Genre. Realistic Fiction is a made-up story that could have happened in real life. Evaluate. Summarize As you read, fill in your Summarizing Chart.

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1 MAIN SELECTION Because of Winn-Dixie Skill: Summarize PAIRED SELECTION I Love the Look of Words Literary Elements: Onomatopoeia and Simile SMALL GROUP OPTIONS Differentiated Instruction, pp. 561M 561V Comprehension Genre Realistic Fiction is a made-up story that could have happened in real life. Evaluate Summarize As you read, fill in your Summarizing Chart. Comprehension Read to Find Out What happened that day at the library? GENRE: REALISTIC FICTION Have a student read the definition of Realistic Fiction on Student Book page 544. Students should look for events that could happen in real life. STRATEGY EVALUATE 544 Remind students that evaluating a realistic story involves thinking critically about the ways in which the characters and events are portrayed. SKILL SUMMARIZE Remind students that to summarize a story, they should identify the most important ideas or events and retell these in their own words. Vocabulary Words Review the tested vocabulary words: selecting, positive, snuffled, consisted, peculiar, and advanced. Story Words Students may be unfamiliar with these words. Pronounce the words and give meanings as necessary. Memorial (p. 546): something that is put up, kept, or done to remember a person palmetto (p. 550): a palm tree with leaves shaped like fans 544

2 Main Selection by Kate DiCamillo 545 Main Selection Student pages Preview and Predict Ask students to read the title, preview the illustrations, and make predictions about the selection. What kind of personality does the dog in the photographs seem to have? Have students write their predictions and any questions they may have about the story. Set Purposes FOCUS QUESTION Discuss the Read to Find Out question on Student Book page 544. Remind students to look for the answer as they read. Point out the Summarizing Chart in the Student Book and on Practice Book page 151. Explain that students will fill it in as they read. Read Because of Winn-Dixie Use the questions and Think Alouds to support instruction about the comprehension strategy and skill. On Level Practice Book O, page 151 As you read Because of Winn-Dixie, fill in the Summarizing Chart. If your students need support to read the Main Selection, use the prompts to guide comprehension and model how to complete the graphic organizer. Encourage students to read aloud. If your students can read the Main Selection independently, have them read and complete the graphic organizer. Remind them to use appropriate strategies for different purposes. If your students need an alternate selection, choose the Leveled Readers that match their instructional level. How does the information you wrote in the Summarizing Chart help you to evaluate Because of Winn-Dixie? Approaching Practice Book A, page 151 Beyond Practice Book B, page 151 Because of Winn-Dixie 545

3 Main Selection Student page 546 Develop Comprehension 1 MAINTAIN DRAW CONCLUSIONS What can you conclude about the narrator s recent past when she says that Miss Franny was the first friend she made in Naomi? (The narrator had probably just moved to the town of Naomi, or she had been having difficulty making friends there until she met Miss Franny.) 2 STRATEGY EVALUATE Teacher Think Aloud I can tell from the first page that the narrator of the story is also a character in it. She is a first-person narrator, because she refers to herself as I and me, and she talks about events in which she was involved. When she talks about that summer and says It all started, I know she is remembering things that happened in the past. I also get the sense that the author is using the narrator s point of view to organize the events in the story. I will keep reading to see how the narrator s personality affects the way the story is told I spent a lot of time that summer at the Herman W. Block Memorial Library. The Herman W. Block Memorial Library sounds like it would be a big fancy place, but it s not. It s just a little old house full of books, and Miss Franny Block is in charge of them all. She is a very small, very old woman with short gray hair, and she was the first friend I made in Naomi. It all started with Winn-Dixie not liking it when I went into the library, because he couldn t go inside, too. But I showed him how he could stand up on his hind legs and look in the window and see me in there, selecting my books; and he was okay, as long as he could see me. But the thing was, the first time Miss Franny Block saw Winn-Dixie standing up on his hind legs like that, looking in the window, she didn t think he was a dog. She thought he was a bear. Writing Extension For those students who want to write interpretive and responsive essays on literature, get them started with the following exercises: describe the piece s literary elements (plot, setting, character) describe the theme describe the characters and how they change Find the sentence that contains the word selecting. What are some other words that can be used in this sentence to replace selecting? (Possible answers: choosing, picking) describe the setting and recognize its importance to the story compare this text s theme with another text s compare and contrast story elements of two works draw a conclusion analyze and evaluate author s use of story elements and language in a written and visual text. 546

4 This is what happened: I was picking out my books and kind of humming to myself, and all of a sudden, there was this loud and scary scream. I went running up to the front of the library, and there was Miss Franny Block, sitting on the floor behind her desk. Miss Franny? I said. Are you all right? A bear, she said. A bear? I asked. He has come back, she said. He has? I asked. Where is he? Out there, she said and raised a finger and pointed at Winn-Dixie standing up on his hind legs, looking in the window for me. Miss Franny Block, I said, that s not a bear. That s a dog. That s my dog. Winn-Dixie. 4 Main Selection Student page 547 Develop Comprehension 3 SUMMARIZE Summarize the information in the second paragraph on page 546 to tell how an action that the narrator takes puts the events of the story in motion. (The narrator shows Winn-Dixie how to stand on his hind legs and look through the library window. As a result, Miss Franny mistakes him for a bear.) Add this information to your Summarizing Chart. Question 3 SUMMARIZE Explain Write the question on the board and circle the word action. Then write, puts the story in motion = starts the story. Tell students they should look for the action that starts the story. Read aloud the first sentence of the second paragraph on page 546 (It all started with... ). Explain that these words signal the beginning of a story. Ask, What is the action that starts the story? Then write this sentence frame to help students answer: Winn-Dixie wanted (to go inside the library), but (he couldn t), so the narrator (showed him how to stand on his hind legs). The problem was Miss Franny thought Winn-Dixie was (a bear) WRITER S CRAFT: MULTIPLE PARAGRAPHS How does using the clause This is what happened help the author organize her paragraphs in a logical order to tell the story? (Suggested answer: The narrator has already provided the background information that leads to Miss Franny s becoming frightened by Winn-Dixie in the first two paragraphs on page 546. Saying This is what happened lets the reader know that the narrator is now going to fill in more of the details. She moves from telling about what happened to showing it with the dialogue in the paragraphs that follow.) Event The narrator shows Winn-Dixie how to look through the window, and Miss Franny mistakes him for a bear. Because of Winn-Dixie 547

5 Main Selection Student page 548 Develop Comprehension 5 SUMMARIZE Summarize the story so far. (The narrator spends a lot of time at the library in her new town. When she teaches her dog, Winn-Dixie, to stand on his hind legs and look through the library window, he frightens Miss Franny, who thinks she sees a bear. The narrator helps Miss Franny to her feet and assures her that Winn-Dixie is really a dog. Miss Franny says she had a bad experience with a bear a long time ago.) Add any new main ideas to your Summarizing Chart. Event The narrator shows Winn-Dixie how to look through the window, and Miss Franny mistakes him for a bear. Are you positive? she asked. Yes ma am, I told her. I m positive. He s my dog. I would know him anywhere. Miss Franny sat there trembling and shaking. Come on, I said. Let me help you up. It s okay. I stuck out my hand and Miss Franny took hold of it, and I pulled her up off the floor. She didn t weigh hardly anything at all. Once she was standing on her feet, she started acting all embarrassed, saying how I must think she was a silly old lady, mistaking a dog for a bear, but that she had a bad experience with a bear coming into the Herman W. Block Memorial Library a long time ago and she never had quite gotten over it. When did that happen? I asked her. Well, said Miss Franny, it is a very long story. 5 Summarize Summarize the story so far. The narrator helps Miss Franny up and assures her Winn-Dixie is not a bear. 548 Regional Speech Explain People s everyday speech is often influenced by the history and culture of the place in which they live. When we travel, we can hear differences in pronunciation and notice idiomatic expressions or other phrases that are particular to a region. Discuss Tell students that the setting of Because of Winn-Dixie is a town in Florida. Ask them to identify dialogue on pages 548 and 549 that they may associate with the Deep South. (Possible responses: The double negative in She didn t weigh hardly anything at all. Miss Franny always refers to the library by its full name.) Apply Have students write down other expressions used by the characters that reflect Southern speech patterns. Then have them add expressions they recall from other stories, films, or television shows that have a Southern setting or characters. 548

6 That s okay, I told her. I am like my mama in that I like to be told stories. But before you start telling it, can Winn-Dixie come in and listen, too? He gets lonely without me. Well, I don t know, said Miss Franny. Dogs are not allowed in the Herman W. Block Memorial Library. He ll be good, I told her. He s a dog who goes to church. And before she could say yes or no, I went outside and got Winn-Dixie, and he came in and lay down with a huummmppff and a sigh, right at Miss Franny s feet. She looked down at him and said, He most certainly is a large dog. Yes ma am, I told her. He has a large heart, too. Well, Miss Franny said. She bent over and gave Winn- Dixie a pat on the head, and Winn-Dixie wagged his tail back and forth and snuffled his nose on her little old-lady feet. Let me get a chair and sit down so I can tell this story properly. 6 7 Develop Comprehension 6 MONITOR AND CLARIFY What self-monitoring strategies can you use to help infer how Miss Franny is feeling when she comments on what a large dog Winn-Dixie is? (Suggested answer: I can reread and ask myself questions. The narrator heard a scream and found Miss Franny behind her desk. Why was she hiding? She was afraid that a bear had come back. So she may still feel a bit frightened. She may also still feel embarrassed about mistaking Winn-Dixie for a bear and is noting his size as a way to explain her mistake.) Students should self-question before, during, and after reading. 7 STRATEGY DICTIONARY Main Selection Student page When the narrator says Winn-Dixie has a large heart, what connotation does the word heart have? (In this sentence, heart does not mean an organ that pumps blood. The narrator has just been talking about how Winn-Dixie gets lonely without her and how he goes to church. She means that he is a loving and well-behaved dog.) Find the sentence that contains the word snuffled. What are some other words or phrases that can be used in this sentence to replace snuffled? (Possible answers: sniffed, breathed in and out) Because of Winn-Dixie 549

7 Main Selection Student page 550 Develop Comprehension 8 STRATEGY EVALUATE Teacher Think Aloud As Miss Franny begins to tell her story, I notice that she gives some details about the way things were in Florida a long time ago. I think the author includes this information to show how Miss Franny has a different way of speaking than the narrator does. What other details from this page help you evaluate the way the author develops the character of Miss Franny? (Encourage students to apply the strategy in a Think Aloud.) Student Think Aloud I notice that her way of speaking is more formal. She says consisted of instead of made of, and she uses the word prideful, which sounds old-fashioned. She also says the same thing in more than one way. For example, my father, Herman W. Block and So I told him, I said, Daddy. I think the author is letting us know that Miss Franny likes to be precise and is proud of her background. 9 REGIONAL SPEECH What things does Miss Franny say that show she is speaking as a person from the southeastern United States would? (Possible answers: She uses figurative language, such as in the phrase mosquitoes so big they could fly away with you. She also uses adverbial phrases that add emphasis to what she is saying, such as most certainly in I would most certainly love. ) Back when Florida was wild, when it consisted of nothing but palmetto trees and mosquitoes so big they could fly away with you, Miss Franny Block started in, and I was just a little girl no bigger than you, my father, Herman W. Block, told me that I could have anything I wanted for my birthday. Anything at all. Miss Franny looked around the library. She leaned in close to me. I don t want to appear prideful, she said, but my daddy was a very rich man. A very rich man. She nodded and then leaned back and said, And I was a little girl who loved to read. So I told him, I said, Daddy, I would most certainly love to have a library for my birthday, a small little library would be wonderful. Film Adaptation Explain A film version of Because of Winn-Dixie was released in The photographs that illustrate this story show AnnaSophia Robb playing the narrator (Opal), Eva Marie Saint as Miss Franny Block, and Courtney Jines as Amanda Wilkinson. Discuss If any students have seen the film, ask them to share their informed judgments about the depictions of the characters. You might also have them summarize memorable sections of the film, responding specifically to the performances, filming style, pacing, and so on. Apply Play the portion of the videotape or DVD that corresponds to the text. Ask students to write two or three paragraphs that compare and contrast the book and the film. Have them use evidence from the text to support their opinions. What is the film s theme?

8 You asked for a whole library? A small one, Miss Franny nodded. I wanted a little house full of nothing but books and I wanted to share them, too. And I got my wish. My father built me this house, the very one we are sitting in now. And at a very young age, I became a librarian. Yes ma am. What about the bear? I said. Did I mention that Florida was wild in those days? Miss Franny Block said. Uh-huh, you did. It was wild. There were wild men and wild women and wild animals. Like bears! Yes ma am. That s right. Now, I have to tell you, I was a little-miss-know-it-all. I was a miss-smarty-pants with my library full of books. Oh, yes ma am, I thought I knew the answers to everything. Well, one hot Thursday, I was sitting in my library with all the doors and windows open and my nose stuck in a book, when a shadow crossed the desk. And without looking up, yes ma am, without even looking up, I said, Is there a book I can help you find? Well, there was no answer. And I thought it might have been a wild man or a wild woman, scared of all these books and afraid to speak up. But then I became aware of a very peculiar smell, a very strong smell. I raised my eyes slowly. And standing right in front of me was a bear. Yes ma am. A very large bear. How big? I asked. Oh, well, said Miss Franny, perhaps three times the size of your dog. 10 Develop Comprehension 10 SUMMARIZE Main Selection Student page 551 How would you summarize the way Miss Franny became a librarian? (Miss Franny s father was wealthy. When she was little, he said she could have anything she wanted for her birthday. She asked for a little house full of books to read and share. Her father built it for her. She has worked in it ever since.) Add this information to your Summarizing Chart. Event The narrator shows Winn-Dixie how to look through the window, and Miss Franny mistakes him for a bear. The narrator helps Miss Franny up and assures her Winn-Dixie is not a bear. 551 Miss Franny s wealthy father built her a small library for her birthday. Summarize If students are having difficulty identifying the main ideas in a passage, help them think of questions they can ask themselves to focus their thinking. Such questions might include: What did Miss Franny love as a child? What kind of man was Miss Franny s father? For what reason did Miss Franny s father ask her what she wanted? Have students respond to the selection by confirming or revising their predictions and purposes and by noting additional questions. Can students summarize the main ideas in a realistic story? If not, see the Extra Support on this page. How did Miss Franny describe her wish to her father? When did Miss Franny start being a librarian? Stop here if you wish to read this selection over two days. STOP Because of Winn-Dixie 551

9 Main Selection Student page 552 Develop Comprehension 11 GENRE: REALISTIC FICTION What details on this page help to make the story seem realistic? (Miss Franny describes the way the bear acts when he is standing in front of her. Using its nose to sniff Miss Franny seems like the behavior of a real bear. The book that she throws at the bear, War and Peace, is a real book. Miss Franny s actions seem to be actions that a real person in that situation might take.) 12 MAINTAIN DRAW CONCLUSIONS How do you think the men in the town felt about Miss Franny? Explain your answer. (Suggested answer: They probably liked her, but they may have thought she was a bit unusual. She says that they teased her about the bear. They probably wondered if there ever really was a bear. They might have thought that she had imagined it or that she was exaggerating what really happened. Their teasing seems to have been good-natured.) Then what happened? I asked her. Well, said Miss Franny, I looked at him and he looked at me. He put his big nose up in the air and sniffed and sniffed as if he was trying to decide if a little-miss-knowit-all librarian was what he was in the mood to eat. And I sat there. And then I thought, Well, if this bear intends to eat me, I am not going to let it happen without a fight. No ma am. So very slowly and very carefully, I raised up the book I was reading. What book was that? I asked. Why, it was War and Peace, a very large book. I raised it up slowly and then I aimed it carefully and I threw it right at that bear and screamed, Be gone! And do you know what? No ma am, I said. He went. But this is what I will never forget. He took the book with him. Nuh-uh, I said. Yes ma am, said Miss Franny. He snatched it up and ran. Did he come back? I asked. No, I never saw him again. Well, the men in town used to tease me about it. They used to say, Miss Franny, we saw that bear of yours out in the woods today. He was reading that book and he said it sure was good and would it be all right if he kept it for just another week. Yes ma am. They did tease me about it. She sighed. I imagine I m the only one left from those days. I imagine I m the only one that even recalls that bear. All my friends, everyone I knew when I was young, they are all dead and gone. She sighed again. She looked sad and old and wrinkled. It was the same way I felt sometimes, being friendless in a new town and not having a mama to comfort me. I sighed, too. 13 SUMMARIZE How would you summarize Miss Franny s experience with the bear? (Miss Franny did not expect a bear to enter the library. When she realized he was standing in front of her, she thought for a moment, then threw a book at him. The bear left, but took the book. Afterward, people teased her about the bear.) Add this information to your Summarizing Chart. Practicing Language Help students understand the hyphenated names Miss Franny calls her younger self on pages 551 and 552. Point out the colloquial phrases little-miss-know-it-all and misssmarty-pants in the text. Explain the literal meanings and then the intended insults. Ask, What does it mean to know it all? (to be very smart) When Miss Franny says she was a know-it-all, what does she mean? (that she thought she was very smart) 552

10 Develop Comprehension 14 STRATEGY EVALUATE Main Selection Student page 553 Why is the last paragraph on page 552 important to the story? Student Think Aloud After hearing how all of Miss Franny s friends had died, the narrator says she also feels sad and old and wrinkled because she is friendless and does not have a mother. I think the author is showing us that the narrator and Miss Franny have some important things in common, even though there is a big difference in their ages. It may have been Winn-Dixie s appearing in the window that caused the two characters to spend time together, but the author wants to show a connection growing between them. 553 Event The narrator shows Winn-Dixie how to look through the window, and Miss Franny mistakes him for a bear. Cross Curricular Connection FLORIDA BEARS Share with students that bears really can be found in Florida. Known as black bears, they once lived in all parts of the state until European settlers arrived and confined them to specific areas. Invite students to think about what they would like to know regarding these wild creatures of the American Southeast. Have students work in groups to research different aspects of the bears lives, such as their diet, physical traits, and behavior. Have students compile their information to make a book about Florida bears. The narrator helps Miss Franny up and assures her Winn-Dixie is not a bear. Miss Franny s wealthy father built her a small library for her birthday. Miss Franny tells how the bear surprised her in the library and left with the book she threw. Because of Winn-Dixie 553

11 Main Selection Student page 554 Develop Comprehension 15 STRATEGY DICTIONARY 15 Winn-Dixie raised his head off his paws and looked back and forth between me and Miss Franny. He sat up then and showed Miss Franny his teeth. Well now, look at that, she said. That dog is smiling at me. It s a talent of his, I told her. It is a fine talent, Miss Franny said. A very fine talent. And she smiled back at Winn-Dixie. We could be friends, I said to Miss Franny. I mean you and me and Winn-Dixie, we could all be friends. Miss Franny smiled even bigger. Why, that would be grand, she said, just grand. What is the connotation of the word grand when Miss Franny says, Why, that would be grand... just grand? (In this context, instead of meaning large or magnificent, grand means wonderful or very nice. ) 16 Summarize How did they become friends? Leave the details out of your summary. 16 SUMMARIZE How did they become friends? Leave the details out of your summary. (The narrator and Miss Franny both love to read, so it is natural that they would meet in the library. When Miss Franny is frightened, thinking she has seen a bear instead of Winn-Dixie, the two begin talking. From listening to Miss Franny s story about the bear, the narrator realizes that Miss Franny is lonely too. Winn-Dixie has helped two people who both need a friend to find one another.) Use this information to complete your Summarizing Chart. Event The narrator shows Winn-Dixie how to look through the window, and Miss Franny mistakes him for a bear. The narrator helps Miss Franny up and assures her Winn-Dixie is not a bear. Miss Franny s wealthy father built her a small library for her birthday. Miss Franny tells how the bear surprised her in the library and left with the book she threw. 554 STRATEGIES FOR EXTRA SUPPORT Question 16 SUMMARIZE Role Play Help students understand how Miss Franny and the narrator became friends by asking questions about friendships students may have formed. Where did you meet your friend? How did you meet? Why are you friends? Have students use convincing dialogue to role-play the characters in the story, answering the same questions as the narrator and Miss Franny would. Then help students summarize the information. The narrator and Miss Franny become friends when they discover how well they understand each other. 554

12 Main Selection Student page 555 Develop Comprehension 17 MAINTAIN DRAW CONCLUSIONS And right at that minute, right when the three of us had decided to be friends, who should come marching into the Herman W. Block Memorial Library but old pinch-faced Amanda Wilkinson. She walked right up to Miss Franny s desk and said, I finished Johnny Tremain and I enjoyed it very much. I would like something even more difficult to read now, because I am an advanced reader. Yes dear, I know, said Miss Franny. She got up out of her chair. Amanda pretended like I wasn t there. She stared right past me. Are dogs allowed in the library? she asked Miss Franny as they walked away. Certain ones, said Miss Franny, a select few. And then she turned around and winked at me. I smiled back. I had just made my first friend in Naomi, and nobody was going to mess that up for me, not even old pinch-faced Amanda Wilkinson Why do you think Amanda pretends that the narrator isn t there? (Suggested answer: The narrator calls Amanda pinch-faced, and Amanda does seem rather stuck up and full of herself. Amanda probably thinks the narrator is not good enough to be her friend.) RETURN TO PREDICTIONS AND PURPOSES Review students predictions and purposes. Were they correct? Did they describe what happened that day at the library? (Winn-Dixie causes the narrator and Miss Franny to become friends.) REVIEW READING STRATEGIES Discuss: In what ways did summarizing the important events in the story help you to understand why the narrator and the librarian become friends? Can students identify and use important events to summarize the story? During Small Group Instruction If No Approaching Level Leveled Reader Lesson, p. 561P If Yes On Level Options, pp. 561Q 561R Beyond Level Options, pp. 561S 561T What strategies did you use when you came to difficult words? PERSONAL RESPONSE Ask students to discuss and write about a time when a pet or another animal helped them get to know someone. Because of Winn-Dixie 555

13 Respond Student page 556 Author BECAUSE OF KATE Have students read the biography of the author. DISCUSS What are some ways that the story grew out of Kate DiCamillo s own experiences, both awake and asleep? How did writing Because of Winn- Dixie change DiCamillo s life? How would the story be different if the author changed the literary elements, such as setting and dialect? Because of Kate Kate DiCamillo wrote this story while she was shivering in Minnesota one winter. Kate had moved there from Florida and was very homesick. She also felt sad because she was not allowed to have a dog in her apartment. When Kate went to sleep, she dreamed she heard a girl say she had a dog named Winn-Dixie. Kate started writing the story as soon as she woke up. Because of Winn-Dixie became the first book that Kate published. It won a Newbery Honor, which is one of the most respected awards a children s book can receive. She is also the author of The Tiger Rising and of The Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup, and a Spool of Thread, which received the Newbery Medal in When Kate wrote Because of Winn-Dixie, she would get up early every day to write two pages before leaving for her job at a bookstore. She no longer works at the bookstore, but she still writes two pages every morning. Other books by Kate DiCamillo What might be a different solution to Miss Franny s problem with the bear? How would that solution change the story? Have students write down their ideas and share with a partner. WRITE ABOUT IT Invite students to name different places where they have made friends. Then ask them to write about what they do to let someone know they want to be his or her friend. 556 Find out more about Kate DiCamillo at Author s Purpose This selection is realistic fiction a madeup story that has true-to-life details. What was the author s purpose for writing? Why do you think so? Author s Purpose Suggest that students keep the genre in mind as they skim the story for clues to Kate DiCamillo s purpose for writing. They should conclude that her purpose is to entertain and may cite the humorous details about the dog and the focus on an unlikely friendship as evidence. Students can find more information about Kate DiCamillo at Author s Craft Descriptive and Regional Language Writers use descriptive language to bring their stories to life and create pictures in readers minds. Example: She is a very small, very old woman with short gray hair. (p. 546) This description creates a picture of the librarian for the reader. Ask students how descriptive language creates pictures. Ask how these mental pictures are affected by the photographs. Writers also use language, phrases, or expressions that are indicative of a specific region or culture. Have students find and discuss examples of cultural or regional language, such as Why, that would be grand... just grand. (p. 554) 556

14 Summarize Comprehension Check Use your Summarizing Chart to help you summarize Because of Winn-Dixie. Include the most important plot events. Think and Compare 1. Summarize the peculiar story that Miss Franny Block tells Opal. Focus on the main events of her story. Evaluate: Summarize 2. Reread pages of Because of Winn-Dixie. What does Miss Franny mean when she says she never had quite gotten over it? Analyze 3. What funny story would you share with a new friend? Apply 4. Why are Miss Franny Block and Opal a good match for each other? Evaluate 5. Read A Library Card for Emilio on pages How is Emilio like Opal in Because of Winn-Dixie? How are they different? Use details from both selections in your answer. Reading/Writing Across Texts Author and Me Model the Author and Me strategy with questions 2 and 4. The answer is not directly stated in the selection. You have to think about what you already know and link it to what you read. Question 2 Think Aloud: I need to remember what I learned about Miss Franny and the story she told Opal about a bear. I know that she is still afraid when she sees things outside the library window. Therefore, she must still be waiting for the bear to return. Question 4 Think Aloud: I read that Opal recently moved to a new town and Miss Franny no longer had many friends. Two lonely people with things in common may easily make a new friendship. 557 Comprehension Check SUMMARIZE Have partners summarize Because of Winn-Dixie in their own words. Remind students to use their Summarizing Chart to help them organize their summaries. THINK AND COMPARE Sample answers are given. 1. Summarize: Miss Franny s father built her a library in Florida when she was a young girl. One day she was in the library when a bear walked in. She was afraid the bear would eat her so she threw a book at him. She scared him off, but he took the book away with him. 2. Analyze: Miss Franny means that she is still very much afraid that the bear will return someday. USE AUTHOR AND ME 3. Text to Self: Answers will vary. Students might tell about their first day of school or an unusual event. 4. Text to World: Miss Franny and Opal both love to read. Miss Franny likes to tell stories and Opal likes to listen. They are both lonely and want to form new friendships. USE AUTHOR AND ME Respond Student page 557 FOCUS QUESTION 5. Text to Text: Opal and Emilio both recently moved to a new town and enjoy time at the library. Emilio s first language is not English, and he is unsure of himself at first. Opal is more outgoing and friendly. Because of Winn-Dixie 557

15 Fluency/Comprehension Objectives Read accurately with good prosody Rate: WCPM Materials Fluency Transparency 21 Fluency Solutions Leveled Practice Books, p. 152 Echo-Read Discuss what is happening in the passage. Explain the meaning of the expressions nose stuck in a book, shadow crossed the desk, and wild man/woman. Echo-read the passage with students. Trace the sentences as you read. Fluency Repeated Reading: Intonation/Pausing EXPLAIN/MODEL Tell students that good readers learn to read groups of words together in phrases. Explain that the text on Transparency 21 has been marked with slashes that indicate pauses and stops. A single slash indicates a pause, usually between phrases. A double slash indicates a stop, usually between sentences. Have the class listen carefully to your pauses and intonation as you read. Transparency 21 Oh,/ yes,/ ma am,/ I thought I knew the answers to everything.// Well,/ one hot Thursday,/ I was sitting in my library with all the doors and windows open and my nose stuck in a book,/ when a shadow crossed the desk.// And without looking up,/ yes ma am,/ without even looking up,/ I said,/ Is there a book I can help you find? // Well,/ there was no answer.// And I thought it might have been a wild man or a wild woman,/ scared of all these books and afraid to speak up.// But then I became aware of a very peculiar smell,/ a very strong smell.// I raised my eyes slowly.// And standing right in front of me was a bear.// Yes ma am.// A very large bear. // On Level Practice Book O, page 152 Fluency Transparency 21 from Because of Winn-Dixie, page 551 As I read, I will pay attention to end punctuation. Nate Jasper fumbled for his library card and handed it 10 to Ms. Kim, the librarian. He was checking out books 20 about life in the American colonies for a social studies 30 report. He hadn t realized it was his turn because he 40 was distracted by a sign taped to the wall beside the 51 circulation desk. 53 The sign read: First Annual Highland Drawing 60 Contest. Prizes to be awarded for drawings that best show 70 the exciting and unique beauty of Highland, Vermont. 78 I see that our drawing contest has caught your eye, 88 said Ms. Kim. Are you an artist? 95 Yeah, I guess I am, said Nate. But I ve never entered 106 a contest. 108 Well, why not consider making this your first? asked 117 Ms. Kim. We have a Young Artists division, and we need 128 people like you to help make the contest a success. The 139 winning drawings will be displayed here in the Highland 148 Public Library. Here, take a flyer and think about it. 158 PRACTICE/APPLY Reread the first two sentences of the passage with students. Then divide them into two groups. Have groups alternate reading sentences. Remind students to pay attention to the pauses and stops as indicated by the slash marks. Students will practice fluency using Practice Book page 152 or the Fluency Solutions Audio CD. Comprehension Check 1. What does Ms. Kim say to Nate? Summarize Ms. Kim asks Nate if he is an artist. She suggests that he should enter the contest and gives him a flyer. 2. Why is Nate a good candidate to enter the contest? Draw Conclusions Nate is a good candidate to enter the contest because he is an artist. Words Read Number of Words = Errors Correct Score First Read = Second Read = Can students read accurately with good prosody? During Small Group Instruction If No Approaching Level Fluency, p. 561N If Yes On Level Options, pp. 561Q 561R Approaching Practice Book A, page 152 Beyond Practice Book B, page 152 Beyond Level Options, pp. 561S 561T 557A

16 Fluency/Comprehension Comprehension MAINTAIN SKILL DRAW CONCLUSIONS Objective Draw conclusions EXPLAIN/MODEL Readers can use information from a story, as well as personal experience, to draw conclusions. By paying attention to details, readers can draw conclusions about what a character may say or do next or how the plot might change as the story unfolds. Ask students to discuss details from A Library Card for Emilio that help them to draw conclusions about events or characters in the story. PRACTICE/APPLY Discuss Because of Winn-Dixie. Invite students to form literature circles to respond to the questions below. Students should discuss the narrative conveying the story grammar (characters, roles, plots) and emphasizing expression and body language. What things do you know about Miss Franny Block, even before she told the story about the bear? Draw Conclusions Introduce Practice/ Apply Reteach/ Review Assess Maintain 413A B ; Leveled Practice, M T, 447A B, , 469M T; Leveled Practice, Weekly Tests; Unit 4 Test; Benchmark Tests A, B 503B, 529B, 557B What can you conclude about the narrator? What details in the story give you clues? What can you conclude about the relationship between Opal and Amanda Wilkinson? For comprehension practice use Graphic Organizers on Teacher s Resource Book pages Because of Winn-Dixie 557B

17 Paired Selection Student page 558 Poetry GENRE: FREE VERSE POEM Have students read the bookmark on Student Book page 558. Explain that a free verse poem usually doesn t rhyme or have a set rhythm; contains other poetic elements, such as imagery, figurative language, and repetition. Literary Elements: Onomatopoeia and Simile Poetry Free Verse Poems do not have to follow rhyme schemes but often contain rhythmic patterns and other poetic elements. Literary Elements Onomatopoeia is the use of a word that imitates the sound that it stands for, such as hiss. A Simile compares two different things, usually by using the words like or as. 1 2 Love I Lo the Look of Words The word popping sounds like the thing it describes. This is an example of onomatopoeia. Popcorn leaps, popping from the floor of a hot black skillet and into my mouth. Black words leap, snapping from the white page. Rushing into my eyes. Sliding into my brain which gobbles them the way my tongue and teeth chomp the buttered popcorn. EXPLAIN/MODEL Literary elements, such as onomatopoeia and similes, help the poet express ideas in a richer, more colorful way. Point out the word popping as an example of onomatopoeia on page 558. Point out the simile on page 559. PRACTICE/APPLY Ask students to think of other examples of onomatopoeia, such as animal sounds (buzz, woof, meow, moo). Challenge them to think of similes to describe a library. Read I Love the Look of Words As you read, remind students to apply what they have learned about free verse poems in both oral and written responses. Have them look for figurative language, such as simile, or for sensory details that call upon one of the five senses to make language more accessible LITERARY ELEMENTS: SIMILE The poet does not use a simile in the first nine lines of the poem, but she compares several things. What simile can you create to show one of her comparisons? (Possible answer: Like popcorn leaping into my mouth, words leap into my eyes. My brain gobbles up words just as my tongue and teeth chomp the buttered popcorn.) 2 LITERARY ELEMENTS: ONOMATOPOEIA How does the author s use of onomatopoeia bring the words from her book to life? (She uses the sound snapping to describe the words leaping from the page.) 558

18 Poetry When I have stopped reading, ideas from the words stay stuck in my mind, like the sweet smell of butter perfuming my fingers long after the popcorn is finished. I love the book and the look of words the weight of ideas that popped into my mind I love the tracks of new thinking in my mind. 3 Maya Angelou Connect and Compare This simile compares ideas sticking in the poet s mind to the smell of butter sticking to her fingers. 1. Although it doesn t rhyme, this free verse poem contains elements of poetry, such as onomatopoeia. Besides the word popped, what other examples of onomatopoeia can you find? Onomatopoeia 2. The poet uses a simile to compare her brain to something. What is it? Analyze 3. Compare the narrator in this poem with the narrator in Because of Winn-Dixie. How are they alike? How are they different? Reading/Writing Across Texts Find out more about free verse poems at Paired Selection Student page MAKE INFERENCES How would you describe the poet s attitude toward books? (She says the words leap into her brain and the ideas stay in her mind. She loves learning new ideas and thinking about them.) Connect and Compare SUGGESTED ANSWERS 1. Snapping is an example of onomatopoeia as is the use of the word chomp. ONOMATOPOEIA 2. When she eats, she gobbles up popcorn and the smell of butter sticks to her fingers. When she reads, she gobbles up words and ideas stick in her mind. ANALYZE 3. FOCUS QUESTION Answers may vary. Students might say that both narrators like books and learning. They are different because the poet writes about her love of learning and the narrator in Because of Winn- Dixie writes about how she made a new friend. READING/WRITING ACROSS TEXTS Internet Research and Inquiry Activity Students can find more facts about free verse poems at Because of Winn-Dixie 559

19 WRITING Descriptive Writing Writer s Craft: Multiple Paragraphs WORD STUDY Words in Context Connotation and Denotation Phonics: VCCV Pattern Vocabulary Building SPELLING Words with the VCCV Pattern GRAMMAR Adjectives SMALL GROUP OPTIONS Differentiated Instruction, pp. 561M 561V Writing Multiple Paragraphs READ THE STUDENT MODEL Read the bookmark about multiple paragraphs. Multiple paragraphs help writers to organize ideas so that readers will understand them. Writers can focus each paragraph on a separate important idea. Have students turn to page 546. Identify and discuss the organization of multiple paragraphs. Then have the class read Ramona C. s comparison and the callouts. Tell students that they will write a comparison of two book characters. They will also learn how to use multiple paragraphs to organize their ideas. Writer s Craft Multiple Paragraphs Writers arrange multiple paragraphs in a logical order when they compare and contrast. You can use Venn diagrams to sort out similarities and differences before you write. I arranged my paragraphs in a logical order. First I told how the characters are different. Then I told how they are alike. 560 Write a Comparison Ike and Cara by Ramona C. I am writing to compare two characters from the books we read this year. One is Ike from Dear Mrs. LaRue, and the other is Cara from Dear Mr. Winston. Right away, you can tell that Ike s character could never be real dogs cannot talk or write letters to their owners. Cara s character could be real. She looks and writes like a real person. Ike uses a typewriter. Cara types her letter on a computer. The two characters are alike in that they are both clever, they get in trouble, and they were invented to make readers like me laugh. Features of a Comparison In a comparison, the writer tells how two things are the same and different. A comparison gives true information. A comparison describes how two people, ideas, places, or things are similar. A comparison describes how two people, ideas, places, or things are different. A comparison organizes details in a logical order. A comparison uses special words, such as alike, both, and different, to point out what is similar and what is different. 560

20 Descriptive Writing Your Turn Choose two characters you know from books. Then write a description that compares and contrasts the characters. Start your writing by introducing your subjects. Tell how they are alike in one paragraph and how they are different in another paragraph. Use the Writer s Checklist to help you evaluate your writing. Writer s Checklist Ideas and Content: Did I choose clear similarities and differences? Organization: Are my multiple paragraphs in a logical order? Did I tell how my characters are alike in one paragraph and different in another? Voice: Is it clear how I feel about the characters? Word Choice: Did I use adjectives that paint vivid pictures of the characters? Sentence Fluency: Did I use a variety of sentence lengths and types? Conventions: Did I use correct punctuation throughout? Did I capitalize proper nouns? 561 PREWRITE Writing Student pages Read and discuss the writing prompt on page 561. Explain that the purpose of a comparison is to inform. Students audience will be their teacher and classmates. Students can work independently or in pairs to brainstorm book characters for their comparisons. Present the minilesson on Organization on page 561B, then display Transparency 81 and discuss how Ramona used a Venn diagram to plan a comparison with similarities and differences. Have students use a Venn diagram to plan their own comparisons. DRAFT Display Transparency 82. Discuss how Ramona used her Venn diagram to write a draft of her comparison. Talk about how she could improve the draft. Before students write, present the lesson on Multiple Paragraphs on page 561A and the Evaluate Character minilesson on page 561B. Have students use their Venn diagrams to write their comparisons. Remind them to organize their paragraphs by similarities and differences. Transparency 81: Venn diagram Transparency 82: Draft Transparency 83: Revision Transparency 81 could never be real uses a typewriter Venn Diagram Different Ike Alike Cara clever get in trouble write letters amusing could be real types on a computer REVISE Display Transparency 83 and discuss Ramona s revisions. Point out that she added an introduction to make the purpose of her comparison clear. Students can revise their drafts or place them in writing portfolios to work on later. If they choose to revise, have partners use the Writer s Checklist on page 561. Then ask students to proofread their writing. For Publishing Options, see 561A. Writing Transparency 81 Writing Transparency 81 For lessons in Grammar and Spelling, see page 561B and 5 Day Spelling and Grammar on pages 561G 561J. Because of Winn-Dixie 561

21 Writing Publishing Options Students can read aloud their comparisons to the class. See the Speaking and Listening tips below. They can also use their best cursive to write their comparison. (See Teacher s Resource Book pages for cursive models and practice.) Then invite students to collect their comparisons into a class booklet or post them on a bulletin board. SPEAKING STRATEGIES Practice your presentation beforehand. Speak loudly and clearly. Writer s Craft Multiple Paragraphs EXPLAIN/MODEL Good writers make their comparisons clear by highlighting similarities in one paragraph and differences in another. Each paragraph begins with a topic sentence and includes supporting details. Have students reread Ramona s comparison on page 560. Point out that Ramona tells about differences in the second paragraph and similarities in the third paragraph. Display Transparency 84. Think Aloud There are two paragraphs. Each starts with a strong, clear topic sentence that gives that paragraph s main idea. The rest of the paragraph contains supporting details that tell more about the main idea. The information flows from the first paragraph to the next in a way that makes sense. Topic sentences help me follow from the first to the second paragraph. Transparency 84 Emphasize comparison words such as alike and different. Use your voice to emphasize important ideas so that listeners can follow your thoughts. LISTENING STRATEGIES Look at the speaker. Listen carefully to identify differences and similarities. Think about whether you agree with the speaker s feelings about the characters. After the speaker has finished, ask questions. 4- and 6-Point Scoring Rubrics Use the rubrics on pages 661G 661H to score published writing. Writing Process For a complete lesson, see Unit Writing on pages 661A 661H. Writing Transparency 84 Topic Sentence: My friend Joan and I are both the same in lots of ways. Supporting Details: We love cooking. We play soccer on a team. Topic Sentence: Joan and I are different in some ways, too. Supporting Details: She is good at math. I do best in art. Joan is quiet. I talk a lot! A. They help people every day. B. Nate and Shelley are very different as characters, too. C. Nate and Shelley are both amazing characters. D. Nate could never be real because he is a superhero. E. They both care a lot about other people. F. Shelley is a real person who solves real problems. Topic Topic Sentence Sentence Supporting Supporting Paragraph 1 Paragraph 2 Detail Detail Supporting Supporting Detail Detail Paragraph 1: C: Topic Sentence; E: Supporting Detail; A: Supporting Detail Paragraph 2: B: Topic Sentence; D: Supporting Detail; F: Supporting Detail Writing Transparency 84 PRACTICE/APPLY Work with students to organize the sentences into two paragraphs: one about similarities and one about differences, with each having a topic sentence and two supporting details. Discuss how students made their decisions. Then have them identify paragraph organization in another nonfiction article they have read. Tell students that as they draft their comparison, they should think about ways to organize their ideas into multiple paragraphs that reflect similarities and differences between their characters. 561A

22 Writing Writer s Toolbox Writing Trait: Organization Explain/Model Good writers organize their ideas to fit the writing assignment. For a comparison, writers need to identify similarities and differences. Explain that a Venn diagram helps writers list ideas this way as they plan. It shows differences in the outer circles and similarities in the center overlap. Practice/Apply Display Transparency 81. Have students read the information in the outer circles and overlap. Guide them to see that the outer circles tell how each character is different. The overlap lists ways the two characters are the same. Evaluate Character Explain/Model When good writers compare book characters, they may also include their feelings about the characters. Have students reread Ramona s last sentence on page 560. Point out that she says both characters made her laugh. Discuss with students how this sentence shares Ramona s feelings about the characters she enjoyed them because they made her laugh. Practice/Apply As students draft, tell them to include their reactions to the characters. Suggest that they focus on a single reaction and tell about it at the end of a paragraph. Adjectives Explain/Model Adjectives describe nouns or pronouns. They tell what kind, which, or how many of something. For example, a green parrot tells what kind of parrot, while six parrots tells how many parrots. Point out the adjective real in the fourth sentence of Ramona s comparison. This adjective describes the kind of person Cara is. Good writers make sure to use adjectives correctly. Practice/Apply Work with students to find more adjectives in Ramona s comparison on page 560. Have them identify the noun or pronoun each describes and tell what information the adjective gives. Ask students to pay attention to using adjectives correctly in their writing. Spelling Words with the VCCV Pattern Ask students to find the word letters in the student model on page 560. Point out the VCCV (vowelconsonant-consonant-vowel) pattern. Explain that many words follow this spelling pattern, both with double consonants, as in letter, or with different consonants, as in plastic. Ask students to pay attention when they spell words with the VCCV pattern. Remind them that they can use a print or online dictionary to check spelling in their drafts. For a complete lesson on spelling words with the VCCV pattern, see pages 561G 561H. Technology Suggest that students print their work and proofread it on paper as well as on-screen. Ask them which method works best for them. Because of Winn-Dixie 561B