Help your child learn new vocabulary. Below is a list of vocabulary words from the story with definitions and multiple meaning words.
Words and Definitions:
Formally- custom or etiquette
Introduced- to present
Outrageous- highly unusual
Shutters- solid cover for a window
Bouffant- a high hairdo
Settee- a small decorative couch
Summon- to call
Jester- a clown for a king or queen
Declare- to announce
Rescue- to save
Jiggle- to wiggle
Jangle- a harsh sound with metal
Flair- a talent for something, smartness of style
Bellowed- a powerful roar
Snit- mad
Mitt- a hand protector
Gardener- a man who works in a garden
Fragrant- a sweet odor
Knight- a mounted soldier on a horse
Dance- to move to music
Lance- a spear like weapon
Prance- to spring forth from the hind legs
Uplifted- to lift up
Strands-pieces of hair twisted together
Askew-not straight, crooked
Gorgeous- beautiful
Tiniest-very small
Forever- without end
Multiple Meaning Words:
Sash- window framework or ribbon worn around the waist
Rush- to hurry or dash, a grass like plant
Gush- talks a lot, to flow out
Teased- to ruffle one’s hair, to make fun of
Hoof- the entire foot of a horse, to tap dance
Tune- an easy simple melody (song), change your mind, bring into harmony
Charge- an attack, to rush, to buy
Aid- to help, or person that helps
Matter- importance, or takes up space and has weight
QUESTIONS – “My Hair”
WHO
Whose hair is falling in the beginning of the story?
Who jingled and jangled and danced with flair?
Who rescued Gwyneth at the end of the story?
WHAT
In what way did each character in the castle try to help the queens?
What could have happened to the jester as he bounced off the bed? Name two things that could have happened?
What will a true friend do for you?
WHEN
When did the jester bellow a tune?
When did the horse loose its shoe?
When did the rose land in Gwyneth’s hair?
WHERE
Where did Gwyneth’s hair go?
Where did the story take place?
Where did the mitt land?
WHY
Why are the queens called outrageous?
Why did all the characters try to help Gwyneth?
Why did the maid sneeze?
HOW
How can the jester get down from the chandelier?
How can the horse get his horseshoe back on his hoof?
How can the tiniest aid help others?
COMMON CORE STANDARDS - "My Hair"
Strand- Reading
Topic Reading Comprehension:
Pre-Kindergarten: (3-5 years)
Ask and answer questions, and
comment about characters and major events in familiar stories.
Retell or re-enact familiar
stories.
Identify characters and major
events in a story.
Demonstrate an understanding
of the differences between fantasy and reality.
With modeling and support,
describe what part of the story the illustration depicts.
With modeling and support,
name the author and illustrator of the story and what part each person does for
a book.
Actively engage in-group
reading with purpose and understanding.
Fluency:
Pre-Kindergarten: (3-5 years)
With modeling and support use
phrasing, intonation and expression in shared reading of familiar books, poems,
chants, songs, nursery rhymes or other repetitious or predictable texts.
Print Concepts:
Pre- Kindergarten: (3-5
years)
Demonstrate an understanding
of basic conventions of print in English and other languages.
Orient books correctly for
reading and turn pages one at a time.
Demonstrate an understanding
that print carries meaning.
Phonological Awareness:
Pre-Kindergarten: (3-5 years)
With modeling and support,
recognize and produce rhyming words.
With modeling and support
recognize words in spoken sentences.
With modeling and support
identify, blend and segment syllables in spoken words.
With modeling and support,
orally blend and segment familiar compound words.
With model and support
identify initial and final sounds in spoken words.
Foundational Skills – K–5
Print Concepts: Demonstrate
understanding of the organization and basic features of print.
Kindergarten:
Follow words from left to
right, top to bottom, and page-by-page.
Recognize that spoken words
are represented in written language by specific sequences of letters.
Understands that words are
separated by spaces in print.
First Grade:
Recognize the distinguishing
features of a sentence. (Ex. first word, capitalization, ending punctuation.
Phonological Awareness: Demonstrate understanding of spoken words, syllables, and
sounds.
Kindergarten:
Recognize and produce rhyming
words.
Count, pronounce, blend, and
segment syllables in spoken words.
First Grade:
Distinguish long from short
vowel sounds in spoken single syllable words.
Orally produce single
syllable words by blending sounds including consonant blends.
Isolate and pronounce
initial, medial vowel, and final sounds (phonemes) in spoken single-syllable
words.
Segment spoken
single-syllable words into their complete sequence of individual sounds (phonemes).
Phonics and word recognition: Know and apply
grade level phonics and word analysis skills and decoding words.
Kindergarten:
Demonstrate basic knowledge
of one-to-one letter-sound correspondences by producing the primary or many of
the most frequent sound for each consonant.
Associate the long and short
sounds with common spellings (graphemes) for the five major vowels.
Read common high-frequency
words by sight (ex. the, is, a, to, she, my).
First Grade:
Know the spelling-sound
correspondences for common consonant diagraphs.
Decode regularly spelled
one-syllable words.
Know final long e and common
vowel team conventions for representing long vowel sounds.
Use knowledge that every
syllable must have a vowel sound to determine the number of syllables in a
printed word.
Decode two-syllable words
following basic patterns by breaking the words into syllables.
Read words with inflectional
endings.
Second Grade:
Distinguish long and short
vowels when reading regularly spelled one-syllable words.
Know spelling and sound
correspondences for additional common vowel teams.
Decode regularly spelled
two-syllable words with long vowels.
Third Grade:
Decode multi-syllable words.
Fourth Grade:
Use combined knowledge of all
letter-sound correspondences, syllabication patterns, and morphology (eg. roots
and affixes) to read accurately unfamiliar multi-syllabic words in and out of
context.
Fifth Grade: Same as fourth.
Fluency:
Kindergarten: Read
emergent-reader text with purpose and understanding.
First & Second Grades:
Read with sufficient accuracy and fluency to support comprehension.
Read-on-level text with
purpose and understanding.
Read-on-level text orally
with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or
self-correct word recognition and understanding, rereading as necessary.
Third, Fourth & Fifth Grade: Read with
sufficient accuracy and fluency to support comprehension.
Read on level text with
purpose and understanding.
Use context to confirm or
self-correct word recognition and understanding, rereading as necessary.
Reading Standards For
Informational Text- K-5
Key Ideas and Details: -
Retelling and Questioning
Kindergarten:
With prompting and support,
ask and answer questions about key details in a text.
With prompting and support,
identify the main topic and retell key details of a text.
With prompting and support,
describe the connection between two individuals, events, ideas, or pieces of
information in a text.
First Grade:
Ask and answer questions
about key details in a text.
Identify the main topic and
retell key details of a text.
Describe the connection
between two individuals, events, ideas, or pieces of information in a text.
Second Grade:
Ask and answer such questions
as who, what, where, when, why, and how to demonstrate understanding of key
details in a text.
Third Grade:
Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Determine the main idea of
the text; recount the key details and explain how they support the main idea.
Fourth Grade:
Refer to details and examples
in a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine the main idea of a
text and explain how it is supported by the key details; summarize the text.
Fifth Grade:
Quote accurately from a text
when explaining what the text says explicitly and when drawing inferences from
the text.
Determine two or more main
ideas of a text and explain how they are supported by key details; summarize
the text.
Craft & Structure: Parts of a Book Monitoring for Learning – Fiction
& Non Fiction
Kindergarten:
With prompting and support,
ask and answer questions about unknown words in a text.
Identify the front cover,
back cover and title page of a book.
Name the author and
illustrator of the text and define the role of each in presenting the ideas or
information in a text.
First Grade:
Ask and answer questions to
help determine or clarify the meaning of words and phrases in a text.
Distinguish between
information provided by pictures or other illustrations and information
provided by the words in a text.
Second Grade:
Identify the main purpose of
a text including what the author wants to answer, explain or describe.
Third Grade:
Distinguish their own point
of view from that of the author of the text.
Fourth Grade:
Describe the overall
structure (ex. chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.
Compare and contrast a first
hand and second hand account of the same event or topic; describe the
differences in focus and the information provided.
Integration of Knowledge and
Ideas
Kindergarten:
With prompting and support,
describe the relationship between illustration and the text in which they
appear (ex. what person, place, thing, or idea in the text an illustration
depicts.
With prompting and support,
identify the reasons an author gives to support points in a text.
First Grade:
Use the illustrations and
details in a text to describe its key ideas.
Identify the reasons an
author gives to support points in a text.
Second Grade:
Describe how reasons support
specific points the author makes in a text.
Third Grade:
Use information gained from
illustrations and the words in a text to demonstrate understanding of the text(
where, when, why, and how key events occur).
Describe the logical
connection between particular sentences and paragraphs (comparison,
cause/effect, first/second/third in a sequence).
Fourth Grade:
Explain how an author uses
reason and evidence to support particular points in a text.
Fifth Grade:
Explain how an author uses
reasons and evidence to support particular points in a text, identifying which
reasons and evidence support which points.
Range of
Reading & Level of Text Complexity
Kindergarten:
Actively engage in group
reading activities with purpose and understanding.
First Grade:
With prompting and support,
read informational text appropriately complex for grade one.
