Wednesday, February 4, 2026

LESSON 2: Reading and Writing Large Numbers

Warm Up:

Select all the ways to rename the number 2,340.

a. 234 tens

b. 2,340 ones

c. 234 thousands

d. 2 hundreds and 34 ones

e. 2 thousands and 34 tens

f. 2 thousands and 34 ones

g. 2 thousands and 34 hundreds

Learning Target: Read and write numbers to one million in standard form, expanded form, and

word form. If you understand place value, you can read, write, rename, and expand any number.

What Place Value Really Means

“Every digit in a number has two jobs:

It tells how many
It tells of what value”

Digit × Place Value = Value

The same digit can mean very different things depending on where it is.
A 4 in the thousands place is 4,000, not just “4.”
“When we read or write numbers, we are really reading their place value story.”

Renaming Numbers Using Place Value

Concept Explanation:

“Renaming a number means showing the same value in a different way.
The total amount never changes — only how we describe it.”

Model with a number

4,860

This number is made of thousands, hundreds, tens, and ones
But we can regroup those places

“Each of these names describes the same number because the total value stays equal.”

Key Concept:
✔ Renaming works only when the value is preserved
❌ Changing the place value changes the number

Expanded Form

Expanded form shows the value of each digit added together.

Let's take a look at how to model with a new number:
68,205

Step-by-step:

6 → 60,000
8 → 8,000
2 → 200
0 → 0 tens (skip it)
5 → 5

Expanded form:
60,000 + 8,000 + 200 + 5

Standard Form vs. Word Form

Standard Form

The regular number:

68,205

Word Form Rules

No “and”
Use commas correctly
Read by place value periods (thousands, ones)

Example:
68,205 → sixty-eight thousand, two hundred five

Another quick example:
403,019
→ four hundred three thousand, nineteen

Guided Practice

Let's do one quick problem together :

“Write ninety-four thousand six hundred twelve in:

Standard: 94,612
Expanded: 90,000 + 4,000 + 600 + 10 + 2

“Which digit is in the tens place?”

“What is the value of the 6?”

Your Turn

1. Select all that are equivalent to 300,000 + 10,000 + 5,000

+ 800 + 40 + 1.

A. 315,841

B. 31,841

C. (3 X 100,000) + (1 X 10,000) + (5 X 1,000) + (8 X 100) + (4 X 10) + (1 X 1)

D. three hundred fifteen thousand, eight hundred forty-one

E. three hundred fifteen, eight hundred forty-one

2. Part A: Kim wrote 39,391 in expanded form. Which

number is NOT one of the numbers that Kim wrote?

A. 30,000

B. 900

C. 9,000

D. 1

Part B: Choose the correct number name for 39,391.

A. thirty thousand, three hundred

B. three thousand, three hundred ninety-one

C. thirty-nine thousand, three hundred ninety-one

D. thirty-nine thousand, three hundred nineteen

3. Which shows 31,498 in expanded form?

A. 3 + 1 + 4 + 9 + 8

B. 3,000 + 100 + 40 + 9 + 8

C. 30,000 + 1,000 + 400 + 90 + 8

D. 30,000 + 10,000 + 400 + 90 + 8

4. Choose the correct standard form of 700,000 +

50,000 + 900 + 4.

A. 75,940

B. 750, 094

C. 750,904

D. 759,004

5. Write each number in standard form and in expanded form.

A. Eight hundred two thousand five hundred fifty________________

B. Twenty thousand three____________________________________

C. One thousand four hundred fifty-six________________________________________

D. Seven hundred nineteen thousand two hundred forty- eight _________________________

E. Three thousand eighty-one____________________________________

6. Maggie has three hundred twenty-six baseball cards.

Write the number in expanded form. ____ + _____ + ______

Write the number in standard form. ________

7. Write each number in word form.

A. 458,072 ____________________________________________

B. 20,609 ____________________________________________

C. 1,345 ____________________________________________

D. 719,208 ____________________________________________

E. 3,081 ____________________________________________

1. Select all that are equivalent to

300,000 + 10,000 + 5,000 + 800 + 40 + 1

First, combine the expanded form:

300,000 + 10,000 + 5,000 = 315,000
315,000 + 800 + 40 + 1 = 315,841

Correct Answers:

✅ A. 315,841
✅ C. (3 × 100,000) + (1 × 10,000) + (5 × 1,000) + (8 × 100) + (4 × 10) + (1 × 1)
✅ D. three hundred fifteen thousand, eight hundred forty-one

Incorrect:

❌ B. 31,841
❌ E. three hundred fifteen, eight hundred forty-one (missing “thousand”)

2.

Part A:

Kim wrote 39,391 in expanded form.

Expanded form of 39,391:

30,000
9,000
300
90
1

Correct Answer:

✅ B. 900 (this value is NOT part of the expanded form)

Part B:

Correct number name for 39,391

Correct Answer:

✅ C. thirty-nine thousand, three hundred ninety-one

3. Which shows 31,498 in expanded form?

Expanded form of 31,498:

30,000
1,000
400
90
8

Correct Answer:

✅ C. 30,000 + 1,000 + 400 + 90 + 8

4. Choose the correct standard form of

700,000 + 50,000 + 900 + 4

Combine:

700,000 + 50,000 = 750,000
- 900 = 750,900
- 4 = 750,904

Correct Answer:

✅ C. 750,904

5. Write each number in standard form and expanded form

A. Eight hundred two thousand five hundred fifty

Standard: 802,550
Expanded: 800,000 + 2,000 + 500 + 50

B. Twenty thousand three

Standard: 20,003
Expanded: 20,000 + 3

C. One thousand four hundred fifty-six

Standard: 1,456
Expanded: 1,000 + 400 + 50 + 6

D. Seven hundred nineteen thousand two hundred forty-eight

Standard: 719,248
Expanded: 700,000 + 19,000 + 200 + 40 + 8

E. Three thousand eighty-one

Standard: 3,081
Expanded: 3,000 + 80 + 1

6. Maggie has three hundred twenty-six baseball cards

Expanded form: 300 + 20 + 6
Standard form: 326

7. Write each number in word form

A. 458,072

four hundred fifty-eight thousand, seventy-two

B. 20,609

twenty thousand, six hundred nine

C. 1,345

one thousand, three hundred forty-five

D. 719,208

seven hundred nineteen thousand, two hundred eight

E. 3,081

three thousand, eighty-one

Tuesday, January 27, 2026

LESSON 1: Introduction to Place Value

Introduction

“Good morning, mathematicians!
Today, we are going to learn different ways to show numbers using place value.”

“Even though we are learning online and don’t have blocks or sticks, we can still picture, draw, and think about numbers.”

“By the end of this lesson, you will be able to show numbers using hundreds, tens, and ones, and write them in standard form, expanded form, and word form.”

Review Place Value

“Let’s review place value.”

“Think about a place-value chart:

Hundreds
Tens
Ones”

“Remember:

10 ones make 1 ten
10 tens make 1 hundred.”

“When we group numbers, we make them easier to understand.”

Showing the Number 235

“Let’s work with the number 235.”

“First, imagine we have 235 ones. That’s a lot, so we group them.”

“Let’s make groups of 10 ones.”

“Think with me:

235 ones can be grouped into 23 groups of ten
That leaves 5 ones left over.”

“So right now, we have:

23 tens
5 ones”

“Now let’s trade again.”

“If we take 10 tens, we can trade them for 1 hundred.”

“So now we have:

2 hundreds
3 tens
5 ones”

“Say it with me:
235 = 2 hundreds, 3 tens, and 5 ones.”

Writing 235 in Different Forms

“Now let’s write 235 in different ways.”

“First, standard form:

That’s just the number we usually write: 235”

“Next is expanded form.”

“235 has:

2 hundreds = 200
3 tens = 30
5 ones = 5”

“So expanded form is:
235 = 200 + 30 + 5”

“Now let’s write it in word form.”

“235 is written:
two hundred thirty-five.”

The Number 321

“Now let’s try another number: 321.”

“Look at the digits:

3 is in the hundreds place
2 is in the tens place
1 is in the ones place.”

“So we know:

3 hundreds
2 tens
1 one”

“That means:

Expanded form is 300 + 20 + 1
Word form is three hundred twenty-one.”

Lesson Wrap Up

“Today you learned how to:

Group ones into tens
Trade tens for hundreds
Show numbers using place value
Write numbers in standard, expanded, and word form.”

“Now you are ready to answer the questions on your worksheet.”

“Remember to ask yourself:
How many hundreds? How many tens? How many ones?”

“Take your time and show your thinking.”

“You’ve got this—let’s begin!”

Ways to Show Numbers Student Activity

Materials (Virtual):

Paper and pencil or a digital whiteboard, drawing tool, or math app
Optional: online place-value chart or base-ten blocks tool

Showing the Number 124

There are many ways to show the number 124. Answer questions 1–9 to learn how.

Imagine or draw 124 ones on your paper or screen.
Circle groups of 10 to make tens.

How many groups of ten can you make?
How many ones are left over?

Now imagine combining 10 groups of ten to make 1 hundred.

How many hundreds are there?
How many tens are left?
How many ones are left?
How many are there in all?

Writing the Number 124

The number 124 can be written in different ways.

Standard form:
- 124 = ___ hundred ___ tens ___ ones
- OR ___ tens ___ ones
Expanded form:
- 124 = 100 + ___ + ___
Word form:
- 124 is written one hundred twenty-___

Showing the Number 238

There are also different ways to write 238. Answer questions 10–12.

Place-value form:
- 238 = ___ hundreds ___ tens ___ ones
- OR ___ tens ___ ones
Expanded form:
- 238 = ___ + ___ + ___
Word form:

238 is written _______________________________

Write each number in expanded form.

15. 462

__________________________________

16. 853

___________________________________

17. 321

___________________________________

18. 760
___________________________________

Challenge:

1. Express how the value of a digit in a multi-digit whole number changes if the digit moves one place to the left or right.

The clues below describe the 4 digits of a mystery number that contains the digits 3, 4, 7, 8.

• The value of the 8 is 10 times the value of the 8 in 3,518.

• The value of the 7 is 100 times the value of the 7 in 1,273.

• The value of the 4 is 100 times the value of the 4 in 7,284.

• The missing place value is the 3.

What is the number?

a. 7,483

b. 8,743

c. 7,834

d. 4,738

How to:

Step-by-Step Explanation

Step 1: Remember the Place-Value Rule

When a digit moves:

One place to the left, its value becomes 10 times larger
One place to the right, its value becomes 10 times smaller

Step 2: Use the Clue About the Digit 8

The value of the 8 is 10 times the value of the 8 in 3,518.

In 3,518, the 8 is in the ones place
Its value is 8
Ten times 8 is 80

So, in the mystery number, 8 must be in the tens place.

Step 3: Use the Clue About the Digit 7

The value of the 7 is 100 times the value of the 7 in 1,273.

In 1,273, the 7 is in the tens place
Its value is 70
100 times 70 is 7,000

So, in the mystery number, 7 must be in the thousands place.

Step 4: Use the Clue About the Digit 4

The value of the 4 is 100 times the value of the 4 in 7,284.

In 7,284, the 4 is in the ones place
Its value is 4
100 times 4 is 400

So, in the mystery number, 4 must be in the hundreds place.

Step 5: Place the Digit 3

The missing place value is the 3.

So far, we have:

Thousands place: 7
Hundreds place: 4
Tens place: 8

The only place left is the ones place, so 3 goes in the ones place.

Step 6: Write the Number

Putting the digits together by place value:

Thousands	Hundreds	Tens	Ones
7	4	8	3

2. Read and write multi-digit whole numbers from 0 to 1,000,000 using standard form, expanded form, and word form.

Select all the ways to rename the number 2,340.

a. 234 tens

b. 2,340 ones

c. 234 thousands

d. 2 hundreds and 34 ones

e. 2 thousands and 34 tens

f. 2 thousands and 34 ones

g. 2 thousands and 34 hundreds

Explanation:

Let’s check each choice by rewriting it as a number and seeing if it equals 2,340.

Given Number: 2,340

a. 234 tens

234 × 10 = 2,340
✅ Correct

b. 2,340 ones

2,340 × 1 = 2,340
✅ Correct

c. 234 thousands

234 × 1,000 = 234,000
❌ Not correct

d. 2 hundreds and 34 ones

2 hundreds = 200
34 ones = 34
200 + 34 = 234
❌ Not correct

e. 2 thousands and 34 tens

2 thousands = 2,000
34 tens = 340
2,000 + 340 = 2,340
✅ Correct

f. 2 thousands and 34 ones

2,000 + 34 = 2,034
❌ Not correct

g. 2 thousands and 34 hundreds

2,000 + 3,400 = 5,400
❌ Not correct

✅ Correct Answers:

a, b, e

These are all valid ways to rename 2,340.

Answers:

Wednesday, December 10, 2025

Grammar Review: Punctuation, Capitalization, Similes, Metaphors, and Idioms ESL

📝 English Review: Grammar and Figurative Language

Today's Goals: We will review important grammar rules (Punctuation, Capitalization, Complete Sentences) and fun ways to use language (Similes, Metaphors, Idioms).

🗣️ Warm-Up Discussion

Can you share one of your favorite idioms (a special phrase) or similes (a comparison using "like" or "as")?
Why are punctuation marks (like ., ,, ?) important when we read and write?

1. 🛑 Stop, Start, and Sentences (Grammar Basics)

A. Punctuation, Capitalization, and Complete Sentences

Concept	Definition (What it is)	Why it's Important
Punctuation	Marks like periods (.), commas (,), and question marks (?).	They tell the reader when to pause and what kind of sentence it is.
Capitalization	Using uppercase letters (A, B, C...)	You must use them at the start of a sentence and for proper nouns (names of people, places, or things).
Complete Sentence	A group of words that has a subject (who or what did it) and a verb (the action) and expresses a complete idea.	If a sentence is not complete, the reader cannot understand the full thought.

B. Examples

Punctuation and Capitalization:
- Incorrect: "the cat sat on the mat"
- Correct: "The cat sat on the mat."
Using Commas (to separate items in a list):
- Incorrect: "I need milk eggs and bread"
- Correct: "I need milk, eggs, and bread."

C. Practice Tip

Always read your sentence out loud. If your voice stops or sounds confusing, you probably need punctuation or a better sentence structure.

Now, let's read a story about punctuation and find the answers to these questions:

Based on the story, why does Mr. Fullstop (the Period) always need to work closely with the Capital Letters?
- Hint: What happens after a complete thought ends?
The story describes Miss Breath-Catcher (the Comma) separating items in a list like "apples, oranges, bananas, and grapes." Besides lists, what is ONE other reason a Comma is important, and how does it help the reader?
- Hint: Think about where she gets her nickname "Miss Breath-Catcher."
The story features the strong, emotional Ms. Shouty (the Exclamation Mark) and the curious Mr. Hook (the Question Mark). What is the main difference between these two punctuation marks in terms of the type of sentence they end?
- Hint: Does one mark a strong feeling or an inquiry?

The Secret Life of the Punctuation People

The world of Grammaropolis was a bustling, yet orderly, place, thanks entirely to the Punctuation People. They were a small, dedicated society whose sole purpose was to bring clarity and rhythm to the endless stream of words produced by the Talkers (humans, as they were commonly known).

The Chief was the Period, a sturdy, quiet fellow named Mr. Fullstop. He was perhaps the most important citizen, for without him, the words would run on forever, a breathless, confusing mess. He had a simple, unwavering rule: "A thought is complete, a statement is made. Stop." He worked primarily with the Capital Letters, ensuring that every time he called for a halt, one of the tall, imposing Capital siblings stood ready to mark the start of the next fresh thought.

One day, Mr. Fullstop noticed an issue. The Talkers were writing long lists of items—apples, oranges, bananas, and grapes—but they weren't stopping to take a breath between them.

"This simply won't do!" he declared in his soft, firm voice.

This was a job for the Comma, a graceful, hooked mark known as Miss Breath-Catcher. Miss Breath-Catcher was quick and agile, always ready to insert herself into a sentence. "Just a small pause, Mr. Fullstop," she’d often say. "I give the reader time to sip their coffee before the next item." She zipped through the lists, politely separating each item: "I like apples, oranges, bananas, and grapes."

But Miss Breath-Catcher had her own challenge: the volatile, dramatic Exclamation Mark, Ms. Shouty. Ms. Shouty didn't deal in polite pauses; she only understood emotion.

"I am essential!" Ms. Shouty boomed, vibrating with excitement. "When a Talker is thrilled, scared, or absolutely furious, I am the only one who can capture that feeling!"

"Yes, dear," sighed Miss Breath-Catcher, adjusting her curve. "But you must not overuse yourself. Every sentence cannot be a shout! You wear the Talkers out."

Meanwhile, tucked away in the shadows were the mischievous, curly-haired Quotation Marks, Mr. and Mrs. Speak-Up. They were experts in imitation. Their job was to act like invisible hands, lifting a speaker's exact words off the page so the reader knew who was talking. "He said, 'I need to know the truth,'" they’d whisper, carefully framing the spoken words.

Their greatest helper was the philosophical Question Mark, a wise, curious chap named Mr. Hook. Unlike the declarative Mr. Fullstop, Mr. Hook never ended a thought; he only started a search. When the Talkers needed information, reassurance, or a simple inquiry, Mr. Hook would stand tall and ask: "Is this correct?"

One evening, all the Punctuation People gathered. The Talkers had just finished a particularly long story about a surprise party.

Mr. Fullstop nodded, satisfied with the flow. "The thoughts were clear." Miss Breath-Catcher smiled. "The lists were orderly." Ms. Shouty gave a slight bounce. "The surprise was appropriately loud!" Mr. and Mrs. Speak-Up bowed. "And the dialogue was distinct." Mr. Hook gave a thoughtful lean. "And the mystery was neatly posed."

As they settled into their spots, waiting for the next flood of words, they understood their silent, powerful role. Separately, they were just dots and curves. But together, they ensured that every single word, whether a whisper or a boom, was understood exactly as intended. Without them, Grammaropolis, and indeed all communication, would simply fall apart.

2. 🎨 Paint a Picture with Words (Figurative Language)

Figurative Language uses words in a special way to make your writing more interesting. The words do not have their usual, literal meaning.

Term	Simple Definition	Keywords	Example
Simile	Compares two different things using the word "like" or "as."	like, as	"The baby's skin was as smooth as silk."
Metaphor	Directly says one thing is another.	is, are, was, were	"The soccer player is a rock on defense." (He is very strong and steady.)
Idiom	A common phrase whose meaning is not clear from the individual words.	(No keywords)	"It's a piece of cake." (It means the task is very easy.)

B. Practice Strategies

For Similes, look for the key comparison words: "as" or "like."
For Idioms, try to change the special phrase into a simple, literal sentence to understand the true meaning.

Example: "She spilled the beans." Literal: "She told the secret."

Now let's read a story, and as we do, I want each of you to fill out the chart.

Category	Phrase Used	Meaning	Explanation
Idiom
Simile
Metaphor

The Tale of Peter Rabbit 🐰

Once upon a time, there were four little Rabbits, and their names were Flopsy, Mopsy, Cottontail, and Peter. They lived with their Mother in a sand-bank, underneath the root of a very big fir-tree.

"Now, my dears," said old Mrs. Rabbit one morning, "you may go into the fields or down the lane, but don't go into Mr. McGregor's garden. Your Father had an accident there; he was put into a pie by Mrs. McGregor."

"Now run along, and don't get into mischief. I am going out."

Then old Mrs. Rabbit took a basket and her umbrella, and went through the wood to the baker's. She bought a loaf of brown bread and five currant buns.

Flopsy, Mopsy, and Cottontail, who were good little bunnies, went down the lane to gather blackberries.

But Peter, who was always naughty, didn't see eye to eye with his mother’s instructions. This idiom meant he completely disagreed with her and disobeyed. He squeezed under the gate of Mr. McGregor’s garden and began to eat the first thing he saw.

First, he ate some lettuces and some French beans; and then, feeling a little sick, he went to look for some parsley.

Round the end of a cucumber frame, whom should he meet but Mr. McGregor!

Mr. McGregor was planting out young cabbages, but he jumped up and ran after Peter, waving a rake and calling out, "Stop thief!"

Peter was dreadfully frightened. He rushed all over the garden, for he had forgotten the way back to the gate. He lost one of his shoes among the cabbages and the other shoe amongst the potatoes.

After losing them, he ran on four legs and went faster, like a torpedo cutting through the water. This simile meant he was moving very quickly and directly.

Peter never stopped running, and Mr. McGregor was close behind him. Peter jumped into a watering-can which stood ready for filling. It would have been a beautiful hiding-place, if it had not been full of water.

Mr. McGregor was quite sure that Peter was somewhere in the tool-shed, perhaps hidden under a flower-pot. He began to turn them over carefully, looking under each one.

Presently Peter sneezed—"Kertyschoo!"

Mr. McGregor was on him in no time, but Peter darted out of a window, upsetting three plants.

The window was too small for Mr. McGregor, and he was tired of running after Peter. He went back to his work.

Peter sat down to rest; he was out of breath and trembling with fear, and he had not the faintest idea which way to go. He also got soaking wet from the watering-can.

Peter’s anxiety was a heavy, cold blanket wrapped around him. This metaphor suggested his feeling of fear and distress was overwhelming and chilling.

He wandered about, going softly, expecting to meet Mr. McGregor at every turn. Then he found the gate and slipped underneath.

He rushed home, safe at last, and tumbled into bed, too tired to speak. His mother put him to bed and made him a dose of camomile tea, while Flopsy, Mopsy, and Cottontail had bread and milk and blackberries for supper.

Answer Key:

Category	Phrase Used	Literal Meaning	Explanation
Idiom	didn't see eye to eye (with his mother)	He completely disagreed with her and disobeyed.	The phrase means the people in the conversation had different opinions, not that they were literally looking into each other's eyes.
Simile	ran on four legs and went faster, like a torpedo cutting through the water	Peter was moving very quickly and directly.	Peter's speed is compared to a torpedo using the word "like."
Metaphor	Peter’s anxiety was a heavy, cold blanket wrapped around him.	His feeling of fear and distress was overwhelming and chilling.	Anxiety is directly compared to a "cold blanket" to show that the feeling was heavy, suffocating, and chilling, without using "like" or "as."

3. 🔎 Finding the Right Word (Vocabulary)

A. Fundamental Concepts

Synonyms: Words that have a similar meaning.
- Example: "Big" and "large"
Antonyms: Words that have the opposite meaning.
- Example: "Hot" and "cold"
Context Clues: These are hints found in the sentences around a difficult word that help you guess its meaning.

B. Using Context Clues

Example Sentence: "The ancient castle was gloomy, a stark contrast to the bright and cheerful village nearby."
- The word "contrast" tells us the castle is the opposite of "bright and cheerful."
- Therefore, gloomy must mean something similar to dark, sad, or depressing.

C. Reference Tools

Practice using a dictionary or thesaurus (a book of synonyms and antonyms) to find new words and check their meanings.

Let's practice using context clues as we read. The story will include the words: dire, peculiar, and gravelly. Your job is to figure out what these words mean as we read based on the clues around the words.

Hansel and Gretel

Near the edge of a great forest lived a poor woodcutter with his wife and his two children, Hansel and Gretel. Times were dire, and there was very little food to be found. One night, the wife, who was their stepmother, said to the woodcutter, "There is not enough food for all of us. We must take the children deep into the forest and leave them there."

Hansel, who was awake, heard everything. His heart grew heavy. The next morning, as they walked into the woods, Hansel secretly dropped little white pebbles from his pocket, leaving a trail behind them. When they stopped in a clearing, their parents told them to wait while they gathered wood. After many hours, the sun set, and the children knew they had been abandoned. But Hansel, using his trail of pebbles, guided Gretel back home.

The stepmother was furious. A few days later, she convinced the woodcutter to try again. This time, Hansel had no pebbles. He had only a piece of bread, which he crumbled and dropped as they walked. The children were left even deeper in the forest. When night fell, Hansel looked for his breadcrumbs, but alas, the birds had eaten them all.

They wandered for a long time, lost and afraid, until they came upon a most peculiar little cottage. It was made entirely of gingerbread and cakes, with windows of clear sugar! Hansel and Gretel, ravenously hungry, broke off pieces of the roof and walls and began to eat.

"Nibble, nibble, little mouse, Who is nibbling at my house?" a soft voice called from inside.

The door opened, and a very old woman, leaning on a stick, came out. "Oh, you dear children," she said, with a smile that didn't quite reach her eyes. "Come in, come in, and stay with me. You must be famished."

The old woman offered them milk and pancakes and gave them soft beds to sleep in. The children thought they had found a wonderful new home. But the old woman was not kind; she was a wicked witch who built her gingerbread house to trap children.

The next morning, she seized Hansel and locked him in a small stable. "He is too thin," she cackled. "I will fatten him up, and then I shall eat him!" She made Gretel her servant and forced her to cook for Hansel, feeding him the finest foods while Gretel herself had only scraps.

Every day, the witch would call to Hansel, "Stick out your finger, little boy, so I can feel how fat you are!" Hansel, however, was clever. He would stick out a small bone he had found. The witch, whose eyesight was poor, was confused. "He is still so thin!" she would grumble.

Finally, after many weeks, the witch grew impatient. "Fat or thin, it matters not! I can wait no longer! Gretel, light the oven! We will bake Hansel today!" Her voice was gravelly, a harsh sound deep in her throat.

Gretel, trembling, cried, "How do I light it? I don't know how to start the fire!"

"Foolish girl!" snarled the witch. "Stand here and see how I do it!" The witch bent down to show Gretel how to look inside the hot oven. With a quick push, Gretel shoved the wicked witch into the roaring fire and slammed the iron door shut.

Gretel ran to free Hansel, and together they searched the witch's house. They found chests overflowing with jewels and gold. "This is better than pebbles or breadcrumbs!" Hansel exclaimed.

With pockets full of treasure, they followed a path they recognized and soon found themselves at the edge of their own forest. There, waiting for them, was their father, the woodcutter, who had long regretted leaving them. He had been alone since the stepmother had died.

They hugged their father tightly, shared their riches, and from that day forward, they lived together happily, never again suffering from want or hunger.

Word	Context Clues from the Story	Your Guess at the Meaning
dire	"Times were dire, and there was very little food to be found. One night, the wife... said to the woodcutter, 'There is not enough food for all of us.'"
peculiar	"...they came upon a most peculiar little cottage. It was made entirely of gingerbread and cakes, with windows of clear sugar!"
gravelly	"Her voice was gravelly, a harsh sound deep in her throat... 'Stand here and see how I do it!'"

Answer Key:

dire: Extremely serious or urgent (suggested by the extreme lack of food and the desperate plan to abandon the children).
peculiar: Strange, odd, or unusual (suggested by the fact that the cottage was made entirely of candy).
guttural: A sound produced in the throat; rough and harsh (suggested by the phrase "a harsh sound deep in her throat").

✍️ Guided Collaborative Writing Activity

Let's practice! Work with a partner or on your own to write these sentences.

Write three complete sentences describing your favorite activity.
- Remember to use correct capitalization and punctuation.
Write one sentence that includes a Simile.
- Example: "The runner was as fast as a cheetah."
Write one sentence that uses an Idiom.
- Example: "It's time to hit the books for the test tomorrow." (meaning: study hard)