contrast close reading narrator imagery setting sensory language INSTRUCTIONAL VOCABULARY CARDS reading more than once to deepen understanding

Transcription

1 INSTRUCTIONAL VOCABULARY CARDS Use these cards independently or with a partner to review the instructional terms introduced online. close reading contrast READ reading more than once to deepen understanding to tell how things are different imagery narrator the use of words to create a picture in the reader s mind sensory language words that describe how things look, sound, smell, taste, or feel the voice that tells a story setting the time and place of events in a story page 1

2 A. Read the terms below. Then, write each term next to its definition. You can review the Vocabulary Cards, if needed. context clues imagery protagonist sensory language setting 1. words that describe how things look, sound, smell, taste, or feel 2. the main character in a story 3. the time and place of events in a story 4. hints about the meaning of a word 5. the use of words to create a picture in the reader s mind B. Read each sentence. Circle True or False. 1. A close reading of a story can help you understand it. True / False 2. Imagery is to tell how things are different. True / False 3. Sensory language is reading more than once to deepen understanding. True / False 4. An author can contrast two settings. True / False 5. The narrator is the voice that tells the story. True / False page 2

3 C. Read the sentences below. Then, match each basic sentence on the left with one on the right that uses sensory language to describe the same subject. Write the letter of the matching sentence in the space provided. 1. He is hot. A. Drums pounded and trumpets blasted. 2. The band was loud. B. Her feet were a blue blur as she ran around the track. 3. Dinner was good. C. The final buzzer blared as the ball swished into the net. 4. She runs fast. D. My heart was thumping when I heard the door creak open. 5. I am sad. E. The buttery garlic bread and spicy pasta sauce were perfect. 6. There is traffic. F. Honking horns and shouting drivers fill the street. 7. The game ended. G. Sweat drips down his sunburned face. 8. I was scared. H. Big, wet tears roll slowly down my cheeks. Reread the descriptive sentences above. Highlight or underline at least one example of sensory language in each. page 3

4 SKILL APPLICATION D. Read You ll Love It on the next page. Then, complete the activities below. The first three ask you to write directly on the text you just read. 1. Highlight or underline the sensory language used to describe the setting in paragraph 2. Circle three 2. Highlight or underline the sensory language used to describe the narrator in paragraph 3. Circle three 3. Highlight or underline the sensory language used to describe the ski lodge in paragraph 4. Circle three 4. Write a word or phrase from the text that engages each sense below. sight hearing smell taste touch 5. Based on the narrator s use of sensory language, do you think she enjoyed skiing? Explain orally or in writing using evidence from the text to support your answer. Use the back of the page, if needed. H Work with a partner to create a poster advertising a ski lodge like the one described in You ll Love It. Include sensory language (from the text or your imagination) that describes sights, sounds, smells, tastes, and how things feel. page 4

5 TEXT You ll Love It 1 You ll love it, my cousin said as he stepped into his skis with a smooth click. 2 I wasn t so sure. Balls of ice formed on my eyelashes as I tried to look around. Everything was white. White roads. White rooftops. White trees. An icy wind blew past my ears. It was a bitter cold day on a snow-covered mountain in Vermont. 3 As I tried to attach my own skis, I lost my balance. Whoomp! Sitting in the chilly, wet snow, I couldn t believe I had fallen already. By the end of the day, my nose was red. My lips were blue. I smelled like wet socks. My hands and feet hurt. I dragged my frozen body into the lodge. 4 Inside, my cousin and I found a cozy spot next to a warm fire. Music played in the next room. Other skiers were laughing and talking. I looked around the room. There was a big TV on the wall. Worn wooden tables. A view of the mountain. No wonder people love skiing. page 5

6 ANSWER KEY For Reprinted classroom for classroom use only. Not use for only. resale. All other All other rights rights reserved. Not for resale. SKILL APPLICATION TEXT D. Read You ll Love It on the next page. Then, complete the activities below. The first three ask you to write directly on the text you just read. You ll Love It 1 1. Highlight or underline the sensory language used to describe the setting in paragraph 2. Circle three You ll love it, my cousin said as he stepped into his skis with a smooth click. 2 I wasn t so sure. Balls of ice formed on my eyelashes as I tried to look around. Everything was white. White roads. White rooftops. White trees. An icy wind blew past my ears. It was a bitter cold day on a snow-covered mountain in Vermont. 2. Highlight or underline the sensory language used to describe the narrator in paragraph 3. Circle three 3 As I tried to attach my own skis, I lost my balance. Whoomp! Sitting in the chilly, wet snow, I couldn t believe I had fallen already. By the end of the day, my nose was red. My lips were blue. I smelled like wet socks. My hands and feet hurt. I dragged my frozen body into the lodge. 3. Highlight or underline the sensory language used to describe the ski lodge in paragraph 4. Circle three 4 Inside, my cousin and I found a cozy spot next to a warm fire. Music played in the next room. Other skiers were laughing and talking. I looked around the room. There was a big TV on the wall. Worn wooden tables. A view of the mountain. No wonder 4. Write a word or phrase from the text that engages each sense below. Student answers will vary. people love skiing. sight hearing smell taste touch 5. Based on the narrator s use of sensory language, do you think she enjoyed skiing? Explain orally or in writing using evidence from the text to support your answer. Use the back of the page, if needed. Student answers will vary but should include evidence from the text. H Work with a partner to create a poster advertising a ski lodge like the one described in You ll Love It. Include sensory language (from the text or your imagination) that describes sights, sounds, smells, tastes, and how things feel. Lexia Skill Builders page 4 page 5 C. Read the sentences below. Then, match each basic sentence on the left with one on the right that uses sensory language to describe the same subject. Write the letter of the matching sentence in the space provided. 1. He is hot. A. Drums pounded and trumpets blasted. A 2. The band was loud. B. Her feet were a blue blur as she ran around the track. E 3. Dinner was good. C. The final buzzer blared as the ball swished into the net. B 4. She runs fast. D. My heart was thumping when I heard the door creak open. H 5. I am sad. E. The buttery garlic bread and spicy pasta sauce were perfect. 6. There is traffic. F. Honking horns and shouting drivers fill the street. C 7. The game ended. G. Sweat drips down his sunburned face. 8. I was scared. H. Big, wet tears roll slowly down my cheeks. Reread the descriptive sentences above. Highlight or underline at least one example of sensory language in each. page 3 G F D INSTRUCTIONAL VOCABULARY CARDS Use these cards independently or with a partner to review the instructional terms introduced online. A. Read the terms below. Then, write each term next to its definition. You can review the Vocabulary Cards, if needed. close reading contrast context clues imagery protagonist sensory language setting 1. sensory language words that describe how things look, sound, smell, taste, or feel READ 2. protagonist the main character in a story 3. setting the time and place of events in a story reading more than once to to tell how things are different deepen understanding 4. context clues hints about the meaning of a word imagery narrator 5. imagery the use of words to create a picture in the reader s mind B. Read each sentence. Circle True or False. 1. A close reading of a story can help you understand it. True / False the use of words to create a picture in the reader s mind sensory language words that describe how things look, sound, smell, taste, or feel the voice that tells a story setting the time and place of events in a story 2. Imagery is to tell how things are different. True / False 3. Sensory language is reading more than once to deepen understanding. True / False 4. An author can contrast two settings. True / False 5. The narrator is the voice that tells the story. True / False Lexia Skill Builders page 1 page 2