r ainy day fun · r ainy day fun beyond levelbeyond level paired read let’s stay dry! realistic...
TRANSCRIPT
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Unit 6 Week 3
Genre Realistic Fiction
GR M
Word Count 549
Lexile 420
ReadNote Taking Have children take notes as they
read. Encourage children to record:
• important ideas
• unfamiliar words
• any questions about text that they have
Children can also fi ll in a graphic organizer,
noting the important events for each section.
Reread
COLLABORATE
Discuss Notes Ask children to share
their questions. Then work with them
to go back into the text to fi nd evidence to
answer the questions. Discuss evidence
children cited in the text.
Chapter 1 (pages 2–3)
Structural Analysis Remind children that a
compound word is made of two smaller words
that they may know. The two words come
together to make a brand new word. Children
should look for the smaller words to help them
understand the meaning of the longer word
as they read. Ask children to fi nd a compound
word on page 2.
Connection of Ideas Why do you think
Miguel and Sonia like the back room on a rainy
day?
How is the way Dina feels diff erent from how
Miguel and Sonia feel? Use evidence from the
text to support your answer.
R ainy Day Fun
BEYOND LEVELBEYOND LEVEL
PAIREDREAD Let’s Stay Dry!
Realistic Fiction
by Donna Loughranillustrated by Colleen Madden
RAINY
FUN
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CLOSE READING
ESSENTIAL QUESTION How can weather aff ect us?
What Makes the Text Complex?
Foundational SkillsDecode words with silent letters wr, kn, and gn Children can
practice reading words with the silent letters in wr, kn, and gn.
Structural Analysis Children can practice reading compound words.
Access Complex TextSpecifi c Vocabulary The use of similes may be a challenge for
children.
Connection of Ideas Children will need to make inferences and
make connections between details in the text to understand
characters in the story.
AS
ReadHave children read “Let’s Stay Dry!”
independently, taking notes as they read. Ask
what type of text “Let’s Stay Dry!” is. How can
they tell?
Reread to Compare Texts
COLLABORATE
Ask partners to fi nd evidence that
shows how rain aff ects the lives of
people in places that get a lot rain. Ask: How do
people live in these rainy places? How is this
nonfi ction selection like the story? Have
partners share their fi ndings.
Chapter 2 (pages 4–5)
Phonics Remind children that some words
have silent letters, such as when wr, kn, or gn
appears. Explain that when the letters appear
together at the beginning of a word or syllable,
the fi rst letter is silent. Have children fi nd a
word on page 5 with a silent letter in wr.
Then ask them to fi nd two words on page 5
with a silent letter in kn.
Comprehension Check Why do you think
Sonia wrote a story about tomatoes for school?
Cha pter 3 (pages 6–7)
Structural Analysis Ask children to fi nd a
compound word on page 6.
Specifi c Vocabulary Remind children
that a simile compares two things using the
words like or as. Point out the simile “Thunder
roared like a lion,” in the fi rst paragraph on
page 6. Ask: What is the author comparing the
thunder to?
Then have children fi nd and explain another
simile in the same paragraph.
Comprehension Check Remind children that
a cause makes something happen. An eff ect is
what happens. Ask: What do you think caused
the lights to go out on page 6?
Chapter 4 (pages 8–11)
Phonics Have children fi nd a word on page 11
with a silent letter in gn.
Connection of Ideas At the end of the
story, Grandpa says, “even plants from other
places are at home here now.” What do you
think this means? How do you know?
PAIRED READ “ Le t ’s St ay D r y ! ”
Write About ReadingWAnalytical Writing
Ana W
Inform Have
children compare the
two selections. Rainy weather
can aff ect people diff erently.
Compare the children in the
story to the people who live in rainy
places. Have partners use evidence
from both texts to support their
writing.
Write About ReadingWAnalytical Writing
Ana W
Inform Have children write a
response to the text using the
Essential Question. How did the
weather aff ect Dina and her shyness?
Have them use evidence from the text
to support their ideas.
Compare Texts Read more about how the weather affects people.
Genre Nonfiction
How do we stay dry in the rain? We
wear special clothes and boots. We use
umbrellas.
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C H A P T E R 1 Structural Analysis:
Ask children to fi nd a compound word on page 2. grandfather
Connection of Ideas:
Why do you think Miguel and Sonia like the back room on a rainy day? Answer/Evidence I think that even on a rainy day, the back room is not too dark. It has windows on three sides.
How is the way Dina feels diff erent from how Miguel and Sonia feel? Use evidence from the text to support your answer. Answer/Evidence On page 3, I read that Dina is too shy to smile and that she just nodded. She is looking down at the ground and seems unhappy in the picture.
C H A P T E R 2Phonics:
Have children fi nd a word on page 5 with a silent letter in wr. wrote
Then ask them to fi nd two words on page 5 with a silent letter in kn. knows, know
Comprehension Check:
Why do you think Sonia wrote a story about tomatoes for school? Answer/Evidence Sonia wrote a story about tomatoes because they are from South America. Her family is from South America.
C H A P T E R 3Structural Analysis:
Ask children to fi nd a compound word on page 6. fl ashlight
Specifi c Vocabulary:
What is the author comparing the thunder to? Answer/Evidence The author is comparing the sound of the thunder to the roar of a lion.
Then have children fi nd and explain another simile in the same paragraph. Answer/Evidence The simile is “Rain danced on the roof like tiny feet.” The simile compares the sound of rain to the sound of little feet dancing.
Comprehension Check:
What do you think caused the lights to go out on page 6? Answer/Evidence The rain storm and the lightning made the lights go out.
C H A P T E R 4Phonics:
Have children fi nd a word on page 11 with a silent letter in gn. sign
Connection of Ideas:
At the end of the story, Grandpa says, “even the plants from other places are at home here now.” What do you think this means? How do you know? Answer/Evidence I think that Grandpa is really talking about Dina. She is from Greece and she is shy. Grandpa is saying that she will feel at home there soon.
W R I T E A B O U T R E A D I N GInform Have children write a response to the text using the Essential Question. How did the weather aff ect Dina and her shyness? Have them use evidence from the text to support their ideas. Children’s responses will vary, but could include that the rainy weather caused the lights to go out while Dina was spending time with her new friends. It was exciting, and she liked being with them.
P A I R E D R E A DRead:
Have children read “Let’s Stay Dry!” independently, taking notes as they read. Ask what type of text “Let’s Stay Dry!” is. How can they tell? Answer/Evidence This is a nonfi ction text. It tells facts about people who live in rainy wet places.
Reread to Compare Texts:
Ask partners to fi nd evidence that shows how rain aff ects the lives of people in places that get a lot rain. Ask: How do people live in these rainy places? How is this nonfi ction selection like the story? Have partners share their fi ndings. Children’s responses will vary but could include that in some places people build their homes high so the water goes underneath. In other places, people use boats to move around. In the story, it also rains a lot.
W R I T E A B O U T R E A D I N G Inform Have children compare the two selections. Rainy weather can aff ect people diff erently. Compare the children in the story to the people who live in rainy places. Have partners use evidence from both texts to support their writing. Children’s responses will vary but could include that the children in the story had an exciting time when the lights went out. They had fl ashlights and scared each other. The rain aff ected them a short time. In the nonfi ction selection, people are aff ected all the time by rain. They have to build houses up high.
A nswer Key
BEYOND LEVEL Rainy Day Fun Unit 6 Week 3