Houghton Mifflin Theme One Mr. Mills Third-Grade

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1 Houghton Mifflin Theme One Mr. Mills Third-Grade
Off to Adventure Houghton Mifflin Theme One Mr. Mills Third-Grade

2 What is the writer of the poem saying?
Can’t keep still all day… I like adventures, and I’m going to find one. From Little Women by Louisa May Alcott What is the writer of the poem saying?

3 Describe what it is like:
What is it? Describe what it is like: Part of Speech Adventure Example Example Example

4 Thinking About the Theme
Make some predictions about what the stories in our theme will be about. What clues did you use? What adventures have we experienced? How would you turn an ordinary day into an adventure?

5 Turn in your anthologies to page 12.
Letter from the Author We are going to read a letter from Mark Teague, one of the authors in this theme. As we are reading, think about the word “adventure” and what we have discussed. Turn in your anthologies to page 12.

6 What are some supplies that Mark Teague suggests for adventurers?
Pick one item from his list to share with a partner. How would you use that object?

7 Previewing our Selections
On page 15 you see the titles and cover illustrations for the stories we will be reading in Off to Adventure. Which of these stories will involve: riding a horse? climbing a cliff? rescuing a family from danger? Support and explain your predictions.

8 Launching the Theme Using page 9 of your practice book, we will look through magazines and newspapers to find examples of adventures. You will cut out and paste your picture of an adventure on the top of the page, explaining the adventure. Of course you will remember to answer the questions in complete sentences.

9 Davy Lowe By Shari Siamon
Teacher Read Aloud One Davy Lowe By Shari Siamon Based on the illustrations I have provided, what can you infer about this story?

10 Comprehension Skill: Cause & Effect
A cause is the reason something happens. An effect is something that happens because of a cause. For example, the lightning striking the house caused the house to burn down (effect).

11 Classroom Examples Effects Cause Why something happens What happens
Throwing a desk at Mr. Brumfield: Participating in our monthly party. Doing your homework and studying for tests:

12 Thinking about the Read Aloud
What happens when Davy hits the bear on the nose? Why does the birch begin to bend? Why does the bear run away? Cause Hitting the bear on the nose: Effect Cause Effect The birch bends Is this a cause or effect? Cause Effect

13 By Jean Craighead George
Cliffhanger By Jean Craighead George

14 Making Connections What do we know about rock-climbing?

15 Rock Climbing United Streaming Enrichment Rock Climbing Tips from an Expert

16 Vocabulary descent trekked crouched ridge whimpered eased vertical
A trip down something, a plunge to the bottom Made a slow and difficult journey on foot Huddling or hunching down with your body A long narrow chain of mountains making a quiet, sobbing or whining noise Moving very smoothly into or down something a line or path that goes straight up and down

17 Can you give an example of when or where you would use each word?
Let’s evaluate our understanding of the vocabulary: We know & use We can understand We don’t have a clue descent trekked crouched ridge whimpered eased vertical

18 Applying our Vocabulary to Non-Verbal Representations
How does the picture represent or symbolize the meaning of the vocabulary? descent trekked crouched ridge whimpered eased vertical

19 Synonym Matching Activity
Link to Smart Notebook We will use Smart Notebook to match our vocabulary words with synonyms. Remember, a synonym is a word that shares the same meaning. For example, what are 3 words that are synonyms and mean the same as “good”?

20 Other Words You Will See
belay harness ledge rappel Being tied to a person or a rock for safety A set of straps that can attach to a safety rope A shelf of rock To come down a cliff by sliding down a rope Let’s use our phonics and decoding reading strategy to identify familiar parts of these words. Also, let’s check the syllabication of each word. How many sounds make up each word?

21 Reading about the Vocabulary
Turn to page 16 of your reading anthology. We will read about the rock climbing words we will use in Cliffhanger. As we read, think about the meaning of each word. When we are finished reading, we will complete practice book page 11.

22

23 Guiding Comprehension
How does the author create a sense of danger about the storm on pages 20-21? How does Axel feel about Grits? What story details support your inference? On pages 24-25, how does the author show that the storm is powerful? What does the author mean when she says, “a lightning bolt split open the black cloud”? Why do you think the cliff is called Monkey’s Ledge? Why does Axel hug Grits a second time on page 35? What has Axel’s greatest fear during his adventure? Finish the story sentences on page 13 of your practice book, showing that you understand the main plot events in Cliffhanger.

24 Cause and Effect Chart: Practice Book page 12
Why does it happen? Effect: What happens? Effect: Axel and Dag set out to rescue Grits. Effect: Axel decides to climb up and get Grits even though there is a storm. Cause: Axel climbs carefully using all of the proper equipment. Effect: The hair on Axel’s head and arm stands up. Partway down the cliff, Axel runs out of rope.

25 Independent Comprehension

26 Social Studies Link Skill: How to Read a Map
Pages 46-49 Skill: How to Read a Map Use the compass rose to find the cardinal directions: north, south, east, & west. Read the labels to find cities, states, countries, or other places on the map. Find symbols such as shapes or lines that point out information. For example, what does a star stand for?

27 Rock Climbing United Streaming Enrichment Continued The Largest Indoor Climbing Facility in the World

28 Deborah Sampson Goes to War By Bryna Stevens
Teacher Read Aloud Two Deborah Sampson Goes to War By Bryna Stevens Based on the illustrations I have provided, what can you infer about this story?

29 Comprehension Skill: Making Inferences
Readers make inferences by using story clues and their own experiences to make reasonable guesses about a character’s actions and feelings.

30 Let’s Practice Making Inferences
Mr. Brumfield is wearing jeans to school. What do you know about teachers wearing jeans to school? What can you infer about why Mr. Brumfield is wearing jeans?

31 Thinking about the Read Aloud
What kind of person is Deborah Sampson? Why does Dr. Binney keep Deborah’s secret? What did Dr. Binney say in his letter? Clues from the Story Inference Clues from the Story Inference Clues from the Story Inference

32 As retold and illustrated by Song Nan Zhang
The Ballad of Mulan As retold and illustrated by Song Nan Zhang

33 Are you familiar with the legend of Mulan?
                                                                       

34 What is the setting of the story?
Think about the location, the culture, the time, and major events shaping the story.

35 Vocabulary endured triumphant comrades sorrowful dusk harsh astonished
Put up with or lasted through Successful, having won, victorious Companions who share one’s activities Full of sorrow or sadness twilight, evening, just before the sun sets Hard or difficult Surprised and amazed

36 endured triumphant comrades sorrowful dusk harsh astonished
Applying our Vocabulary to Non-Verbal Representations How does the picture represent or symbolize the meaning of the vocabulary? endured triumphant comrades sorrowful dusk harsh astonished

37 Word Pyramid The goal of this game is to have your partner correctly guess each word listed in the pyramid. You start at the bottom, giving clues as to the meaning of the word. When your partner says the vocabulary word, you can move to the next square. Your goal is to reach the top. If your partner is not getting the word, and you have tried to describe it in different ways, skip the word and move on.

38 Word Pyramid astonished endured sorrowful endured comrades harsh dusk
Start

39 Other Words You Will See
armor farewell troops Body covering, often of metal, worn for protection in battle Goodbye Soldiers Let’s use our phonics and decoding reading strategy to identify familiar parts of these words. Also, let’s check the syllabication of each word. How many sounds make up each word? Turn to page 52 to read about the vocabulary of The Ballad of Mulan.

40 Words from Long-Ago Times of War
armor comrades endured farewell triumphant troops victorious In the history of warfare, many things have changed. The ___________ that soldiers used to protect themselves many years ago has changed. So have the weapons that are given to the troops. Some things, however, stay the same. Soldiers have always had to say a sad _________________ to their families as they leave. They will join their ________________ to travel to the battlefields. Over the years, soldiers have also _______________ many hardships. They have faced cold, heat, hunger, thirst, tiredness, and – worst of all- battles with the enemy. People love to have their soliders return home _____________ and ________________. They honor soldiers with parades and praise, but they must not forget the suffering that war brings. Complete the vocabulary page on practice book page 31.

41 Guiding Comprehension
How can Mulan’s mother tell that something is wrong on pages 56 and 57? Why is the emporer calling for troops? Why is the health of Mulan’s father important to the plot? Why is it important that Mulan’s father has no grown sons? Why is it important that Mulan dresses in armor before she meets the troops? How does the author show that Mulan is homesick on page 64? What does the author suggest when he compares Mulan to a “flying bird” on page 68?

42 Guiding Comprehension
How does thinking of her father help Mulan endure the hardships? Why do the soldiers not realize that Mulan is a woman? Name some qualities that have helped Mulan become a general. How might Mulan feel when the emporer calls her to the palace? Why do you think the emporer sends an entire troop to escort Mulan home when she asks for only one camel? How might Mulan’s actions seem even more heroic to her parents and the people in her village than they do to the Emporer and her comrades? How does the author show that Mulan’s family is excited she is returning?

43 Guiding Comprehension
Why might Mulan reveal that she is a woman? How does the author show that Mulan was admired for what she did? What might have happened in Mulan had asked to fight as a woman? What do Mulan’s actions teach you about the meaning of courage? The story of Mulan has been retold for hundreds of years. Why do you think people enjoy retelling it?

44 Independent Comprehension

45 Language Link Skill: How to Read a Key
Pages 86-89 Skill: How to Read a Key Look at the key to see what information it gives. Predict how you will use the key. While you read, look back at the key to match the symbols you find in the text. While reading, identify the meaning of each symbol.

46 My Dog Ate My Homework By Susan Mitsch
Teacher Read Aloud Three My Dog Ate My Homework By Susan Mitsch Based on the title and illustrations I have provided, what can you infer about this story?

47 Comprehension Skill: Sequence of Events
All stories happen in a certain order of events. The events in a story are called the plot. Words such as first, next, and finally help tell you the sequence, or order of plot events.

48 Let’s Practice Organizing Sequence
Order the events from the story Cliffhanger. Begin by marking a “1” next to the first event, etc. Axel lowered Grits and free climbed to the bottom of the mountain. Axel reached Grits and waited out the storm. Two hikers returned to the climbing school and told Axel about Grits. Dag told Axel to wait out the storm, but Axel disobeyed.

49 Thinking about the Read Aloud
How does the boy first lose his homework? Who is the first person to help the boy? What happens after the boy rows out to the boat? Why does each person help the boy when he asks for help? The boy loses his homework because… The first person to help the boy is… After the boy rows out to the boat… Each person helps the boy because…

50 Written and illustrated by Mark Teague
The Lost and Found Written and illustrated by Mark Teague

51 United Streaming Enrichment
What is Fantasy? United Streaming Enrichment

52 Can you give an example of when or where you would use each word?
Let’s evaluate our understanding of the vocabulary: We know & use We can understand We don’t have a clue rumpled glanced narrow dismay lectured fantasy

53 Vocabulary rumpled glanced narrow dismay lectured fantasy
Wrinkled or creased Looked at something quickly Describing something as not wide, a tight opening A bad feeling of shock or fear scolded, reprimanded, talked to in a harsh way Something that could never happen, unrealistic, fictional

54 rumpled glanced narrow dismay lectured fantasy
Applying our Vocabulary to Non-Verbal Representations How does the picture represent or symbolize the meaning of the vocabulary? rumpled glanced narrow dismay lectured fantasy

55 Synonym Substitution Activity
Link to Smart Notebook We will use Smart Notebook to replace boring words with more interesting synonym vocabulary words. Remember, a synonym is a word that shares the same meaning. For example, what are 3 words that are synonyms and mean the same as “tired”? Complete the vocabulary activity on practice book page 47.

56 Matching Vocabulary Finding Synonyms and Antonyms
Link to Smart Notebook Activity

57 Story Element Chart Plot Characters Solution Setting
Problem or Conflict

58 Determining Fiction or Fantasy
Using the story, The Lost and Found, determine which plot events were fiction and which were definitely fantasy. Fiction Fantasy

59 Story Sequencing What would a clock have to do with story sequencing?
Link to Smart Notebook

60 Think About the Story How does the author make you believe a squid really trapped Wendell and Floyd at the beginning of the story? When the boys are waiting for the Principal, Floyd says they are unlucky. Do you agree? What is the first “fantastic” detail the author wants you to believe? Who is more cautious, Wendell or Floyd? Explain using details. Why does the Lost and Found seem so strange and mysterious on pages 102 and 103?

61 Think About the Story Does luck have anything to do with Wendell and Floyd’s troubles? Why do the boys follow Mona into the lost and found? Why do you think the world of the Lost and Found becomes stranger as the children go deeper into it? What might have happened if the children hadn’t gotten out of the Lost and Found when they did? Would you have followed Mona into the Lost and Found? Explain why or why not.

62 Independent Comprehension

63 Skill: How to Read a Poem
Language Link Pages Skill: How to Read a Poem Read the poem several times, try reading aloud. Listen for patterns, such as rhythm or rhyme. Think about the idea the poet is trying to express.

64 Radio Rescue By Lynne Barasch Paired Stories
Comparing and Contrasting Literature Radio Rescue By Lynne Barasch

65 What do you know about Morse code?

66 Vocabulary ferocious hurricane distress transmitting raise
acknowledged relaying Fierce and powerful An ocean born storm with violent winds and heavy rains Serious danger or trouble Sending signals by radio or wire to contact by radio Received and made a reply to Passing or sending along

67 Definitions Match ferocious hurricane distress transmitting raise
acknowledged relaying An ocean born storm with violent wind and rain Serious danger or trouble Received and made a reply to Passing or sending along Sending signals by radio or wire Fierce or powerful, frightening

68 One word will be used twice
Radio Rescue Vocabulary How does the picture represent or symbolize the meaning of the vocabulary? ferocious hurricane distress transmitting relay One word will be used twice

69 Link to Smart Notebook Activity
Synonym Matching Link to Smart Notebook Activity

70 Independent Practice Turn to page 62 of your practice book. You will use these vocabulary words to complete the given sentences.

71 Cause and Effect Cause Why does it happen? Effect What happens?
In 1926, phone lines are wiped out in parts of FL. The narrator must contact the Coast Guard about the stranded family. The Coast Guard receives his message.

72 Think About the Story Why might the Coast Guard be unable to pick up some distress calls in an emergency? What other characters have we read about who helped out in an emergency? How do you think people who survived the storm got their messages to operator 4LDG? Storms play a big part in two of our stories. What can you conclude about storms as settings for stories?

73 Morse Code United Streaming Enrichment

74 Sybil Ludington’s Midnight Ride
By Marsha Amstel

75 Connections America in 1777 Revolutionary War Paul Revere
Before we begin to read, let’s see what you might know about the setting of the story. America in 1777 Revolutionary War Paul Revere

76 Vocabulary route trot urged reins

77 Vocabulary Definitions
route trot urged reins A way or path Movement that is faster than a walk but slower than a run Pushed onward, encouraged forward Straps a ride uses to guide an animal

78 Sybil Ludington’s Ride Vocabulary
Write the vocabulary words under the corresponding pictures. Explain why the picture illustrates the meaning of the word. route trot urged reins

79 Using our Vocabulary The horse broke in a _________ when I clucked my tongue. The ___________ and the bridle help direct the horse and tell him which way to go. My teacher _____________ us to finish the math test before lunch. I always take the long, scenic __________ to school.

80 Apply what you learned Complete practice book page 65, using the four vocabulary words you have just learned.

81 Think About the Story What can you tell about the American soldiers based on the details in the introduction? How do you think Sybil feels as she rides through the rain at night? What details does the author include to show you that Sybil is in a great hurry? Is the sentence, “The cold rain made Sybil’s teeth chatter” a fact or opinion?

82 Venn Diagram Midnight Ride Radio Rescue Similarities

83 Focus on Poetry In this section we will read several poems. We will be studying the features of poetry and will be writing poetry of our own. We will start by looking at two poems about colors. As you listen, picture what you hear happening in the poem.

84 What is Poetry? Poems can create songs without music, pictures without paint, and feelings with just a few words. A poem describes things, shares a feeling, and tells a story. A poem has a rhythm, or pattern of beats like a song. A poem may be made of parts or stanzas. The words in a poem may make a shape. A poem’s words may rhyme, but not all the time.

85 Describe what it is like:
What is it? Describe what it is like: Poetry Example Example Example

86 What is Pink? Christina Rosetti What is pink? A rose is pink
By the fountain’s brink What is red? A poppy’s red In its barley bed What is blue? The Sky is blue Where the clouds float through What is white? A swan is white Sailing in the light What is yellow? Pears are yellow Rich and ripe and mellow What is green? The grass is green With small flowers between What is violet? Clouds are violet In in the summer twilight What is orange? Why an orange Just an orange Christina Rosetti How does the poet help you to see each color in “What is Pink”? Does the poet using rhyming words? If so, what are they?

87 When the leaves are turning
What is Orange? Orange is a tiger lily A carrot A feather from A parrot A flame The wildest color You can name Orange is a Happy day Saying goodbye In a sunset that Shocks the sky Orange is brave Orange is bold It’s bittersweet And marigold Orange is zip Orange is dash The brightest stripe In a Roman sash Orange is an orange Also a mango Orange is music Of the tango Orange is the fur Of the fiery fox The brightest crayon In the box And in the fall When the leaves are turning Orange is the smell Of a bonfire burning Mary O’Neill What are some sense words in the poem “What is Orange?” What senses do the words appeal to?

88 Poetry Vocabulary beats lines pattern rhyme rhythm stanzas
Sounds that are the basic units of rhythm, used in poetry and music Rows of words (like the sentences of poetry) A repeated series of features or words To agree or correspond in sound (think Dr. Suess) A series of sounds that repeat in regular order Groups of lines that make up the parts of poems (like paragraphs of poetry)

89 beats lines pattern rhythm rhyme stanzas
Poetry Words Complete the vocabulary activity on practice book page 77. beats lines pattern rhythm rhyme stanzas My favorite poem is divided into three long parts called ______________________. Each of the _______________ of my poem starts with a capital letter. The words and sounds of a poem form a design or _____________, just like the colors and shapes in a quilt. The sound pulses, or ___________, in my poem are just like those in my song. Words like stuff and enough, plate and great, are words that ______________.

90 Thinking About Poetry How does the poem make you feel?
What pictures does the poem create in your mind? What kind of language is used in the poem? Is the sentence, “The cold rain made Sybil’s teeth chatter” a fact or opinion?

91 Patterns of Poetry Poems with Rhyme Words Poem Poem Poem
Practice Book Page 78 Poems with Rhyme Words Poem Poem Poem _____________ ________________ ______________ Pairs of Rhyme Words Pairs of Rhyme Words Pairs of Rhymes

92 Poems with Repeated Words
Patterns of Poetry Practice Book Page 78 Poems with Repeated Words Poem Poem Poem _____________ ________________ ______________ Examples Examples Examples

93 Poems with Different Line Patterns
Patterns of Poetry Practice Book Page 78 Poems with Different Line Patterns Poems with short lines Poems written in Stanzas Shape Poems

94 Comparing Poems Poem Poem Poem
_____________ ________________ ______________ What picture does the poem create: What picture does the poem create: What picture does the poem create: What feeling does the poem express: What feeling does the poem express: What feeling does the poem express: What language does the poem use: What language does the poem use: What language does the poem use:

95 Which Poem is Your Favorite?
Explain to your partner which poem you enjoyed the most. Why did you choose this poem?

96 And the Winner Is… Best Rhyme:___________________________
Best Rhythm: __________________________ Best Words that Paint a Picture: ___________

97 Writing Workshop Personal Narrative

98 Personal Narratives A personal narrative is when you tell a true story about yourself. You write as a narrator, so you will use the pronouns: I, We, Our, etc. Tell the events in the order they happened, with a beginning, middle, and end. Keep the story interesting or exciting! Include lots of specific details. Use sensory information: see, hear, smell, taste, feel…

99 A Student Example Write Source
There is an example of a student narrative in your reading book on page 50. There are also student examples at the following website. Write Source

100 Planning Your Narrative
Think of an exciting day, trip, or event that you want to describe to your readers. Then complete the story map below. Who? When? Where? What?

101 Things to Remember Grab the reader’s attention!
Start with an interesting beginning: Grab the reader’s attention! Ask a question Describe a feeling Show Action Present a problem or mystery Use Dialogue (someone speaking) Throw yourself into the middle of a tricky situation