SECOND READING: TEXT AND VOCABULARY – EMERALDALICIOUS

 

As you read the text, you’ll discover information to evaluate your First Reading predictions. Take time to discuss how the text explains the illustration. Talk about some of the vocabulary words that you’d like to highlight. Words such as strolling will be fun to add to your daily conversations, building the word into your listener’s long-term vocabulary. Watch the punctuation marks. Putting emphasis on sentences that end with an exclamation mark aids comprehension. (Miss Kann uses quite a few exclamation marks!)

 

TIP: Miss Kann uses words to tell you how the characters are talking. Use these words to enhance your reading. These different sounds aid comprehension and recall.

 

*Read the pages before you ask the questions.

 

Page 1:

~strolling:to walk slowly. From the text and the illustration, can we come up with a word to substitute for strolling that keeps the meaning the same?

~We now know who the boy is. Who is he?

~Who’s telling the story?

 

Pages 2 – 3:

~Watch for exclamation marks. Read these sentences with extra feeling and emphasis.

~tiara: her crown. Ask the reader what a tiara could be?

~What is more important to the girl, her tiara or her wand?

 

Pages 4 – 5:

~What causes the wand to sparkle? (loving and kissing the wand)

~Is the wand magic?

~What is the girl’s name?

 

Pages 6 – 7:

~Who made Pinkalicious’s crown and cape?

~What other word in the story means the same as crown? (tiara)

 

Pages 8 – 9:

~Why might the tree be sad?

~Do you think this is still Peter’s favorite park? Discuss.

 

Pages 10 – 11:

~Can you find the three items that Pinkalicious mentions in her rhyme? (They are in the throne.)

~transformed: changed. Why do you think the magic wand did transform the garbage into a throne?

~Why didn’t the magic wand make a castle for Pinkalicious?

 

Pages 12 – 13:

~Explain how the wand works.

~Can you find the three items that Pinkalicious mentions in her rhyme?

~hue: color. Miss Kann uses hue to complete her rhyme. Did the wand make flowers in every hue?

 

Pages 14 – 15:

Pinkalicious tells us the steps to follow to make the magic wand perform its magic.

~Were you correct when you made your observation about how the wand worked?

~Can you find the grapefruit, girdle, and glove? Your listener made need some help identifying girdle.

~What would it sound like on this page if you were standing with Peter and Pinkalicious?

 

Pages 16 – 17:

~tassel: a bunch of threads tied together and hanging as an ornament. Can you locate the television, towel, and tassel? The tassel might be the hardest to locate. Your listener might need you to explain what a tassel is.

~moat: a deep trench surrounding a castle for protection. Locate the moat.

 

Pages 18 – 19:

~Ms. Kann uses a variety of punctuation marks to tell us how to read the dialogue, such as: … (ellipsis).  An ellipsis is used when something is unfinished or interrupted. When you come to an … make a long pause.

~twine: a strong thread made by several strands of thread twisted together. Discuss Pinkalicious’s new outfit being made of twine and old telephone cords.

 

Pages 20 – 23

~On page 21, recycle: to reuse something, sometimes in a new way. Find the recycled hairbrush, hanger, harp, and high heel.

~On page 22, why might Pinkalicious look unhappy?

 

Pages 24 – 25:

~emerald: a clear green gem stone. What is an emerald? Why would Pinkalicious make the garden emeraldalicious instead of pinkalicious? (Green is the color associated with recycling and taking care of Earth.)

~How does Peter feel about the garden?

~transformed: changed in appearance. Look at the tree in the illustration. Has it transformed?

 

Pages 26 – 27:

~What are the sparkly seeds?

~Do you agree with Peter that the magic is gone?

 

Page 28:

~What will an EMERALDALICIOUS world be like?

~What might greenerrific mean?