1. Family Times
Daily Questions
Prior Knowledge
Language Skills
Plot and Character
Vocabulary
Suffixes
Predictions
Guided Comprehension
Cause and Effect
Point of View
Independent Reader
Punctuation Takes a Vacation
Additional Resources

2. Study Skills: Genre : Humorous Fiction
Vocabulary Strategy: Word Structure
Comprehension Skill: Character and Plot
Comprehension Strategy: Prior Knowledge

5. Language Skills Daily Fix It Practice Book Pages Spelling
Day 1
Page 1
Strategies for spelling new words
Day 2
Page 2
Page 1
Day 3
Page 3
Page 2
Day 4
Page 4
Page 3
Day 5
Page 4
Transparency : Four Kinds of Sentences
Writing Workshop
Reading Writing Connection
Writing Prompt
Writer’s Craft
Standardized Test Prep

6. Language Skills

7. 1. Do you no how to use the dictionary.
Day 1:
Daily Fix It
Language Skills
1. Do you no how to use the dictionary.
Do you know how to use the dictionary?
2. We use Webster’s School dictionary in are class.
We use Webster’s School Dictionary in our class.

8. some teacher’s are amazing characters.
Language Skills
Day 2
Daily Fix It:
some teacher’s are amazing characters.
Some teachers are amazing characters.
2. They can be they can also give a ton of homework?
They can be funny. They can also give a ton of homework.

9. 1. Mr. williams showed us how to solve the problim.
Day 3
Daily Fix It
Language Skills
1. Mr. williams showed us how to solve the problim.
Mr. Williams showed us how to solve the problem.
2. Reglar practice will help your math skills?
Regular practice will help your math skills.

10. 1. Bill love mayonnaise, but i prefer mustard.
Day 4
Daily Fix It:
Language Skills
1. Bill love mayonnaise, but i prefer mustard.
Bill loves mayonnaise, but I prefer mustard.
2. The best meal at the Cafeteria is, pizza.
The best meal at the cafeteria is pizza.

11. 1. Yesterday I gived my report on tooths.
Daily Fix It:
Language Skills
1. Yesterday I gived my report on tooths.
Yesterday I gave my report on teeth.
2. Gum with sugar are badder for teeth than sugarless gum.
Gum with sugar is worse for teeth than sugarless gum.

12. Language Skills

13. Language Skills

14. Language Skills

15. Language Skills

16. Steps for Spelling New Words:
Language Skills
Step 1: Look at eh word. Say it and listen to the sounds.
Step 2: Spell the word aloud.
Step 3: Think about its spelling. Is there anything special to remember?
Step 4: Picture the word with your eyes shut.
Step 5: Look at the word and write it.
Step 6: Cover the word. Picture it and write it again. Check its spelling.

17. Language Skills

18. Language Skills

19. Language Skills

20. Language Skills

21. Language Skills

22. Language Skills

23. Language Skills
Writing Prompt
Write a character sketch describing someone in Frindle or a person that you know. Include details that paint a vivid picture and show the person in action. Try to suggest what makes the character's personality unique.

24. Standardized Test Prep
Language Skills
Do the voice and tone of the writing fit the subject?
Do my word choices show my personality and feelings?
Have I used different kinds of sentences?
Are words with short vowels spelled correctly

25. Question of the Week: Daily Questions:
How do we meet the challenges of learning?
Daily Questions:
Many of the descriptions of Mrs. Granger make her seem larger than life. Why do you think this is?
How do you think Nick will describe his first class with Mrs. Granger to his friends or family?
What is a challenge facing the students in Mr. Wright's class?

26. Activate Prior Knowledge
Challenges of a New School Year
Ways to Meet Challenges
New Teacher
New classroom rules
New school
More homework
New students
1. Understand his or her expectations

27. Plot The plot is the pattern of events in a story. A plot includes
1. a problem or conflict
2. rising action, as conflict builds
3. a climax, when the problem or conflict is faced
4. a resolution, when the problem or conflict is solved
Problem or conflict
Rising Action
Climax
Resolution

28. Character Characters are people or animals in a story.
Characters show you what they’re like by what they say and do and how they treat each other.

30. WRITE ACTIVITY (STUDENT BOOK PAGES 18-19)
Read “Homework Help.” As you read, make a story map like the one above.
Write a new resolution for “Homework Help.” Use your story map and your own knowledge of homework to help you.

34. VOCABULARY WORD LIST
acquainted assignment essential expanded guaranteed procedures reputation worshipped
Introduce Vocabulary
Predict a definition and write a sample sentence for each word. Underline the word in each sentence, then verify its meaning in the dictionary. Check all sentences to be sure that all words are used correctly. Rewrite any sentences that are incorrect.

35. acquainted
Made aware; informed

36. Assignment
Something assigned, especially a piece of work to be done.

37. Essential
Absolutely necessary; very important

38. Expanded
Made larger; increased in size; enlarged

39. Guaranteed
Made certain that something would happen as a result.

40. procedures
Ways of proceeding; method of doing things

41. Reputation
What people think and say the character of someone or something is

42. Worshipped
Paid great honor and reverence to

43. More Words to Know
Cameo: a semiprecious stone carved so that there is a raised design on a background, usually of a different color
Shutdown: a stopping; a checking of
Sidetrack: to draw someone’s attention away from something

44. Practice Lesson Vocabulary:
Is it guaranteed that every student will love a new challenge?
Are students acquainted with other students in class?
Have students expanded their vocabulary if they have learned and use new words?
Mrs. Granger has a _________as a strict teacher.
One thing that is _________ for success in school is good study skills.
The class received a homework _________ in spite of Nick’s delaying question about dictionaries.
Classroom __________ are important for keeping order.

45. Vocabulary Strategy (Pg. 20)
Suffixes: -tion, -ation, -ment
Word Structure: When you come to a longer word you don’t know, see if it ends with –tion, -ation, or –ment. These suffixes are added to verbs to turn them into nouns that mean “the act or state of __________________” or result of _______.” For example, development means “the act of developing” or “ the result of developing.” You may be able to use the suffix to help figure out the unknown word’s meaning.
Cover the suffix –tion, -ation, or –ment.
Look at the base word. Do you know what it means? (Try this with assignment.)
Add the meaning of the suffix. Remember, the part of speech will change.
Reread the sentence to see if your meaning makes sense.
As you read “Becoming a Word Wizard,” look for base words that end in –tion, -ation, or –ment. Use the suffixes to help you figure out the meanings of the words.

48. Genre: Humorous Fiction
Has characters and action that make you laugh.
Examples:

49. How do Nick and Mrs. Granger meet the challenge of getting to know each other?

50. Preview and Predict
Preview the selection title and illustrations and discuss the topics or ideas you think the selection will cover. Use selection vocabulary words as you talk about what you expect to learn.

51. Guided Comprehension:
Use context clues to determine the meaning of monopoly on pg 25, paragraph 2, sentence 3.
What kind of teacher is Mrs. Granger?
What do you learn about Mrs. Granger from the simile “Mrs. Granger seemed like a giant”?
What happened to the students that Mrs. Granger caught chewing gum?
Nick receives a letter from school before school starts. Has this ever happened to you? How did this make you feel?
How does Mrs. Allen’s reaction to Mrs. Granger’s letter compare to Nick’s reaction?
What does the author tell you about Nick on p. 29, and how does it help you predict how Nick and Mrs. Granger will get along?
Have students use their knowledge of the suffix –ment to figure out the meaning of assignment on p. 31, paragraph 3.

52. Guided Reading Continued:
Why did the author tell us about Nick’s success with delaying questions?
Reread the last paragraph on p What do you think Nick will do next?
Use what you know about Mrs. Granger’s character to tell whether Nick’s question will prevent her from giving a homework assignment. Explain your answer.
Text to Self: The characters in this story learned to overcome their problems with each other. Does this remind you of an experience you’ve had with someone you did not get along with at first?

53. Cause and Effect (TM 27)
An effect is what happens and a cause if why it happens.
Clue words such as if and then sometimes signal causes and effects
An effect may have more than one cause and a cause may have more than one effect.
Have students identify a cause-and-effect relationship in the story.

55. Point of View
The perspective from which an author tells a story is called point of view. Who the author chooses to tell the story determines what we learn about the characters and their actions.
In first-person point of view, a character tells a story and uses the pronoun I or we.
In third-person point of view, the narrator tells the story and describes the events. The narrator uses the pronouns he, she, they, or it.
Authors sometimes mix points of view within a story.
Reread p Write responses to these questions.
Who is the narrator of the story?
How would the story be different if it were told from Nick’s point of view?

56. The story is about Kate, a fifth
SUMMARY
The story is about Kate, a fifth
grader with dyslexia. After being tested and
diagnosed, Kate had to give up going to camp
with her friends over the summer, and instead
worked on improving her reading. Her effort
paid off when she excelled at the school
spelling bee.
Comprehension Questions:
What did you learn about Kate’s character through her interactions with Mr. Harper? (Pgs. 3-7)
How did you feel when you read about Kate having to stay home from camp? (pgs )
Think about challenges in your own life. How does this help you understand what Kate was going through? (Pg. 16)
What do you think the climax, or high point, of the story is? The resolution, or outcome? (Pg. 19)

59. Students from Miss Jacobson’s
SUMMARY
Students from Miss Jacobson’s
class present three reports on education in
the United States in 1725, in 1830, and in
1925. The class learns about the history of
public education in this country.
Comprehension Questions:
What do you notice about Ben’s character? (pg. 3)
Why did Lizzie and Haley tell so much about Katie’s chores at home? (pg. 6)
How did the boy’s education differ from a girl’s in Connecticut in 1725? (pgs. 7-9)
What state first passed a law requiring public education? What was that law? (pg.12)
How did public education change between the 1720s and the 1830s? (pg. 15)
Why was education in the South different from education in New England? (pgs )

62. SUMMARY
A new teacher arrives and the fifth grade
class gets a lesson in what it feels like
to walk around in somebody else’s skin. Some
of the class big shots learn what it’s like to be
treated like a nobody, and one student who
has been looked down on by the class gets a
chance to feel like somebody.
Comprehension Questions:
What was the first thing that the new teacher did? (pg. 4)
According to Ms. Liang, what have scientists discovered? (pg. 7)
What flashback does the narrator have in class when she’s trying to think of something to write? (pg. 11)
Why did Ms. Liang tell students not to sign their names on their first writing assignment? (pg. 13)
What was the topic for Ms. Liang’s second writing assignment? (pg. 16)
What is the name of the poet who wrote the poem that Ms. Liang put on the board? (pg. 19)

65. Preview the story “Punctuation Takes a Vacation.
What do you think this story is about?
What is bothering Mr. Wright? Why?
Who is upset and why?
What makes this a happy ending?
Reading Across Text
Which character do you think is a stronger, more confident person, Mrs. Granger in Frindle or Mr. Wright in Punctuation Takes a Vacation?

66. Additional Resources Understanding setting,
Understanding setting, plot and theme
Interactive Elements of a story
Editing Marks
Four Types of Sentences
Brain Pop: Types of Sentences