work together to create sentences
with at least 4 of your plural nouns. We will
share in 5 minutes.
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31.  We are going to use our prewriting information
from yesterday to write a first draft of a
summary.
 Remember that a good summary includes:
 The main idea and key details of a passage
 Uses words that will help readers understand the
exact meaning of a passage
 Uses strong, exact language.
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32.  I will read aloud the first and last pages of
“Stone Soup.”
 At the beginning of the story, the monks want
to find out what makes people happy. In the
end of the story, they learn that sharing brings
happiness. Should this information be included
in a summary of “Stone Soup”?
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33.  I want you to use the list of ideas and facts
from yesterday to create a summary paragraph
of the story you chose. Remember to use
strong, exact words in your summary.
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