加州treasure的阅读拓展read aloudreadaloud_g3_3

1、Iwonderwhythe author callsElectionDayaholi- day.Ithinkofaholidayas adayofromschoolora daywhenyoucelebrate something. As I read, I begin to understand why Election Dayissoimpor- tan.Whenwevote,weare choosingthepeoplewe thinkarebestto run our government.Inoticetheauthoruseda datetomakeatransition from

2、 the present to a time in the past. This part of the article is mostly about how the rst settlers voted. I can compare this to how we vote today.Election Day 121by Mary Kay PhelanIn the fall people allover the United Stateslook forward to Election Day. It is always celebratedon the first Tuesday aft

3、er the first Monday inNovember.Onthis holiday we show how proudweare to live in a free country.Election Day is different from all other American holidays.Some holidays celebrate something that happened longago. Others honoran important personsbirthday. But Election Day is a holiday when we plan for

4、the future.On Election Daywevotefor the menand womenwho will govern our towns, our counties, our states, and our nation.Plans for Election Day begin manyweeks ahead of time. The peoplewhowanttobeelectedarecalledcandidates.Theymake speeches. They write letters to the voters. They tell everyone what t

5、hey will do if they are elected.ThenonElectionDaythevotersdecidewhichcandidates they want.On Election Day people vote at pollingplaces. Sometimes the polling place is a school or a church. In some towns it may be a firehouse, a store, or a courthouse.Allday long peoplestream into thepollingplaces. E

6、ach persongoes into a littlebooth allalone.His orher vote is secret.Some people vote forone person. Some vote foranother. Because this is a free country, no one tells us how to vote. We choose the candidate we think will do the best job.After the polling places close, the votes arecounted. Soon ever

7、yone knows who has won the election. . . .Americans have always wanted the freedom to vote forthe people whoare to govern them. That is one of the reasons why the first colonists cameto America from England.Asearlyas1620thesettlersofPlymouth,Massachusetts, held elections foragovernor. Peoplevoted by

8、 raising their handsinapublicmeeting. Thenin1634 thepeopleofthe Massachusetts Bay Colony tried something new. They used paper ballots andvoted insecretGenre StudyNonction/ Expository: Thewriter gives an overview of the dierent voting methods that have been used in America.This allows readers to comp

9、are how Americans voted in the past with today.I heard the word adopted. I know that adopted is a verb that can mean when a family brings a child who has no parents into their home. That mean- ingdoes not make sense here. It says that the ways ofvotingchanged.Ithink adopted in this sentence means “s

10、tarted using.” So the sentence is saying that states started using paper ballots for voting.122Sometimesthe earlysettlers usedkernelsof corn and Indian beans for voting. When a man dropped a white kernel of corn into the ballot box, he was voting for the candidate. If he used a black bean, he was vo

11、ting against the candidate.Notall the colonies used paper ballots or cornand beans for voting. Election Day in the colonies of New York, New Jersey, Maryland, Virginia, and Georgia was very different. At each polling place the man in charge of the election had a large book. The names of the candidat

12、es were written in the book.When the voterarrived, he announced inaloudvoice the menforwhom he wished to vote. Hischoices were recorded in the book. Thecandidates rose and bowedin thanks. Their friends clapped. . . .Many of the colonists who voted this way came from England. They were voting the way

13、 people in England had voted for hundreds of years.Butthe voicevotewasnotsecret. Everyone knew how a manvoted. Sometimes people were afraid to voteas they really wished.After the Declaration of Independence in 1776 the colonies were independent of England. Because they did not want to keep the Engli

14、shcustoms, the waysofvotingwere changed. One by one, the new states adopted paper ballots for their elections.Election Day is oneof our most exciting holidays. Even if you cannot vote yet, you canshare in the excitement. Youcan listen to the candidates. Youcan learn what they hope to do if they are

15、elected.Aslongas Americanscanvoteforwhom they wish,our countrywill always be strongand free. The future of the United States depends on its Election Days.After ReadingTake Notes: Ask students to write a one-paragraph summary of the selection. Remind them that a summary includes only the most importa

16、nt information. Havestudents tradepapers with a partner and compare which information they included in their summaries.“I wonder . . .”Use Copying Master number 1 to prompt students to create a list of questions they have about voting. Did the article answer them?Cultural PerspectiveVoting methods i

17、n America have come a long way since the rst settlers voted by raising their hands.Todaypeoplein many states touch a computer screen to vote electronically.In other states voters shade in a box to indicate their choice or use a machine to punch a hole next to their choice. However, there are some st

18、ates that still use paper ballots. Have students discuss the cultures and times reected in the article and other changes across time.Think and Respond1.Why did states eventually decide to use paper ballots for their elections? Possible responses: People wanted their vote to be secret. The states bro

19、ke away from England and did notwant to continue doing things the way the English did them. AnalyticalWhy do you think the author describes several dierent ways people in America used to vote? Possible responses: These waysshow how things have changedsince1620.Itisinteresting tolearnaboutthedierentw

20、ays peopleused to vote. She shows why people wanted a new voting method. GenreWhat message do you think Mary Kay Phelan wants to share with her readers? Possibleresponse: Election Day isan important holiday that everyone can be involved in, even if youcannotyetvote. Authors Purpose2.3.Election Day12

21、3by John Vernon Lord and Janet BurrowayGenre: PoetryPoetic Element: Onomatopoeia ComprehensionStrategy:GenerateQuestions Think-Aloud Copying Master number 1Before ReadingGenre: Remind students that a rhyming poem contains a rhyming pattern. Tell them to listen for rhyming words as you read aloud the

22、 poem. Explain that this is a narrative poem because it tells a story. Like a narrative story, it includes characters, a setting, dialogue, and a problem and solution.Expand Vocabulary: Introduce the following words and phrases before reading:pate: the top of the headyeast: aningredient usedtomake b

23、read dough rise mill: a building where grain is ground into our drew up: drove up, arrivedSet a Purpose for Reading: Invite students tolisten for enjoyment and for the poets use of onomatopoeia.During ReadingReadwithexpression, notingtheuseofitalics,questions,exclamations, and onomatopoeia. Read thr

24、ough the poem the rst time without interruptions. Thenreread,pausingtodrawstudentsattentiontothecomprehensionThink Aloud and genrenote.124Genre StudyPoetry: Thepoetsuse onomatopoeia, words that sound like the action or thing they describe. Wordssuch ashummedand buzzed are more vivid because they sou

25、nd like what they mean.I noticed the poets use exaggeration tomake the poem humorous. How in the world could the people make a sandwich big enough to trap four million wasps? The poets also use humor in the characters names, such as Mayor Muddlenut and Bap the Baker.The Giant Jam Sandwich 125by John

26、 Vernon Lord and Janet BurrowayOne hot summer in Itching Down, Fourmillionwaspsflew into town. They drove the picnickers away,They chased the farmers from their hay, TheystungLord Swellonhisfatbaldpate, They dived and hummed and buzzed and ate, And the noisy, nasty nuisance grewTill the villagers cr

27、ied, “What can we do?”So they called ameeting in the village hall, AndMayorMuddlenutaskedthemall,“What can we do?” And they said,“Good question!”But nobody had a good suggestion.Then Bap the Baker leaped to his feet Andcried,“Whatdowasps like best to eat? Strawberry jam! Nowwait a minute!If we madea

28、 giant sandwich we could trap them in it!”The gentlemen cheered, the ladies squealed,And Farmer Seed said, “Use my field.”Bapgave instructions for the making of the dough.“Mix flour from above and yeast from below. Saltfrom theseaside, waterfrom thespout.Now thump it! Bump it! Bang it about!”While t

29、hey were working, and working hard, Somemoremadeatableclothoutintheyard. When they weredone, the doughwasleft to rise Till the loaf was a mountain in shape and size!They hitched itup, with a bit of fuss, Totractors, cars and the village bus,And took it to the oven they had made on the hill Fifty coo

30、kers in an old brick mill.For hours and hours they let it cook. It swelled inside till the windows shook. It was piping hot when they took it out, And the villagers raised a mighty shout. “Isnt it crusty, Arent we clever!”But the wasps were just as bad as ever.The loaf was left to cool, and thenThe

31、people watched whilesixstrongmen Tooka great bigsaw and sliced right through. Everybody clapped, and they cut slice two.The village bus, they all agreed, Wouldspoil the fields of Farmer Seed, So eight fine horses pulled the bread Towhere the picnic clothwasspread.A truck drew up and dumped out butte

32、r, Andthey spread itoutwitha flap andaflutter. Spoons and spades! Slap and slam!And they did the samewith the strawberry jam.Meanwhile, high above the field,Six flying machines whirred and wheeled, Ready for the wasps to take the bait.And then there was nothing to do but wait.Suddenly the sky was hu

33、mming!All four million wasps were coming! Theysmelledthatjam,theydivedandstruck! And they ate so much that they all got stuck.The other slice came downkersplat! On top of the wasps, and that was that. Therewereonly three that gotaway, AndwheretheyarenowIcannotsay.I wonder how they are going to get t

34、he bread to Farmer Seeds eld? Maybe they will put it on a truck.126After ReadingSet a Purpose for Rereading: Once you have read aloud the poem for studentsenjoyment, reread it for the purpose of having students identify the rhyme scheme.Then ask students to write their own humorous poems, using poet

35、ic elements of exaggeration, rhyme, and onomatopoeia.“I wonder . . .”Use Copying Master number 1 toprompt students to share questions they asked themselves while reading the poem.Think and Respond1.Howdothe poetscreatehumorinthepoem?Possibleresponses:Theygive peoplefunnynameslikeMayorMuddlenut.Theyu

36、seexaggerationbymakingthe sandwich big enough to trap four million wasps. AnalyticalWhat examples ofonomatopoeia does the poem include? Possible responses: hummed, buzzed, thump, bump, bang, slap, slam, whirred, kersplat. GenreWhy do people enjoy hearing poems like this one? Possible response: Itmak

37、es themlaugh becauseof thehumor and exaggeration. Afterall, the authors purpose is to entertain. Authors Purpose2.3.The Giant Jam Sandwich127by Yuliya ChernovaGenre: Nonction/Expository ComprehensionStrategy:GenerateQuestionsThink-Aloud Copying Master number 1Before ReadingGenre: Tell students they

38、will listen to a nonction/expository article about a man who studies butteries. Guide students to discuss the purpose of this type of selection (to inform) and the kind of information they would expect to learn from it (facts about butteries and the people who study them).Expand Vocabulary: Introduc

39、ethefollowing words before readingtohelp students better understand the article:entomologists: scientists who study insectspursuit: activityelusive: hard tondeldguide: a book that shows pictures of and gives information about the dierent species of a type of animalSetaPurposefor Reading:Invitestuden

40、ts tolisten to nd out what the title means.During ReadingUse the comprehension Think Alouds during the rst reading of the story. Notes about the genre and cultural perspective may be used during subsequent readings.128Genre StudyNonction/ Expository: The writer provides the denition and pronunciatio

41、n of lepidopterist, a dicult word that is important to the article.by Yuliya Chernova“Butterfliesspoketo me,”recalls Jeffrey Glassberg. Asa5-year-old, hestarted to keep lists ofbutterflies he spotted in his backyard in Long Island, New York. Now chasing butterflies has become his daily work. He is a

42、 lepidopterist (lep-eh-dop-teh- rist)a scientist who studies moths and butterflies.“No one actually calls himself a lepidopterist,” says Glassberg, who is a field butterfly expert and president of the North American Butterfly Association. “Werebiologists or entomologists.”Glassberg studies the distr

43、ibution of 600 butterfly species in North America. Buthedoesntsimply examine specimens under a microscope. This scientist chases his fluttering subjects allovertheU.S.,Canada,andMexico.Glassbergvisits mountain meadows and draws maps that show where species live and their travel patterns. He also dev

44、elops ways to tell similar speciesapart. “Bytheireye-colorthatsa new technique,” he says.Butterflychasingmightsoundlikeagentlepursuit,butit hasrisks.Glassberghastakenafewtumbleschasingelusive butterflies. “Once I ended up 20 feet below acliff,”he recalls.Glassberg has degrees in environmental engine

45、ering, biology, and law. He studied law to learn how to protect butterflies from habitat loss caused by construction. “I thought butterflies might need a friend,” he explains.His tips forkids whowantto be amateur lepidopterists: During warm months, go to a park and slowly approach butterflies. Usea

46、field guideto identify what kind you see. “Studyingbutterfliesisanactivitythatisgoodfortheplanet andalotoffun,”saysGlassberg.Plus,“youarealwaysoutsidein warm weather. Whats not to like about that?”“Butterflies are beautiful, so are the places where they live,”says Glassberg.I wonder what the author

47、means here when she usesthe word distribu- tion. She says Glassberg chases butteries all over the United States, Canada, and Mexico. She also says he studies their travel patterns.SoIthinkdistri- bution means where the butteries live and where they travel.AtrstIwonderedwhy peoplewouldchasebut- terie

48、s. It sounded more likea hobby than a job. Now I understand howit can help us protect and appreciate the environ- ment even more.ChasingButteries 129After ReadingTake Notes: Have students list science-related terms and other new words they learned from the article.“I wonder . . .”Use Copying Master

49、number 1 to prompt students toshareany questionsthat could be answered by reading the article.Cultural PerspectiveThere are about 20,000 species of butteries in the world. Many butteries migrate according to the seasons.Butteries that cannot survive the cold winter in Canada and the northern United

50、States y south to the southern states and Mexico and then return in the summer.Think and Respond1.What do you think Jerey Glassberg means when he says “Butteries spoke to me”? Possible response: Ithinkhemeansthatbutterieswereveryinteresting to him. Perhaps hewassointerested in them that he felt that

51、 they were calling him to come study them. CriticalWhy do you think the writer includes tips for kids who want to study butteries? Possible response: Maybe reading about all the things Jerey Glassberg does as a lepidopterist will make other people interested in studying butteries. GenreWhy do you th

52、ink Yuliya Chernova chose to write about Jerey Glassberg? Possible response: She wants to inform people that chasing butteries can start as a hobby and become an exciting job. Authors Purpose2.3.130PlaysTake Me to Your Litter (for Unit 1) . . . . . . . . . . . . . .132Name That Character! (for Unit

53、2) . . . . . . . . . . . . . .146Weather . . . whether you like it or not(for Unit 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159The Bakers Neighbor (for Unit 4) . . . . . . . . . . . . . .174The Memory Quilt (for Unit 5) . . . . . . . . . . . . . . . . . .184The

54、 Lion and the Ostrich Chicks(for Unit 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199131Take Meto Your Litterby Joe ClaroCAST:Amanda Lee Marcos Hernandez Commander Glug First Ocer BlugSETTING:A Park132Plays/Choral Readings Macmillan/McGraw-HillAmanda:Marcos:Hi, Ma

55、rcos. Whats happening?Ohhi, Amanda, Notmuch, Iguess. Imsupposed to meet my cub scout group over by the entrance to the park.Are you going on a hike or something? Nope. I sure wish we were. Instead, weresupposed to sortcans at therecycling center fora couple of hours.What a way to spend a Saturday!My

56、 feelingsexactly. Hey. whatsthat noise? Do you hear something strange?Yeah, it sounds like a swarm of bees.Its too loud for bees. It seems to be coming from the sky. Can you see anything up there?Just a few clouds and a lot of blue sky. Wait! I think I do see something!Me, too! It looks like a gigan

57、tic metal triangle! Look out, Marcos! Itscoming closer!AND GETTING LOUDER EVERY SECOND!ITS LANDING IN THE PARK!WHAT ON EARTH DO YOU THINK IT IS?IT DOESNT LOOK LIKE ANYTHING ONEARTH! Shhh! The humming sound has finally stopped.Itsso quiet. This is scary. What do you think is going on?Look, a dooror somethingis opening. And someoneor somethingis climbing out. I think we ought to get out of here!Amanda:Marcos:Amanda:Marcos:Amanda:Marcos:Amanda:Marcos: Amanda: Marcos: Amanda: Marcos:Amanda:Marcos:Amanda:Take Me to Your Litter133 Macmi