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Theme
5
160
THEME 5:
Voyagers
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EXTRA SUPPORT LESSONS FOR
Voyagers
Selections
1 Across the Wide Dark Sea
2 Yunmi and Halmoni’s Trip
3 Trapped by the Ice!
THEME 5:
Voyagers 161
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THEME 5/SELECTION 1
Across the Wide Dark Sea
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Suffixes -less and -ness
Warm-Up/Academic Language.
Objective
• read words with the suffixes -less
and -ness
Materials
• Teaching Master ES 5-1
• Practice Master ES 5-1
• word cards: coolness, freshness,
hardness, shapeless, stillness,
wireless
• Anthology: Across the Wide Dark
Sea
Explain that suffixes are added to the end of words and change
their meaning. Tell them that the suffix -less means “without,”
and the suffix -ness means “state of being.” Explain that adding
-ness to a word changes an adjective (a describing word) into a
noun.
Teach.
Write joy and joyless on the board. Circle the suffix -less, and tell students that it means “without” so joyless means without joy.
Tell students,“My muscles feel tight.” Write tight on the board. Then say,
“There is tightness in my muscles.” Write tightness on the board and circle the suffix -ness. Explain that -ness means “state of being” so tightness
means state of being tight.
joy
tight
joyless
tightness
Get Set for Reading
CD-ROM
Across the Wide Dark Sea
Copy the chart onto the board or chart paper.
Education Place
Base Word + Suffix =
New Word
Definition of New Word
www.eduplace.com
Across the Wide Dark Sea
sleep
+ less
=
sleepless
without sleep
motion
+ less
=
motionless
without motion
Audio CD
sharp
+ ness
=
sharpness
state of being sharp
Across the Wide Dark Sea
Audio CD for Voyagers
black
+ ness
=
blackness
state of being black
Ask students to identify the base word and suffix in the new word
Lexia Phonics
CD-ROM
Intermediate Intervention
sleepless. Record their answers in the Base Word and Suffix columns.
Guide students to use the suffix and the base word to define sleepless.
Record the definition in the right column.
Repeat the procedure for motionless, sharpness, blackness.
162
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Voyagers
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Distribute word cards coolness, freshness, hardness, shapeless, stillness,
Teaching Master ES 5–1
wireless to students, and have them use scissors to cut the base word
from the suffix. (cool/ness, fresh/ness, hard/ness, shape/less,
still/ness, wire/less) Tell them to use the meanings of the suffix and the
base word to write a definition for the word.
Teaching Master ES 5–1
Across the Wide Dark Sea
Suffixes -less, -ness
Have students share their words and definitions with the group.
Guided Practice.
Display or distribute Teaching Master ES5-1, and read the advertisement with students.
or -ness ending.
Help them underline these words, read them, and identify the suffix.
Copyright © Houghton Mifflin Company. All rights reserved.
Feel the softness of the sand under your feet.
Smell the sweetness of the gentle ocean breeze.
Here at Happiness Island Resort, you can enjoy
golf, tennis, swimming, and more. Your choices
are endless. Let us treat you with the kindness
you deserve! Our rooms are large and spotless.
Have students raise their hands every time they hear a word with a -less
Come visit us.
Grade 3
TMES 5–1
Theme 5: Voyagers
Practice/Apply.
Distribute Practice Master ES5-1 to students, and review the directions.
Practice Master ES 5–1
Have them complete the Practice Master independently.
Practice Master ES 5–1
Check students’ understanding of the suffixes –less and –ness as they
Across the Wide Dark Sea
Name
read and explain their answers.
Suffixes -less, -ness
Fill in the missing parts to make the word in bold face.
1. Can you see in the darkness?
dark +
LITERATURE FOCUS:
10–15 MINUTES
ness
= darkness
2. The bike is useless.
use +
less
=
useless
3. In space, a person is weightless.
Preview Across the Wide Dark
weight
care
Sea Segment 1
+
less
careless
=
sad
+
ness
sadness
=
Add -less or -ness to complete each sentence.
6. Don’t be afraid of the harm less
Copyright © Houghton Mifflin Company. All rights reserved.
with students Segment 1 of Across the Wide Dark Sea (pages 156–165).
pages 161 and 164.
weightless
5. A feeling of sadness can bring tears.
Refer to the bottom of page 157 in the Teacher’s Edition, and preview
Note the suggestions in the Extra Support boxes on Teacher’s Edition
+ less =
4. Dee was careless and broke the dish.
SELECTION 1:
7. Junk is worth less
bug.
.
8. Thank you for your kind ness
.
9. The runner has some stiff ness
10. The sky looks black on a moon less
Grade 3
Theme 5: Voyagers
in his leg.
night.
PMES 5–1
Across the Wide Dark Sea
163
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THEME 5/SELECTION 1:
Across the Wide Dark Sea
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Making Inferences
Warm-Up/Academic Language.
Objective
• use story details and life
experiences to make inferences
about story characters and
events
Materials
• Teaching Master ES5-2
• Practice Master ES5-2
• Anthology: Across the Wide Dark
Sea
Tell students that authors do not explain everything in a story.
Readers must combine story clues with their personal experiences to make inferences (reasonable guesses) about characters and events.
Teach.
Read this situation.
It was the night before Max’s birthday. He had been waiting
three months for his birthday. Max couldn’t sleep. He could
only think about riding ponies and opening presents in the
morning.
Copy the chart on the board or chart paper.
How does Max feel about his birthday?
Story Clues
What I Know
night before his birthday;
Children get excited about
waiting three months for his
birthdays.
birthday; couldn’t sleep because
Children sometimes can’t sleep
he thinks about ponies
if they are too excited about
and presents
something.
Inference
Max is excited and anxious about his birthday.
Have students identify story clues about Max’s feelings. Record them in
the left column. Have students share what they know concerning children’s feelings about birthdays. Record them in the right column.
164
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Voyagers
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Ask students to combine story clues with their personal knowledge of
Teaching Master ES 5–2
children’s birthdays to make inferences about Max’s feelings. Record them
in the Inference row.
Teaching Master ES 5–2
Across the Wide Dark Sea
Making Inferences
Guided Practice.
Display or distribute Teaching Master ES5-2, and discuss the illustration
Dearest Mama,
Every day, I remember how we hugged and shed
tears together. That was one long month ago. My
journey is over at last. I am living with Aunt Teresa
and Uncle Thad in the big city of Chicago. I have
enclosed a card showing a street scene. You can
see that Chicago is a busy place.
with students.
Read the letter with students, and have them listen for clues about
Do not worry about me. I will soon have work.
Then I will begin saving so that you can join us.
Sonya’s feelings.
With love from your daughter,
Sonya
Guide students to use story clues and personal experiences to make
Copyright © Houghton Mifflin Company. All rights reserved.
inferences about Sonya’s feelings.
Help students decide when the letter might have been written.
Practice/Apply.
Distribute Practice Master ES5-2 to students, and go over the directions.
Grade 3
TMES 5–2
Theme 5: Voyagers
Tell students to complete the Practice Master independently.
Practice Master ES 5–2
Check students’ understanding of inferences as they share their answers
Practice Master ES 5–2
with the group.
Across the Wide Dark Sea
Name
Making Inferences
Read about Jim’s journey.
LITERATURE FOCUS:
The bus pulled out of the station. Jim’s heart beat fast.
He had never traveled alone. He waved good-bye to his
grandparents. “The bus will be in Davison in two hours,”
Jim told himself. He checked his watch. Jim pictured his
father waiting for the bus in Davison. “Two hours will be
over in no time,” Jim said.
10–15 MINUTES
Preview Across the Wide Dark
Sea Segment 2
Answer each question. Sample responses:
1. How does Jim feel? Write at least two descriptions.
Refer to the bottom of page 157 in the Teacher’s Edition, and preview
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 161, 168, 169, and 176.
Copyright © Houghton Mifflin Company. All rights reserved.
with students Segment 2 of Across the Wide Dark Sea (pages
166–177).
worried, nervous, or scared
2. What story clues helped you figure out how Jim feels?
SELECTION 1:
Write at least two clues. His heart beat fast. He had
never traveled alone.
3. What do you know that helped you figure out how Jim
feels? Write at least one sentence. I know that if I
were traveling alone for the first time, I would
feel nervous or scared.
Grade 3
Theme 5: Voyagers
PMES 5–2
Across the Wide Dark Sea
165
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THEME 5/SELECTION 1:
Across the Wide Dark Sea
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Suffixes -less and -ness
Teach.
Remind students that suffixes are word parts that are written after a
Objectives
• identify words that contain the
suffixes -less and -ness
• define meanings for words
containing the suffixes -less
and -ness
base word. Give each student two index cards containing the suffixes
-less or -ness. Tell students that they are going to use these suffixes to
make new words from base words. Direct them to hold up their card
(or cards) when they see a base word that their suffix will work with.
Write hope on the chalkboard or chart paper. Ask, What word part can
Materials
• Anthology: Across the Wide Dark
Sea
combine with hope to make a new word? Wait for students holding
the -less suffix to hold up their cards. Use colored chalk or marker to
add the suffix -less to the base word hope. Ask, What is this word? Wait
for a choral response.
Continue this procedure using the following words:
help (helpless)
end (endless)
sick (sickness)
fearful (fearfulness)
hopeful (hopefulness)
Explain to students that the suffix -less means without, and the suffix
-ness means the state of being. Have students define the words above,
helping them as necessary.
Remind students that when we add suffixes, we change the meanings of
the base words.
Tell students they are going to use what they know to decode words
having the suffixes -less and -ness.
166
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Voyagers
42593_162-191 8/7/03 10:49 AM Page 167
Practice.
Go back to the story Across the Wide Dark Sea. Reread the list of words
on page 166. Have students find an example of when people in the
story might have experienced the feeling of helplessness. (during the
storms) Continue through the other words in the list, having students
locate one or more examples from the story for each word.
Ask, What does the suffix -less mean? (without) Say, Tell me some words
containing -less. Write the words on chart paper. Repeat the procedure with the meaning for -ness (the state of being) and words containing that suffix. Return to the words written on the chart paper.
Point to a specific word and call on a student to give a definition for
that word. Continue until each student has a turn.
Apply.
Have students write sentences using words with -less and -ness. Direct
them to use words from the list you created together. Remind them to
think about the meanings of the words as they write them. Have them
exchange papers and underline the words with the suffixes -less and
-ness.
LITERATURE FOCUS:
10–15 MINUTES
Review Across the Wide Dark
Sea
Guide students through the Comprehension Skill Lesson for Making
Inferences on page 175 of the Teacher’s Edition.
SELECTION 1:
Across the Wide Dark Sea
167
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THEME 5/SELECTION 1:
Across the Wide Dark Sea
SKILL FOCUS: GRAMMAR
25–30 MINUTES
Subject Pronouns
Teach.
Write the following sentences on the chalkboard:
Objectives
• replace subject nouns with
subject pronouns in the story
• write sentences with subject
pronouns
The girls play soccer.
They play soccer.
Read each sentence aloud. Underline the word they in the second sen-
Materials
• Leveled Reader: The Golden Land
tence. Explain to students that the word they is a pronoun that takes
the place of the noun subject in the first sentence. Identify for students
other pronouns that can be used as subjects, for example, I, you, she,
he, it, and we.
Have students work in pairs. Give each pair five index cards on which to
write the subject pronouns she, he, it, they, and we. Tell students that
you will say some sentences aloud. Ask them to listen carefully and
identify the subject of the sentence. Tell each pair to hold up the index
card that has the pronoun that can replace the subject. Read the following sentences aloud, or make up your own.
The boys rode bikes. (They)
Hope and I watched TV. (We)
The bird caught a worm. (It)
Antonio wrote a poem. (He)
Yolanda ate pizza. (She)
The bug has green wings. (It)
168
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Voyagers
42593_162-191 8/7/03 10:50 AM Page 169
Practice.
Repeat the activity from the bottom of page 168, using sentences from
Across the Wide Dark Sea. Have students follow along in the story
with you. After each sentence you read, ask student pairs to hold up
the index card with the pronoun that can replace the subject of the
sentence. Some examples from the story include the following:
Page 159:“My father was waving to friends on shore.” (He) “Our family
was luckier than most.” (It)
Page 161:“My mother and brother were seasick down below.” (They)
Page 165:“Could our ship survive another storm?” (It)
Page 166:“Our long journey was over.” (It)
Summarize with students by asking the following questions: What
words are subject pronouns? (I, he, she, they, we, it, you) What does
a subject pronoun do? (replaces the noun subject in a sentence)
Apply./
Have students write sentences of their own that contain the subject
pronouns I, he, she, we, they, it, and you. When they are done, have
students exchange papers. Students can then underline the subject
pronouns in their partner’s sentences. Then have them give the papers
back so that each partner can check to see if the underlining is
correct.
LITERATURE FOCUS:
10–15 MINUTES
Preview The Golden Land
Walk students through The Golden Land, and discuss the illustrations
using words from the story such as travelers and healthy.
Have students use the picture clues on pages 5 and 10 to predict what
will happen in the story.
SELECTION 1:
Across the Wide Dark Sea
169
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THEME 5/SELECTION 1:
Across the Wide Dark Sea
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Making Inferences
Teach.
Read the following story:
Objective
• use personal knowledge and
understanding to make inferences
Materials
• Anthology: Across the Wide Dark
Sea
• Leveled Reader: The Golden Land
Jake stood on the riverbank. He cast his fishing line into the deep
water. He had been trying to catch a fish for many hours. Alexandra
and Zachary laughed as they watched Jake throw the line into the
water one more time.
Ask, What kind of person is Jake? (patient, hard-working) How do you
think Alexandra and Zachary feel about Jake’s efforts to catch a
fish? (They think he is wasting his time and will not catch anything.)
Explain that authors don’t tell readers everything. Readers must fill in
the information by using word clues and what they already know along
with picture clues when they are present. Readers make inferences
about the characters and events in the story.
Practice.
Ask students, What are the three types of clues you can use to make
inferences? (picture clues, word clues, and what we know) Make a
chart like the one below on the chalkboard or on chart paper.
Picture clues
Word clues
What we know
Use the following examples from Across the Wide Dark Sea to fill in the
chart.
Picture clue: “Tears streamed down my mother’s face, yet she was
smiling.”
Word clue: Land had been sighted. The trip was over. It had been difficult.
What we know: People sometimes cry when they are happy.
170
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Voyagers
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Apply.
Have students make inferences, with an eye to using picture clues, word
clues and what they know as they read the Leveled Reader selection
The Golden Land by Lee S. Justice. Ask students to complete the questions and activity on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit Across the Wide Dark
Sea and The Golden Land
Review with students Across the Wide Dark Sea and The Golden Land,
and have them use story clues such as clothing and transportation
methods to guess when each story takes place. Also, help them look
for -less and -ness suffixes such as helpless, endless (Across the Wide
Dark Sea, pages 161 and 165), and sickness (The Golden Land,
page 10).
SELECTION 1:
Across the Wide Dark Sea
171
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THEME 5/SELECTION 2
Yunmi and Halmoni’s Trip
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Possessives
Warm-Up/Academic Language.
Objective
• read singular and plural possessives
Materials
• Teaching Master ES5-3
• Practice Master ES5-3
• word cards: cats’ park, children’s
school, dog’s ball, fish’s tank,
snakes’ desert, turtle’s shell
• Anthology: Yunmi and Halmoni’s
Trip
Explain to students that an apostrophe can be used to show that
something belongs to a person, animal, or thing. Tell them that
with most singular nouns, an apostrophe s is used to show ownership. Point out that for plural nouns ending in s, only an apostrophe is added after the s to show possession.
Teach.
Hold a pencil, and say “teacher’s pencil.” Write teacher’s pencil on the
board, and circle the apostrophe s. Tell students that it is another way
of saying “the pencil that belongs to the teacher.”
Point to the classroom, and say “students’ classroom.” Write students’
classroom on the board, and circle the s apostrophe. Tell them that it is
another way of saying “the classroom belongs to the students.”
Copy the chart.
Possessive Phrase Meaning of the Phrase
Get Set for Reading
CD-ROM
dolphin’s nose
the nose belongs to the dolphin
Yunmi and Halmoni’s Trip
bears’ river
the river belongs to the bears
girl’s home
the home belongs to the girl
plants’ soil
the soil belongs to the plants
Education Place
www.eduplace.com
Yunmi and Halmoni’s Trip
Audio CD
Yunmi and Halmoni’s Trip
Audio CD for Voyagers
Lexia Phonics
CD-ROM
Intermediate Intervention
172
THEME 5:
Voyagers
Have a student read the possessive phrase in the left column. Ask students to decide what the phrase means, and record it in the right
column.
Repeat the procedure for the second, third, and fourth phrases.
42593_162-191 8/7/03 10:53 AM Page 173
Distribute word cards cats’ park, children’s school, dog’s ball, fish’s
Teaching Master ES 5–3
tank, snakes’ desert, turtle’s shell to students, and have them circle the
apostrophe s or s apostrophe. Ask them to write what their possessive
phrase means (cats’ park: park belongs to the cat, children’s school:
school belongs to the children, dog’s ball: ball belongs to the dog,
fish’s tank: tank belongs to the fish, snakes’ desert: desert
belongs to the snake, turtle’s shell: shell belongs to the turtle).
Teaching Master ES 5–3
Yunmi and Halmoni’s Trip
Possessives
me to Try
It's Ti
JACK'S
ogs
Hot D
E
HOMEMADE
MA'S
PI
MA
BREAKFAST PLAC
H'S
TIS Home of Cedarville's
E
Have students share the meanings of their possessive phrases with the
group.
B IG
Three Families'
Yard Sale,
Saturday 9 to 3
Guided Practice.
Display or distribute Teaching Master ES5-3, and read the signs with
GE S T M U F FIN S
Men's Coats
Copyright © Houghton Mifflin Company. All rights reserved.
Children's
Clothing
students.
GARDENER'
S SUPPLIE S and TOOLS
Ask students to clap every time they see words with apostrophes.
Grade 3
TMES 5–3
Theme 5: Voyagers
Have them underline these words, and decide whether the apostrophe
signals ownership (possessive) or missing letters (contraction).
Have students explain what the possessive phrases mean.
Practice Master ES 5–3
Practice Master ES 5–3
Practice/Apply.
Distribute Practice Master ES5-3 to students, and go over the directions.
Yunmi and Halmoni’s Trip
Name
Possessives
Fill in the missing word so that the sentences
have the same meaning.
Instruct students to complete the Practice Master independently.
Example:
The cats’ yarn is tangled. The yarn of the
cats
is tangled.
Check students’ understanding of forming possessives as they share their
answers with the group.
3. The children’s library is open.
children
The library for
4. Isn’t that Bess’s dog?
Isn’t that the dog owned by
10–15 MINUTES
Preview Yunmi and Halmoni’s
Trip Segment 1
Mom
is old.
?
is open.
Bess
?
Write each sentence again. Use an apostrophe to show
possession.
Copyright © Houghton Mifflin Company. All rights reserved.
LITERATURE FOCUS:
uncle
1. My uncle’s car is old. The car of my
2. Where are Mom’s keys?
Where are the keys belonging to
Refer to the bottom of page 189 in the Teacher’s Edition, and preview
Example:
The tail of the cat is black.
The cat’s tail is black.
.
5. Have you seen the coat belonging to Fred?
Have you seen Fred’s coat?
6. The fur of the kittens feels soft.
The kittens’ fur feels soft.
7. The face of a puppy is cute.
A puppy’s face is cute.
Grade 3
Theme 5: Voyagers
PMES 5–3
with students Segment 1 of Yunmi and Halmoni’s Trip (pages
188–199).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 193, 194, and 198.
SELECTION 2:
Yunmi and Halmoni’s Trip
173
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THEME 5/SELECTION 2:
Yunmi and Halmoni’s Trip
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Predicting Outcomes
Warm-Up/Academic Language.
Objective
• use story details and personal
knowledge to predict what
characters might do in new
situations
Materials
• Teaching Master ES5-4
• Practice Master ES5-4
• Anthology: Yunmi and Halmoni’s
Trip
Explain to students that figuring out how characters might act in
new situations is called predicting outcomes. Tell them that they
can use story details and their personal knowledge to predict
what will happen in a story.
Teach.
Read the situation to students, and have them listen for story details that
tell what will happen next.
Hannah is so excited because she has been invited to play at
Betsy’s house for the first time. When Hannah arrives, she
sees Betsy up in a tree house. Betsy shouts to Hannah,“Climb
up and play.”
“I am afraid of high places, but I also want Betsy to like me,”
Hannah says to herself.
Copy the chart on the board or chart paper.
Predicting Outcomes: What Will Hannah Do Next?
Story
Detail
Hanna is excited.
+
Personal
Knowledge
Predicted
Outcome
+ Sample Responses: = Sample Responses:
Betsy says climb up.
I climb trees.
Hannah is afraid.
I am afraid of high
places.
Hannah wants Betsy
to like her.
=
I listen to my friends.
Hannah climbs the tree to
please Betsy.
Hannah tells Betsy that
she is afraid of high
places.
Have students identify story details that give information about what
Hannah will do next. Record them in the left column. Ask students to
share personal experiences that relate to Hannah’s decision. Record
them in the middle column.
Ask students to combine story details with their personal knowledge to
predict the outcome. Record them in the right column.
174
THEME 5:
Voyagers
42593_162-191 8/7/03 10:54 AM Page 175
Teaching Master ES 5–4
Guided Practice.
Display or distribute Teaching Master ES5-4, and discuss the
Teaching Master ES 5–4
illustration.
Yunmi and Halmoni’s Trip
Predicting Outcomes
Read the story with students, and guide them to identify story details
relating to Dad and Lars’ decision.
Have students use story details and personal knowledge to predict
where Dad and Lars will go first.
Practice/Apply
Distribute Practice Master ES5-4 to students, and go over the directions.
The trolley passed by the science museum.
There was a huge statue of a dinosaur by the
entrance. “Dinosaurs!” Lars gasped. He loved
learning about dinosaurs.
Tell students to complete the Practice Master independently.
Then the guide said, “Ahead is the open-air
market. You can get almost any food there.” Lars
had just eaten and was not hungry.
Check students’ understanding of predicting outcomes as they share
After passing more sights, the tour ended.
Dad asked Lars, “Where should we go first?”
their endings with the group.
Grade 3
TMES 5–4
LITERATURE FOCUS:
10–15 MINUTES
Copyright © Houghton Mifflin Company. All rights reserved.
Lars was visiting the city with his family. They
started out on a sightseeing trolley. The tour
guide pointed out a skyscraper. “Visitors can go to
the top floor,” said the guide. “On a clear day,
you can see the whole city from there.” Lars
thought that might be interesting. He noticed
that the sky was cloudy.
Theme 5: Voyagers
Practice Master ES 5–4
Preview Yunmi and Halmoni’s
Practice Master ES 5–4
Yunmi and Halmoni’s Trip
Name
Predicting Outcomes
Trip Segment 2
Read the story about a girl and her lucky penny.
“Where’s my lucky penny?” cried Darla.
“I can’t go to the jump-rope contest
without it!” Darla looked everywhere
in her room. “I need my lucky penny!”
she cried.
Refer to the bottom of page 189 in the Teacher’s Edition, and preview
with students Segment 2 of Yunmi and Halmoni’s Trip (pages
200–207).
“Is that your penny on the rug?”
asked Darla’s mother.
“Yes!” said Darla. Darla put it in
her pocket.
Note the suggestions in the Extra Support boxes on Teacher’s Edition
“You’ve been practicing hard,” said her Mom. “You’ll
do well in the contest.”
pages 203, 206, and 209.
Darla ran to the playground. She did not see her lucky
penny fall out of a hole in her pocket.
Copyright © Houghton Mifflin Company. All rights reserved.
“Everyone line up for the jump-rope contest!” called
Coach Lucy.
SELECTION 2:
Draw a picture of what might happen next, and write an
ending to the story.
Sample response: Darla won the contest. Then she
tried to touch her lucky penny, but it wasn’t there!
Darla knew that she didn’t need her lucky penny
after all.
Grade 3
Theme 5: Voyagers
PMES 5–4
Yunmi and Halmoni’s Trip
175
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THEME 5/SELECTION 2:
Yunmi and Halmoni’s Trip
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Possessives
Teach.
Write the following phrases on the board:
Objectives
• identify examples of possessives
in a story
• use possessives in writing,
including ’s and s’
One boy’s jacket
The students’ jackets
Materials
• Anthology: Yunmi and Halmoni’s
Trip
Point out the apostrophes in both sentences. Ask, What does the apostrophe show in these phrases? (possession, belonging) Read the
phrases aloud. Explain to students that we add an apostrophe and the
letter s to singular nouns to show possession. Explain that since plural
nouns usually end in s already, we just add the apostrophe.
Write the following:
dads jacket (dad’s)
two girls lunches (girls’)
teachers desk (teacher’s)
Glorias pencil (Gloria’s)
dogs tail (dog’s)
elephants trunks (elephant’s)
Have students add the apostrophe in each phrase. Help them to see that
the apostrophe indicates possession—whether it precedes or follows
the s. Work with students to help them understand how the apostrophe is used differently with singular and plural nouns.
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Practice.
Point out to students the apostrophe in the title of the story Yunmi
and Halmoni’s Trip. Invite students to explain the use of the apostrophe. Then work with them to find examples of possessives in the story.
Write the examples on chart paper. You might want to include some of
the following examples:
p. 191: Grandfather’s birthday celebration, Yunmi’s grandfather
p. 192: foreigners’ line
p. 195: Halmoni’s house, Yunmi’s cousins
Circle the apostrophe s or s apostrophe in each example. For each example, ask, Who is showing possession? Whom does the object belong
to? Encourage students to respond together.
Use the examples you have written to help students generate a rule
about single nouns and a rule about plural nouns ending in s. Write the
rules on chart paper for students to refer to. You may want to include
rules similar to the following examples:
• If a noun is singular, add an apostrophe s to the end of the noun.
• If a noun is plural and ends in s, just add an apostrophe.
Apply.
Have students look at the illustrations from the story. For each picture,
have students list a possessive phrase about an object they see. For
example, on page 195 students could list Halmoni’s house, Yunmi’s
cousins, or the house’s steps. When they have completed their list, have
students circle the apostrophe in each example.
LITERATURE FOCUS:
10–15 MINUTES
Review Yunmi and Halmoni’s
Trip
Guide students through the Comprehension Skill Lesson for Predicting
Outcomes on page 213A of the Teacher’s Edition.
SELECTION 2:
Yunmi and Halmoni’s Trip
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THEME 5/SELECTION 2:
Yunmi and Halmoni’s Trip
SKILL FOCUS: GRAMMAR
25–30 MINUTES
Object Pronouns
Teach.
Write the following sentences on the chalkboard:
Objectives
• identify object pronouns
• write sentences with object
pronouns
Materials
Mary plays basketball with Lucy and Simon.
Mary plays basketball with them.
• Leveled Reader: Brothers Are
Forever
Read each sentence aloud. Underline the word them in the second sentence. Explain to students that the word them is a pronoun that
replaces the proper nouns Lucy and Simon in the first sentence. Tell
students that object pronouns include the following: me, you, us,
them, him, her, and it.
Write the object pronouns on the chalkboard. Then give each pair of students five blank index cards. Tell them to write the object pronouns us,
them, him, her, and it on their index cards. Explain that these can be
used to replace a noun or nouns. Write the following sentences on
chart paper with the noted underlines:
I like Carla. (her)
I went inline skating with Luisa and Sheryl. (them)
My mother danced with my friend and me. (us)
I bought the comic book for Jared. (it, him)
Josh loves to play cards with Serena. (her)
My big brother gave his old TV to my sister and
me. (it, us)
The children read a story. (it)
Ask students to read the first sentence together. As you reread the sentence, have them hold up and say the object pronoun that can replace
the underlined word. Follow the same procedure with each of the
other sentences. You can use these sentences or create ones of your
own.
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Practice.
Tell the students you are going to work together to identify object pronouns in the story Yunmi and Halmoni’s Trip. Have the students follow along in the story with you. After you read each sentence, ask,
What noun or nouns did this pronoun replace? The following are
some examples of sentences from the story:
Page 191 She pulled out a thick bundle of photos of Yunmi’s many relatives, and began to tell her about each of them. (Yunmi, Yunmi’s relatives)
Page 194 Suddenly a huge crowd of people rushed toward them, waving and bowing. (Yunmi and Halmoni)
Page 195 A cat and a dog with a fluffy tail ran behind her. (Halmoni’s
sister) “Oh, I missed you, too,” she said to him. (the dog)
Review with students by asking: What words are object pronouns?
(them, us, me, you, him, her, it) What does an object pronoun do?
(replaces an object noun in a sentence)
Apply.
Have students make up sentences containing the object pronouns them,
us, me, you, him, her, and it. When they are finished writing their sentences, ask students to exchange papers and underline the object pronouns. Then have them return the papers and check their partner’s
underlining.
LITERATURE FOCUS:
10–15 MINUTES
Preview Brothers Are Forever
Walk students through Brothers Are Forever, and discuss the illustrations, using words from the story such as village, accent, and football.
Have students use their past experiences and picture clues to predict the
relationship between the boys on pages 36 and 37.
SELECTION 2:
Yunmi and Halmoni’s Trip
179
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THEME 5/SELECTION 2:
Yunmi and Halmoni’s Trip
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Predicting Outcomes
Teach.
Ask students to think about the fable The Tortoise and the Hare. Ask,
Objective
• use details and personal
knowledge to predict outcomes
Materials
• Anthology: Yunmi and Halmoni’s
Trip
• Leveled Reader: Brothers Are
Forever
What was the outcome of the story? How did it end? (The tortoise
won the race.) Ask, Did any clues in the story lead you to think the
tortoise would win the race? (The tortoise kept going, and the hare
took a nap.) Ask, If the hare were to race against the tortoise again,
what might happen? Accept all reasonable suggestions, making sure
one of the suggestions involves the hare acting in a way that is different from the original tale.
Use a Think-Aloud to model predicting outcomes:
I use the details and events from the story and my prior
knowledge to predict what will happen next or at the
end of the story.
Explain to students that guessing what will happen next in a story and
guessing how the story will end is called predicting outcomes. Tell students they can use story clues and their own knowledge to predict
what will happen.
Practice.
Ask, What was the problem in the story Yunmi and Halmoni’s Trip?
(Yunmi was afraid her grandmother would not return to New York.)
Say, What was the outcome of the story? How did it end? (Halmoni
said she would go back with Yunmi.)
Direct students to turn to page 199. Ask a student to read the text aloud.
Ask, How did Yunmi feel? (worried and scared) Ask, What was Yunmi
worried about? (She thought Halmoni might not want to leave
Korea.) Tell students to look for story clues to help them predict what
will happen.
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Direct students to turn to page 205 and ask them to read the text. Ask,
What does Yunmi find out? (Halmoni will go back to New York with
her for another year.) Point out that the word “suddenly” in the last
paragraph shows that a change is taking place. Ask, How does Yunmi
feel now? (ashamed and selfish) Tell students to turn to pages
206–207. Ask them to look for clues in the text and picture that show
how Yunmi’s behavior changed. Call on students to point out clues.
(Yunmi is smiling; she is thinking about others instead of herself.)
Apply.
Have students predict outcomes, with an eye to using story clues and
their own knowledge, in the Leveled Reader selection Brothers Are
Forever by Marcy Haber. Ask students to complete the questions and
activity on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit Yunmi and Halmoni’s
Trip and Brothers Are Forever
Review with students Yunmi and Halmoni’s Trip and Brothers Are
Forever, and have them use their personal knowledge and story details
to predict what Ben and Yunmi might say to each other if they met.
Also, help them look for possessives such as grandmother’s hand,
Yunmi’s turn, Halmoni’s house, Grandfather’s name (Yunmi and
Halmoni’s Trip, pages 191, 192, 195, and 201), and Max’s parents
(Brothers Are Forever, page 28).
SELECTION 2:
Yunmi and Halmoni’s Trip
181
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THEME 5/SELECTION 3
Trapped by the Ice!
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
VCCV Pattern and Syllabication
Warm-Up/Academic Language.
Objective
• read words with the VCCV pattern
Materials
• Teaching Master ES5-5
• Practice Master ES5-5
• word cards finger, hunger, logger,
margin, panda, practice
• Anthology: Trapped by the Ice!
Tell students that they can use vowel/consonant patterns to
decode new words. Remind them that a, e, i, o, and u are vowels
and that the remaining letters are consonants. Tell students that
words with a VCCV pattern often break into syllables between
the consonants, VC/CV.
Teach.
Write falcon on the board. Guide students to identify, underline, and
label its VCCV pattern as shown below. Have a student draw a slash
separating its syllables.
falcon
v ccv
Repeat the procedure for doctor, narrow, survive.
Get Set for Reading
CD-ROM
Trapped by the Ice!
Education Place
www.eduplace.com
Trapped by the Ice!
Audio CD
Trapped by the Ice!
Audio CD for Voyagers
Lexia Phonics
CD-ROM
Intermediate Intervention
182
THEME 5:
Voyagers
Distribute word cards finger, hunger, logger, margin, panda, practice to
students, and have them identify the VCCV pattern. Ask them to draw a
slash to separate the syllables. ( fin/ger, hun/ger, log/ger, mar/gin,
pan/da, prac/tice)
Have students share their words with the group and explain how they
divided them into syllables.
42593_162-191 8/7/03 11:02 AM Page 183
Teaching Master ES 5–5
Guided Practice.
Display or distribute Teaching Master ES5-5, and read the haikus with
Teaching Master ES 5–5
students.
Trapped by the Ice!
VCCV Pattern
Have them clap every time they hear a two-syllable word.
Rabbit sits so still
Until a sudden noise booms.
Scamper off, Rabbit!
Have students underline these words, read them, and identify whether
they have a VCCV pattern.
Guide them to divide the VCCV words into syllables using the VC/CV
Practice/Apply
Distribute Practice Master ES5-5 to students, and go over the directions.
Copyright © Houghton Mifflin Company. All rights reserved.
An insect flutters,
Then lands on a pink blossom.
It sips sweet nectar.
rule.
The leaves turn yellow.
Squirrels collect nuts to hide.
Soon it will be winter.
Have students complete the Practice Master independently.
Check students’ understanding of the VC/CV rule as they share their
Grade 3
TMES 5–5
Theme 5: Voyagers
answers with the group.
Practice Master ES 5–5
LITERATURE FOCUS:
10–15 MINUTES
Practice Master ES 5–5
Trapped by the Ice!
Name
Preview Trapped by the Ice!
VCCV Pattern
Identify the word with two syllables. Write the syllables.
Example:
confuse cones
Segment 1
con/fuse
1. suppose spouts
sup/pose
Refer to the bottom of page 217 in the Teacher’s Edition, and preview
2. thumbs
thunder
thun/der
3. perfect
proof
per/fect
with students Segment 1 of Trapped by the Ice! (pages 217–229).
4. counts
contain
con/tain
5. clatter
calves
clat/ter
6. crease
rescue
res/cue
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 221 and 228.
Copyright © Houghton Mifflin Company. All rights reserved.
Say each syllable. Put them together to make two 2-syllable
words.
Example:
son per
sup
person
supper
7. pup pet
car
puppet
carpet
8. ton
cot
but
cotton
button
9.
sil
ver
silly
silver
pose
comfort
compose
ly
10. com fort
Grade 3
Theme 5: Voyagers
SELECTION 3:
PMES 5–5
Trapped by the Ice!
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THEME 5/SELECTION 3:
Trapped by the Ice!
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Text Organization
Warm-Up/Academic Language.
Objectives
• identify where specific text features are located in a selection
• identify the function of each text
feature
Materials
• Teaching Master ES5-6
• Practice Master ES5-6
• word cards: bold type, illustrated
caption, underlined text
• Anthology: Trapped by the Ice!
Tell students that text is the story’s words. Explain that authors
organize text so that readers can learn new information quickly.
Tell students that text features such as headings, captions, and
display fonts make the information easier to read. Explain that
headings are titles that go at the beginning of a paragraph or
chapter. Display fonts such as bold type make the text appear
different. Captions are text that describe illustrations.
Teach.
Copy this trip advertisement on the board.
COLORADO ADVENTURE
Join us for two days filled with rafting, fishing, and hiking!
Trip Summary
Day 1
Climb to the top of scenic Square Top Mountain!
Day 2
Raft down the Colorado River and fish for wild trout!
Read the advertisement to students. Have a student circle the headings.
(COLORADO ADVENTURE, Trip Summary, Day 1, Day 2) Ask a student
to put boxes around the underlined text. (Trip Summary, Day 1, Day
2) Have a student put a star next to words in bold type. (COLORADO
ADVENTURE)
Discuss with students how the text features make the advertisement
easier to read.
Distribute word cards bold type, illustrated caption, underlined text to
pairs of students, and have them apply the text feature to the title
Splash Mountain.
Have pairs of students share their text features with the group.
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Teaching Master ES 5–6
Guided Practice.
Display or distribute Teaching Master ES5-6, and read it with students.
Teaching Master ES 5–6
Trapped by the Ice!
Text Organization
Guide students to identify the title, illustration, caption, and introduction.
INTERVIEW
Point out the bold type used for questions, and the plain type used for
Nature photographer Angela Velez visited
Bemis Elementary School. She showed
slides of the animals of Antarctica.
answers.
Third graders have many
questions for Angela Velez,
shown at the right.
Practice/Apply.
Distribute Practice Master ES5-6 to students, and go over the directions.
Q: How many times have
you visited Antarctica?
A: I made two trips, two years ago and last year.
Have students complete the Practice Master independently.
Check students’ understanding of text features as they share their
Copyright © Houghton Mifflin Company. All rights reserved.
Q: Did you ever go to the South Pole?
A: No. The animals I photograph all live in or near
the water. The South Pole is far from the coast.
Q: What are your favorite animals in Antarctica?
A: I think penguins are amazing.
answers with the group.
Q: Do you ever see polar bears?
A: No. Polar bears don’t live in Antarctica. They
live in the far north.
Grade 3
TMES 5–6
LITERATURE FOCUS:
Theme 5: Voyagers
10–15 MINUTES
Preview Trapped by the Ice!
Practice Master ES 5–6
Segment 2
Practice Master ES 5–6
Trapped by the Ice!
Name
Refer to the bottom of page 217 in the Teacher’s Edition, and preview
Text Organization
with students Segment 2 of Trapped by the Ice! (pages 230–245).
Read this page from a book of riddles.
Note the suggestions in the Extra Support boxes on Teacher’s Edition
What’s the Difference?
What’s the difference between
an angry rabbit and a fake coin?
One is a mad
bunny, and the
other is bad
money.
pages 234, 243, 244, and 247.
What’s the difference
between a dark cloud and
a lion with a headache?
One pours with rain, and
the other roars with pain.
What Am I?
I am lighter than a
feather yet harder to
hold. What am I?
A breath
I have four legs but only
one foot. What am I?
A bed
I go through a door, but
I never go in or out.
What am I?
A keyhole
Copyright © Houghton Mifflin Company. All rights reserved.
Follow each step.
1. Circle the headings that show the two kinds of riddles.
2. Underline the riddle answer that matches the picture.
3. Why are two different kinds of type used for the riddle
questions and answers?
to show that one part is the riddle and the
other is the answer
Grade 3
Theme 5: Voyagers
SELECTION 3:
PMES 5–6
Trapped by the Ice!
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THEME 5/SELECTION 3:
Trapped by the Ice!
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
VCCV Pattern and Syllabication
Teach.
Write the word happen on the chalkboard or on chart paper. Under the
Objectives
• decode words with a vowelconsonant-consonant-vowel
pattern
• divide words with a vowelconsonant-consonant-vowel
pattern into syllables
word, write the letters VCCV, so the word appears like this:
h a p/p e n
V C/C V
Materials
• Anthology: Trapped by the Ice!
Point out to students that the letters appe in the word happen are in a
vowel-consonant-consonant-vowel pattern (VCCV). Explain to students
that we can use the patterns of letters in words to tell us several
things. Tell them letter patterns can help us to know how to pronounce the word, how to divide the word into syllables, and how to
spell the word.
Draw a vertical line between the two p’s in happen. Tell students that
when we divide this word into syllables, we divide it between the two
consonants.
Say the word happen slowly, clapping each syllable. Explain that words
with a VCCV pattern are usually divided between the two consonants.
Ask, What vowel sound do you hear in the beginning of happen? (a)
Ask, Is this a long or short vowel sound? (short) What vowel sound
do you hear in the second syllable of happen? (e) Is this a short or
long vowel sound? (short) Explain that words with a VCCV pattern
often have short vowel sounds because the vowel is followed by a consonant.
Display the following words: summer, winter, suffix, basket, market,
target. Have the students read the words with you. Explain that all of
these words have VCCV patterns. Ask a student to draw a line between
the consonants in the word summer. Have students clap the syllables
in the word while saying it aloud. Continue through the other five
words with other students.
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Remind students that knowing about and identifying the VCCV pattern
can help us decode and pronounce unfamiliar words while we read.
Finally, demonstrate for students that in most instances, we put the
accent on the first syllable for words that contain a VCCV pattern.
Practice.
Go back to the story Trapped by the Ice! Have students help you find
words that have the VCCV letter pattern. Write each word on chart
paper. Some words from the story are listed here: person, lumber, skipper, possible, current, concern, hunters, danger, after.
Have students use a marker to underline the letters forming the VCCV
pattern. Using a different color marker, call on students to divide the
word into syllables. Repeat the words together, clapping the syllables.
Apply.
Have students continue to look in the story for words with the VCCV
pattern. Have each student make a list of words. Have students swap
papers and circle the VCCV combinations in each other’s lists. Have
students exchange papers again and divide the words into syllables.
When finished, ask each student to read the list of words, helping the
student to see how understanding the VCCV pattern can help decode
and pronounce words.
LITERATURE FOCUS:
10–15 MINUTES
Review Trapped by the Ice!
Guide students through the Comprehension Skill Lesson for Text
Organization on page 251A in the Teacher’s Edition.
SELECTION 3:
Trapped by the Ice!
187
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THEME 5/SELECTION 3:
Trapped by the Ice!
SKILL FOCUS: GRAMMAR
25–30 MINUTES
Possessive Pronouns
Teach.
Write the following sentences on the board:
Objectives
• identify possessive pronouns
• write sentences with possessive
pronouns
Jamal took out Jamal’s notebook.
Jamal took out his notebook.
Materials
• Leveled Reader: Iceberg Rescue
Read each sentence aloud. Underline the word his in the second sentence. Explain to students that the word his is a pronoun that shows
possession. Suggest to students other pronouns that can be used to
show possession, for example, my, your, his, her, our, their, and its.
Explain that by using possessive pronouns, we avoid repeating the subject in the sentence, which sounds awkward.
Give each student an index card with a possessive pronoun written on it,
excluding my and your. Tell students that you will be saying some sentences aloud. Ask them to listen carefully to each sentence. Tell them
that if they are holding a card with the pronoun that can replace the
possessive noun, they should hold it up. Then have all students read
the sentences together, using the possessive pronouns. Read the following sentences aloud, or make up your own.
Gina brought Gina’s ball for the soccer game. (her)
Stan brings Stan’s lunch every day. (his)
You and I should take your coat and my coat off. (our coats)
Jeff and Chantal forgot Jeff and Chantal’s homework. (their)
The cat licked the cat’s paw. (its)
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Practice.
Tell the students you are going to work together to identify possessive
pronouns in the story Trapped by the Ice! After each sentence you
read, ask students to tell how the sentence would read if a possessive
pronoun were not used. You can use the following examples from the
story:
Page 218 “Giant blocks of ice were slowly crushing her sides.” (the
ship’s) “Now his only concern was for his men.” (Shackleton’s) “The
Endurance was a sad sight now, a useless hulk lying on its side.”
(Endurance’s or hulk’s)
Page 220 “Turning toward the ship’s wreckage, they saw her stern rise
slowly in he air, tremble, and slip quickly beneath the ice.” (the ship’s)
Page 222 “Executing their plan would be difficult.” (the men’s)
Page 226 “During their five and a half months on the ice they hadn’t
had a bath.” (the men’s)
Ask: What words are possessive pronouns? (my, your, his, her, our, their,
its) What does a possessive pronoun do? (replaces a possessive
noun in a sentence)
Apply..
Have students write sentences of their own that contain the possessive
pronouns my, your, his, her, our, their, and its. When they are done,
have students exchange papers and underline the possessive pronouns.
Then ask them to give the papers back and check their partner’s
underlining.
LITERATURE FOCUS:
10–15 MINUTES
Preview Iceberg Rescue
Walk students through Iceberg Rescue, and discuss the illustrations using
words from the story such as crew and overboard.
Discuss with students how the headings in bold type such as World of
Ice and No Way Out help organize the text.
SELECTION 3:
Trapped by the Ice!
189
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THEME 5/SELECTION 3:
Trapped by the Ice!
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Text Organization
Teach.
Have chapter books on hand, including one that has numbers as chapter
Objective
• identify how text is organized in a
book or story
Materials
• Anthology: Trapped by the Ice!
• Leveled Reader: Iceberg Rescue
heads and one that has chapter titles. Have a newspaper on hand as
well. Show students the chapter book that is separated into sections by
numbers. Explain that dividing a book into chapters is one way of
organizing the text in the story. Show them the chapter book with
chapter titles. Explain that another way of organizing text is to label
each chapter with a short title that tells something about that chapter.
Show students the newspaper. Ask, How is the text organized in the
newspaper? (by subject) Ask, What sections is this newspaper organized into? (Answers will vary but may include world news, local news,
sports, classifieds, and life or variety.)
Hold up the first section of the newspaper. Ask, What kind of stories
would you expect to find in this section? (major news, world news)
Repeat this procedure with the other sections of the newspaper.
Explain that text organization can help us to locate specific information in a newspaper. Inform students that authors organize text to
make information clear. Text headings help readers make sense of the
information in a story.
Practice.
Direct students back to page 218 of the story Trapped by the Ice! Ask
students to identify how the text is organized on this page. (by date)
List the date heading on the board. (October 27, 1915) Page through
the story and locate some of the headings. List them on the board.
Discuss what is important about each heading. Ask students to tell how
the headings help them understand what they read. Explain that text
can be organized by dates, events, or main ideas.
190
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Voyagers
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Apply.
Have students note how text is organized, with an eye to identifying
chapters, heads, dates, and events in the Leveled Reader selection
Iceberg Rescue by Sarah Amada. Ask students to complete the questions and activity on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit Trapped by the Ice! and
Iceberg Rescue
Review with students Trapped by the Ice! and Iceberg Rescue, and have
them compare and contrast the way headings are used in each story.
Also, help them look for VCCV words such as attempt, terrible, summit, ragged, under (Trapped by the Ice!, pages 239, 242, and 244), and
pictures (Iceberg Rescue, page 41).
SELECTION 3:
Trapped by the Ice!
191