reading strategies for literature

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Introductory Level

CURRICULUM ASSOCIATES, Inc

ReadingStrategiesfor

Literature


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For the Student

Do you like to play games or sports? Games and sports

are fun, but you need to learn now to play them. You

need to know the rules.The things you do in a game or sport are called

strategies. You use strategies to help you do your best

when you play.

You can also use strategies to help you become a good

reader. The strategies in this book will help you to do

your best in reading and writing. You can use thestrategies when you read new stories and books of all

kinds!

Developed by :Learning Unlimited, Oak Park, Illinois

Writer:Shirley Consodine Granahan

Editor:Karen Herzoff

Project Manager:Ellen Sternhell

Designer and Illustra tor :Pat Lucas

ISBN 0-0000-0000-01997Curriculum Associates, Inc.

North Billerica, MA 01862

No part of this book may be reproduced by any meanswithout written permission from the publisher.

All Rights Reserved. Printed in USA.15 14 13 12 11 10 9 8 7 6 5 4 3 2 1


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Table of ContentsPage

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Strategy: Use Pictures

Reading: Mikey Goes Fishing picture story by Tom Tucker

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Strategy: Find Who Said It

Reading: High Flyers by Mike Carter

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Strategy: Make Good Guesses

Reading: The Magic Stork retold by Karen Herzoff

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Strategy: Retell the Story

Reading: Rachels Lap by Harriett Diller

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Strategy: Figure Out What Happened

Reading: Lots of Boxes by Roberta Baxter

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Strategy: Pick Out Real and Make-Believe

Reading: Boots and Umbrellas by Edith Hope Fine

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Strategy: Put Things in Order

Reading: Luckys Birthday by Lynne E. Piotrowski

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Strategy: Decide Why It Happened

Reading: Hectors Balloon by Bernice Rappoport

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Strategy: Sort Out Same and Different

Reading: My Sister by Jo Carol Hebert

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Strategy: Spin a Character Web

Reading: The Monkey and the Crocodiles retold by Marilyn Bolchunos

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Strategy: Make a Story Map

Reading: The Wishing Well from Mouse Talesby Arnold Lobel


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Lesson 9

Strategy:Sor t Out

SameandDifferent

34

Lots of things are the same in some

ways and different in others. How are a

pencil and paintbrush the same? How are

they different?

You hold both a pencil and a paintbrush.

But you write with a pencil. You paint with

a paintbrush.

You can tell how tw o th ings are the

same and how they are different. You

can show these things on a chart.

RRead the chart. Then finish it.

Pencil Paintbrush

Same Hold in hand

Same Long tool

Different Write with it

Different Point at end


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35

Explor ing the Strategy

RYou can find same and different things in

stories, too. Read the story.

Two Friends

Paco and Carla both go to Park School.

They both like to read.

Do you and Paco like everything the

same? asked Carlas teacher.

No, answered Carla. I like to dance.

But Paco likes to sing. So he sings when I dance!

RHow are Paco and Carla the same?How are they different? Finish the chart.

Paco Carla

Same Goes to Park School Goes to Park School

Same Likes to read

Different Likes to sing


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Studying the Strategy

RRead the story. See how the sisters are more

different than the same.

My Sister

by Jo Carol Hebert

My sister can do almost everything

better than me.

At school, my sister always colors

inside the lines. (I dont.)

At home, my sister always hangs up

her clothes and makes her bed. (I dont.)

Mom says, Look at your sister. Isnt

she a good helper?


better than meexcept whistle. She tries

and she tries. But she cant whistle even

one little note.

But I CAN! So I whistle all the time.

36


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37

Mom says, Listen to your sister.

Doesnt she whistle well? (I just

love my mom!)


better than me. But she cant whistle

like me.

And I like it that way!

Using the Strategy

RWhat can you tell about the sisters? Read the

chart. Then finish it.

Older Sister Younger Sister

Same Is a girl Is a girl

Same Goes to school Goes to school

Different Colors inside the lines Doesnt color inside the lines

Different Hangs up clothes,

makes bed

Different Can whistle very well


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Table of Contents

Page

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Using Strategies to Read Literature

How to Use This Program

Lesson Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Lessons 111

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Lessons 111

Take-Hom e Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Letter to Parents or Guardians

Suggested Reading List

Evaluat ion Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Student Reading Log

Teacher Response Log

Class Reading Record

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INTRODUCTIONUsing Strategies to Read Literature

One of the best outcomes of the whole-language

approach is that it exposes young children to high-quality, authentic literature. The proliferation of

quality childrens literature is a rich resource for

teachers and parents alike.

The popularity of using authentic literature has

been accompanied by efforts to help children develop

the cognitive strategies essential to applying critical-

thinking skills to the stories, poems, and plays that

they read.

Reading Strategies for Literature presents

children with eleven key strategies that they can usewhenever they read literature, whether in school or

at home.

The first seven strategies are metacognitive

approaches that help children think about their

own thought processes. These strategies provide

tools children need to become strong, indepen-

dent readers

The last four strategies are built around graphic

organizers. Children learn that visual tools can

help them organize what they read so that it

makes sense. Graphic organizers are beneficial,

not only for developing reading and thinking

skills, but for organizing ideas for writing.


The Reading Strategies for Literature program

consists of student books and teacher guides for the

Introductory Level and Levels 2 through 8.

Each of the eleven student book lessons has four

main components:

Introduction of the strategy in a familiar con-

text; accompanied by a definition

Guided practice with the strategy

A high-interest selection taken from quality

childrens literature

An exercise to apply the skill to the literature

selection

In addition, this teacher guide provides you with

lesson notes to help you introduce each strategy,

discuss aspects of the strategy as applied to the

practice examples and reading selection, and

extend the strategy with a variety of activities not

found in the student book.

an answer key to check childrens work.

reproducible masters of a letter that introduces

at-home reading activities to parents and

guardians and provides a send-home suggestedreading list of high-interest, high-quality

children's books.

reproducible masters for student self-evaluation,

teacher feedback, and classroom management.

In My Reading Log, children evaluate the

reading selections.

In the Teacher Response Log, teachers evaluate

childrens work and respond to their Reading Log

entries.

The Class Record helps teachers to keep track of

childrens work on a lesson-by-lesson basis.

The readings and the activities in this program

can help stimulate your childrens critical-thinking

skills and their love for reading good stories.


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3. Discuss multiple causes, as in the domino effect.

Ask children to imagine a baseball crashing

through a window and into a house. The ball hits

a lamp and the lamp falls over onto the floor. As

Mom runs in to see what happened, she trips over

the lamp cord and falls! Ask, What caused the

window to break? The lamp to fall? Mom to trip?

Help children understand that the first cause was

the person who hit the ball, but that the ball and

the lamp also caused other things to happen.

LESSON 9

Strategy: Sor t Out Same and Different

About the Strategy

In this lesson, children will sort the ways inwhich things are the same or different and then list

the similarities and differences on a chart.

Children will learn that knowing how things

are the same or different can help them sort

information and better understand what they

read.

Introducing the Strategy

1. Hold up a winter glove and a mitten (or two other

comparable items). Encourage volunteers to tell

how they are alike, or the same, and how they aredifferent. Help children as necessary to realize

that the mitten and glove are the same in that you

wear them on your hands and they keep your

hands dry and warm. Then help children as

necessary to realize that the glove and mitten are

different in shape and how they cover the fingers.

You can see each finger in a glove, but you can

only see the thumb of a mitten because the rest of

the mitten holds the other fingers.

2. Challenge each child to find two things in theclassroom that are the same in some ways and

different in others. Allow children time to find

their two things, present them to the class, and

explain how they are the same and different.

Clarify any misconceptions before children begin

reading.

Tell children that they can sort same and different

things in stories and that knowing how things

are the same of different can help them better

understand story characters and events. Add that

they will practice this strategy in Lesson 9.

Using the Strategy

In addition to the instructional text in the lesson,

here are suggestions for exploring the strategy

further in the examples and reading selection.

1. On page 34, display a real pencil and paintbrush

and allow children to hold them to see for

themselves in what ways the two are the same

and in what ways they are different. Have

children read the answers on the chart with you,

then trace the last answer.2. On page 35, have children reread the story and

point out how Paco and Carla are the same and

different. Then let children finish the chart at the

bottom of the page.

3. On pages 36 and 37, read the first sentence with

children, then ask,Do you think the two girls are

the same in some ways and different in others?

Read the rest of the story, then discuss how the

two girls are alike and how they are different.

Have children finish the comparison chart onpage 37.

Extending the Strategy

You can use the following ideas to extend

childrens experience with the strategy.

1. Have children work in small groups to make

charts showing likenesses and differences

between a dog and cat. Discuss the animals

before the groups start the charts by pointing out

the number of legs, ears, and eyes on each animal

and then asking questions such as,Do both haveteeth? Do both bark? Do both chew bones?

Allow time for each group to make its chart.

Assist as necessary, and then let the groups share

their results. Ask,Are dogs and cats more alike or

more different?


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2. Read each sentence and ask children to tell

whether it tells how two things are the same or

how they are different.

a. My hair is darker than yours. (different)

b. I have a blue bike, too! (same)c. My new house is bigger. (different)

d. We had hot dogs again today. (same)

e. Mark and Jan are swimmers. (same)

3. Invite children to make comparison charts at

home, with adult help, for two of their toys. Let

children share their charts with classmates.

LESSON 10

Strategy: Spin a Character Web

About the Strategy

In this lesson, children will learn how to create a

character web to help them describe and remember

a character in a story. Children will focus on a

characters physical looks, actions, feelings, and

own words.

Children will learn that by creating character

webs they can better understand characters in a

story and how they act.


1. Write the name of a book character, such as

Winnie the Pooh, on the board and draw a circle

around it. Write things about Pooh in smaller

circles surrounding the center circle, such as a

bear, likes honey, Piglets friend, sings songs,

belongs to Christopher Robin, and lives in a tree.

Draw lines between the circles to create a word

web. Explain to children that creating a web helps

a reader describe and remember a story character.

Encourage volunteers to suggest something to

add to the character web. Add their suggestions tothe web.

2. Recite the rhyme Little Boy Blue for children.

Then challenge them to help you create a character

web for Little Boy Blue. Items might include

little, looks after sheep, is asleep, plays the horn,

and sleeps under a haystack.

Explain that children can spin a web about any

character in a story they read. Add that they will

practice this strategy in Lesson 10.

Using the Strategy

In addition to the instructional text in the lesson,here are suggestions for exploring the strategy

further in the examples and reading selection.

1. On page 38, help children understand that words

in stories tell about or describe the characters

what they look like, do, say, and think. Have

children recite Little Miss Muffet with you

before tracing the word in the character web at

the bottom of the page. Let children suggest other

character traits, if any, to add to the web.

2. On page 39, read the story and let children choosetwo words from the box to add to Leons

character web. Ask, Are there other things we

could add? Explain that there may be many

words to describe a character, but usually just a

few are enough to tell who he or she is. List other

traits that children suggest for Leon, such as

brother, baby-sitter, happy, etc.

3. On pages 40 and 41, read the story with children

and then discuss it. Ask children to reread the

story and underline words that describe themonkey, starting with little. Let children

complete the character web with four words from

the box.


You can use the following ideas to extend

childrens experience with the strategy.

1. Remind children of the story Luckys Birthday

(pages 2829 of the student book). Then as a

group, create a character web for Lucky.

2. Invite children to work at home with parents or

guardians to make character webs for their

favorite TV characters. Have children bring in

their webs and share them with classmates.

Discuss each web and allow class members who

also watch the shows to suggest other traits that

could be used to describe a character.


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Dear Parent or Guardian:

In class, your child is working with a book calledReading Strategies for Literature. This

book shows your child how to use different ideas and strategies to understand stories,

novels, poems, and plays. These strategies will help your child to do well with homework

assignments, book reports, and tests that are based on literature. The strategies will also help

your child to enjoy reading for pleasure.

But there is one key strategy that your child cannot get out of a textbook. That strategy is

to READ, READ, and READ some more. In theReading Strategies for Literature lessons,

your child is reading excerpts from stories. I hope these stories will encourage a love of read-

ing in your child. On the other side of this letter is a list of books that your child might enjoy

reading. Most of these are available at the public library. Many of them may also be

available at your school library.

Here are some ideas you can try at home to help your child develop a love of reading

good literature.

1. Ask to see the Reading Log that your child is filling out as he or she works

through Reading Strategies for Literature. Ask your child to tell you about

stories on the log that he or she enjoyed reading.

2. Establish 15 minutes of DEAR (Drop Everything And Read) Time every day. This

is time you can set aside for each individual to pick something of his or her own

choosing and spend time togetherjust reading.

3. If your child is a reader, you should still read to him or her. Children who love to

read still enjoy adults reading to them.

4. Ask your child to read to you. You can also ask the child to elaborate on a story

by choosing a new ending or making up the next chapter. You could also ask your

child to make a picture based on the story and hang it up on the refrigerator door.

Happy reading,

_________________________________________

Curriculum Associates, Inc. Reading Strategies for Literature, Introductory Level


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Aliki Im Growing!

Asch, Frank MoongameBarton, Byron Dinosaurs, Dinosaurs

Blaine, Marge The Terrible Thing That Happened at Our House

Bonsall, Crosby And I Mean It, Stanley

Brown, Margaret Wise Goodnight Moon

Caines, Jeannette I Need a Lunch Box

Carle, Eric Do You Want to Be My Friend?

Cebulash, Mel Willies Wonderful Pet

Clark, Margaret The Best of Aesops Fables

Cole, Joanna Its Too Noisy

Cooper, Helen The Bear Under the Stairs

Cushman, Doug The ABC Mystery

Giff, Patricia Watch Out, Ronald Morgan

Graham, Margaret Bloy Be Nice to Spiders

Hoban, Julia Amy Loves the Snow

Hoff, Syd The Lighthouse Children

Hurd, Edith Thacher I Dance in My Red Pajamas

Krauss, Ruth Bears

Lobel, Arnold Small Pig

Minarik, Else Holmelund A Kiss for Little Bear

Numeroff, Laura Joffe If You Give a Moose a Muffin

Packard, David The Ball Game

Quackenbush, Robert First Grade Jitters

Robins, Joan Addie Meets Max

Schmidt, Karen The Gingerbread Man

Schwartz, Alvin There Is a Carrot in My Ear and Other Noodle Tales

Shecter, Ben When Will the Snow Trees Grow?

Siracusa, Catherine Bingo, The Best Dog in the World

Stadler, John The Adventures of Snail at School

Steig, William Grown-ups Get to Do All the Driving

Wiseman, B. Morris Goes to School

SUGGESTED READING LIST



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Lesson 1Use PicturesMikey Goes Fishing

Lesson 2Find Who Said ItHigh Flyers

Lesson 3Make Good GuessesThe Magic Stork

Lesson 4Retell the StoryRachels Lap

Lesson 5Figure Out What HappensLots of Boxes

Lesson 6

Pick Out Real and Make-BelieveBoots and Umbrellas

Lesson 7Put Things in OrderLuckys Birthday

Lesson 8Decide Why It HappenedHectors Balloon

Lesson 9Sort Out Same and Different

My Sister

Lesson 10Spin a Character WebThe Monkey and the Crocodiles

Lesson 11Make a Story MapThe Wishing Well fromMouse Tales

MY READING LOG

NAME __________________________________________________

Lesson and Reading SelectionHow I Rate the

Reading Selection

What I Will Remember

About the Reading Selection


Great OK Not

Good


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Lesson 1Use PicturesMikey Goes Fishing

Lesson 2Find Who Said ItHigh Flyers

Lesson 3Make Good GuessesThe Magic Stork

Lesson 4Retell the StoryRachels Lap

Lesson 5Figure Out What HappensLots of Boxes

Lesson 6

Pick Out Real and Make-BelieveBoots and Umbrellas

Lesson 7Put Things in OrderLuckys Birthday

Lesson 8Decide Why It HappenedHectors Balloon

Lesson 9Sort Out Same and Different

My Sister

Lesson 10Spin a Character WebThe Monkey and the Crocodiles

Lesson 11Make a Story MapThe Wishing Well fromMouse Tales

Lesson and Reading Selection How I Rate YourWork on t he Lesson My Response to YourReading Log Ent ry

TEACHER RESPONSE LOG

STUDENT __________________________________________________

Great OK Improvement

Needed


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Level 2


Literature


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For the Student

Do you like to play games or sports? To have fun and to be

good at a game or a sport, you need to learn how to play it. The

rules you use and the things you do as you play the game or sportare called strategies. You use strategies to help you do your best

to win a game or play a sport well.

You can also use strategies to become a better reader. The

strategies that you will learn in this book will help you enjoy reading

stories, poems, and plays. You can practice the strategies in

the lessons. You can also use the strategies when you read other

stories and books of all kinds!

Dont forget to try the activity at the end of each lesson. Look

for the box with the title Beyond the Story.

Developed by :Learning Unlimited, Oak Park, Illinois

Writer:Shirley Consodine Granahan

Editor:Karen Herzoff

Project Manager:Ellen Sternhell

Designer a nd Illustrat or: Pat Lucas

ISBN 0-7609-0280-11998Curriculum Associates, Inc.

North Billerica, MA 01862

No part of this book may be reproduced by any meanswithout written permission from the publisher.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1


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Table of Contents

Page

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Strategy: Paint Pictures with Words

Reading: Jack Rabbit by Marilyn Sabata

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Strategy: Put Yourself in My Shoes

Reading: First Grades Forever by Robin Johnson

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Strategy: Make Good Guesses

Reading: The Fast-Slow Race by Richard Hohl

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Strategy: Become a Storyteller

Reading: The Lion and the Mouse by Aesop

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Strategy: Figure Out What Happens

Reading: Where Did Lisa Go? by Ann Devendorf

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Strategy: Use Good Judgment

Reading: Epaminondasretold by Eve Merriam

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Strategy: Put Things in OrderReading: Shopping by Sandy Lanton

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Strategy: Determine What Happens and Why

Reading: One Morning by Clare Mishica

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Strategy: Sort Out Same and Different

Reading: Gloria Who Might Be My Best Friend fromThe Stories Julian Tellsby Ann Cameron

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Strategy: Spin a Character Web

Reading: Yoko by Karen Herzoff

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Strategy: Make a Story Map

Reading: Strange Bumps from Owl at Homeby Arnold Lobel


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Did you ever fall and skin your knee? It really

hurt, didnt it? You remember how it felt.

You see your friend fall and skin her knee. Do

you know how she feels? If you do, you areputting yourself in her shoes.

When you put your self in someones elses

shoes, you try to feel what that person

feels.

Put yourself in the shoes of this character.

Max creeps closer to the spooky, old

house. Suddenly, he hears a loud bang!

Max holds his breath. His heart beats faster.

Max tries to run away. He bumps into

something tall and hairy !

Who feels frightened? Circle the answer.

Max Me Both of us

The scary thing isnt happening to you. But you

can remember how it feels to be frightened. You

can put yourself in Maxs shoes.

6

Lesson 2

Strategy:Put

Yourself inMy Shoes


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Read this story. Put yourself in the characters

shoes. Try to understand how they feel.

esley just stood there, looking down at his

shoes. Youre a little sad about leaving first grade,

arent you, Wesley? asked Miss Bottomley. I can

understand why.

You can? asked Wesley in the same small,

quiet voice that he had used when hed read hisbook about spiders to the class.

Sure I can. Do you know why we call this year

first grade, Wesley? Wesley shook his head.

Its because in first grade you do so many

things for the first time. Its the first time you read

a book all by yourself. Its the firsttime you count

past one hundred. And its the firsttime you write

a story without any help, Miss Bottomley said.

No wonder youre a little sad, Wesleyits a very

special year.

She took Wesleys

hand and walked

toward the classroom

door. They headed

quietly down the

empty hall and then

outside to the bus line.

8

FirstGradesForever

by Robin Johnson

It is the last day of

school. Wesley is sad

about leaving first grade.

His teacher helps him

understand why first

grade is so special.

W

Reprinted by permission of Spidermagazine, May 1994, Vol. 1, No. 5 1994 by Robin Johnson.


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You know, Wesley, youll never forget this

year. From now on youll think of first grade

every time you read or count or write, promised

Miss Bottomley.Wesley smiled. He liked knowing that he

would remember first grade always, maybe even

for infinity.

Using the Strategy

Put yourself in the place of the characters in

the story. Answer the questions below.

1. Remember when you were in first grade.

How did you feel about leaving your

teacher and class?

__________________________________________________

__________________________________________________

2. Pretend you are Wesley, the boy in thestory. How do you feel about leaving first

grade?

__________________________________________________

__________________________________________________

3. Now pretend you are Miss Bottomley.

How do you feel about the last day withyour first graders?

__________________________________________________

__________________________________________________

9

Beyond theStory

Choose a partner.

Pretend that one of

you is Wesley and

the other is MissBottomley. Act out

some things that

each of you would

say about first grade.


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Level 2


Literature

Teach

Guid


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Table of Contents

Page

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Using Strategies to Read Literature


Lesson Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Lessons 111

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Lessons 111

Take-Hom e Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Letter to Parents or Guardians

Suggested Reading List

Evaluat ion Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Student Reading Log

Teacher Response Log

Class Reading Record


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2


One of the most powerful aspects of the whole

language approach is the exposure of young

children to high quality, authentic literature. Theproliferation of quality childrens literature is a rich

resource for teachers and parents alike.

This growth in the popularity of authentic literature

has been accompanied by efforts to help children

to develop the cognitive strategies essential to

applying critical-thinking skills to the stories,

poems, and plays that they read.


children with eleven key strategies they can use

whenever they read literature, whether for schoolassignments or for pleasure reading.

The first six strategies consist of metacognitive

approaches which encourage children to think

about their own thought processes. These

strategies give children tools they need to help

them become strong, independent critical

thinkers.

The last five strategies are built around graphic

organizers. Children can use these visual tools to

help them organize what they read in ways that

make sense to them. Graphic organizers are

beneficial, not only for developing reading and

thinking skills, but also for organizing ideas for

writing.



consists of a student book and a teacher guide for

levels 28.

Each of the eleven student book lessons has five

main components:

Introduction of the strategy in an everyday,

familiar context; accompanied by a definition

Guided practice using the strategy



An exercise that requires children to apply the

skill to the literature selection

A Beyond the Story extension of the strategyor the theme of the story through writing,

discussion, role-playing, or art activities


lesson notes to help you introduce each strategy

and extend it with a variety of activities not found

in the student book.

an answer key to check childrens work.

reproducible masters of a letter introducing


guardians and a suggested reading list of high-

interest, high-quality childrens books.



In My Reading Log, students evaluate each

reading selection.


childrens work and respond to Reading Log

entries.

The Class Record helps teachers track childrenswork on a lesson-by-lesson basis.

The readings and activities in this program will

help stimulate childrens critical-thinking skills and

their love for reading good stories.


27/120

LESSON 2

Strategy: Put Yourself in My Shoes

About the Strategy

In Lesson 2, children will learn to put themselves

in the place of story characters to understandfeelings/emotions in various situations (empathize).

Children will learn to relate to a characters

feelings by using the steps of remembering a similar

experience and how they felt, and pretending to be

the character in order to understand how the

character feels.

Children will learn how putting themselves in a

characters shoes can help them better understand

a story characters experiences and behavior.

Introducing the Strategy1. Write these words on the board: sad, happy,

worried, surprised, angry, confused(orpuzzled).

Ask children to suggest a situation that might

cause someone to have each of these feelings.

2. Ask a few children to use facial expressions and

body language (body movements) to show that

they are feeling sad, happy, worried, surprised,

angry, or confused. Let other children comment

on the role-playing. Can they identify the

emotion being shown?3. Invite volunteers to tell about a situation in which

they felt one of the feelings listed on the board.

After each speaker, ask if the class understands

why the child felt that way. Say, You may not

have felt the same way, but byputting yourself in

his or her shoes, you can understand why he or

she did feel that way.

Tell children that by putting themselves in the

shoes of story characters, they will be able to

better understand the characters. Add that theywill practice this strategy in Lesson 2.

Note: This lessons reading selection First Grades

Forever, contains the word infinity. You may

want to introduce the word and its meaning

(an amount of time for which there is no end;

forever) before students begin reading.


The Beyond the Story activity asks children to

role-play Wesley and Miss Bottomley talking about

how they feel about children leaving first grade.

Discuss with children how it felt to be Wesley or

Miss Bottomley.

Here are other ideas for extending the strategy.1. Present situations for pairs to role-play, such as

one child who accidentally broke or lost a toy

belonging to the other child. Remind children to

put themselves in the shoes of their characters

and say what they think the characters would say.

2. Discuss characters in familiar stories, such as

those in childrens readers or in stories youve

read to the class. Ask, What kinds of feelings

did the characters have? Why did they feel or act

as they did?3. Have children imagine that they are pioneers

riding in a covered wagon or astronauts riding in

a space shuttle in outer space and write a diary

entry describing their emotions. For example,

March 1: There was a big storm this morning.

I was scared. So were the horses. The rain made

them and everything in our covered wagon wet.

The sun came out in the afternoon. We were so

happy to see the sun!

LESSON 3Strategy: Make Good Guesses

About the Strategy

In Lesson 3, children will learn how to use

prior knowledge and story clues to make guesses

(predictions) about story events. Children will also

learn to check the accuracy of their predictions.

Children will discover how making predictions

can help them better understand and enjoy what

they read.

4


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ANSWER KEY

LESSON 1

Paint Pictures with Words

Page 2

Note:Most answers are filled in as a model for

children.

Taste

sour

Page 3

Note: The first answer in brackets is filled in as amodel for children. Children may not list allthe words. Review the story with children tohelp them find words they have not listed.

See Hear Smell Taste Touch[blue flags] Boom! hot dogs salty sticky

drums Roar!

lions

hot dogs

peanuts

cotton candy

Page 5

Note 1: Some answers have been filled in as a modelfor children. Most children will not list all

the words. Review the story with children tohelp them find words they have not listed.

Note 2: The words shiver and quiver are sensorywords, but these feeling words are notas concrete as those related to the sense oftouch focused on in this lesson. You mightreview the story and ask questions such as,How did Jack feel when he heard thenoise and hid? (nervous, scared) Whatwords in the story help you know this?(shiver, quiver)

See Hear Touch[carrot patch] [crunch] leafy

leafy lettuce noise

cabbages munch

gardener scrunch

radishes tromp

rabbit hopping chomp

Rabbit, STOP!

LESSON 2

Put Yourself in My Shoes

Page 6

The words Both of us should be circled.

Note:Many children will circle Both of us, butsome may answer literally, Max.Review the

last paragraph on page 6 to reinforce the

correct answer.

Page 7

1. Children might say that they were unhappy or felt

bad.

2. Possible answers include: Jo feels bad. Jo wishes

someone would choose her.

Page 91. Possible answers include: I was sad. I didnt want

to leave my teacher or my class. I was a little

scared about second grade.

2. Possible answers include: I am sad. I dont want

to leave. I will miss my teacher.

3. Possible answers include: I feel sad. I dont want

the children to leave. Im proud of everyone in

the class.

LESSON 3

Make Good Guesses

Page 10

Most children will guess that Dana will spell the

word correctly.

Page 11

1. Possible prediction: a kid who just moved to a

new town

2. Possible prediction: He will catch the ball. He

will throw it back.

3. Possible prediction: They will ask him to play.

4. Possible prediction: He will say, Yes.

Page 12

Note:Encourage children to explain why they made

the predictions they did.

12


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16







But there is one key strategy that your child cannot get out of a textbook. That strategy

is to READ, READ, and READ some more. In the Reading Strategies for Literature

lessons, your child is reading excerpts from stories. I hope these stories will encourage a love

of reading in your child. On the other side of this letter is a list of books that your child might

enjoy reading. Most of these are available at the public library. Many of them may also be



good literature.




2. Establish 15 minutes of DEAR (Drop Everything And Read) Time every day.

This is time you can set aside for each individual to pick something of his or her

own choosing and spend time togetherjust reading.




by choosing a new ending or making up the next chapter. You might also suggest

to your child that he or she draw illustrations based on the story.

Happy reading,

_________________________________________

Curriculum Associates, Inc. Reading Strategies for Literature, Level 2


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18

Lesson 1Paint Pictures with WordsJack Rabbit

Lesson 2Put Yourself in My ShoesFirst Grades Forever

Lesson 3Make Good Guesses

The Fast-Slow Race

Lesson 4Become a StorytellerThe Lion and the Mouse

Lesson 5Figure Out What HappensWhere Did Lisa Go?

Lesson 6Use Good JudgmentEpaminondas

Lesson 7Put Things in OrderShopping

Lesson 8Determine What Happensand WhyOne Morning

Lesson 9Sort Out Same and DifferentGloria Who Might Be My Best Friendfrom The Stories Julian Tells

Lesson 10Spin a Character WebYoko

Lesson 11Make a Story MapStrange Bumps from Owl at Home

MY READING LOG

NAME __________________________________________________

Lesson and Reading SelectionHow I Rate the

Reading Selection

What I Will Remember

About the Reading Selection


Great OK Not

Good


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19


Lesson 1Paint Pictures with WordsJack Rabbit

Lesson 2Put Yourself in My ShoesFirst Grades Forever

Lesson 3Make Good Guesses

The Fast-Slow Race

Lesson 4Become a StorytellerThe Lion and the Mouse

Lesson 5Figure Out What HappensWhere Did Lisa Go?

Lesson 6Use Good JudgmentEpaminondas

Lesson 7Put Things in OrderShopping

Lesson 8Determine What Happensand WhyOne Morning

Lesson 9Sort Out Same and DifferentGloria Who Might Be My Best Friendfrom The Stories Julian Tells

Lesson 10Spin a Character WebYoko

Lesson 11Make a Story MapStrange Bumps from Owl at Home

Lesson and Reading SelectionHow I Rate Your

Work on t he Lesson

My Response to Your

Reading Log Ent ry


STUDENT __________________________________________________


Needed


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Level 3


Literature


34/120

Table of Contents

Page

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Strategy: Paint a PictureReading: Pink Paper Swansby Virginia Kroll

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Strategy: Put Yourself in My ShoesReading: Through Grandpas Eyesby Patricia MacLachlan

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Strategy: Make Good GuessesReading: Xangs Treasure by Jay H. Lucas

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Strategy: Become a Storyteller

Reading: The Trade by Christine Baseleon

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Strategy: Figure Out What HappensReading: The Frogs and the Well and The Crab and the Fox by Aesop

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Strategy: Use Good JudgmentReading: Just Collecting by Diana R. Jenkins

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Strategy: Put Things in OrderReading: Coyote Makes the Constellations by Gretchen Will Mayo

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Strategy: Determine What Happens and WhyReading: How the Camel Got His Hump by Rudyard Kipling

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Strategy: Sort Out Likenesses and Differences

Reading: Frog Friends by Sandy Fox

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Strategy: Spin a Character WebReading: Wheels by Kelly Musselman

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Strategy: Make a Story MapReading: But What Can I Bring? by Donna Freedman


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Have you ever gone ice skating on a pond or lake? What

happens to the ice if it suddenly gets warm? You know that the

warm air causes the ice to melt. The ice melting is the effect, or

the result.

When one thing causes another thing to happen, it iscalled cause and effect. The causeis the reason why

som ething happens, and the effectis what happens.

You can find examples of causes and effects in stories. Writers

sometimes even give clues to help you see causes and effects

The clues are words such as becauseand so.

Think about cause and effect as you read this story.

Then you can show the cause and effect on a chart.

Latoya didnt push the scoop of ice cream tightly into

the cone. When she turned from the counter, the ice

cream fell on the f loor. Her brother Jerry accidentally

stepped on the ice cream and slid across the floor.

On the chart, fill in the last effect from the story.

When you read a story, look carefully for the effect (whathappens) and the cause (why it happened).

Lesson 8

Strategy:Determine

WhatHappensand Why

30

Latoya didnt push thescoop tightly.

Cause

Why It Happened

Effect

What Happened

The ice cream fell on thefloor.

Jerry didnt see the icecream.


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31

Exploring the Strategy

Find the causes and effects in this story. Remember to look for

clue words such as becauseand soto help you find a cause and

an effect.

Dannys friends were angry because he was always

playing t ricks on them. One tim e Danny yelled, Help! My

foot is caught in my bike wheel. Everyone ran to help

Danny. He laughed as he rode away. His friends didnt

think it was funny. They didnt laugh.

Once Danny was swimming in the park district pool.

Suddenly two of his friends dove in to help him because

he yelled, Help! Im drowning! But Danny laughed andswam away. The children didn t like Danny s tr icks. Soon

he didnt have many f riends left.

Fill in the missing cause or effect on the chart.

Danny always played trickson his friends.

Cause

Why It Happened

Effect

What Happened

Danny yelled, Help! Myfoot is caught in my bikewheel.

Two friends dived in to

help him.

The children didnt likeDannys tricks.


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ReadingStrategies

for

Level 3


Literature

Teach

Guid


40/120

2


One of the most powerful aspects of the whole

language approach is the exposure of youngchildren to high quality, authentic literature. The

proliferation of quality childrens literature is a rich

resource for teachers and parents alike.

This growth in the popularity of authentic literature

has been accompanied by efforts to help

students develop the cognitive strategies essential to

applying critical-thinking skills to the stories,

poems, and plays that they read.


students with eleven key strategies that they can usewhenever they read literature, whether for school

assignments or for pleasure reading.

The first six strategies consist of metacognitive

approaches which encourage children to think

about their own thought processes. These

strategies give students the tools to help them

become strong, independent critical thinkers.

The last five strategies are based on graphic

organizers. Students can use these visual tools to

organize what they read in a way that makes

sense to them. Graphic organizers are beneficial,

not only for developing reading and thinking

skills, but also for organizing ideas for writing.



consists of a student book and a teacher guide for

levels 3, 4, 5, and 6.

Each of the eleven student book lessons has five

main components:

Introduction of the strategy in an everyday,

familiar context; accompanied by a definition

Guided practice with the strategy



An exercise to apply the skill to the literature

selection

A Beyond the Story extension of the strategy

or the theme of the story through writing,

discussion, role-playing, or art activities


lesson notes to help you introduce each strategy

and extend it with a variety of activities not found

in the student book.

an answer key to check students work.

reproducible masters of a letter that introduces


guardians and provides a suggested reading list

of high-interest, high-quality childrens books.



In My Reading Log, students evaluate the read-

ing selections.


student work and respond to Reading Log entries.

The Class Record helps teachers to keep track ofstudent work on a lesson-by-lesson basis.

The readings and the activities in this program

will help stimulate your students critical-thinking

skills and their love for reading good stories.


41/120

Review the sentences with students and ask them

if they are in the right order. Invite a volunteer to

tell what the correct order is and how they know.

Ask the volunteer to number the sentences to

show the correct order.

2. Point out that another word for orderis sequence,

and that telling things in the correct sequence

is telling things in the order in which they

happen. Add the wordsfirst, next, and lastto each

appropriate sentence that you wrote on the board.

Explain that sometimes words that tell about

order are clue to a sequence of events.

3. Suggest some activities, and call on volunteers

to give examples using clue words of first, next,

and last.

For example, you might ask, What three things

do you do when you set a clock or watch?

Tell students that they can put things in order

when they read a story and that they will practice

this strategy in Lesson 7.


The Beyond the Story activity directs students to

ask a grandparent or other older person to relate a

story from his or her past and then to write down

those events on a sequence chart. Have studentsbring their charts into class and use it to tell

classmates the story.

The following are other ideas you can use to

extend the strategy.

1. Have students work with a partner or in small

groups to create a giant sequence chart of

Coyote Makes the Constellations. Students can

use a large sheet of drawing paper to draw

pictures to go with each event.

2. Invite students to make a sequence chart of a

familiar story and then cut out each event and mix

up the order. Students can exchange their cut out

strips with a partner and put them back in the

correct sequence to tell the story.

3. In the lesson, students worked with a vertical

sequence chart. You may want to introduce them

to a horizontal sequence chart, as shown below.

Students might use the horizontal chart to tell

another tale they have read.

LESSON 8

Strategy: Determine What Happensand Why

About the Strategy

In this lesson, students will learn to recognize the

relationship between cause and effect. They are

shown that in order to understand something that

happens, they can look for the reason why ithappens. The reason why something happens is the

cause; what happens is the effect, or result.

Students will learn how recognizing and charting

causes and effects in a story will help them better

understand story events.


1. Ask students if they have ever seen someone with

a bad sunburn. Then ask why this happened.

Students should realize that for fair-skinned

people, being out in the hot sun too long withoutsun block can cause the skin to burn badly.

2. Explain that when something happens, we can

usually look forand finda reason why it

happens. The reason why is called the cause, and

what happens is called the effect, or result.

8

Event 1 Event 2 Event 3

Event 4 Event 5 Event 6


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3. On the board write the heads Cause and Effect.

UnderEffectwrite the sentence The person got a

bad sunburn. Under Cause write the sentence

The person stayed out in the sun too long

without sun block. Mention that we can show

a cause and effect by organizing the information

on a chart. In order to do this, we first look at

what happened, and then look for the reason

why it happened.

Tell students that they can look for causes and

effects when they read a story and that they will



The Beyond the Story activity asks students

to work with a partner to discuss an event thathappened to them, to figure out the cause, and then

to create a chart showing the cause and effect.

The following are other ideas you can use to


1. Invite students to draw a picture of a scene from

How the Camel Got His Hump to show a cause

for his hump. Students can explain their picture

as they display it to classmates.

2. Suggest that students read another story about an

animal from Rudyard Kiplings Just So storiesand to create a chart to show the causes and

effects in that story. Or students might want to

create a cause-and-effect chart for one of the

popular tales about Anansi the Spider.

3. Different kinds of weather conditions cause good

and bad things to happen. Ask students to choose

a particular kind of weather and then to list and

draw different effects of the weather. Students

can make a poster to display their ideas.

LESSON 9

Strategy: Sor t Out Likenesses andDifferences

About the Strategy

In this lesson, students will learn how to sort

things according to the ways in which they are alike

(comparing) and the ways in which they are

different (contrasting), and to organize that

information on charts. Students will read about two

items and details about them, and then compare and

contrast.

Students will come to understand that comparing

and contrasting information on charts is a quickand easy way to organize a lot of details.


1. Hold up two books for students to look at. Be

sure the books are different sizes and different

colors.

2. Have volunteers identify the ways in which the

books you are holding are alike. List those ways

on the board under the headsBook 1 and Book 2:

How Alike? Students might mention that they

both have front and back covers. Then havevolunteers identify the ways in which the books

are different. List the differences under the heads

Book 1 and Book 2: How Different. For example,

Book 1 might have a red cover while Book 2

might have a blue cover.

3. Mention to students that when we sort out things

that are alike, we are comparing them. When we

sort out things that are different, we are contrasting

them. We compare and contrast things to better

understand them, and we can organize thisinformation on charts.

Tell students that they can compare and contrast

things when they read a story and that they will



The Beyond the Story activity asks students to

compare and contrast two people, two animals,

or two items, and to make compare and contrast

charts. Students then write a paragraph to reflect the

information on each chart.

The following are other ways you can use to


1. Ask students to get together with a partner and

to discuss their likes and dislikes about foods,

sports, TV, movies, or board games. Students can

make a chart to compare and contrast their

preferences.

9


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Adoff, Arnold All the Colors of the Race

Aesop Aesops Fables

Alexander, Lloyd The Fortune-Tellers

Bemelmans, Ludwig Madeline series

Bulla, Clyde A Lion to Guard Us

Bunting, Eve How Many Days to America: A Thanksgiving Story

Cameron, Ann Julian, Secret Agent

Carle, Eric Eric Carles Animals, Animals

Christopher, Matt Dirt Bike Racer

Cleary, Beverly Emilys Runaway ImaginationDalgliesh, Alice The Courage of Sarah Noble

Gannett, Ruth My Fathers Dragon

Greenfield, Eloise Honey, I Love and Other Love Poems

Griffin, Judith Phoebe the Spy

Kellogg, Steven The Island of the Skog

Kipling, Rudyard Just So Stories

Landon, Lucinda Meg MacKintosh and the Mystery at the Medieval Castle

Levy, Elizabeth Something Queer at the Library

Lindgren, Astrid Pippi Longstocking

MacLachlan, Patricia Arthur, for the Very First Time

McDermott, Gerald Arrow to the Sun: A Pueblo Indian Tale

Merriam, Eve Blackberry Ink

Moss, Jeffrey The Butterfly Jar

Paterson, Katherine The Kings Equal

Polacco, Patricia The Keeping Quilt

Prelutsky, Jack The New Kid on the Block

Provensen, Alice The Buck Stops Here: The Presidents of the United StatesSan Souci, Robert Talking Egg: A Folktale from the American South

Scieszka, Jon The Stinky Cheese Man and Other Fairly Stupid Tales

Sharmat, Marjorie Nate the Great

Silverstein, Shel Where the Sidewalk Ends

Steptoe, John The Story of Jumping Mouse

17

SUGGESTED READING LIST



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Lesson 1Paint a PicturePink Paper Swans

Lesson 2Put Yourself in My ShoesThrough Grandpas Eyes

Lesson 3Make Good GuessesXangs Treasure

Lesson 4Become a StorytellerThe Trade

Lesson 5Figure Out What HappensThe Frogs and the WellThe Crab and the Fox

Lesson 6

Good JudgmentJust Collecting

Lesson 7Put Things in OrderCoyote Makes the Constellations

Lesson 8Determine What Happensand WhyHow the Camel Got His Hump

Lesson 9Sort Out Likenesses and Differences

Frog Friends

Lesson 10Spin a Character WebWheels

Lesson 11Make a Story MapBut What Can I Bring?

18

MY READING LOG

NAME __________________________________________________

Lesson and Reading Selection How I Rate theReading Selection

What I Will RememberAbout the Reading Selection


Great OK Not

Good


46/120

19


Lesson 1Paint a PicturePink Paper Swans

Lesson 2Put Yourself in My ShoesThrough Grandpas Eyes

Lesson 3Make Good GuessesXangs Treasure

Lesson 4Become a StorytellerThe Trade

Lesson 5Figure Out What HappensThe Frogs and the WellThe Crab and the Fox

Lesson 6

Good JudgmentJust Collecting

Lesson 7Put Things in OrderCoyote Makes the Constellations

Lesson 8Determine What Happensand WhyHow the Camel Got His Hump


Frog Friends

Lesson 10Spin a Character WebWheels

Lesson 11Make a Story MapBut What Can I Bring?

Lesson and Reading Selection How I Rate YourWork on the Lesson

My Response to YourReading Log Ent ry


STUDENT __________________________________________________


Needed


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Level 4


Literature


48/120


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Have you ever had two friends each tell you their side of an

argument and then ask you to decide who is right? Or, have you

ever played a game with someone who does not play fairly? We

all have a sense of what is right or wrong, good or bad, smart or

foolish, and fair or unfair. When you have to make a decision

about what is right, smart, or fair, you are making a judgment.

Ajudgmentis a decision that is made after you think very

carefully about a situation. You base your judgment on

what you th ink is the right, smart, or fair w ay to behave in

that situation.

Read about two boys. Then you can see how to make a

judgment about their situation.

Rolando and Brad are waiting for their f riend Nick in h isbedroom. They are reading some of Nicks new comic

books. Rolando and Brad fight over one comic book that

they each w ant to read at the same tim e, and they tear the

comic book.

Brad suggests that they tell Nick that the comic book was

already torn when they came into his room. Rolando

knows that w ould be ly ing to his friend. He decides they

should tell Nick the truth and offer to pay for the comic

book.

First think about the facts. Answer the questions.

1. Whom did the comic book belong to?_______________

2. Who tore the comic book?_________________________

3. Is lying a right or fair thing to do? __________________

Now you can make a judgment. Do you think Rolando made

the right decision? Why or why not? __________________

_____________________________________________________

When you make a judgment about a situation that occurs in a

story, first think about the facts. Then make your judgment based

on what you know is right, smart, or fair.

Lesson 6

Strategy:Use Good

Judgment

22


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23

Exploring the Strategy

Read about Danida and Kimberly. Then, make a judgment

about what would be the right thing to do.

Danida and Kimberly were walking through the malltoward their favorite music store. Not far f rom the store,

Kimberly spotted a small paper bag lying underneath a

bench in the rest area. When she looked inside, she w as

excited to find the latest hit CD by her favorite group.

There was also a sales slip f rom the shop.

Both gir ls looked around. No one w as sitt ing on the benches

nearby. What should w e do? Danida asked Kim berly.

Kimberly suggested that they w ait for ten m inutes to see

if anyone came looking for the bag. They w aited, but noone showed up to claim the CD. If w e leave the CD here,

someone else might take it, Danida finally said. We

could keep it. You know , finders keepers.

I dont think we should keep it, replied Danida. The

person who bought it might not remember where she

left the package. She m ight go back to the store. We are

going t o br ing the CD back to the store because that s the

right thing to do. Kimberly understood and nodded her

head in agreement.

You can make a judgment about what the girls should do. First

think about the facts.

1. What are two possible things that the girls could do?

a. _______________________________________________

b. _______________________________________________

2. Why dont the girls leave the CD where they found it?

____________________________________________________________________________________________________

3. Do you th ink the girls made the right decision? Write a

sentence about your judgment.

__________________________________________________


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Here is a story for you to read on your own. As you read, think

how Mr. Sanh answered Mr. Kinh at the end of the story. Then

make a judgment about Mr. Sanh.

r. Kinh returned to his native village after many years of

travel. He had changed. He was older.

The village had changed. It was older. Mr. Kinhs friend, Mr. Sanh

had changed, too.

The two men greeted each other. Mr. Sanh said, You have been

away from Vietnam a long time, old friend. What were your

adventures? What did you see?

Mr. Kinh thought and thought and then spoke. I sailed on a great

ship. The ship was so long, I could not measure it. A young boy of seven

years began to walk from the bow of the ship. He walked and he

walked and he walked until he reached the giant mast. It took so many

years to walk that great ship, his hair turned white and his beard grew

long. Before he could reach the stern, he died of old age.

Mr. Sanh listened. He nodded in quiet thought.

Mr. Kinh bowed. He asked, Old friend, while I was on the great ship,

what did you see? What were your adventures?

Mr. Sanh smiled. While you were on that great ship, I walked

through a vast forest. The trees were so tall that if you stood beneath

them you would not see the sky. The birds

that wished to nest in those tall, tall

trees flew higher and higher and

higher. After they had flown for

ten years, the birds reached

the tops of the trees.

That is a terrible lie!

shouted Mr. Kinh. How can

such trees be possible?

Mr. Sanh bowed. After several

minutes, he spoke. Please, my friend,

if it is not the truth, where would onefind a giant mast for the great ship that

you sailed upon?

24

The TallestTaleretold by

Lillian Hammer Ross

Folk tales are stories that have

been passed down from generation

to generation. They can be found

in every culture. The stories often

concern peoples everyday lives

and offer lessons about certa in

ways of acting and living. This

folktale from Vietnam is about

how one man teaches another a

lesson.

M

The Tallest Tale retold by Lillian Hammer

Ross, Highligh ts for Children, September

1993. Copyright 1993 by Highlights forChildren, Inc. Columbus, Ohio. Reprinted by

permission.


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Using the Strategy

You can make a judgment about the way Mr. Sanh let Mr. Kinh

know that he wasnt fooled. First, think about the facts. Then

make your judgment about Mr. Sanh. Last, explain why you

made that judgment.

1. What facts made Mr. Sanh notbelieve Mr. Kinhs story

about the ship?

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

2. Mr. Sanh could have just said he didnt believe Mr.

Kinh. What did Mr. Sanh do instead to let Mr. Kinh

know that he didnt believe his story?

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________3. Do you think Mr. Sanh found a good way of letting

Mr. Kinh know he didnt believe him? Explain.

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

25

Beyond theStory

You have probably read

a story in w hich a character

did something that you felt

was wrong. As you read,

you made a judgment

based on what you think

is smart, right, and fair.

With a partner , discuss th is

characters actions and

your judgment about them.

Then act out the situation

w ith your partner.


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ReadingStrategies

for

Level 4


Literature

Teach

Guid


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LESSON 6

Strategy: Use Good Judgm ent

About the Strategy

In this lesson, students will learn that ajudgmentis a decision a person makes after thinking carefully

about a situation. Students will learn how to make a

judgment about someone or something in their

reading by basing it on facts and on what they know

is right, fair, or smart.

Students will learn how making judgments can

help them better understand a characters

situation and behavior.


1. Tell students that if two friends ask you to decidewho is right or wrong in an argument then you are

being asked to make ajudgment.

2. Ask students what they do when they try to

decide who is right or wrong in an argument. Ask

students if they listen to other peoples opinions

about the argument or if they consider what

they know to be right and wrong in making their

decision.

3. Ask students to discuss other kinds of judgments

that are made. Prompt them to also think aboutwhat is the fair or smart thing to do in a situation.

Tell students that they can make judgments when

they read a story and that they will practice this

strategy in Lesson 6.


The Beyond the Story activity asks students to

discuss stories in which characters did something

students felt to be wrong. Students were asked to act

out the situation with a partner.The following are other ideas you can use to


1. Ask partners to act out the situation for the entire

class and have the class debate the judgment.

2. Have students who read the same story but made

different judgments present their ideas to the

class. Have the class discuss which judgment

seems best and why.

3. Ask students to make a judgment about acharacters action in a popular childrens movie.

For example, in The Lion King was Simba right

to run away after his father was killed? Why or

why not? Have the students discuss their

judgments and their reasons.

LESSON 7

Strategy: Put Things in Order

About the Strategy

In this lesson, students will learn to put things inorder (sequence) to reflect the order in which things

happen and to organize that information on a

sequence chart. Students will learn to recognize clue

words to a sequence of events, such as first, next,

then, last, before, and after.

Students will learn how to put a series of events

in the proper order and record that order on a

sequence chart.


1. Ask a student volunteer what he or she did at 7:00

that morning. Make a timeline like the one below,

on the chalkboard. Write the students answer

next to 7:00 A.M. on the timeline.

7

7:00 A.M.

10:00 A.M.

12:00 P.M.

3:00 P.M.

6:00 P.M.

9:00 P.M.

My Day


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But there is one key strategy that your child cannot get out of a textbook. That strategy

is to READ, READ, and READ some more. In the Reading Strategies for Literature

lessons, your child is reading excerpts from stories. I hope these stories will encourage a love

of reading in your child. On the other side of this letter is a list of books that your child might

enjoy reading. Most of these are available at the public library. Many of them may also be



good literature.




2. Establish 15 minutes of DEAR (Drop Everything And Read) Time every day.

This is time you can set aside for each individual to pick something of his or her

own choosing and spend time togetherjust reading.




by choosing a new ending or making up the next chapter. You could also ask your

child to make a picture based on the story and hang it up on the refrigerator door.

Happy reading,

_________________________________________

16



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Lesson 1Paint a PictureSummer Song

Lesson 2Put Yourself in My ShoesHow to Eat Fried Worms

Lesson 3Make Good GuessesPeter Pan

Lesson 4Become a StorytellerThe Princess and the Pea

Lesson 5Figure Out What HappensA Bundle of Sticks

Lesson 6Use Good Judgment

The Tallest Tale

Lesson 7Put Things in OrderNoche de Paz, or The Day the

Hurricane Came

Lesson 8Determine What Happensand WhyThe All Jahdu Storybook


The Marvelous Land of Oz

Lesson 10Spin a Character WebThe Noblest of the Lilies

Lesson 11Make a Story MapThe Royal Sleep Project

18

MY READING LOG

NAME __________________________________________________

Lesson and Reading Selection How I Rate theReading Selection

What I Will RememberAbout the Reading Selection


Great OK Not

Good


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19


Lesson 1Paint a PictureSummer Song

Lesson 2Put Yourself in My ShoesHow to Eat Fried Worms

Lesson 3Make Good GuessesPeter Pan

Lesson 4Become a StorytellerThe Princess and the Pea

Lesson 5Figure Out What HappensA Bundle of Sticks

Lesson 6Use Good Judgment

The Tallest Tale

Lesson 7Put Things in OrderNoche de Paz, or The Day the

Hurricane Came

Lesson 8Determine What Happensand WhyThe All Jahdu Storybook


The Marvelous Land of Oz

Lesson 10Spin a Character WebThe Noblest of the Lilies

Lesson 11Make a Story MapThe Royal Sleep Project

Lesson and Reading Selection How I Rate YourWork on the Lesson

My Response to YourReading Log Ent ry


STUDENT __________________________________________________


Needed


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Level 5


Literature


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Table of Contents

Page

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Strategy: Paint a PictureReading: Koki, Birdman of Old Japan by K. C. Tessendorf

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Strategy: Put Yourself in My ShoesReading: Want to Be on My Team? by Cherryl Janisse

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Strategy: Make Good GuessesReading: Fortune and the Beggar by Ivan Kriloff

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Strategy: Become a Storyteller

Reading: The Crab Da Trang by Beatrice Tanaka

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Strategy: Figure Out What HappensReading: Wings on the Snow, an Ojibwa Legend retold by Cris Peterson

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Strategy: Use Good JudgmentReading: Grizzly! by Rosemary Laughlin

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Strategy: Put Things in OrderReading: Ol Suicide Sled Run No. 1 by Jack Boyd

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Strategy: Determine What Happens and WhyReading: The Fable of Three Brothers by Aileen Fisher

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Strategy: Sort Out Likenesses and Differences

Reading: Water Sky by Jean Craighead George

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Strategy: Spin a Character WebReading: Roxannes Surprise by Bernice Rappaport

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Strategy: Make a Story MapReading: The Miller, His Son, and Their Mule by Aesop,

translated by V. S. Vernon Jones


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Do you ever read a story and think to yourself, I know what w il

happen next?Do you continue to read to find out if your guess was

right? Do you ever predict how the story will end?

How do you make predictions? You base your predictions on

what has already happened in the story as well as your ownexperience. As you continue to read, you check, or confirm, your

predictions to see how close they are to what really happens.

Based on what you read, you can change, or revise, your predictions

and make new ones.

When you predictyou make guesses about what will

happen based on facts in the story and your own

knowledge. When you checkyou read on to discover if

your predictions were correct. When you check your

predictions, you can confirm that you were right or reviseyour predictions based on new infor mation.

Read the paragraph below. As you read, try to predict what will

happen. Then answer the question.

Leonard followed the map carefully. He finally located

the treasure! What he didnt know was that the villain

Ratface was right behind, determ ined to get the treasure,

too. Just as Leonard fin ished putt ing the valuable coins in

a sack, Ratface appeared with a long rope in his hands.Youre not going anywhere with that treasure, Ratface

told Leonard.

What do you think will happen next?

____________________________________________________

____________________________________________________

Did you predict that Ratface would t ie up Leonard and escape

with the treasure? That certainly would be a good prediction!

Predicting and checking keeps you involved with a story. As you

read, remember to use story clues and your own knowledge and

experience to make, confirm, and revise your predictions.

Lesson 3

Strategy:Make

GoodGuesses

10


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You are about to read part of a story that has a moral, or

lesson, to think about. Read the title and the introduction in

the left-hand column. Predict what you think will happen.

Then make other predictions as you read.

1. ________________________________________________

________________________________________________

s for me, if I had only enough to eat and to wear I would not

want anything more.

Just at that moment Fortune came down the street. She saw the

beggar and stopped. She said to him: Listen! I have long wished to helpyou. Hold your wallet and I will pour this gold into it. But I will pour only

on this condition: All that falls into the wallet shall be pure gold; but

every piece that falls upon the ground shall become dust. Do you

understand?

Oh, yes, I understand, said the beggar.

Then have a care, said Fortune. Your wallet is old; so do not load

it too heavily.

2. What do you predict the beggar w ill do?

________________________________________________

________________________________________________

12

Fortuneand theBeggarby Ivan Kriloff

In this tale about greed, a

beggar grumbles about his

situation and wonders why people

who have so much money are

never satisfied and always want

more. In the end, he points out that

wealth vanishes as a result of

reading strategies for literature

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