Wheeler's Menu

Literature Circles are due September 2nd !!

  • read chapters 1-3
  • vocabulary for chap 1-3 (include page numbers for 8 out of the 12 words)
  • your job for 1-3 (Discussion Director)


Response Journal


 Response Journal for Chapter : none at this time......

(your response needs to be at least one paragraph)


Mrs. Wheeler's Reading Tip

Read with your child for at least 15 minutes a day. Having them read to you helps build fluency skills. Read from a variety of resources like:books, magazines, newspapers, but most importantly whatever you both enjoy. Make sure you talk about what you have read. This will increase comprehension and also instill in them a love for reading. Remember you are the best role model so if they see you read they will want to read too!!!!

Literature Circles

The Bad Beginning 

Chapter 1- rife, rickety, trivial, perished, executor, executioner Chapter 2- reuperate, urban, geographically, dilapidated  Chapter 3- initial, forlornly Chapter 4- bulbous, abominably, culinary, trifled, inheritors Chapter 5- meditatively, invigorated Chapter 6- pick two Chapter 7- notorious Chapter 8- armor, nuptial Chapter 9- concoct
Chapter 10- despondent, nefarious, accomplices, adroit Chapter 11- illegible, fiendish, lamentably Chapter 12- dialogue Chapter 13- no words


 Vocabulary Words

Chapter 10-13- gullible, phantasmagorical, averting, grimacing, modest, syringe, distraught

Previous Chapter Vocabulary:  

Chapter 7- futile, despair, brummagem, indignantly, apologetically, readjust Chapter 8- horseradish, unblemished, gaurdian Chapter 9- considerable, cliche', eavesdropping, disheartened

Chapter 4- regret, nemesis, quizzically, misery, cahoots, tedious Chapter 5- surveillance, menacingly, blearily, vainglorious, aclove  Chapter 6- oblivious, formulate, hypnotized

Chapter 1- traverses, woe, nevertheless Chapter 2- specimens, terrain, intimidating, gibberish, puny, implored Chapter 3-  wistfully, vaguely



 Text to Self

Relate your book to a personal experience

2 points

Text to World


Relate your book to something you heard on the news, read in a newspaper, or discussed with a parent


3 points

 Text   to Text


Relate your book to a story or book you've read or are currently reading

5  points




The Wide Window

Hurricane Herman has arrived!!!!

 Vocabulary  Words

 Chapter 10-vague, vast, craggy

Chapter 11- anxious, grimacing

Chapter 12-fiend

Chapter 13- ninny, utterly, vacant


Previous Vocabulary

Chapter 1-disembarked, voracious, cobblestone

Chapter 2-radiator, electrocution, fluently, delicacy, frigid,

Chapter 3- perspective, welled, futile, clenched


Chapter 7- conceal, mournful, appetite, droned

Chapter 8-vigorously, corridors, maracas, lurch

Chapter 9-awning, desperation, resolutely, excusable


Chapter 4-drastic, unbearable

Chapter 5-forgery, treachery

Chapter 6-retrieve, entrust, prospect, dismay


Charlie and the Chocolate Factory


Feb 11-Read Chapters 1-6 for Feb 20th, do job, and work on Matrix

Feb 20-Read Chapters 7-12 for Feb 27th, do job, and work on Matrix

Feb 27-Read Chapters 13-18 for Mar 5, do job, and work on Matrix

Mar 5-Read Chapters 19-24 for Mar 12, do job, and work on Matrix

Mar 12-Read Chapters 25-30 for Mar 19, do job, and work on Matrix

Mar 19-All reading should be done, we will meet in small group, then whole group to    discuss Matrix

Click here for the Matrix.







The Lion, the Witch and the Wardrobe

Click here for Writing Activities


February 11: Chap 1-4, vocabulary and 2 writing activities


Februaury 20: Chap 5-7, vocabulary and writing activities A & B


February 27: Chap 8-11, vocabulary and writing activities


March 5: Chap 12-13, vocabulary and writing activities


March 12: Chap 14-15, vocabulary and writing activities


March 19: Chap 16-17, vocabulary and writing activities



wardrobe, hoofs, parcels                                                                      
inquisitive, melancholy, eternal, ought, wretched                    
C-3 & 4                     

hoax, faun                                                                 
courtiers, nobles, snappishly, jeering            
enchantment, camphor, alighted                                                              
earnestly, trowls, mortar. marmalade  
stratagem, prophecy, dreadful, treacherous                                                                                           

schemes, turret, bristeling, threshold
brambles, frowsty, ramped 
bounding, gluttony, vicious, primroses/laburnums

pavilion, rampant, crimson. brute

forfeit, centaur, scepter, traitor
C-14 & 15

siege, vermin, specters, skirling, incantation, heathery

bustle, liberated, din

cordial, solemn, thicket, quarry




Scroll down to see your books reading assignment.

The World According to Humphrey

Jan 18- Chapters 1-3

Jan 28-Chapters 4-6

Feb 4- Chapters 7-11

Feb 11- Chapters 12-15


How to Be a Pirate

Jan 18- Chapters 1-5

Jan 28-Chapters 6-10

Feb 4- Chapters 11-15

Feb 11- Chapters 16-19



The Tale of Emily Windsnap

Jan 18- Chapters 1-4

Jan 28-Chapters 5-9

Feb 4- Chapters 10-14

Feb 11- Chapters 15-16


Who Stole Halloween

Jan 18- Chapters 1-9

Jan 28-Chapters 10-19

Feb 4- Chapters 20-29

Feb 11- Chapters 30-36


Who Is Stealing the 12 Days of Christmas

Jan 18- Chapters 1-7

Jan 28-Chapters 8-14

Feb 4- Chapters 15-21

Feb 11- Chapters 22-29



The Miserable Mill

Jan 18- Chapters 1-3

Jan 28-Chapters 4-7

Feb 4- Chapters 10-11

Feb 11- Chapters 11-13


The Ghost Children

Jan 18- Chapters 1-3

Jan 28-Chapters 4-7

Feb 4- Chapters 8-11

Feb 11- Chapters 12-15


The City of Ember

Jan 18- Chapters 1-5

Jan 28-Chapters 6-10

Feb 4- Chapters 11-15

Feb 11- Chapters 16-20

At Home Reading Strategy Activities

Making Connections

We are learning how to make connections to text we read to help us understand what we read. When we make connections, we relate new ideas in a text to what we already know. There are three kinds of connections, text to self, text to text, and text to world. In text to self, we relate ourselves to the text. In text to text, we relate something we have read to the text. In text to world, we relate something going on in the world to the text.

At Home Activity- What Do You Know?

Choose an informative T.V. show to watch with your child, such as a history or science show. Before the show begins, ask your child to tell you all he or she knows about the topic. Then discuss questions that might be answered by the program. After the show, discuss the information presented. Ask: Did it answer any questions or was it mostly information already known? How did the new information relate to the information that was already known? Have fun making connections with your child!

See Connections Organizer and Text to... Organizer Below

Determine Importance

We are learning how determining importance can help us understand what we read. When we determine importance, we think about the information we read and decide if it is important or just interesting.

At Home Activity- News or Not?

Invite your child to read an age-appropriate magazine with you. The Time for Kids magazines I send home would be great to use! Explain that some information in a magazine article is important and some is just interesting. Remind your child that this also happens in books that he or she reads. Ask your child to write down all of the important pieces of information in the article while you write down all of the less important pieces. When you've finished your lists, discuss the information. Is there any disagreement over which information is important and which is just interesting? Switch roles with your child and repeat the excercise.


We are learning how inferring can help us understand what we read. When we infer, we combine what we read with what we already know to fill in the gaps.

At Home Activity- Use What You Know

Remind your child that we fill in gaps all the time. Say, Spot reaced up to her and covered her face in kisses. Ask your child to tell you what Spot is, how Spot felt, and how the person Spot ran to felt. As your child answers, point out that each of these responses is an inference. Discuss how each inference was made. Invite your child to pick a sentence from the middle of a book he or she has not read. Read the sentence aloud and then discuss what you can infer from this sentence.

See Infer Organizer Below

Using Fix-Up Strategies

We are learning how using fix-up strategies can help us understand what we read. We use fix-up strategies when we are stuck on a word to try and figure out the word's meaning.

At Home Activity- In the News

Have your child pick a news article from the paper that looks interesting. Read it aloud to your child, or have him or her read it aloud to you. When your child comes to a word that he or she doesn't know, circle it. If the word has parts, have your child break the word down and sound it out. Reread the sentence and the three or four sentences that follow it. Discuss what the word might mean based on the information around the word. Explain that the information surrounding a difficult word can often help you identify the word's meaning. Have fun using fix-up strategies with your child!

See Fix-Up Organizer Below

Creating Images

We are learning how creating images can help us understand what we read. When we create images, we think about how something we read might look, sound, feel, smell, and taste to paint pictures in our minds.

At Home Activity- Painting Pictures

Remind your child that, when we read, words are the tools that help us paint pictures in our minds about what is happening. Some words are more descriptive than others.. Say, Stephen sank to his knees, bent his head, and covered his face. Ask your child to tell you, in more detail, about the image he or she  has created in his or her mind. What might Stephen's expression look like? What sounds might he make? How might someone feel who sees Stephen? Discuss how creating these kinds of images can help readers better understand what they read.

You can also connect this activity to their writing. When your child is writing a story for fun or to a prompt for Language, ask him or her to use the acitivy above to remind them to paint a picture using words for their readers.

See Create Images Organizer


We are learning how synthesizing can help us understand what we read. When we synthesize, we bring ideas together to form new ideas.

At Home Activity: Kitchen Recipe

Invite your child to help you cook a dish with different ingredients. Help your child gather the ingredients and follow the steps of the recipe. As you are preparing the dish, explain that cooking is a lot like synthesizng information in a text: you bring things together to make something new. Discuss how the dish would be different if certain ingredients were left out. Have fun synthesizing in your kitchen!

Monitor Understanding

In class, we are learning how monitoring understanding can help us when we read. When we monitor understanding, we regularly check our understanding and make adjustments as needed.

At Home Activity: Checking In

Invite your child to watch you perform a complicated task with many steps, such as fixing a care, baking an elaborate dessert, or repairing something in your home. Do not explain what you're doing in each step. Instead, encourage your child to pay close attention, ask questions, and even request that you slow down so he or she can better understand what you're doing. Check in with your child several times during the activity, asking him or her to explain what you're doing. Remind your child that monitoring our understanding helps us when we read. Have fun monitoring your understanding!

See Monitor Understanding Organizer Below

Asking Questions

In class, we are learning how asking questions can help us understand what we read. When we ask questions, we use our curiosity to think about questions that come to mind as we read.

At Home Activity: Now I Get It

Pick out an age-appropriate magazine article for your child to read. The Time for Kids that is sent home would be great to use! Tell your child the title. Ask him or her to write down one question he or she has about the article before he or she sees it. Encourage your child to write down two or three more questions while he or she reads the article. After your child has finished reading the article, read the questions aloud and discuss the answers the article provided. Discuss with your child how asking questions while reading helps us understand what we read. Have fun asking questions to all sorts of things you read!

See Asking Questions Organizer Below