Transcript The Bridge Dancers

“Through
Grandpa’s Eyes”
Author: Patricia MacLachlan
Genre: Realistic Fiction
Line 1:
nowhere
doorknobs
stairway
waterfall
• Compound words
• What two words make up these
compounds?
• Do the words help determine the
meaning of the compound?
doorknobs
waterfall
stairway
Line 2:
blackbird
cattail
outside
riverbank
• Compound words
• What two words make up these
compounds?
• Do the words help determine the
meaning of the compound?
cattail
outside
riverbank
Line 3:
know
no
I
eye
• Homophones
• Use each word in a sentence.
sun
son
know
no
I
eye
sun
son
Line 4:
marigolds
violets
peonies
carnations
• Names of flowers
• Can you describe each flower?
• Can you add other flower names to
this line?
violets
marigolds
peonies
carnations
Line 5:
spice
exercises
face
replace
circle
• These words have the soft sound for the
letter c.
• C usually makes the soft sound when it is
followed by the letter e, i, or y.
spice
exercises
replace
face
circle
Line 6:
clay
rain
awake
face
chain
• These words are found in the story, and
they review the /ā/ sound.
• Can you identify the spelling of the /ā/
sound in each word?
clay
rain
chain
face
awake
Sentence 1:
And Maggie lives next door in an old wooden house
with rooms behind rooms, all with carved doors and
brass doorknobs.
• Can you identify
the compound
word?
•(doorknobs)
Sentence 2:
The sun wakes Grandpa differently from the way it
wakes me.
• Can you
identify any
homophones?
• (sun, son)
Sentence 3:
Then I try to exercise with my eyes closed.
• Can you identify
any homophones?
• (I, eye)
• Can you identify
the word with soft c?
• (exercise)
Sentence 4:
An artist can sculpt a face out of clay.
• Can you identify
the word with the /ā/
sound?
• (face, clay)
Oral Language
L 1: nowhere
doorknobs stairway
waterfall
L 2: blackbird
cattail
outside
riverbank
L 3: know
no
I
eye
sun
son
L 4: marigolds violets
peonies
carnations
L 5: spice
exercises
face
replace
circle
L 6: clay
rain
awake
face
chain
• Choose a line, then point to a word on the line,
choose a student to read it once, then read it a
second time along with clapping for each syllable.
• Line 5: Choose a word and use it in a sentence
to begin a story. A volunteer should continue the
story by using another word from the line.