Guided Reading Grade 5
Purpose The purpose of Guided Reading is to help each student, regardless of his or her entry reading level, develop reading strategies so that increasingly difficult texts can be read independently.
Goal Our goal is accelerated progress for our lowest achieving readers, continuous progress for our average achieving readers, and challenge and extension for our highest achieving readers.
Materials A range of books (four to six titles) representing four to six readability levels has been selected for each grade level reflecting a common theme. The number of themes varies from grade level to grade level. Students are assigned these or other supplementary books that they can read independently with 90-94% accuracy.
Instructional Model Students are grouped according to instructional reading levels. Teachers meet with a small group of students for twenty minutes or more while the remainder of the class is working on independent activities. These independent activities include, but are not limited to, centers, independent projects across the curriculum, journal writing, Literature Circles, or reading/writing skills related to Guided or Shared Reading. The lowest achieving readers meet with the teacher every day. Average and higher achieving readers may meet every day or on another appropriate timeline. It is expected that teachers will meet with a minimum of two groups each day.
Grade 5 Guided Reading 1 Bettendorf Community Schools 2001-2002
Grade 5 Guided Reading 2 Bettendorf Community Schools 2001-2002
Guided Reading
The following themes are not listed in sequential order. You are encouraged to use the materials in any sequence that meets the interests of the students, the range of readability levels in your class, or in support of other curricular areas. For example, the set of books on “Decisions” might be used at the beginning of the year to foster discussion on decisions and consequences. There is a graphic organizer for Sharing the Theme at the beginning of each theme set. Each student or Guided Reading group should fill this out in preparation for a discussion of the theme’s Guiding Questions, which lead to the Generalizations or Essential Understandings for students.
Materials from other grade levels should be chosen for those students who are unable to read the following Guided Reading books with 90-94% accuracy independently.
Title Author Level Theme The Bears’ House Sachs 44 Decisions Thirteen Ways to Sink a Sub Gilson 44 Decisions Bullies Are a Pain in the Brain Romain 48 Decisions Moose Tracks Casanova 48 Decisions Wringer Spinelli 50 Decisions Among the Hidden Peterson 60 Decisions
Hundred Dresses Estes 34 Realistic Fiction There’s a Boy in the Girl’s Bathroom Sachar 40 Realistic Fiction Trouble With Tuck, The Taylor 44 Realistic Fiction Gift of the Pirate Queen, The Giff 48 Realistic Fiction To be selected Realistic Fiction Where the Red Fern Grows Rawls 60 Realistic Fiction
George Washington’s Socks Woodruff 48 Historical Fiction Number the Stars Lowry 50 Historical Fiction Charley Skedaddle Beatty 50 Historical Fiction Mr. Lincoln’s Drummer Wisler 58 Historical Fiction Out of the Dust Hesse 60 Historical Fiction Under the Blood Red Sun Salisbury 60 Historical Fiction
Shape-Changer Brittain 44 Fantasy/Science Fiction Lion, the Witch and the Wardrobe, The Lewis 48 Fantasy/Science Fiction Ella Enchanted Levine 50 Fantasy/Science Fiction Orphan of Ellis Island, The Woodruff 54 Fantasy/Science Fiction The Dragonslayers Hesse 58 Fantasy/Science Fiction Into the Land of the Unicorns Coville 58 Fantasy/Science Fiction
Devil’s Bridge DeFelice 44 Mystery From the Mixed Up Files of Mrs. Basil E. Frankweiler Konigsburg 46 Mystery To be selected 50 Mystery To be selected 58 Mystery Search for the Shadowman Nixon 58 Mystery Westing Game Raskin 60 Mystery
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Skills and Graphic Organizers For Guided Reading Selections
Title Level Skills Graphic Organizers The Bears’ House 44 Cause and Effect Story Map Thirteen Ways to Sink a Sub 44 Bullies Are a Pain in the Brain 48 Moose Tracks 48 Wringer 50 Among the Hidden 60
Hundred Dresses 34 There’s a Boy in the Girl’s Bathroom 40 Trouble With Tuck, The 44 Gift of the Pirate Queen, The 48 To be selected Where the Red Fern Grows 60
Shape-Changer 44 Lion, the Witch and the Wardrobe, The 48 Ella Enchanted 50 Orphan of Ellis Island, The 54 The Dragonslayers 58 Into the Land of the Unicorns 58
George Washington’s Socks 48 Number the Stars 50 Charley Skedaddle 50 Mr. Lincoln’s Drummer 58 Out of the Dust 60 Under the Blood Red Sun 60
Devil’s Bridge 44 From the Mixed Up Files of Mrs. Basil E. 46 Frankweiler To be selected 50 To be selected 58 Search for the Shadowman 58 Westing Game 60
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Guided Reading Overview
Step 1 Gather data about the reading achievements of the students in your class. Achievement information includes reading assessment scores from the previous year, the beginning-of-the-year Basic Reading Inventory, portfolio information, leveling information from last year’s teacher, or information from the reading teacher. You may also want to listen to each of your students read aloud informally, or assess individuals (particularly new students or those students whose assessment information is conflicting) with a fluency check and retelling. Your reading teacher can show you how to do this kind of assessment. For students who are reading way below grade level, take a Running Record (See your reading teacher for information on how to administer this assessment or refer to chapter seven in Guided Reading by Irene C. Fountas and Gay Su Pinnell. Copies of this book are available in each building from the reading teacher.).
Step 2 Assign the students in the class to small groups according to their instructional level. Instructional level is defined as that level at which the student can read 90-94% of the text independently. There is no optimum number of groups. However, there should be no more than 5-6 students in a group. It is likely that four groups may emerge: (1) a group of emergent literacy learners; (2) a group of early literacy learners; (3) a group of independent literacy learners (grade level); and (4) an advanced group of literacy learners. These groups are not meant to describe or define specific grade level or age level standards, but rather the range of expected achievement in any classroom, grades K-5. Exceptional education students must be assigned to an appropriate group unless they are self- contained special education students.
Step 3 Assign the books for each group. Selecting materials is critical for the successful progress of each student and is the responsibility of the teacher. This is not self-selected reading. If you are using one of the class themes designated for your grade level, you will need to decide if the range of books in that Guided Reading set is appropriate for the groups in your class. If not, you will need to check with the curriculum library in your school, your media specialist, the public library, or the AEA to see if other titles with a better readability match to the students in your class are available. Additional titles that support the theme for students to read during independent work time as Self-selected Reading enrich the unit and add choice for student reading. If there is not a book at the group’s instructional level that supports the theme, choose the appropriate leveled book rather than have the students read at an inappropriate level.
Some questions to consider suggested by Fountas and Pinnell (Guided Readers and Writers, 2001, page 224) include: · In what topics or content areas will students need more support in reading? · What topics or content areas especially interest the readers? · What is the quantity/quality of students’ reading vocabulary? · What kinds of words do students solve quickly, with understanding, while reading text? Cause difficulty in decoding or understanding?
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· What kinds of language structures are easy for students to process and what kinds of structures are difficult? · What kinds of settings or plots will students find easy/hard to understand? · What kinds of texts do students find easy/difficult to interpret and extend? · What kinds of connections do they tend to make as they read texts— personal/emotional, literary? · Are other words accessible through students’ current abilities to use strategies such as word analysis and prediction from language structure or meaning? · Does the text offer a few opportunities to problem-solve, search, and check while reading for meaning? · Is the length of text appropriate for the experience and stamina of the group?
Step 4 Plan instructional time. Read each group’s book. Plan the approximate length of time it will take each group to read their assigned book by predicting how many pages each group will be able to read comfortably in daily fifteen-minute segments. Suggested sections (chapters or pages) are included in the curriculum guide. It is likely that groups will not finish books at the same time, i.e., the lowest level will most likely be reading shorter books. The teacher must then decide whether it would be appropriate to have the students read the next book in the set or whether to have them read a different title, perhaps not relating to the theme, but instructionally appropriate.
Step 5 Plan introductions carefully. Story introductions help the readers organize their prior knowledge so they are “ready” for the information presented in the text. According to Fountas and Pinnell (2001, pgs. 230- 231), “A text introduction is an easy, conversational exchange that makes a text accessible to readers.” Rich introductions will make more challenging texts accessible to a group of students. At other times the teacher may need to provide only a short, focused introduction or “a few moves to increase accessibility of a new text” (Clay 1991b, p. 272). Fountas and Pinnell recommend that teachers make notes to remind them of the important ideas that need to be mentioned. Some suggestions include (2001, p. 231): · One or two sentences about the main idea of the book · Page numbers of illustrations that you can use to discuss concepts (If a book has no page numbers, take a pen and quickly number them, because you will need to refer students to specific pages.) · Vocabulary that you want to use in conversation and/or explicitly define as you provide the introduction (See Curriculum Guide.) · Words that might be difficult for readers to solve that you might want to call attention to in the text or write on the board (See Curriculum Guide.) · Information about the author, illustrator, or genre · Processing strategies that you want to reinforce · Something special about the text features that you want to make accessible to readers · The number of pages you want the students to read in this time period · What you want the readers to do when they finish the assigned reading
“‘Leave the children with one or two clear questions that will drive them into the text and serve as a continuing impulse to seek meaning when they read’ (Holdaway 1979, p. 143).”
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Grade 5 Guided Reading 7 Bettendorf Community Schools 2001-2002
When you introduce a text, you: · Engage the attention of the students and draw them into the activity. · Help them explore and access their knowledge. · Help them attend to critical features of the text. · Anticipate the features that may be difficult. · Make problem solving easier for them.
Introductions are extremely important in Guided Reading and take different forms for different levels of readers. The following chart from Guided Reading by Irene C. Fountas and Gay Su Pinnell (1996, p. 178) describes how introductions might look at various levels.
Emergent Readers Early Readers Transitional Self-extending Readers Readers
The introduction The introduction The introduction The introduction · is rich, providing · ranges from fully · may involve brief · may be provocative in children with language covering the book to support that enables terms of arousing and patterns of the just providing a brief independent reading interest or questions book overview before of the text in the reader’s mind reading · may draw attention to · focuses on particular · may include less detail · may be geared to frequently used words words by locating but continues to helping children notice them provide a good aspects of text or framework for reading understand the structure of different genres · covers the whole book · introduces unfamiliar · familiarizes readers · may build an language structures with new concepts, understanding of the particular vocabulary importance of words, and unusual previewing a text language structures before reading · as a transition from · provides a strong · assures that students · has the goal of shared reading, may support for meaning are tuned in to the enabling children to include a complete meaning of the introduce books to reading by the teacher, selection themselves with children joining in, before children read on their own
To help the book introduction process, a short synopsis of the story, chapter, or “section” of the story to be presented each day is included in this guide. Just below the synopsis are some Key Concepts and Vocabulary. You may use this information as a guide, or, after reading the selection to prepare for the introduction, may decide to use other ideas that the students in the class need to develop understanding and background knowledge. See the section in Guiding Readers and Writers: Grades 3-6 (2001, pgs. 233-247), “Examples of Text Introductions,” for additional instruction and specific examples.
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Step 6 Anticipate skill instruction for the group. Skill work is determined as students encounter difficulties with the selection or is based on your knowledge of the students’ needs. However, some books naturally lend themselves to teaching certain skills. Because the readings are at an instructional level, this is a good time to reinforce both word analysis and comprehension skills in simple, direct mini-lessons. Vocabulary development is a priority through introductions and discussions of content. Vocabulary words are listed for each section of the book. During the introduction, be certain to mention names of people and places. You will probably need to write them on a chalkboard or white board for “needs” and “meets” kids to see before they get into the text. Proper nouns are often troublesome for less-efficient readers. General word analysis skills, which would be appropriate to teach in the context of the book, are listed at the end of some of the selections. The words listed under the various word analysis categories are found in the book for which they are listed. Most of the instruction during Guided Reading is based on the teacher’s observations as students read aloud or discuss the story. As you listen to a student read, note errors. These errors are the springboard for mini-lessons (3-5 minutes), either at the end of the session or the beginning of the next.
Assessment Comprehension suggestions are also given at the end for some books. These may be done through discussion during Guided Reading time or may be used for independent work while other students have Guided Reading with you. Some are intended to be ongoing throughout the book; others are appropriate for end-of-the-book assessment. Some graphic organizers are included; others are available in the Graphic Organizer binder.
Writing Written responses related to the reading assignment are excellent independent work activities, either ongoing throughout the book or as an end-of-the-book assessment. Some questions could require a one-page essay to answer while others may be answered with only one sentence. Establish your criteria (rubric) before you give the assignment. Some examples are included. Having students defend their responses with quotes from the book or specific examples is a more sophisticated task than simply a “pat” answer.
Step 7 Teach the following strategies as described in “Reciprocal Teaching Improves Standardized Reading-Comprehension Performance in Poor Comprehenders” in The Elementary School Journal (Lysynchuk, Pressley, and Vye, May 1990) to help students become independent readers:
1. Predicting - involves finding clues in the structure and content of the story that might suggest what would happen next · Readers think about what they already know and compare it with what they have already learned in the story. This motivates reading the story to determine if predictions are correct. · Students are told to use the title to make initial predictions and use clues in the story to make predictions as reading proceeds.
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2. Summarizing - includes one or two sentences that tell the most important ideas. A good summary does not include details or information that are not important · It can aid understanding and memory of what is read. · Students are told to think of what the paragraph is mostly about and to construct a sentence that reflects the most important information in the paragraph.
3. Clarifying - discerns when there is a breakdown in comprehension and taking steps to restore meaning · It is important for students to know at what point the story no longer makes sense to them. · Students are instructed to be alert to occasions when they do not understand the meaning of text and to process text additionally when there are problems. For instance, if a word does not make sense, students are told to try to discover the meaning of the word by reading sentences before and after it. Sometimes “or” signals the meaning of an unfamiliar word. Students are instructed to be certain they know what referents such as “them,” “it,” and “they” refer to. If, after rereading, something is still not clear, students are instructed to ask for assistance.
4. Questioning - asks about important information in the text rather than about unimportant details · Readers can self-test to determine whether they really understand the text. · By asking questions, readers must identify what is important in a story. · Students are told to select important information from text and use the words “who,” “where,” “when,” “why,” “what,” and “how” to make up questions. · When “trying” an unfamiliar word… Þ Does that make sense? Þ Does that sound right? Þ Does what I’ve “read” match the letter sounds I see or the word parts I know?
Posters for these Reciprocal Teaching skills are on the next few pages. Once students have been instructed in how to do each of these four components, they can become the daily assignment for students to complete during their independent work time. When students come to the Guided Reading group, randomly select one of the students to “summarize” what happened in the section the group was assigned to read; ask another to ask a question from the section of the group; and another might be asked to read his or her prediction for what will happen next.
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Strategies for Reading Successfully
Predict Think about what will happen in the story or what you may learn.
Question Think of a question to ask after reading for others to answer.
Clarify Think about words or phrases you read that were not clear, that you did not understand.
Summarize Think about what you read and tell the others in two or three sentences.
These may be done in any order.
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Making Predictions While We Read
Good readers make predictions as they read. These predictions are guesses about what will happen next in the story, how the author will resolve a problem, what the characters will do or say, or what information will be given that can answer a question the reader has. Good guesses are those which readers make using what they already know about the sense of story, the topic, or previous experiences when reading. When predicting, readers use the following clues: ¨ illustrations ¨ the title ¨ chapter or section headings ¨ previous knowledge ¨ facts and ideas from the text ¨ new information ¨ validating or changing previous predictions
Discuss the following questions with the students. Remind them as needed to use these strategies. 1. What are some of the ways to predict? 2. What clues does an author give us to help us make our predictions? 3. Why are some predictions more likely to be true than others? 4. How do sophisticated readers think and predict?
A prediction chart can help improve predicting skills. Students record their predictions for each chapter or section of a book. As each subsequent chapter is read and discussed, students review and correct previous predictions. This procedure helps students focus on predictions and to review the stories.
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Prediction Chart
Name ______
Answer the following questions at the end of each chapter or section of the text.
What characters What is the What are Why did you make have been met? conflict in the story? your predictions? those predictions?
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Grade 5 Guided Reading 14 Bettendorf Community Schools 2001-2002
Summarizing Text
1. Start simply. Use easy material.
2. Provide direct instruction, i.e., teach students how to summarize. The following six steps have been used in research with students of various ages. Step 1. Delete trivial material.
Step 2. Delete material that is important but redundant.
Step 3. Substitute superordinate terms for a list of items or actions. If the text has a list of animals (cats, dogs, goldfish, gerbils, parrots), substitute the term pets.
Step 4. Similarly, substitute a superordinate action as John went to London, for a list of subcomponents of that action, e.g., John left the house. John bought a ticket.
Step 5. Select a topic sentence for each paragraph.
Step 6. If there isn’t a topic sentence, invent your own.
3. Provide feedback about the reader’s effectiveness of summarization.
4. Provide direct instruction about where and when to use the strategy.
5. Provide training, lots of practice in many types of materials (stories, different content subjects of varying lengths and complexity).
From: “Learning to Learn: On Training Students to Learn From Texts” by Ann Brown, Joseph Campione, and Jeanne Day, Technical Report 189 from the Center for the Study of Reading in Champaign, Illinois.
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Clarify
When you clarify, you reread or think about words and information that were not clear to you—which you did not understand.
When you come to a word you don’t know:
è Read to the end of the sentence. Try a word you think makes sense. Then check to see if the sounds you say in the word match the letters you see in the word.
$ Look for word parts you know. Say the part you know aloud. Think about the rest of the words in the sentence. Does the part you know make a connection to any of the other words in the sentence? Remember to look for beginnings and endings that you can take off easily like ing, ed, re, sub, un.
& If you say the word aloud and it still doesn’t sound right, but the letters you say match the letters you see, check the dictionary. You may have met a brand new word to you.
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Step 8 Plan how to monitor the progress of each student on a regular basis. Plan to listen to each student read aloud a short passage of text (1-2 minutes or 100-200 words) at least once a week. In addition to this informal assessment, more formal documentation should occur at least every 4-6 weeks for high-achieving students, every 2 weeks for average readers, and low-achieving readers should be assessed weekly. The Running Record is a tool that records what the student is doing when reading text. It provides not only a record of the progress of the student in developing reading behaviors, but also gives valuable information on the appropriateness of the text selected for the group. It is particularly appropriate for at-risk students when the teacher needs specific information about how students are processing text. Fluency checks may be more efficient for average and above average readers. The purpose of this frequent assessment is to monitor growth and the appropriateness of the assigned texts. If students are given text that is too difficult, neither fluency nor the processing of print material will improve.
Assessment can be done during self-selected reading time, as students arrive in the morning, at the beginning or end of the Guided Reading time, while the rest of the group is reading from previously read texts, etc. Fluency checks or running record sheets can be kept on a clipboard for easy access. Sample forms are found on pages 215-225 in Guided Reading (Fountas and Pinnell, 1996).
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Guided Reading Daily Planning Guide
Day 1+ If you are using a class theme with leveled books, introduce the theme to the whole class and determine how the cla ss will share information from the various books with each other. If not using books that fit a theme, meet briefly with each small group to introduce the book they will be reading (pre-exposure). If the theme supports the social studies or science concept-based curriculum, you may want to spend some time as a whole class with a K— What I Think I Know; W—What I Want to Find Out; L—What I Learned; or another introductory pre-exposure strategy. You may also want to start by posting the Guiding Questions from a concept-based unit of study. These can help students focus on what to learn from their reading. When they think they have discovered an answer, it can be logged or recorded on a chart. Comparing responses from the different texts adds perspective and depth to the generalizations being formed.
If a study trip were used to introduce the concept, writing about the experience would be an appropriate way to begin. A process strategy useful for study trips is to have students write about what they think they will learn or see before going on the study trip; write immediately upon return what they saw/learned; and then compare the two. It is ideal if a video camera can be taken on the study trip to record the experience. Students can then check what they think they saw with a second viewing.
The introduction to a theme could also be done during the traditional social studies or science time or during Shared Reading. A companion book to the theme may be the teacher read-aloud and used to build background and to expose students to the vocabulary, the setting, the time period, the topic, or the genre in the theme set.
Day 2 Assign books to each group. Plan to work with the at-risk group first. Other groups may be assigned a predicting or questioning activity for independent work while working with the at-risk group.
Introduce the entire book on the first day, which may take the entire twenty minutes. Use the illustrations; introduce the characters, setting, or topic; and highlight any literary elements (such as dialect) or do a mini-lesson on a word analysis skill students will need to successfully decode unknown words in the book. Teach the students how to use clues in the pictures or the words in the title to make predictions. Then have the students predict what the book is about or what will happen in the story. Record the predictions so they can be verified or rejected as the book is read. Talk about why the predictions make sense or do not make sense.
After finishing with the at-risk group, give them an independent activity such as summarizing, questioning, or reading a self-selected book to do while you work with a second group. Many of the independent activities for comprehension including graphic organizers, retelling, summarizing, and predicting should be modeled with the whole group during Shared Reading before assigning as independent work. After students have been taught how to use story maps, Venn Diagrams, character maps, cause and effect forms, etc., you may wish to put blank sheets of these organizers in file folders and let the students
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choose which one they want to use to demonstrate their knowledge of their reading. These could be done for chapters or sections as well as for the entire book.
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Day 3 Review an assigned graphic organizer, briefly discuss the text read the previous day, or use a strategy such as reciprocal teaching described below to build comprehension and competence in self-monitoring strategies.
Summarize Have students summarize what happened in the part of the book read the previous day. When first introducing this activity, model it carefully and write the summary on a chart so that it can be added to each time the group reports back. Summaries should relate significant events from the story and should be limited to two or three sentences depending on the length of the passage that was read. Students summarize and the teacher records. This will take more time at the beginning, but will go faster and smoother as students become proficient with it. Later, you will give that task to students to do during their independent work time.
Summarizing is one of several “jobs” that students should learn how to do. Before assigning these tasks to students, you will need to model each of the following strategies and guide students in practicing the skill so that each can do the task. Review these tasks frequently and model as needed.
Clarify Have one or more students point out an example of when he or she had to clarify a word or passage of text for meaning. He or she may have had to read beyond the word and then, using that information, self-correct or figure out the unfamiliar word. The student may also clarify a paragraph or several sentences by rereading, checking for picture clues, or reading for more information and then going back to make meaning.
Predict Have one student tell what he or she thinks will happen next in the story and why.
Question Have one or more students ask a question about the information in the section or chapter read. Teach students the “question” words: who, where, when, why, what, how. The student asking the question must determine if the student answering is correct. If other students in the group challenge the response, have them document the answer in the text.
Introduce the Next Text Selection Use the information in each section summary and your own knowledge of what your students will need to be exposed to in order to understand the passage to develop the introduction. Keep this as brief as possible so that students will have time to read the passage. Have “Meets” and “Exceeds” students start reading silently. Then, one by one, have each student read several sentences aloud to you as a way of determining if they will be able to read the material independently. If so, they can be given time to read the passage at their desks. Before sending them back to their seats, remind them that they should be prepared to do all of the strategies explained above. “Needs’” students may need to find a quiet place to read aloud to themselves. Hearing the text can help them note errors. You can then move from student to student to listen to them read a portion orally.
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Retelling or Summary Be certain that students understand the difference between a summary and a retelling. Retelling is an excellent comprehension writing activity that students should be assigned on a somewhat regular basis. Retellings are excellent assessment assignments and extremely effective when students are reading material at their instructional level. It provides a vehicle for vocabulary development as students use the words from the story in their retelling. Summaries are only two or three sentences that highlight the main idea of the passage. Summarizing takes consistent practice and teacher guidance.
Day 4 Review the Previous Day’s Reading Randomly ask students to share orally one of the four tasks described above. You may do this by having students draw slips of paper or ice cream sticks with the jobs listed on them. Have each member of the group contribute to the discussion. Depending on the number of students, you may need to have two students ask questions instead of one, or two students to clarify. You may also wish to collect the writing assignments on a rotating basis to grade. At the beginning, it is important to assign only one task, e.g. questioning, and then to check each student’s work daily to make certain all students understand what they are to do.
Introduce the Next Section
Have Students Read Assess one or more students orally by listening to them read aloud ten to twelve lines of text (There are usually 8-10 words per line, giving you about 100 words to listen to.) Remember that if students can read 100 words with six or fewer errors, the book is probably at the appropriate instructional level (The concept load is a separate factor which should be considered and monitored through the comprehension activities to see if students understand what is happening in the text.).
Day 5+ Repeat the cycle until the book is completed.
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Theme: Decisions The Bears’ House, Thirteen Ways to Sink a Sub, Bullies Are a Pain in the Brain, Moose Tracks, Wringer, Among the Hidden
Generalizations Humans make decisions every day. Decisions result in consequences. Communities, cultures, and nature determine the consequences of decisions. The ability to make informed, intelligent decisions results in achievement, success, and even survival. Humans overcome tremendous obstacles. Human interaction destroys or conserves nature. Humans endure physical, emotional, and mental pain. Humans require relationships with other humans or animals.
Concepts Decisions Cause and Effect Interrelationships Self-Reliance
Guiding Questions What information is necessary to make good decisions? What are the results of decisions? What interaction skills are most acceptable? What life skills enable humans to survive? How does the development of the life skills determine patterns of behavior? Which life skills result in achievement? Which life skills result in acceptable patterns of behavior? Which life skills promote interrelationships? How do communities define acceptable interaction skills? What are acceptable patterns of behavior? Why are acceptable patterns of behavior different in different cultures? How can humans overcome tremendous obstacles? How does human interaction destroy nature? How does human interaction conserve nature? What kinds of physical pain can humans endure? What kinds of emotional pain can humans endure? What kinds of mental pain can humans endure? Why do most humans require relationships with other living beings?
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Introducing the Theme Introduce various life skills or values to the class such as the ones below, the ones from Positive Assets, or ones your school is concentrating on: · Caring—to feel and show concern for others · Effort—to do your best · Responsibility—to respond when appropriate, to be accountable for your actions · Initiative—to do something because it needs to be done · Perseverance—to keep at it · Teamwork—to work together toward a common goal or purpose · Common sense—to use good judgment · Integrity—to act according to a sense of what’s right and wrong · Flexibility—to be willing to alter plans when necessary · Organization—to plan, arrange, and implement in an orderly way; to keep things orderly and ready to use · Problem Solving—to create solutions in difficult situations and everyday problems · Patience—to wait calmly for someone or something · Courage—to act according to one’s beliefs · Sense of Humor—to laugh and be playful without harming others
Brainstorm examples of these life skills in action using the Looks, Sounds, and Feels Chart: What does it look like? What does it sound like? What does it feel like? Have students watch for examples of life skills in action for a twenty-four hour period of time. Fill in their observations in a personal chart to share with the class.
Have students listen to the news or read a newspaper or news magazine for examples of people overcoming the odds, i.e., surviving a natural disaster, living with a disability, achieving a record in some field, etc. Talk about the characteristics these people share.
Then, have students listen to the news or read a newspaper or news magazine for examples of people who do not conform to the accepted standards of behavior. Discuss what happens when people do not demonstrate acceptable behavior, why people choose to not follow the standards, and the consequences of those decisions.
Discuss how the life skills relate to making decision.
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Life Skills Looks, Sounds, Feels Chart Name Date
What It What It What It Skill Looks Like Sounds Like Feels Like
Caring
Effort
Responsibility
Initiative
Perseverance
Teamwork
Common Sense
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Life Skills Looks, Sounds, Feels Chart Name Date
What It What It What It Skill Looks Like Sounds Like Feels Like
Integrity
Flexibility
Organization
Problem Solving
Patience
Courage
Sense of Humor
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Sharing the Theme Name ______Book ______
As you read your book, respond to the following questions.
What unacceptable behaviors did the main Which of the life skills did the main character character exhibit? in your book demonstrate? Give examples.
How did the main character change in the What did the main character in your book story? achieve or accomplish?
How did the main character interact with his What physical, emotional, or mental pain did or her environment in your book? the character in your book suffer?
What relationship did the main character have What characteristic do you share with the with another living being? main character?
Grade 5 Guided Reading 26 Bettendorf Community Schools 2001-2002
Grade 5 Guided Reading 27 Bettendorf Community Schools 2001-2002
The Bears’ House
Synopsis Fran Ellen Smith is a student in Miss Thompson’s fourth grade class. All of the students love the Bears’ House that sits in the back of the room. Students who finish their work first can play with the Bears’ House. The teacher is retiring and giving the bears’ house at the end of the year to the most improved student. Fran Ellen gets it and the class is in an uproar. When Miss Thompson helps Fran Ellen get the bears’ house home, she realizes Fran’s secret and the condition under which the children are living.
Author Marilyn Sachs has written a number of books for middle-age readers. They include At the Sound of the Beep, Circles, What My Sister Remembered, and Class Pictures.
Introduction Using the cover and title, have students tell what they think this story will be about. Write down their predictions. Then read “About the Author” found on the page inside the back cover. Have the students use that information to confirm their earlier predictions or to make new predictions.
Reading
January: Pages 1-7 Fran Ellen Smith is nearly ten. She sucks her thumb and everybody says she smells bad. Everybody knows her name, but nobody knows about her and the Bears’ House and nobody ever will. The Bears’ House was built by Miss Thompson’s (the teacher) father when she was a little girl. It is perfect to the last detail, and everything was made by Miss Thompson’s mother or father except Goldilocks and the three bears. Miss Thompson tells the students that everything was better in the old days. Fran Ellen thinks that if fathers made gifts like the Bears’ House for their children, it must have been better. Fran Ellen thinks she loves the house more than any of the children who have played with it through the years. She knows it so well she doesn’t even touch it anymore. Miss Thompson is retiring after this year and is going to give the house to the student who earns it, the child who works the hardest to improve himself. Everyone knows it will be Jennifer James (teacher’s pet) or Rosalie Gonzales (the smartest). Fran Ellen tries to play with the house every day. You get to play with the house if you finish your work first in reading or math while the rest of the class finishes theirs. Fran Ellen gets done early with math almost every day because she takes it home and does it the night before. She sits in front of the house and, without even touching it, she opens the door and walks in.
Key Concepts: imagination, precious
Vocabulary: Miss Thompson, Blanche, plaque, respectful, Jennifer James, Carol Moreno, Franklin Coates, embroidery, Rosalie Gonzales, Flora
Grade 5 Guided Reading 28 Bettendorf Community Schools 2001-2002
February: Pages 8-17 Fran Ellen lives with an older brother (Fletcher, who’s 12) and sister (Florence, who’s 11), a younger sister (Felice, who’s 5), the baby (Flora, who’s 7 months), and her mother. Fran Ellen hates Florence. Their daddy doesn’t live with them any more and nobody knows where he is. They used to live in Alabama, but they moved up north after her daddy and Uncle Wilt kept arguing about the gas station they ran together. The trouble started after the money ran out that Uncle Wilt gave her daddy for his share of the station, and Mama had to quit work after Flora was born because she had some problems. Mama doesn’t do anything any more but cry and sleep, so Fran Ellen takes care of Flora. She thinks of her as her baby and that’s she’s the most beautiful baby in the world. When Mama finally quit doing anything, Fletcher told them they had three choices. They decided they would take care of themselves until Mama was better so they didn’t have to live with Uncle Wilt and Aunt Janine who were mean and they wouldn’t have to go to foster homes. Fletcher would take care of the shopping, paying the bills, talking to grownups, and taking care of Mama. Fran Ellen and Florence are supposed to take care of the house and look after Flora. There was an argument about that, though, and Florence ended up biting Fran Ellen on the shoulder and Francine started hitting her. Fran Ellen has a bad habit. When she sees someone coming at her to maybe hit her, she sticks her thumb in his mouth and says, “Who you hitting?” That always makes the person madder and then soon everyone is hitting her. She never hits back. In the end, Fran Ellen takes care of Flora and cleans the house, and Florence cooks supper. Fran Ellen sneaks home during the afternoon recess to check on Flora.
Key Concepts: tragedy, survival
Vocabulary: Fletcher, Florence, Felice, Flora, Francine, Frederick Emerson, Harlan, Alabama, welfare, Aunt Janine, foster homes, blabbermouth, ravioli
March: Pages 18-28 Recess is the worst part of the day for Fran Ellen. It’s better when she can slip home; she only lives a block and a half away. When she has to stay, though, she’s always chosen last for the games and the kids kick her, call her “Thumb Sucker,” and are mean to her. Some of the girls have a mean game they play with her. They make her call Susan a dope and then Susan smacks her in the face, and everyone else kicks or hits her. When Miss Thompson comes over to find out what is going on, Susan tells her that Fran Ellen called her a dope (which is true). Miss Thompson then takes her aside (but tells her not to stand too close because of the smell) and scolds her. There are only two places that Fran Ellen feels good— when she’s with Flora and when she’s in the Bears’ House. Fran Ellen scolds Goldilocks as if she was her, and then scolds the bears for not locking the door. Then she eats with the bears and they all love her. Papa Bear tells her he wants her for his daughter. Miss Thompson tells her for the fourth time to go back to her seat.
Key Concepts: fantasy, refuge
Vocabulary: toilet, Georgie Cooper, mental, cooties, Mrs. Feinstein, patent leather, commercial
Grade 5 Guided Reading 29 Bettendorf Community Schools 2001-2002
April: Pages 29-37 One particular day, Fran Ellen feels scared when she sneaks out to go home. Flora is just playing, though. Fran Ellen fixes her a bottle of Kool-Aid and puts some Fig Newtons by her in the crib. School has already taken up when she gets back but her usual excuses don’t work. Miss Thompson makes her stay after school and gives her a note to give to her mother. Fran Ellen says her mother can’t come to school because she’s sick. The next day she tells Miss Thompson that her mother will come when she’s better. Fran Ellen continues to find ways to run home to check on Flora. Fran Ellen never has to worry about the Bears’ House. It’s always there. The next time she goes, the three bears and Goldilocks give her a surprise birthday party for her tenth birthday. It is the best birthday she’s ever had.
Key Concepts: absent, caring
Vocabulary: improvement, Philip Speevak
May: Pages 38-53 Miss Thompson tells Fran Ellen she will go home with her that day after school so she can speak with her mother. Miss Thompson struggles up the four flights of stairs. She sees a different Fran Ellen when Fran Ellen handles Flora. Miss Thompson says that Flora is beautiful. Miss Thompson tells Fran Ellen that Kool-Aid is not very nutritious. Mama comes out of the bedroom, but ignores Miss Thompson. Fletcher comes and Mama is with him. When he sees Miss Thompson, he freezes. Miss Thompson was his teacher in fourth grade, too. They begin to visit. Fletcher tells her all about junior high school and she tells him to always do his best. He tells her things are going well for him. Then Miss Thompson says she really must talk to Mama. Fletcher brings her out of the bedroom, and Miss Thompson tells her all the things that Fran Ellen does. Mama really doesn’t respond and finally Fletcher takes her back to bed. Fran Ellen tells Miss Thompson that she won’t suck her thumb, make any trouble, play hooky, or fight any more. Miss Thompson says she wants to talk to her daddy. Fran Ellen begs her not to tell him because he’ll be very mad, but Miss Thompson insists. After she leaves, Fran Ellen tells Fletcher he’ll have to call her the next day pretending to be Daddy, tell her somebody in the family died, and he will be gone for awhile.
Key Concepts: exposed, dysfunctional
Vocabulary: Pierce, banister, Floozie-woozie, nutritious, naughty, attitude, persevere, harsh, grave, phony
Grade 5 Guided Reading 30 Bettendorf Community Schools 2001-2002
June: Pages 54-67 Miss Thompson continues to ask about Daddy and how things are at home. Fran Ellen lies about the situation, but she keeps her promise not to suck her thumb any more. There is still the problem with Susan, but one day Fran Ellen hits Jennifer right on the nose. After that incident, Jennifer and Susan don’t play the game so much—maybe because Miss Thompson watches more often. They still push her, step on her feet, and bump her, but they don’t play the game as much. Fran Ellen doesn’t go home any more either. Fletcher and Florence take turns, but Fletcher fails a test and misses a field trip. They hope things will be easier in the summer. Flora is not the happy baby she once was. She has developed a rash on her stomach and back. Fletcher is worried. Fran Ellen must prepare the bears for summer vacation and not seeing her ever again. But, Miss Thompson gives the Bears’ House to Fran Ellen, because she worked the hardest. The rest of the children are angry and say mean things. Miss Thompson tells Fran Ellen she will help her take the house home. Miss Thompson quickly sizes up the situation at home and tells Fran Ellen she will handle things. Fran Ellen knows what that means. She talks to the bears, but she does not suck her thumb.
Key Concepts: perseverance, help
Vocabulary: persevere, McFarlane twins
Grade 5 Guided Reading 31 Bettendorf Community Schools 2001-2002
Comprehension Skills
Cause and Effect Give the effect and have the students write the cause; have students list several events and what caused them; or use a graphic organizer. If you give the beginning up to the word because, it is important to remember that there are often several answers that are correct. Share the responses from time to time to broaden the students’ understanding and to encourage divergent thinking. n No one at school liked Fran Ellen because n Miss Thompson was giving the Bears’ House away at the end of the year because n Children got to play with the Bears’ House because n Fran Ellen got to play with the Bears’ House because n Recess was the worst part of the school day for Fran Ellen because n Fran Ellen took care of Flora and cleaned the house because n Mama sometimes went to the mailbox because n Miss Thompson believed Jennifer and Susan when they told on Fran Ellen because n Fran Ellen thought Jennifer would get the Bears’ House at the end of the year because n Miss Thompson wanted to talk to Fran Ellen’s mother because n Fran Ellen stopped sucking her thumb because n Felice didn’t want to stay home and watch Flora because
Sequencing Write or draw the events in the story in the correct order.
Drawing Conclusions Answer one or more of the following questions: 1. Why were the girls in Fran Ellen’s class so mean to her? 2. Why did Daddy leave the family when they needed him so much? 3. Why did Mama lie in bed and only sleep or cry? 4. Why did the children decide to try and take care of themselves? 5. How were the children able to manage on the Welfare money they received? 6. How was Fran Ellen like her mother? 7. Why was Flora so small? 8. What skills did Fletcher have that made it possible for him to take over like he did? 9. Why didn’t Fletcher take Flora to the doctor when she got the rash? 10. Why didn’t Miss Thompson report the situation after her first visit? 11. What will probably happen to the family after Miss Thompson “handles” things? 12. How did the Bears’ House help Fran Ellen?
Summarizing Write a summary of the main idea of this book using no more than five sentences.
Grade 5 Guided Reading 32 Bettendorf Community Schools 2001-2002
Word Analysis Skills
Suffixes Knowing prefixes and suffixes and their meanings can help us figure out the definitions of many two- and three-syllable words. Write several of the following words from the story on the board. Ask the students if they notice a pattern. Then ask them if they can figure out what the ly suffix does to a base word. Have them use the words in sentences or find the base words.
Suffix: ly (like, characteristic)
nearly carefully friendly politely lately quickly naturally practically continually
Suffix: ful (like, characteristic) respectful careful beautiful
Syllabication: Consonant le Write several of the words from the Consonant le group on the board. Divide the last syllable with the consonant le. Lead students to understand that whenever le ends a word and is preceded by a consonant, the last syllable consists of the consonant and the le.
little middle single wrinkled ruffles candles settle trouble handle sprinkle trouble bottle dimples snuggles settle
Grade 5 Guided Reading 33 Bettendorf Community Schools 2001-2002
The Bears’ House Story Map Name Date
Settings:
Characters:
u Problem:
u Important Events:
u Ending:
Grade 5 Guided Reading 34 Bettendorf Community Schools 2001-2002
The Bears’ House Character Map
Name Date Describe Fran Ellen. Some words may be taken directly from the text. Others you may have inferred from the information in the text.
Personality
Fran Appearance Actions Ellen
What Others Say About Her
Grade 5 Guided Reading 35 Bettendorf Community Schools 2001-2002
The Bears’ House Change and Constancy
Name Date In this story, there were things that changed and things that remained the same. Make a list of those things below.
Things That Changed Things That Stayed the Same
Grade 5 Guided Reading 36 Bettendorf Community Schools 2001-2002
Thirteen Ways to Sink a Sub
Synopsis One day Mr. Starr (who never gets sick) gets the flu and 4B will have a sub for the first time. Hobie and his classmates plot to “sink the sub,” that is, make her cry and not come back. The girls and boys decide to make it a contest to see who can sink her first. To their delight they get a first-time, first-day sub. The hilarious antics end up backfiring on the kids as the sub begins to get in on the contest herself and learns more than she ever wanted to about subbing.
Author Jamie Wilson (Sequel to this book is 4B Goes Wild.)
Introduction The book has been published with two different covers: one with Miss Ivanovitch sitting on Mr. Starr’s desk and one with the boys huddled together. Questions will vary depending on which cover is purchased. What does the title suggest to you about who will be teaching? What do you think “sink a sub” means? What do the boys on the front cover seem to be doing? How does that relate to the title?
Or…this is Mr. Starr’s sub. How does she differ from any sub you know? Why do you think she is dressed this way?
Reading
Chapter 1 Hobie Hanson and Nick Rossi are on their way to school with their social studies project on China. Molly Bosco and her grandmother in their car stop them. They tried to ignore her, but were forced to get in the car and help carry in the box of materials for the presentation. Afterwards the boys went out to play stickball. One of the hazards of the game was getting a ball in the “spit pit”—this was the outside stairwell at the back of the school where kids dumped papers, old bologna sandwiches, etc. and spit into. Any ball that went in there was an automatic home run but had to be retrieved—a disgusting prospect.
Key Concept: friendship
Vocabulary: moustache, shrieked, epidemic, flocking, gunk
Grade 5 Guided Reading 37 Bettendorf Community Schools 2001-2002
Chapter 2 Hobie and Nick are under the table looking for his moustache. Lisa and Molly have put on the purple tablecloth and other items they will share. They are fuming because the boys aren’t there. Mr. Starr is late and the class is semi-out-of-control. One of the kids yells that Mr. Starr is coming and the room goes silent (with the boys still under the table).
Key Concepts: anticipation and preparation
Vocabulary: Confucius, kimono, cueshee (p. 27)
Chapter 3 Mr. Starr starts to lecture the class when Mrs. Bosco (Molly’s grandmother) barges into the room waiting to hear the China report. The girls complain that the boys aren’t there, but Nick and Hobie slide out from under the table yelling: “It’s the Ting Tang Show!” The class loves it, but Molly is furious because that’s the game show at the end. Each one of children gives their part of the report. When it was Hobie’s turn he started telling Confucius jokes. Mr. Starr was not amused, so he got serious very quickly. When he pulled out firecrackers, Mrs. Bosco started telling horror stories about firecracker incidents. Mr. Starr left the room suddenly, and Molly was upset because she hadn’t given her part yet. Mrs. Hutter (the principal) came back and told them Mr. Starr was indisposed and to finish their reports. She told them they would have a sub tomorrow and asked them to cooperate with her. It was their first chance to get a sub!
Key Concepts: disgust/irritation, humor
Vocabulary: bullhorn, finale, mallet, Lunar New Year Celebration, Yangtze, squat, scowl
Chapter 4 Nick, Hobie, Molly, Lisa, and Jen meet on the playground. They decide to have a contest to see who can “sink the sub” (make her cry) first. The losers have to do the spit pit balls for the rest of the year. Nick and Hobie are late getting in, but tell the sub they’re crossing guards and will also have to leave early, too. The sub introduces herself—Svetlana Ivanovitch. She talks to them as if they were much younger. She is dressed in her Russian costume and makes the mistake of telling them this is the first time she has ever subbed and wants them to help her do it just right. She says she loves children because they are so sweet and good. Not this group! They tell her all the wrong things to do, and the girls switch names. Hobie, RX, Nick, and Marshall get up to do pretend jobs and leave the room to go plan.
Key Concepts: competition, lack of respect
Vocabulary: fetch, Svetlana Ivanovitch, pinged, cooed, midair, bobbing
Grade 5 Guided Reading 38 Bettendorf Community Schools 2001-2002
Chapter 5 Nick, Hobie, and Marshall hide in the old teachers’ lounge while RX takes the lunch count down. They try to decide what to do next. Marshall says he wants the boys to tell the sub he is from Japan and does not speak much English. He spends most of the day doing origami, but when she isn’t looking will make tons of airplanes to shoot later on. They’re not quite so sure about that one because they’ve never seen a black Japanese child, but decide to go with it anyway. The boys were startled by a heavy knock on the door, but it was only RX trying to scare them. When they get back to the room, the sub and others are on the floor looking for Jen’s lost contact (non-existent). Molly writes on the board: BOYS 1 GIRLS 2. After the boys told her about Marshall, and Rolf keeps ringing the gong, the sub finally gets order. On the board appears: GIRLS 3 / BOYS 2 and (instead of the sub’s name) was “My name is Sweat- lana, I’ve got an itch. I’m your sub.” The recess bell rang and everyone ran out.
Key Concepts: inventiveness, competition, spite
Vocabulary: origami, bewildered, lobbing, blubbered, hysterical, dominoed
Chapter 6 Outside it was snowing. The girls huddled to keep warm and make plans. Miss Hutter watched out the window to make sure no one was throwing snowballs. The boys couldn’t think of anything else. The sub called them over to line up and while she was getting them quiet, a snowball from one of the girls lobbed her. Instead of getting mad, she turned around and fashioned a snowball and hit the slide across the playground. Everyone was in awe. Back in the classroom it was time for music. She checked the schedule, but not knowing where music was, let the kids lead her all over the school before arriving there.
Key Concepts: mischievousness, one-upmanship
Vocabulary: mostaccioli, heave, scrunched, synchronize, Shanghai, mushroomed
Chapter 7 By lunchtime it was snowing too hard to go outside, so they all went to the gym to watch films. Back in the room girls lined up to sharpen pencils, while boys dropped books on the floor. Rolf put a handful of paper clips in the radiator and they pinged for 20 minutes. Molly drew fangs and pointed eyebrows on the smiley face Svetlana had put on the board the first thing that morning. Finally the sub found Mr. Starr’s plans and started with math. Rolf started kicking Lisa’s desk, and they got into a squabble over it. Molly slipped up by calling Lisa by her right name. The sub was beginning to catch on but said nothing. While she was helping a student, Molly wrote GIRLS 6 / BOYS 4. When Ivanovitch saw the drawing, she added yellow earrings and wrote SUB 2 behind the boys’ score.
Key Concepts: insightfulness, creativeness, humor
Vocabulary: ambled, slogged, clenched, steadily, unfortunately, shavings, panicked, installments
Grade 5 Guided Reading 39 Bettendorf Community Schools 2001-2002
Chapter 8 The sub took the kids to gym and asked if she could stay and dance the Virginia Reel with them since there was an uneven number. After taking her boots off, she joined them. In the middle of it RX did the orbit trick with Jenny and let her fly, careening Jenny into Miss Ivanovitch. The sub was knocked off balance and slid on her bottom on the gym floor. It also knocked the wind out of her. Ms. Lucid helped her get to her feet and sent her off to the nurse. When she came to get them at the end of gym, RX apologized. Then on the way up, RX told Hobie he stuffed paper in the sink drain and turned the water on before they left for gym. It had been on the whole time. They took off, but Miss Ivanovitch got there first. The floor was a lake. Marshall made a comment, and then the sub knew he could speak English. She laid into the kids about their behavior and said she was headed to the office. Molly mouthed off at the sub before she left. Hurriedly Marshall started getting paper towels out and tossed them to the others.
Key Concepts: lack of foresight, apologetic, “the charade is almost up”
Vocabulary: splat, careened, shuffling, skinned, sloshed, squishing, undisciplined, do-si- doed, disgust
Chapter 9 When the classroom doors opened everyone expected to see Miss Hutter, but it was Miss Ivanovitch with two of the janitor’s buckets and three mops. RX took one, and she handed one to Molly (actually Lisa). Aretha took another mop. Hobie and Nick manned the wringers. Molly had gotten to the board and had written: GIRLS 7 / BOYS 6 / SUB 3, but no one was playing the game. All the desks were pushed into the front of the room when Molly’s grandmother came into the room with fortune cookies and punch. Confusion reigned when Lisa was introduced as Molly. Mrs. Bosco slammed the door, and, with the force of the slam, a huge wet paper towel that had been previously thrown up to the ceiling plopped down on the sub’s forehead. She took it off, bowed to the class, and started to laugh until she…CRIED! The boys took it as a win. Molly was upset; the sub had caught on to her and the girls had lost. Miss Ivanovitch asked Marshall for all the airplanes he had been making all day (she knew that too). She passed them out to the students, and they were flying them when Miss Hutter entered with Mrs. Bosco. The kids froze. Miss Ivanovitch covered up for them and said they were doing a science experiment and a drawing lesson on the board. Not really sure she believed it, she asked the sub to step out in the hall. Mr. Starr would not be back, and she wondered if Svetlana would come back tomorrow. The sub agreed. As she was going back in, Molly left the room almost running because she was sick. Miss Ivanovitch knew Molly would not be there tomorrow. She just smiled and hoped they didn’t send in substitute kids.
Key Concepts: relief, atonement, confusion, humor, insight
Vocabulary: breezed in, lobbed, harrumphed, splatch, wringer, scrunched, radiate, philosophy
Grade 5 Guided Reading 40 Bettendorf Community Schools 2001-2002
Bullies Are a Pain in the Brain
Synopsis This book is a nonfiction book about what you can do if you’re sick of being pushed around by bullies. The author teaches you how to become bully-proof. As you laugh along with Trevor’s jokes and cartoons you'll learn tried-and-true ways to deal with bullies. (P.S. The book is also for bullies, too.)
Author Trevor Romain
Introduction · Which child is the bully and which one the bullied? Why did you say that? · Has anyone here ever been bullied or tried to bully someone else? What kinds of things happened? · Why do think some kids/adults bully someone else?
Do you have a bully problem? The author lists situations where bullying occurs, and asks if any of it sounds familiar. If you are trying to handle a bullying problem, you: (1) are not alone, and (2) it’s not your fault—unless you’re bullying. Most people keep bullying problems a secret because they’re scared or ashamed. They think it will go away, but it won’t. Bullies are people with problems. They like to be in control. Bullies are found everywhere. Bullies come in all sizes, shapes, and can be male or female. Bullies can be stopped.
Key Concepts: reassurance, definition of bullies, description of bullies
Vocabulary: behavior, centuries, muscular
Why are bullies such a pain? Many adjectives describe bullies. Take the quiz and find out. Bullies like to be in charge. The more they drain the self-esteem of others, the better they feel. They are self-esteem vampires. Bullies harm people physically, mentally, and emotionally. The author asks you to picture a bully at a job interview listing what he can do—not a very good list. Bullies aren’t good at: making friends, being kind, caring about people, sharing, and getting along with others. Often the houses they come from are not good either. Bullies take their anger out on people who won’t defend themselves. Give bullies lots of space.
Key Concepts: self-esteem vampires, how bullies harm people, Bullies’ victims
Vocabulary: self-esteem vampires, physically, mentally, emotionally, resume´
Grade 5 Guided Reading 41 Bettendorf Community Schools 2001-2002
What can you do about bullies? Bullies pick on people who appear anxious, sensitive, quiet, or cautious. They may also pick on those younger or physically smaller than themselves. Work on appearing more self-confident by: standing up straight, looking people in the eye, talking with a firm voice, and holding your head up high. Bullies are very competitive. They will play dirty to win. Some bullies demand payment from victims. Some vandalize property. Don’t reward bullies with tears. Bullies love power. The only thing worse than a bully is a group of bullies—a gang. Avoid gangs because they outnumber you. Being a gang member is NOT cool. It can lead to jail. If you see gang members with weapons, leave the area quickly and quietly. When you’re safe, tell an adult. If a bully or gang targets you, take a longer route home with a friend, or ask your parents to pick you up. If they come after you— RUN! Run home, to a group of people, or a parent safe star house.
Bullies often see someone else’s success as their failure. They become jealous and angry and want to get back at the other person. The author lists ways bullies can make your life miserable. Whatever you do, find your strengths and achieve your goals. Don’t let the bully pull you down! People can even bully themselves. They make themselves feel scared, sad, angry, alone, and frustrated. CUT IT OUT! Make friends. Bullies hate happy people. Friends will stick by you in tough times too.
Key Concepts: who bullies pick on, what bullies do, gangs, how friends help
Vocabulary: anxious, confident, competitive, vandalize, intimidating, provoke, targeting, maniac, responsible, insulting, purposely, gestures, rumors, frustrated
Five Myths About Bullies: · Myth #1: All bullies have low self-esteem. · Myth #2: Only boys are bullies. · Myth #3: Getting bullied is a normal part of growing up. · Myth #4: The best way to handle a bully is by getting even or fighting back. · Myth # 5: If you ignore them, bullies will go away.
What you need to do with bullies is take a deep breath, look the bully in the eye, and in your firmest voice say, “(1) Don’t do that. I don’t like it, OR (2) Leave me alone. I don’t like what you’re doing, OR (3) I’ll report you if you don’t stop bothering me.” Then walk away. Practice ahead of time. If the bully keeps up, SHOUT! It scares them or attracts attention. Tell an adult you’re being bullied. You’re helping yourself and others. Ask your teacher to hold a bullying workshop. If your school has a peer mediation program, seek their help. The benefit of bringing bully problems out in the open is that the bully is no longer in control.
Key Concepts: myths about bullies, things you can do about bullies
Vocabulary: myths, abuse, cornered, reaction, confronted, communicate, tattletale, intimidation, role-playing, strategies, mediation, officials
Grade 5 Guided Reading 42 Bettendorf Community Schools 2001-2002
Do’s and Don’ts With Bullies · When a bully teases you about your looks, your clothes, your grades, or anything else...DO stick up for yourself; DON’T taunt a bully back. · When a bully threatens you...DO use your best judgment and tell an adult; DON’T beg for mercy. · When a bully calls you names...DO refuse to believe it, cover your ears, and walk away; DON’T break down in tears. · When a bully picks a fight with you...DO get away as fast as you can and tell an adult; DON’T fight back. · When you see a bully coming...DO get out of their way; DON’T do something gross to make the bully go away.
Bullies are budding actors—they rehearse their part a lot. Learning self-defense is a good way to protect yourself and increase your self-confidence. Sometimes humor can help ease a conflict. Sometimes an “I-message” can cool a bully down. Surprise a bully by trying to make friends with him!
Key Concepts: do’s and don’ts with bullies, ways you can protect yourself from a bully
Vocabulary: opinion, personally, clutch, irritating, taunting, stunt, vicious, nipped, instincts, whine, mercy, dork, National Anthem, heritage, budding actors, karate, I- messages, defensive
Are you a bully? The author lists 12 questions to see if you are the bully. If you answer YES to 1 or 2—you may be on your way to becoming a bully; 3 or more—you probably are a bully and need to change your behavior. Bullies can get help dealing with their feelings and their relationships with people. One thing bullies and victims have in common is ANGER. Just because everyone, everywhere has been bullied does not make it OKAY. Bullies are a pain in the brain. Make a plan in advance.
Key Concepts: quiz to find out if you are a bully, plan ahead
Vocabulary: belongings, revenge, dealing, counselors, victims, permanent
Grade 5 Guided Reading 43 Bettendorf Community Schools 2001-2002
Note: Students could read the next chapter as well, but essentially it is for teachers and parents.
A message to teachers: It’s important to implement system-wide efforts and strategies to continue to curb bullying. The author lists 5 steps to follow. Signs for parents are listed so they can tell if their child is being bullied. Also the author tells parents what the can do if their child is being bullied.
Key Concepts: 5 things teachers can do, ways to tell if a child is being bullied, what parents can do
Vocabulary: incidents, sexual harassment, desperate measures, suicide, antiviolence, conflict resolution, perceived, secluded, implement, tolerated, curb, aggression, monitor, environment, reinforcing, circumstances, administrators, privacy, accounts, resolve, verbally assertive, reassure
The last two chapters are resources for kids, parents, and teachers. They list books, organizations, and websites.
Grade 5 Guided Reading 44 Bettendorf Community Schools 2001-2002
Moose Tracks
Synopsis Seth’s stepfather, a game warden, had told him about a gang of poachers, but Seth never expected to meet up with them in the woods near his house. After Seth witnesses them slaughter a moose cow, he is desperate to save the calf. Just days before that, Seth had attempted to prove to his stepfather, and to himself, that he was responsible enough to use his shotgun on his own. But now Seth is afraid of what his dad will say when he finds out Seth killed a rabbit. He tracks down the calf, but is caught by the poachers. He gets away, but they follow him and threaten to hurt his family if he talks. Seth and his friend Matt eventually find the poachers’ hideout, but are trapped inside when the poachers dynamite the opening shut. The boys find another way out and help their dad apprehend the criminals. Seth finally confesses what he did to his dad. His dad is proud of Seth’s wanting to confess and do the right thing.
Author Mary Casanova
Introduction On the cover you see a moose and its baby, as well as a little boy. Look at the expression on the boy’s face. What emotion is he experiencing and why? Do any of you have families or know people who hunt wild game? Have you ever tasted any wild game foods? Why did people hunt originally, and why do they still do it today?
Chapter 1 Seth was upset because he couldn’t take out his shotgun alone, but other guys could. His dad was the game warden, and he was a real stickler for rules. Seth had even completed the firearms safety training. Dad always seemed too busy to take him out. Matt talked him into unlocking the cabinet and taking the gun out. The two boys headed toward the woods. A mile from home Seth spotted huge tracks—moose tracks. He froze—a rabbit in the underbrush. The rabbit didn’t move until a twig snapped. Seth got him. Seth pulled out his Swiss knife and cut off one of the rabbit’s front legs. He tossed the rest of the rabbit as far from the trail as he could.
Key Concepts: feeling neglected, his first game
Vocabulary: underbrush, spastically, partridge, poachers
Grade 5 Guided Reading 45 Bettendorf Community Schools 2001-2002
Chapter 2 The howling wind woke Seth up at 4:49. He went downstairs and a man was sitting at the table eating. It was his dad. He wore a disguise to try to trap the poachers. Ray, the other game warden, told his dad that the poachers were after both bear and moose. Some Texan wanted a moose cow and a calf head for his wall. Ray said that winter had already been hard on the moose—half of the population was lost. Seth asked his dad if he could come too. Both men said it was too dangerous. Seth felt like the “stepson” again. He padded back to bed and put the rabbit’s foot under his pillow. The paw was his trophy, yet something still nagged at him. Deep down he knew his dad wouldn’t approve. Why should he care? Kevin wasn’t his real dad anyway.
Key Concepts: the disguise, another disappointment
Vocabulary: Ray, confront, feisty, padded, Kevin
Chapter 3 Seth let the phone ring and stayed in bed. His mom answered the phone and brought the portable to him—it was Matt. Seth told him he got the rabbit’s foot dried out before his mom got home from work. He also made chocolate chip cookies to hide the odor. Seth was surprised Matt was home (he wasn’t home-schooled like Seth). Matt said he wasn’t feeling well, and his dad was going to take him in later to play in the game. Seth got up and dressed. His mom was at the table working. He told her he was going to exercise Quest. She asked if anything was wrong and he said, ”Yeah, EVERYTHING!” He slammed the back door and walked to the barn. He carried food and water to Quest. When done, he saddled and mounted the horse and took off.
Key Concept: anger
Vocabulary: gelding, muzzle, midnight girth, night crawler, in rut, Spike and Spinner
Chapter 4 Sleet and snow filled the air. He rode on but saw no moose tracks. Then Quest stopped abruptly and Seth saw the moose cow and calf. The stillness was shattered by a gunshot. More gunshots. The cow had been wounded and headed right toward Seth. Seth pulled Quest back. The cow fell. Seth heard deep voices. He knew he should leave, but he didn’t want them to kill the calf. The men spotted Seth and told him to run along. Seth wanted them to promise they wouldn’t kill the calf. One man pointed his gun at Seth. Scared, Seth told him his dad was the game warden. The man shot into the air and the calf took off. Seth and Quest tried to keep it moving, but halfway home it went into a marsh of thick cattails. Seth took Quest home. He was scared. Had this been Chancy?
Key Concepts: gunshots, the cow and the calf, scared
Vocabulary: contorted, flank, gangly, rivulet, Chancy, cattails, plodding, bristled, mammoth, bellowing, barbed, peat bog, tamarack, yearling
Grade 5 Guided Reading 46 Bettendorf Community Schools 2001-2002
Chapter 5 His mom met him at the door. He had been gone all morning in this bad weather, and she was worried. He took his food into the study. After he ate, mom told him he had his tests to take. She also asked him to help bring in baby furniture from the garage. The baby wasn’t due for another month, but she wanted to be ready. Seth kept thinking about the calf. He plowed through his correspondence tests. If he worked fast, he could go back for the calf today. When he was done, he grabbed another sandwich and slipped out the door while his mom was on the phone. Seth got Quest ready again and they ventured out into the cold. Down in the woods he was sure he found an area where the moose calf was. Seth climbed a tree and whacked two sticks together hoping to attract the calf. No luck. He decided to try one more time. Suddenly Quest’s head shot up. Something huge and powerful was in the clearing.
Key Concepts: tests, rescue attempt
Vocabulary: pungent, absently, hindquarter, clenched, hackamore bridle, wallow, luring
Chapter 6 It was a bull moose. Seth held his breath and watched the bull moose charge Quest for a few feet. Seth dropped his sticks and the moose turned toward the tree. It scraped its rack of antlers on the tree, but didn’t seem to see Seth. Another twig snapped. It was the calf. It tried to nudge against the side of the bull. The bull scared it at first, but the calf went back. This time the bull butted it. Eventually Seth was able to get down out of the tree and slowly offered the calf oats he had in his pocket. He enticed it up the slope with more oats.
Key Concepts: the bull moose, the bait
Vocabulary: pivoted, reverberated, massive, rack of antlers
Chapter 7 Seth shook the last of the oats from his glove. If only he had more he could have led the calf straight home to safety. Seth hoped Quest had gone back to the barn when the bull moose charged it. Seth trudged on as it grew darker. He wished he’d told his mom where he was going. Seth took off on a run and ran all the way back to the barn where Quest was waiting for him. He took the horse inside and was talking to it when a menacing voice yelled at him. There were the two men he had met in the woods today. Seth lunged for the door, but the older guy grabbed him. He was afraid they were going to kill him. He told them he wouldn’t tell anybody and offered them food. He heard the younger guy call the older man Chancy. These were the poachers his dad was after. The older guy threatened to harm his family if he told. Before he let Seth down, Chancy punched him hard across his face. Seth blacked out.
Key Concepts: followed, threats, hurt
Vocabulary: guttural, reek, accumulated, scraggly, lanky, cawed, menacing, hacked
Chapter 8 Seth could hear his name being called, but couldn’t reply. His mom wanted to know what happened. He let his mom think he fell from Quest and hit a rock. She took him to the hospital to get stitches. At the desk of the emergency room, they asked his mom background
Grade 5 Guided Reading 47 Bettendorf Community Schools 2001-2002 questions about his real dad. She had to answer “unknown.” Seth felt like a non-person. They took Seth down the hall and numbed his face. When they went to stitch him up, Seth fainted.
Key Concept: the hospital trip
Vocabulary: fluff, two-by-four, pried, bunched, laceration, corridor, gash, appendage, saline solution, gravelly
Chapter 9 The drive home was awful and very slow, because of the snow and poor road conditions. His mom tried to tell him it was okay, because she had fainted once, too. The car swerved off the road, back on, and then into the path of an oncoming car. Mom quickly got the car under control. Seth wanted to know more about his real dad. She told Seth she had been foolishly taken in by him. He lied to her and told her he was a professional hockey player. She tried to find him, so she could tell him she was pregnant, but couldn't locate him. He never knew. Seth wanted to tell his mom about the poachers, but they had threatened his family’s safety. He couldn’t chance it.
Key Concepts: the stormy drive home, his real dad
Vocabulary: slam shot, white-speckled, fishtailed, swerved, ticked, biological father, IV, pneumonia, pulsed, conceived, casual, Michael O’Henry
Chapter 10 Seth soaked in the tub and wondered if this day would ever end. The more he thought about the poachers, the madder he got. He dressed and joined his mom in the kitchen, when the phone rang. Dad phoned to say he wouldn’t be home tonight. He and Ray were tracking down the bear poachers. Seth thought they were looking for the moose poachers. Seth made a remark. Mom asked if something else was bothering him. He just said that he wished dad had come home (lie). He took the bowl of popcorn downstairs where he watched TV and slept most Friday nights. He had a fitful sleep, harassed by bad dreams about Quest and the bull moose. Seth woke up when he fell off the couch onto the basement floor, all tangled up in his sleeping bag.
Key Concepts: safe again, anger
Vocabulary: sun drenched, claw-foot bathtub, loomed, deer shiners, massaged, mechanically, clammy, thrashed, pummeling
Grade 5 Guided Reading 48 Bettendorf Community Schools 2001-2002
Chapter 11 Seth dressed quickly and climbed the stairs. It was only 7:07 A.M., and the house was quiet. He made himself some breakfast and headed out to find the calf. He shoveled snow away from the barn door. Inside the barn he fed the cat and got fresh water for Quest. In the straw he found a watch Chancy had lost. The barn door creaked. Seth jumped because he thought the poachers had come back, but it was only Matt. He told Seth his game had been canceled. He looked at Seth and wondered what had happened to his face. Seth told him everything. Matt agreed to go out after the calf with him. They both got up on Quest.
Key Concepts: the watch, friendship
Vocabulary: spigot slurped, coattails, archeological, hairline crack, weathered
Chapter 12 The boys rode off toward the woods. They arrived at the bog. Seth saw tracks that showed him the calf had returned to the site. He followed the tracks to a snow-covered mound. Seth discovered an old bottle, but as he stepped forward, the board broke through on the outer ridge of the mound. It was an old mineshaft he had almost fallen into. He got back on Quest and continued following the tracks. He found a dark heap. It made him sick when he saw it. The bears’ paws had been hacked off and some of their insides taken out. It was disgusting. But wasn’t that what he had done to the rabbit? Now the rabbit’s foot repulsed him. A soft bellowing brought him back to reality. Was it the calf?
Key Concepts: near disaster, the discovery
Vocabulary: boughs, bog, site, hacked, four-wheelers, hematite, traversed, prickles, clamped, crisscrossed, propelling
Grade 5 Guided Reading 49 Bettendorf Community Schools 2001-2002
Chapter 13 Seth followed the sound and found the calf stuck shoulder-deep in an ice-covered stream. The calf was in trouble. It was thrashing about. Each time it lunged forward, it sunk deeper in the muddy bottom. Seth grabbed a large birch stick and tried to make a bridge, but the calf could not get a foothold on it. He added more branches. At first he thought the calf would make it, but it fell back—its head inches above the waterline. Both boys got onto Quest to go back and get boards and a rope. On the way, Seth noticed a large piece of plywood he could try to slide under the calf’s feet. He yanked on the sheet of plywood and found a 3’ x 5’ cavity. Seth went to investigate and found inside a large battery-operated lantern. The shaft looked like it was a dead end, but he found the narrow shaft opened up into a big room. Matt joined him, and they found two sleeping bags, snares, and some dried gross things on wires. They found all kinds of pelts, as well as dynamite. Seth grabbed a rope and they started out until they heard a motor. The poachers were back...
Key Concepts: trapped and weakening, the hide-out
Vocabulary: plywood, cavity, pelts, foothold, skittishly, carcasses, thrashing
Chapter 14 Matt and Seth heard them at the entrance and then a gunshot. Had he shot Quest? The two men started in. Matt pointed to a pile of rubble. Between it and the ceiling was a small dark hole. Seth crawled in, but Matt’s sleeve got caught. He slid out of his jacket. The men saw them, but instead of going after the boys, they grabbed the pelts, the gallbladders, and— the dynamite! Matt thought they just left them until the boys heard: “10-9-8-7... Then Kaaaa- boooommmm!” Rocks fell like meteorites.
Key Concepts: poachers return, discovered, the explosion
Vocabulary: shaft, jutting, twerps, rustling, gallbladders, aphrodisiac, meteorite, dank
Chapter 15 Seth was okay, but what about Matt? His head hurt, and his leg was caught. Finally Seth helped him get it free. It was not broken, but it was really badly hurt. Seth began to panic; then he took the lantern and began to search. He found a new shaft directly behind the pile of rubble. Matt was pessimistic. Seth picked a coil of rope and entered the reopened shaft in the back. Ten feet in, a boulder blocked the shaft, but Seth was able to squeeze by. Loose rock kept falling, but they continued on. Finally ahead, Seth saw threads of light. Matt and Seth heaved rock and dirt until they had a hole they could squeeze through. Finally out, they saw no sign of the calf, Quest, or the poachers. As they came up the crest of the slope, they saw the poachers and their loot. However, Chancy saw Seth, too. The boys ran, but Matt fell and Robert grabbed him. He told Seth to RUN!
Key Concepts life is a “gift,” a way out, Matt’s caught
Vocabulary: heaved, hobbled, scraggly, blockaded, rust-encrusted, debris, beam, groped, boulder, propelled, leverage, slunk
Grade 5 Guided Reading 50 Bettendorf Community Schools 2001-2002
Chapter 16 Seth ran to get help. He looked back and saw the poachers kick Matt. Seth whistled shrilly; Quest galloped toward him. He jumped up onto Quest and raced toward the poachers. If only he could get the men to move toward the mound he had almost fallen through earlier. Before Robert could grab a stick, Seth charged him, and Quest reared up to hit him with his hooves. Chancy headed back for the gun, but Seth and Quest cut him off. Finally Seth forced the two men into the center of the decaying garbage mound. The timbers gave way under their weight, and the two men disappeared into the shaft. They heard a helicopter, and thought the poachers’ buyers were coming to get the goods. They started to take off, until Seth’s dad yelled his name. Seth’s dad tried to send him home, but Seth told him about the poachers. At first his dad did not believe him, but finally he looked down the shaft. Seth introduced the men to his dad. He hugged his dad, then remembered the calf.
Key Concepts: trapped poachers, dad’s arrival
Vocabulary: oblivious, flaring, flailing, wheezed, swerved, ashen, whinny, flaxen, shrilly, timbers
Chapter 17 He took his dad to the calf. He thought he was too late. Then he realized it was alive. Seth tied one end of the rope around his waist. He stretched across the plywood and tied the other end around the calf’s neck. He and his dad pulled the calf closer to shore and far enough out of the water to get another rope under the calf’s front legs. The helicopter rope assisted in the rescue and got the calf free. After the calf was safe, Seth had to clear his conscience. He told his dad he broke the law by taking his shotgun out alone and shot a rabbit. Seth thought his dad was going to arrest him. With all that had happened, his dad felt he’d paid a pretty hefty penalty already. Seth just nodded. Matt drove the four-wheeler back, and Seth rode Quest. Dad and Ray headed the guys off to jail.
Key Concepts: calf’s rescue, the truth
Vocabulary: constricted, imperceptively, droned, unshaven, hefty, penalty
Chapter 18 Seth pulled out the lucky rabbit’s foot. He got off Quest and buried the paw in the snow. He felt a sigh of relief. Seth walked back up the trail, mounted Quest, and cantered home.
Key Concept: retribution
Vocabulary: cantered
Grade 5 Guided Reading 51 Bettendorf Community Schools 2001-2002
Wringer
Synopsis In Palmer LaRue’s town, turning 10 is the biggest event of a boy’s life. It marks the day when a boy is ready to take his place as a wringer at the annual Family Fest. It’s an honor and a tradition. For Palmer, turning 10 becomes a nightmare, because he does not want to become a wringer. However, he struggles between tradition, the gang on the street (of which he recently becomes accepted), and his own conscience. The appearance of a pigeon on his windowsill makes him realize he needs to stand up for what he believes, even if it means losing the approval of the gang and the community.
Author Jerry Spinelli
Introduction · What do you think a “wringer” is? · What does the silhouette on the boy’s shirt look like? · Why do you think the author uses such dark colors on the cover? Do you think it will have anything to do with the tone of the book and what it’s about? · Why is the cover a lot of shadows except for the boy’s one eye? What feeling do you get by the illustrator doing this? · The cover says, “not all birthdays are welcome.” Why would that be true?
Reading
Chapter 1 Palmer does not want to be a wringer. This hounded him everyday. He could picture the birds and the people yelling, “Wring it! Wring it!” But he knew he couldn’t, and it was getting closer to the time he had to.
Key Concept: impending doom
Vocabulary: wringer
Chapter 2 Palmer’s three friends have arrived with gifts for his 9th birthday. Palmer’s mom and dad did not like Beans, or the others very well either. Beans was the leader of the kids under 10 on the street. Palmer wanted to belong to this gang and run with them. The boys gave him really gross gifts and nicknamed him “Snots.” This meant they had accepted him, and he was now part of the group.
Key Concepts: acceptance, belonging
Vocabulary: Beans, Motto, Henry, bellowing, cackled, Snots
Grade 5 Guided Reading 52 Bettendorf Community Schools 2001-2002
Chapter 3 Mother wanted to keep the “hoodlums” at the table. After Beans made several trips upstairs to the bathroom, Mother said the party was over. Beans snatched Palmer’s new soccer ball and started down the street. The boys followed and went out to Fishface’s house and yelled. That was Dorothy Gruzik’s nickname Beans had given her to harass her. Beans took gunk from the sewer grate, put it on her porch, rang the bell, and then ran. They all took off, with Palmer running the fastest.
Key Concept: prank
Vocabulary: hoodlums, shooing, rumbled, Fishface, piped, shivers, smirk
Chapter 4 Beans wanted to play in the park; Palmer preferred their street. Palmer hated the park because that’s where the pigeon shoot was held. The boys went on the field. Palmer lied about a hurt leg and sat on the sidelines. The other boys mimicked the pigeon shoot and the wringer’s part. Palmer’s mind flashed back to when he was six and attended his first pigeon shoot. Palmer ran home.
Key Concepts: insensitivity, fear
Vocabulary: booted, yelping, veered, flailing, lurched, rollicking, contradiction, meekest
Chapter 5 Palmer meets the guys at the playground and they do all the things his mom warned him not to do on the equipment. When a lady came by to tell them that was dangerous, they were all very disrespectful to her. While they were there they spotted Farquar, the legendary wringer and most feared kid in town. Palmer understood he was to receive “The Treatment”— the ultimate test. A lot of kids avoided it, while others thought it was an honor. Farquar took him to the slide and marked his left arm. Palmer shut his eyes. Farquar pounded his arm 9 times with his clenched fist. Palmer did not call out or cry.
Key Concepts: rite of passage, courage
Vocabulary: stacked, maddeningly, quivering, zombies, Farquar, The Treatment, ball peen hammer, tinny
Grade 5 Guided Reading 53 Bettendorf Community Schools 2001-2002
Chapter 6: When his mom saw his bruised arm she asked what had happened. His dad knew it was “the treatment.” His dad was proud of him and said so. His mom disagreed and walked off. His dad gave him one more present—his own 27 toy soldiers. Palmer was thrilled. It had been some day! That night his mind reminded him he was running out of birthdays and the next time he’d be 10...
Key Concepts: suffering, elation, dread
Vocabulary: bluntly, warpath, “the treatment”
Chapter 7 With his treatment Palmer became more popular with the little kids who came to see his arm. As his arm began to heal, he wished the coloration would not fade. One thing continued to bother him—Dorothy Gruzik. She didn't say hi to him anymore and ignored his attempt to be friendly. She sarcastically thanked him for being invited to his party. Disgusted, he left. When the boys tormented Dorothy later on, he just grinned. Three weeks after the treatment no one really noticed him and he became queasy. It was the first week in August and the Family Fest had come around again.
Key Concepts: “badge” of bravery (the bruises), frustration, dread
Vocabulary: squeamish, snooty, bobbing, tormentors
Chapter 8 The Family Fest started on Monday and ended on Saturday with the pigeon shoot—5,000 of them! Palmer’s first Pigeon Day was when he was four. Five years later certain memories were still with him. Palmer thought the boy chasing the pigeon on the ground wanted it for a pet. In actuality he was a wringer and took the bird and broke its neck. Palmer’s mom pulled him away from the sight. He thought maybe the pigeons were in misery and the shooters were trying to put them out of their misery. That would be why the people were happy and laughing. He thought Heaven must be teeming with pigeons. On the mantel of their fireplace was a golden pigeon statue with words on a shiny panel. He asked if his dad had been a wringer. His dad told him yes, and that Palmer would be one, too, when he was 10.
Key Concepts: childhood innocence, like father-like son
Vocabulary: Family Fest, loppy-sided, bayonet, misery, etched
Chapter 9 For Palmer’s second Pigeon Day he went with Dorothy’s family because his parents couldn’t go. He explained in gory details exactly what would happen to the birds. Dorothy fled. Her mom chased after her. Palmer realized he was crying too.
Key Concept: re-enactment
Vocabulary: clueing, tunneling, smugly, snap-twisted, bored
Grade 5 Guided Reading 54 Bettendorf Community Schools 2001-2002
Chapter 10 The next year Dorothy and Palmer went to the playground and wouldn’t watch the shoot. While on the swings, Arthur Dodds (later nicknamed Beans) tried to pressure them into going with him to watch, but they didn’t budge. Later they heard he had made a nuisance of himself—getting in the way of the wringers—even at 5 years of age. He did finally get one and broke its neck. He took it home and charged kids twenty-five cents to see it. Arthur became Beans, Billy-Mutto, and a new kid named Henry became the gang. Palmer wanted to join them, but they wouldn’t let him. He tried inviting them to his 8th birthday party, but no one showed up. Palmer’s family went on a vacation after his 8th birthday. Palmer saw a man on a park bench covered with pigeons. It brought back images of the golden statue: “Sharpshooter Award 1989.” He understood his father was a shooter. He became more convinced that he didn’t want to be a wringer.
Key Concepts: an alternate choice, left out
Vocabulary: apologetic, tilt, Arthur Dodds, whattaya, braying, pickled eggs, Billy Notola
Chapter 11 Palmer loved the fun, food, and rides of Family Fest. When Palmer was younger he learned from his dad that the money from the shoot went to improve the park/playground. For a while, when he was little, he’d swing and say thanks to the pigeons. This year, since his “treatment,” he got newfound respect, and the guys came looking for him. He avoided them. He rode all the rides over and over, but dreaded Saturday’s coming. The gang told him to meet on Saturday at the WWI cannon at 6:00 A.M. Palmer knew he couldn’t go to it; he just wouldn’t show up. If they came for him, he’d pretend to be sick in bed.
Key Concepts: avoidance, making a decision
Vocabulary: yelp, winching, newfound, bazookas
Chapter 12 Palmer dreamt about the pigeons, but suddenly woke up and found he was not in bed alone...it was Beans and Mutto. They had snuck in his window. He dressed and went out the window behind them. They took the back alleys and ended up at the railroad cars with all the crates of pigeons. The two other boys were ripping up a crate. Palmer panicked and said he had to go to the bathroom and raced home. Saturday A.M. he closed his window, pulled down the shade, and turned on the TV. His mom understood what was going on.
Key Concept: sneaking out
Vocabulary: cringed, skirting, armory, yipped, mooncast
Grade 5 Guided Reading 55 Bettendorf Community Schools 2001-2002
Chapter 13 For Christmas Palmer got a new sled, but no snow. On New Year’s Day his dad told him he should play a trick on the weather and say it’s getting warmer, and he should pack the sled away. So he did, and, by seven o’clock, it was SNOWING! The next day was the last day of vacation. He woke up to a horrendous blizzard and still couldn’t go sledding. The next day was a snow day and school was called off. The three boys enjoyed Valentine’s Hill all day. That evening he was exhausted. The next morning he woke up to a tapping. He thought it was at his door, but it was the window. It wasn’t the guys; it was a bird—to be exact, a pigeon!
Key Concepts: the sled, snow day
Vocabulary: doozie, Maserati, adios, quadruple-decker, ladled
Chapter 14 He wasn’t sure if it was real or he was dreaming. He lifted the shade again. It was no dream. He tried to shoo the bird away. He didn’t want the guys to see him with a pigeon. They’d kill it. Palmer hurried to get to school. He met the boys, and they had a snowball fight all the way to school. They also pelted Dorothy with snowballs. He and Dorothy had hardly spoken, and for the first time, he wasn’t invited to her birthday party. The school ball rang, and they took off. All day long he thought about the pigeon. After school he went sledding, ate, did homework, and played with his toy soldiers. At bedtime he took a flashlight and looked on the windowsill and roof for the bird. When he didn’t find it, he closed the window, lowered the shade, and went to bed.
Key Concepts: snowball attack, nighttime search
Vocabulary: lobbed, shoo, counterattack, barrage, crackle, volleys, pooper
Chapter 15 Early the next morning the pigeon was back. He begged it to go away, but it kept tapping. He went down to eat and realized the bird must be hungry, too. He knew if he fed it, the bird would keep coming back. When he went back upstairs, he found himself carrying a handful of Franken Puffs, and he put them on the windowsill. He got to look at the bird close up. His mom yelled that he was late for school. He thought about the bird all day long and raced home right after school. Half-heartedly he watched TV until he saw the bird. He looked all over his room for food scraps. Desperately, he walked over to the window and opened it.
Key Concepts: backed down, a close-up look, anticipation
Vocabulary: groggies, cluck, persuader, glossings, runnerish, spewing, bonking
Grade 5 Guided Reading 56 Bettendorf Community Schools 2001-2002
Chapter 16 The bird walked in and hopped on Palmer’s head. It investigated the room and landed on the comic books, dropping a glob where it had landed. It went to the wastebasket as his mother walked in. She wondered why he had the window open. To distract her, he said he was starving. After supper, he ran back upstairs and found the bird in the closet asleep. He did his regular jobs on a school night, but more quietly, so as not to wake the bird. When his mom came up to say good night, he asked if she’d knock first before she came in. To his surprise she said, “Yes.” He told her why, and she teased him. This night he didn’t turn on the night light—he wasn’t alone.
Key Concepts: the “visitor”, a mother’s humor
Vocabulary: pudgy, wingflap, ambled, swooped, glob, casually
Chapter 17 The pigeon woke him up. After breakfast he put cereal on the windowsill and the bird flew out to get it. He went to the library to get a book about pigeons. He learned about its sleeping habits, the food it eats, its heart size, where it liked to roost, and the demise of the passenger pigeon. Palmer could add a few things of his own. The pigeon tapped on his window every afternoon until Palmer let him in. It made a survey of all of Palmer’s stuff, and ended up roosting in his closet every night after supper. He called the bird Nipper. Palmer fell into a routine. He let him out each morning with food on the porch roof. Then he’d clean his room, eat breakfast, go to school, return home, and let Nipper back in. The hardest part was to leave home and act normal in a town that murdered pigeons.
Key Concepts: the routine, acting normal
Vocabulary: roosting, gizzard, banana-peeling, tootles
Chapter 18 “Act normal,” he kept telling himself. He wanted to shout out to everyone that he had a pigeon for a pet. He did bolt his mom over when he announced he was changing his own bedding, emptying his own wastepaper basket, cleaning his own room, and that he no longer needed a night light. His mom was “in shock.” This was not like him, but he had to protect his secret.
Key Concepts: stunned, protecting a secret
Vocabulary: stupendous, maturity
Grade 5 Guided Reading 57 Bettendorf Community Schools 2001-2002
Chapter 19 He knew he had to discourage the boys from coming to his house. He lied about the refrigerator breaking and the bug infestation. Another time he diverted Beans by suggesting they bomb Fishface’s house. To keep them away from his house he deliberately had them continue to do something to Dorothy or her family’s property. Finally one day Beans said, “Let’s go to your house...”
Key Concepts: diversionary tactics, bullying
Vocabulary: scenarios, roach infested, ambushed, tree stumping
Chapter 20 Palmer was relieved when Beans said okay to going to his house instead of Palmer’s. Palmer had never been there. He thought the house would be awful, but it was really nice. They went into the kitchen, and Beans opened the freezer and brought out a container marked ”spaghetti.” In it really was a dead muskrat. Beans said Panther the cat had caught it. Beans chased Mutto with the carcass. They decided to microwave it and put it on Dorothy’s porch. It reeked! Beans nailed it on their front door and then rang the bell. Mrs. Gruzik came out and screamed. Beans and Mutto howled and rolled on the ground. During this time they spotted it—the pigeon.
Key Concepts: the prank, the sighting
Vocabulary: hoisting, muskrat, sewer-grate, flotsam, Panther, bopped, Technicolor, daggery, tomahawk
Chapter 21 Beans and Mutto jumped to their feet. They saw the pigeon head to Palmer’s house. He headed them off by saying he’d treat at the deli. Back home, Palmer heard the bird tapping. Palmer grabbed it and held it close. The bird didn’t understand what danger it was in. He wondered where Nipper went during the day. The boys continued to harass Dorothy. Palmer was starting to worry about the consequences of what they were doing.
Key Concept: growing concern
Vocabulary: squat, ruffing, oblivious, torment
Grade 5 Guided Reading 58 Bettendorf Community Schools 2001-2002
Chapter 22 Treestumping started becoming popular among the other kids; even girls did it. Beans began to notice that Dorothy never reacted, no matter what they did. Beans became more aggressive, but Dorothy never flinched or even looked at him. Finally one day he pressed in so close to her it looked like they were kissing. Silence—then she spoke, “Why are you doing this to me?” Palmer knew she meant him, too, and he felt really guilty. The next day Nipper did not return. Palmer was on pins and needles waiting for the bird. He even lied so he could eat his supper in his room and watch for it. Finally he did fall asleep, and Nipper was back. Since it was Saturday he played with Nipper until noon when the bird wanted out. Palmer dashed down the stairs and across the street. He knocked and pressed the bell. Dorothy opened the door. He couldn’t stand it any longer—“I have a pigeon!”
Key Concepts: bullying, guilt, a secret shared
Vocabulary: flinched, flailing, zeroed, intercepted, swatted, acknowledged, waggled, snorted, herkyjerking, scowl
Chapter 23 The boys are celebrating Beans’s 10th birthday when they yell, “The Treatment!” They drag him down to Farquar’s house. Suddenly he cut loose, and said he’d go get it. Henry couldn’t understand why he was so anxious. Beans explained that he couldn’t really be 10 until he’d done it, so he was in a hurry. After Farquar did it, Beans’ face showed no sign of pain. Farquar wondered if he was okay. Beans felt great. He was officially 10 and...a wringer! Palmer shivered; his birthday was only 3 months away.
Key Concept: rite of passage
Vocabulary: raucous, haunts, frantic, tufts, demolished, squitchy
Chapter 24 When he got home, Dorothy was in his room shooting baskets. She flung the Nerf ball at his toes, head, etc. When he got over the shock, he retaliated. Dorothy was starting to come over more—which delighted his mother. She asked how the big party was and made fun of all the gang stuff. They laughed so hard they barely heard Nipper. When Nipper went right for Palmer’s head, Dorothy was jealous. Palmer figured out a way for the bird to go to Dorothy. While they were playing with Nipper, he asked a question Dorothy thought was kind of peculiar—“Do you like my father?” She looked puzzled and told him she did. He was trying to explain about the golden bird trophy his dad had won, when he broke down in tears. He told her he’d be 10 in 71 days, and he didn’t want to be a wringer. Everyone else did, but not him. He also apologized for calling her Fishface and for tormenting her. He told her about the time he had snuck out of the house at night and went to see the crates, and how sometimes he really didn’t want to be part of the gang. She told him, “Just don’t do it.” He ranted with his finger pointing at her. She pulled his finger down and kissed him on the end of his nose. Palmer froze, then crumpled into laughter.
Key Concepts: friendship, new feelings
Vocabulary: funneled, snickered, bedstead, phooey, cackling, Beans Boys, reeled, plucked
Grade 5 Guided Reading 59 Bettendorf Community Schools 2001-2002
Chapter 25 Beans wanted to head to the creek to hunt salamanders; Mutto wanted to have a stone fight; and Henry wanted to play basketball. Palmer didn’t care. While walking with the guys, it happened! Nipper landed on Palmer’s head! The boys grabbed for it. Palmer had to pretend, for the sake of appearances, to chase it off. The other boys chased it for a while. When they got back, he put on an act about the bird. They boys looked at him suspiciously. “It’s yours, ain’t it?” Palmer lied and ranted about his going to be the best wringer there ever was.
Key Concepts: the act, almost found out, suspicious friends
Vocabulary: bugle, riffled, gaped, craved, snipped, treble, shrieking
Chapter 26 An hour later he and Dorothy were in his room. While he paced, he told her the whole story. Dorothy tried to make a joke of it, but Palmer was not amused. He was unsettled all night. In the morning he fed Nipper on the floor and then shooed him out. He had to put on something so the pigeon wouldn’t recognize him outside. He went to the basement and got his winter coat, hat, and scarf. His mom tried to stop him on the way out, but he ran on to school. He had a hard time concentrating at school. He aggravated the teacher enough, so she made him stay after school and write sentences on the board. Each time she left he erased some. The boys came looking for him. He told them he was being punished, and they were impressed. When she dismissed him, he bundled up like it was winter (really May). He thought the guys would be gone, but they were waiting. All the way home they pestered him for details. They boys watched the skies; Mutto had brought a slingshot.
Key Concepts: nervous, the fake confession, the excuse
Vocabulary: cocked, snownerd, gargling, sling shot, tittered, dramatically, lunger, swooning
Chapter 27 All the stress of the day left Palmer exhausted. He still had a month until summer vacation. Day by day he got through it. Each day he had two problems: (1) how to keep the guys his friends, and (2) how to avoid Nipper outside. He started acting out at school so he had to stay after. His fame spread throughout the school. Kids kept egging him on. He had a real problem because he didn’t like the way he was acting, but couldn’t chance going home regularly and being intercepted by Nipper on the street. On the last day of school he wore his elephant mask all the way home as a disguise. When Dorothy met him in his room she had to leave. She laughed so hard she cried. She told him he was a hero. She knew that he had done these naughty things to save Nipper. He didn’t think he was a hero; he just lived in the wrong town.
Key Concepts: more pranks, inner turmoil, partial relief
Vocabulary: puberty, morsels, batty, slumping, detain, immensely, apparent, muffled, mingled
Chapter 28
Grade 5 Guided Reading 60 Bettendorf Community Schools 2001-2002
Monday evening after supper the boys rang the bell and dragged Palmer to the soccer field for “wringer school.” Kids were gathered around a man with a neon pink baseball cap. He told them the procedure they needed to follow on Pigeon Day. Then they all had to line up and practice wringing a gray stuffed sock. Palmer did it and marched off.
Key Concept: wringer class
Vocabulary: wringmaster
Chapter 29 Back in his room with Dorothy he was still stewing. She told him to tell them he just wasn’t going to do it. She opened the window and pretended she was going to yell it out to everybody for him. He jerked her back in. Out of the blue she asked if he was going to invite her to his birthday party. That was another problem he had. She had become his best friend. The boys he longed to be with, he now feared (except with the possibility of Henry). If they found out he was a traitor, they would probably torture him until they got to Nipper. When his mom asked if he wanted a birthday party, he told her okay, but she insisted that Dorothy be invited. Then she asked if someone was looking for a lost cat. It had been in the backyard yesterday and then today on the stairs headed upstairs. Palmer ran upstairs. It was Panther looking for Nipper. Nipper was safe, but Palmer fell to his knees pounding his thigh over and over.
Key Concepts: inner conflict, Panther, anguish
Vocabulary: impish grin, hugely, strategy, craved
Chapter 30 Dorothy did not come to the party, nor did his mom. She left it up to his dad. His father told the boys about his Sharpshooter Award. Beans asked if he hated those dirty birds, and he told them no, not really. Beans asked him if he had been a wringer, and he nodded. He said Snots was going to be one too. But his dad surprised him when he said that Snots (his son) would have to decide for himself. They had cake and ice cream, and Palmer opened presents. Afterward they dragged him out to find Farquar. To Palmer’s relief they couldn’t find him. At dinnertime they split up. Dorothy decided to give him a birthday call. When he went to get the cake out off the top of the refrigerator, someone had written on the cake “tonight.”
Key Concepts: indifference, the mystery writer
Vocabulary: hoodlums, Sharpshooter Award, uselessness, twinge
Grade 5 Guided Reading 61 Bettendorf Community Schools 2001-2002
Chapter 31 It was Henry! He had rushed back into the house, because he had forgotten something. It must a warning for something tonight. Not good—but what? He knew Beans had taken a special interest in his room lately and had snuck the cat in. Would he sneak in tonight? He thought about calling Henry—that was too risky. He went upstairs and fed Nipper. He’d lock his window for sure tonight, but he knew they’d keep tapping on it or even try his parent’s window. If he didn’t answer, they’d be more suspicious. His only solution was to take Nipper and sleep elsewhere. When everyone was asleep, he took Nipper from his perch, got a flashlight, and headed downstairs. He worried about all kinds of things while he was crouched behind the sofa with Nipper. He heard, from behind the house, two short quick yelps. He knew they had been there. Finally he fell asleep.
Key Concepts: fear, worry, hiding
Vocabulary: risky, suspicious, cricks, starflake, foiled, trance, meek, wanderings
Chapter 32 Nipper woke him up by pecking at his ear, and Dad was coming down the stairs. When Dad went into the kitchen, he dashed up to his room. Nothing looked moved—except one thing. During breakfast, Beans ran the bell, and when Palmer opened the door, Beans shoved the red Nerf ball in his face. “Who’s Nipper?” Palmer lied and said he was called that when he was younger. They told him they thought it was a pigeon’s name! They asked about the snacks and where he’d been last night. He asked where they were and how did they get his ball. Beans told him they came to see him. Palmer said he was sleeping at his cousin’s house. Henry said nothing to defend Palmer either. After awhile they took Palmer to find Farquar. They found him eating breakfast—cupcakes and a coke. They went into an alley. Right before Farquar was about to hit him, Palmer said, “No! No treatment! No wringer! No Snots!” He started running. The others yelled at him, and said they’d kill his pigeon. Palmer kept running.
Key Concepts: courage, truthfulness
Vocabulary: slouched, storefronts, hunkered, rodent-like, tentatively, wedged, air shaft
Chapter 33 Palmer ran and hid behind the dumpster of the Great Grocer Supermarket (5 1/2 blocks from home). A workman came out with two bags of garbage. Palmer sat trying to work out a plan to get home. Later the worker came out again with a can of Sprite for Palmer. Palmer was grateful. He had to reach home before Nipper did. He ran all the way home. He burst into the house and up to his room. On his pillow, glaring at the window, was Panther. Palmer hurled it and ran downstairs. He opened the screen door; the cat was gone. He knew now that the pigeon had to go.
Key Concepts: how to escape, the cat
Vocabulary: flank, spectacularly, blessedly
Grade 5 Guided Reading 62 Bettendorf Community Schools 2001-2002
Chapter 34 Palmer knew he had to let him go. Dorothy was really upset because she didn’t want him to. At 6:00 A.M., Dorothy and Palmer met with bikes. They put Nipper in a shoebox in the basket on Dorothy’s bike. They told their parents they were going on a breakfast picnic. They took along a box of doughnuts and cartons of iced tea. They went way out of town and had breakfast. They kept pedaling. When Dorothy got tired, they switched bikes. They kept on pedaling farther and farther away. Later he had her wait at the road while he zigzagged around and into the words. There he let Nipper go. He pedaled to her, and they left as fast as they could. Finally they slowed down and stopped at a gas station to ask directions. When they got home, the streets were in shadows. Wearily they went to Palmer’s room. Nipper was on the windowsill waiting for them.
Key Concepts: the rescue attempt, exhaustion, the return
Vocabulary: slumped, whined, lest, unflattenable, audible, deposited, whir, veered, clodded, thistletops
Chapter 35 Dorothy and Palmer were planning what to do next when Dorothy noticed that when Palmer paced, so did Nipper. The next day his mom came up and said she had a confession to make. She told him they knew he had a pigeon. He didn’t know what to say. She held out her arms, and he collapsed in them. She asked if he hadn’t noticed that his room never got dusty, and he always had a new box of Honey Crunchies. He told them he thought they’d be mad about the pigeon—especially Dad. She told him Dad’s been changing. Last year he didn’t even go to Pigeon Day, much less shoot. One night he even snuck into Palmer’s room with a flashlight while he was sleeping just to see the pigeon. She told him that Nipper’s safe with you and Dad! Relieved, they talked through much of the morning. He told her everything. His mom said he could keep him. He knew that wouldn’t work. So, when Dorothy was going to the seashore, she took Nipper with her.
Key Concepts: confession, truth, relief
Vocabulary: powdery, lax, composed, quivered
Chapter 36 The boys hazed him. He tried to tell them the pigeon was gone, but they didn’t believe him. They even tried getting in his room again. He couldn’t take them to his room, because his mother wouldn’t let them in. But Henry—maybe. One morning, after his mother left, he took Henry upstairs and told him to look anywhere he liked. The other two waited across the street. Palmer thanked him for the writing and asked him what his real name was. It was George. As he hurried down the stairs, Palmer asked him to quit the gang, but George was out the door.
Key Concepts: hazing, the search
Vocabulary: Arthur, Billy, George, squalling, lurking, peering, grazed
Grade 5 Guided Reading 63 Bettendorf Community Schools 2001-2002
Chapter 37 Whatever Henry told them they must have believed. They stopped coming to his house. He didn’t care. He and Dorothy avoided each other, too. He played with his soldiers. His dad showed him how to set up for a real battle. After that, he buried them in the backyard. He quit cutting out Beatle Bailey comics and eventually quit reading at all. He went with his dad to a Titans baseball game. His dad caught a foul ball for him. On the way home, he thought he felt a heartbeat as he held the gray ball in his hands.
Key Concepts: isolated, the ball game
Vocabulary: stirruped, macadam, curling, platoon, deployment, poised, fusillade, cicada husks, formidable, flankers
Chapter 38 The week before the Family Fest he could hear cap pistols from the 4 and 5 year olds pretending to be shooters and wringers. Crates of pigeons had arrived, and security guards were posted. Men cleaned shotguns, and women made pies. Everything announced the up and coming events. Palmer dreamed nightmares about pigeons. Throughout the days of the fest he stayed close to his parents and did things with them. His father showed him love and understanding in a lot of unspoken ways. On Friday he rode his bike to the train station where all the crates of pigeons were. That evening the shooting gallery was packed. At home the Golden Bird was gone from the mantel.
Key Concepts: preparation, anticipation, empathy
Vocabulary: churning, mantel, tenement, throttling, reconstituted, traitor, tangle, whittling
Chapter 39 On Saturday Palmer was surprised at how early people gathered at the park. The shooting had already begun. The shooters, the wringers, and the workers were busy. He thought most of the birds were shot high out of the sky, while in reality, most never got more than shoulder high. If a bird refused to fly, it was tossed up and shot at. If it would not go up, they shot it anyway. A walker was worth only 1 point. A killed flyer earned 2 points; a wounded one a half point. If someone missed one altogether, they endured the ribbing of the spectators. If a walker was missed, it deducted 1 point. Every 4 or 5 boxfuls, a pigeon might be lucky enough to get away. The wringers had learned their job well. Henry, Mutto, and Beans were a threesome. However, Henry never changed jobs and always carried the box. Beans came over once and wrung a pigeon’s neck right in front of his face. Later in the morning, Dorothy squeezed Palmer’s finger. She had to leave, but Palmer asked her to wait a minute. He wanted to know where she let Nipper go. She told him in the city at the railroad yards. He grabbed her, but she took off. The railroad yards were where they went to trap the pigeons...
Key Concepts: pigeon shoot, bad news
Vocabulary: sprinters, slung, whacked, jeers, flopper, outrageous
Grade 5 Guided Reading 64 Bettendorf Community Schools 2001-2002
Chapter 40 Palmer sees in his mind the demise of Nipper and how it feels. He knew Nipper was there in the crates—unless he had already been shot. The boxmaster continued to let out pigeons. Once he erred and let out two boxes together. A man got 2 birds with one shot—4 points. The yellow cat streaked out on the field, grabbed a bird, and ran. Palmer stayed firmly planted. He hated the fact that they all looked alike. Since he had no way of telling, he thought every bird was Nipper. Every time a bird escaped he prayed it was Nipper. Palmer saw a bird escape, but it kept circling. It was Nipper! Nipper saw him. As it came closer, Palmer knew what would happen. He yelled, “NO! NO! NO!” It was too late. The bird came back, and the shooters were ready. It landed on Palmer’s head. Beans grabbed it before Palmer could and took it over by the shooters and tossed it in the air. Palmer screamed. The shot rang out. Palmer ran and slid face first into the bird. He pulled it toward him and got to his feet. He lifted Nipper up. The crowd booed. Palmer walked from the field. A little boy touched its wing and asked if he could have one, too.
Key Concepts: the cat’s trophy, too late to help
Vocabulary: slush, yammering, scurrying, deuce, gorged, muggery, sarcasm
Grade 5 Guided Reading 65 Bettendorf Community Schools 2001-2002
Among the Hidden
Synopsis Luke has never done any of the normal things a child has done, because he is one of the “shadow children.” He has lived his whole life in hiding. When the woods by his farm are turned into a housing development for the Barons, he becomes even more confined. Then one day he sees a face at the window of a house where there should not be another child. He decides to investigate and runs into a gutsy girl (also a third child) and his life is forever changed. Jen plans a rally to march on the president’s house to demand rights and recognition for shadow children and wants Luke to go. He is too scared to go. Afterward, he finds out they murdered all 40 children. Jen’s father helps him get a fake I.D. At the end, you get the feeling that Luke, too, will try to change things, but in his own way.
Author Margaret Peterson Haddix
Introduction Look at the cover and title of the book. · How does the illustrator’s cover fit in with the title? · What predictions can you make from the title? · What emotion does the boy’s face seem to convey? · The word “among” is used with more than two things, but we only see one boy. Is the title incorrect?
Reading
Chapter 1 Luke had been outside hoeing in the garden when Luke’s mom frantically called him inside. At supper his dad told him that the government had forced him to sell the woods to make a housing development for the Barons. His father told him in no way could he get by the windows. His brothers complained because they had to do all of Luke’s work now. Suddenly the doorbell rang. Father frowned, and Luke headed for the backstairs. His mother fixed the table so no one would know Nick was there and headed for the door.
Key Concepts: revoked freedom, changes
Vocabulary: ladling, harrumphed, peered, runts, skittish, chiseled, fertilizer, Mar, Matthew, Luke
Grade 5 Guided Reading 66 Bettendorf Community Schools 2001-2002
Chapter 2 There was a law against Luke and all third children. Luke has a flashback to his sixth birthday and how different it was from his brothers’. For three days he badgered his mom about it, and on the fourth day she told him about being the third child. The government said people could only have two children, and under the Population Law, subsequent children were to be gotten rid of. She hid Luke and had not even told her family about him. After that, he seemed to accept being hidden better. His mom favored him and gave him other privileges. Up to now he was safe—until the government started clearing the woods behind his house.
Key Concepts: flashback, the hidden child
Vocabulary: sissified, whining, crouched, windowsill, wobbly, double-cross
Chapter 3 Luke was playing on the floor with his dad’s train. He could not be in a room now without the shades being pulled. Suddenly the Population Police pounded on the door (but it was only Mark trying to scare him). He ran up the stairs after Luke. Luke had to stay in the attic because there were no windows—only one vent at each end of the room. Mark apologized and asked him to play checkers. Luke told him no and asked him to leave. Alone, he decided to crawl up on the trunks and look out the windows at the bulldozers and other machines. He had never seen so many different kinds of people in his life. His mom called up and he quickly got down. She hugged him and tried to empathize with his plight.
Key Concepts: fear, brotherly relationships, compassion
Vocabulary: mud room, skittish, tramp, trooper, rafters, a buzz
Chapter 4 Luke came down while Mom was fixing breakfast. She did not let him into the kitchen. Dad thought it was getting too dangerous and said he should eat on the bottom step of the stairs. Yesterday one of the workers had been suspicious about the shades being down and questioned Dad. From the steps, Luke could hear the rumble of trucks. Luke’s mom sat down where Luke usually sat. His chair wasn’t even in the kitchen anymore.
Key Concepts: sadness, caution
Vocabulary: hovered, caravan, backhoes, resolutely, beseechingly, curiosity
Grade 5 Guided Reading 67 Bettendorf Community Schools 2001-2002
Chapter 5 After that, Luke ate every meal on the bottom step. After awhile, he didn’t even try to hear the family’s conversations. One day in July, the family received a letter from a relative—a nice change from the frequent letters/orders from the government that regulated farming. Another letter (from the Department of Human Habitation, Environmental Standards Division) worried Dad. After supper, he opened the letter and read it. Dad was mad because the government was telling him he had to get rid of the pigs. The people in the new fancy homes objected to the pig smell. Mom was upset, too—those pigs were their livelihood.
Key Concepts: news from relatives, worry, anger
Vocabulary: curt, Aunt Effie, Lisabeth, painstakingly, reciprocity
Chapter 6 Two weeks later, Dad, Matthew, and Mark loaded the pigs up to take to the slaughterhouse or to sell as feeder pigs. The tax bill arrived, and it was three times the usual amount. Their property value had risen, because of the fancy new houses. Luke thought that was a good thing, but Dad told him it was—only if they were selling. The taxes were even more than they got for selling the pigs. Mother said she had gotten her work permit and could work at the factory. Luke was shocked. Who would be with him? Then he realized how selfish that sounded.
Key Concepts: worry, family changes
Vocabulary: battered, stupefied, hitched, hang dog, foundation, slumped
Chapter 7 Luke’s days followed a pattern. He got up at dawn just to watch his hurried family eat breakfast. Matt and Mark were in school, his mom went off to the factory, and his dad went to the barn to get the machinery ready for the harvest. He went back to his room and watched the hordes of workmen come, as well as prospective buyers. His dad called them Barons with a tone of disgust. He dreamed he could move in with one of the families with only one child. His dad always came in at noon to make lunch, but they never talked for fear of being overheard. Then it was back out to the barn. His mom arrived home at 6:30 and checked in on Luke. His brothers visited, but only for short times because of homework. At night his mom tucked him in. She looked exhausted and he said he really didn’t need tucking in anymore (but really didn’t mean it).
Key Concepts: change, new routines
Vocabulary: hordes, potential, marveling, Barons, half-hearted, mast
Grade 5 Guided Reading 68 Bettendorf Community Schools 2001-2002
Chapter 8 Everyone left hurriedly that morning. Luke would be home alone. He crept into the kitchen for the first time in six months. As the floorboard squeaked, he froze, and then ran upstairs. He looked out the vents to see the new neighbors: The Big Car Family, The Gold Family, The Birdbrain Family, and The Sports Family. He watched them leave—all 28. Feeling safe, he went downstairs and cleaned up and even attempted bread. Dad came home unexpectedly. He was furious and worried for Luke’s safety. Luke said he was only trying to help out. His dad forbade him to come into the kitchen, so Luke ran upstairs angry. He went back to his perch lookout. He caught a glimpse of something behind one window in The Sports Family’s house. It was a child’s face where two other boys already lived!
Key Concepts: anger, helpfulness, discovery
Vocabulary: crackling, scoffed, chaos, tentatively, stalked, apparatus, Sports Family, Birdbrain Family, Big Car Family, Gold Family
Chapter 9 Suddenly the face disappeared. Had he imagined it? His mom came up and thanked him, but told him he shouldn’t chance it. Luke realized, even if there were another child, he’d never meet them. He wondered if the child felt like Luke did.
Key Concepts: appreciation, questioning
Vocabulary: reluctantly, irritable
Chapter 10 When Luke went down he saw the two loaves of bread he made. He asked to join them, but was denied. Dad had not had good luck at the auction; the tractors were too expensive. The bread was awful, and no one was able to eat it. His dad joked about the bread saying that was why he married Mom. His brothers teased him, but he knew he’d never get married; he’d never be able to leave the house. Luke lost his appetite and went upstairs. He could see the families or their shadows on the shades, except for the Sports Family. Their windows were totally blocked or covered by heavy shades…
Key Concepts: teasing, depression, questioning
Vocabulary: lopsided, pathetic, lolling, guffawed, resignedly, doling, taunted, incredulously, devil-may-care
Grade 5 Guided Reading 69 Bettendorf Community Schools 2001-2002
Chapter 11 Luke watched The Sports Family’s house constantly. On the fourth day, one panel of the blinds flipped quickly up and then down. On the seventh day, Luke saw a light go off and on. A half hour later, the mother stomped in, drew the blind downstairs and left. On the 13th day, the attic was hot and the windows in the Sports Family house were open. Through the blinds he thought he saw a light and even the glow from a TV screen. He knew for sure someone was hiding there!
Key Concepts: discovery, patience, proof
Vocabulary: unseasonably
Chapter 12 Matt and Mark stayed home from school to help Dad with the harvest. Mom had to work overtime, so she brought up extra food to Luke so he wouldn’t get hungry. He no longer watched The Sports Family’s house; he knew there was a third child there. He thought of sneaking into their house. He spent his time plotting, step by step, how he’d do it. He waited for the right time. Finally, the day arrived—it was now or never. He went down the stairs, out the kitchen, across the backyard, and headed toward the open patio door of The Sports Family’s house.
Key Concepts: daring steps
Vocabulary: sporadically, solitary, theoretically, combine (machine)
Chapter 13 Luke breathed in the fresh air, but hurriedly half-crawled, half-ran along the side of the house, hedges, and barn. He thought he heard his mother telling him to go back. He took a deep breath and streaked across the grass to The Sports Family’s door and tugged on the screen. It was locked!
Key Concepts: courage
Vocabulary: recklessly, crouch, gulf, sanctuary, telepathy, trudging
Chapter 14 He panicked, but he was determined. He plunged his hand through the screen door and unlocked it. The house was light, airy, and had all brand new furniture. He heard someone cough and then a buzz. He leaned forward until he could see around the door. Inside were a chair, a desk, a computer, and…a girl typing. She attacked him and pinned him to the floor with his face buried in the carpet. She said he tripped off the security alarm, and the security guard would be there soon. Luke panicked and said they couldn’t come. Then he said, “Population police.” She let him go.
Grade 5 Guided Reading 70 Bettendorf Community Schools 2001-2002
Key Concepts: break-in, fear
Vocabulary: pristine, fiddled, furiously, unsuspecting, hissed
Chapter 15 The girl looked at him and figured out he was another shadow child. Luke did not know what that meant until she said “illegal third child.” She ran to work with the alarm, trying to push the buttons in time. Too late! She called her dad to stop the security guards from coming. Luke was petrified and didn’t know whether to run or not. She saw that, so she asked him to sit down and introduced herself—Jennifer Rose Talbot. She realized he had never met anyone outside his family. He asked her if she didn’t have to hide, too. She wanted to know how he found out about her. He told her everything. She talked about all kinds of things he knew nothing about. Finally, she announced she was Luke’s ticket out—no more hiding.
Key Concepts: the alarm, introductions
Vocabulary: Edna Harlan, Jennifer Rose Talbot, taboos, prey, winced, spared, apologetically, harboring, competent, immediate family
Chapter 16 He thought about her during supper and wanted to tell his family about her. She had shown him the mirrors and how they worked. He said he would turn the light on by the back door. She had told him about his mother’s three husbands and her two brothers. She explained that, with husband #2, she had paid some special doctors a lot of money so she could get pregnant and, through gender selection, have a girl. When it was time for him to leave, Jen surprised him by raking her hand through the screen door and dropping drops of blood on the floor to cover up his entry. Then he raced home. What Jen had done for him ran through his mind all during supper.
Key Concepts: family, history, the sacrifice
Vocabulary: Buellton, Brownley, whack, existent, overwhelmed, mimicked, landscape, defensively, freaked out, toyed, defiantly, rally, congealed
Grade 5 Guided Reading 71 Bettendorf Community Schools 2001-2002
Chapter 17 Luke thought of nothing but going back. When he did get back, she told him she had been out shopping with her mom. Their dad had a custom-built car with a hidden area for her. At the mall, she was passed off as her mom’s niece with a fake mall pass. She also told him she had dusted for his fingerprints and had checked them out—he did not exist! He was safe. She shared forbidden items with him—chips and soda. He ate heartily, so she asked if he got enough to eat. Some third children went hungry, because their family shared little or nothing with them, because they didn’t have a ration card for them. She showed him a huge refrigerator, and told him her family could get as much as they needed because of her dad’s position. She was surprised to hear Luke’s family had meat. The government had been trying to force everyone to become vegetarians. She went to the computer, but Luke was very hesitant, because he was afraid the government could trace its use. Luke found out that the government passed the Population Law because they were afraid there wouldn’t be enough food to go around. Jen said her dad thought there was plenty of food, but it was distributed incorrectly. She told him she was planning a rally to march on the president’s house and demand acceptance and rights for shadow children. Luke thought she was crazy.
Key Concepts: fingerprinting, new taste treats, Jen’s plan
Vocabulary: sputtered, incompetent, mocking, transactions, burlap, steadied, nonchalantly, forged, priorities, butchered, clout, flippantly, food ration cards
Chapter 18
Jen realized Luke is scared. She took him into one of the chat rooms where she talked to Carlos, Sean, and Yolanda. Luke thought they were computer-generated imaginary friends. She explained this was the Net and they were all shadow children like them. She entered his name, and he was petrified. She told him she had set up the chat room herself and they had to have a password to get in. Through it, she had met 800 kids. The password—“FREE.”
Key Concepts: fear, enlightenment, “FREE”
Vocabulary: unfurling, sarcastic, gobbledygook, craned, Carlos, Sean, Yolanda
Grade 5 Guided Reading 72 Bettendorf Community Schools 2001-2002
Chapter 19 Jen sent Luke home with books and computer printouts to read. Since Jen thought he might not be able to read, he was determined to get through them—big words and all. Dad was around all the time now. He came up to play cards with Luke. They only played two hands, but Luke took the opportunity to mention growing food inside in the basement. His dad left, mulling over the idea. Back with his books, Luke figured out that 20 years earlier the world had gotten too full of people, and there were terrible droughts for three years. Food was rationed and the Population Law went into effect. He worried about people starving, and maybe he shouldn’t be alive. When he read the printouts, he couldn’t understand how they could see things so differently from the books. He asked Jen the next time he went over.
Key Concepts: awareness, confusion
Vocabulary: hoarding, ominous, annihilation, resolutely, hydroponics, propaganda, revelations, overpopulation, cautiously, genocide, belatedly
Chapter 20 Because there was little snow, Luke continued to visit Jen. His big problem was Dad who’d been hanging around. Lately, he’d been going to the library in town in the mornings, or out to get plastic tubing. Luke smiled because he had given his dad the notion about hydroponics. At Jen’s house, he learns about fake I.D.’s people get. She said most kids get one and go live with another family and pretend to be their second child. Jen refused to do that. This day Jen got frustrated with the kids in the chat room and shut off the computer in disgust. Eventually she went back to the computer to organize the April rally. She didn’t even notice Luke leave.
Key Concepts: fake I.D.’s
Vocabulary: abnormally, astronomically, grimace, venture, frustration, irritably
Chapter 21 Dad receives a letter from the government telling him he can’t do hydroponics. No one understood the letter, except Luke. He tells his dad that the government thinks he is growing something illegal (like drugs) and wants him to stop and return all the stuff. Then they’ll decide if there’s a fine or not. Everyone was surprised with Luke’s knowledge. Dad said he should have gotten a permit. Luke told him the government didn’t give permits for hydroponics. Luke felt guilty for being alive and using his family’s resources. Luke had a difficult time getting back to Jenny. When he finally did, she was anxious to see him. They made cookies and played games together. He learned about pets, illegal play groups, and the government’s campaign to discredit pregnant women. He asked if her brothers would ever betray her, and then got to thinking about his.
Key Concepts: government intervention, new information
Vocabulary: Bootsy and Stripe, scam, adjudication, genuinely, domesticity, resemblance, germination, cultivation, vegetative, preponderance, desist, betray
Grade 5 Guided Reading 73 Bettendorf Community Schools 2001-2002
Grade 5 Guided Reading 74 Bettendorf Community Schools 2001-2002
Chapter 22 The first two weeks in April it rained so Luke could not see Jenny. When he got there, she talked about the rally Thursday night, and how she would be taking one of her parent’s cars to pick up kids for the rally. They were to meet at the president’s house at 6:00. Luke worried about the Population Police. Jen told him she had hacked into the schedules and given some of the police unexpected days off. Luke panicked just thinking about it. He tried to reason with her. What if no one showed up? He told her he wouldn’t go. She said he was a coward. He said he wasn’t brave like her. She told him to get out.
Key Concepts: rally, panic
Vocabulary: winced, hacker, baling hay, revolution, unwavering, squirmed, chivalry
Chapter 23 Luke went home and slammed the back door. He thought about her safety and thought he should go back, but he didn’t. He was still crouched on the stairs three hours later when his mom came home. She worried he was sick. He wanted to tell her about Jen, but lied and said it was because he hadn’t been outside for so long.
Key Concept: inner conflict
Vocabulary: “give me liberty, or give me death”
Chapter 24 Luke was awakened in the middle of the night on Thursday. Jen had crept up to his room. He still couldn’t go. She apologized for being so hard on him before. Then she left.
Key Concept: a last appeal
Vocabulary: agonized
Chapter 25 Luke couldn’t sleep. He went downstairs and cleaned up Jenny’s muddy footprints. He finished just as his mom was coming down the stairs. After the family left, he turned the radio on low—no news about the rally. When his dad came in for lunch, he asked to have the radio on—nothing. It was like that for days. He watched the house obsessively, but no sign of Jen. He finally came up with a plan.
Key Concepts: worry, the plan
Vocabulary: fervently, bolted, deranged
Grade 5 Guided Reading 75 Bettendorf Community Schools 2001-2002
Chapter 26 Finally, two and half weeks after the rally, Luke couldn’t stand it any longer. He broke into Jen’s house, ran to the closet and punched in the sequence buttons for the alarm. He ran from room to room looking for Jen. He rushed to the computer and tried to contact someone in the chat room. No answer. Suddenly a voice boomed behind him. It was a man with a gun.
Key Concepts: panic, caught in the act
Vocabulary: banter, frantically
Chapter 27 Although guns had been outlawed, he recognized this one. He knew this was Jen’s dad. Luke told him he was Jen’s friend and only wanted to know what happened to Jen. He told him he was a third child, too. Jen’s dad realized she had been careless and had been found out by Luke. Luke said he told Jen he couldn’t go to the rally and wanted to know about Jen. Luke couldn’t believe it when he said she was dead. Only 40 kids showed up for the rally and they murdered them on the street. Jen’s father broke down. Luke tried to explain that Jen went because she wanted to live—not die. Jen’s dad said that when Luke logged in, it went straight to the office of the Population Police. He told him Luke was in more danger now, because they would start searching houses around theirs. Jen’s dad offered to get him a fake I.D. because of Jen. Then he told him he worked for…the Population Police.
Key Concept: Jen’s death
Vocabulary: stifled, bereavement day, flinched, unbidden, accusatory, intently, flinched, halfheartedly, plausible-sounding
Chapter 28 Luke screamed and grabbed the gun. Jen’s dad said he was on his side. He worked in the organization to try to sabotage its efforts. He explained to Luke that the government and the underground both put out propaganda stretching the facts. He said the government was a totalitarian one. General Sherwood came to power because of the food riots. He promised law and order and food for all, but the Barons got more. The government kept everyone else in poverty because people worked harder when they were on the edge of survival. He told Luke that if they’d had honest officials the Population Law would never had been initiated. He offered Luke a fake I.D. by tomorrow night, but was interrupted by the pounding on the door— “Open up! Population Police!”
Key Concepts: cynicism, the truth
Vocabulary: surge, sabotage, totalitarian government, General Sherwood, cynicism
Grade 5 Guided Reading 76 Bettendorf Community Schools 2001-2002
Chapter 29 Jen’s dad picked Luke up and threw him in the closet and told him to go out the secret door in the back. Luke tried, but he couldn’t find the door. He heard the police knock down the door, and Jen’s dad try to pacify them. He quickly put a blanket over himself and held his breath as they searched the closet. Jen’s dad lied about the computer, but the police weren’t buying it. Finally they left. Jen’s dad took the blanket off Luke, but clapped his hand over Luke’s mouth. The house and Jen’s dad were bugged. On paper, he explained bugging to Luke and how it was safer to keep the bug on. This way, the police thought they were hearing everything and wouldn’t come back. Luke found out Jen’s dad had bribed them with some fur coats to leave. Luke knew Jen’s dad was in trouble now, too. Jen’s dad said it was too dangerous to wait much longer—did he want the I.D. or not. Luke wrote…YES.
Key Concepts: the lie, the bribe
Vocabulary: groped, footfalls, bagged, gruff, power complexes, commendation ceremony, favored lackey, persona non grata, guerrilla leader
Chapter 30 Lee Grant (formerly Luke) was in the car leaving the farm where he had taken refuge when he supposedly ran away from home. He had Baron clothes and a new identity. Jen’s dad had brought the letter over to his dad on the pretense of tree limbs that hung over on his property. The real Lee Grant had died in a skiing accident the night before. Lee’s family did not want Luke, but agreed to give him their son’s identity card. A secret organization paid for Luke to go to a private boarding school year round. He was transferring there as a punishment for running away. Before this happened, Luke had left Jen’s home right after his narrow escape and knew he had to tell his parents EVERYTHING. His mom didn’t want him to leave, but his dad said he needed to go now while he could. Mom had taken two days off to be with him. They went over memories, talked, and played games. Finally, the day arrived. Jen’s dad drove up and thanked Mr. Harlan for reporting “Lee.” He told Lee (Luke) he was glad he had taken his I.D. card with him when he ran away (he slid his new I.D. card into Luke’s pocket). Jen’s dad scolded him and told him his parents were sending him to Hendrick School for Boys to straighten him out. Then they left. Luke stared back at his family from the car as it pulled away. He vowed to change things, but in his own way.
Key Concepts: new identify, departure
Vocabulary: ramshackle, devastated, conveyed
Grade 5 Guided Reading 77 Bettendorf Community Schools 2001-2002
Among the Hidden
Author Margaret Peterson Haddix
Book Discussion Questions 1. The author doesn’t specify the setting for Among the Hidden. Where do you think it takes place? When do you think it takes place? 2. Luke’s family is terrified of the government. Why? What are some of the tactics the government employs to make ordinary families like his feel powerless? 3. Explore Luke’s relationships with his parents and brothers. How close are they? How trusting? Does Luke have more in common with Jen than his own family? Why or Why not? 4. How are the “barons” different from a family like Luke’s. 5. The internet made it possible for Jen and Luke to connect with other hidden children. It helped them build a community of peers. Do you use the internet to connect with people who share interests like you? 6. Why did Jen organize the march on the president’s house? Do you think she knew she was going to die? Was she being noble? Was she being foolish? Luke decides not to follow her. What would you have done? 7. Jen is a third child, but her father is a member of the Population Police, the brutal organization devoted to discovering people like her and bringing them to harsh justice. Discuss his character. Is he a hero, a villain, or both? 8. Why do you think Jen’s stepfather risked his life to help Luke? 9. The last time Luke saw Jen, he told her, “It’s people like you who change history. People like me—we just let things happen to us.” What does this mean? Are you a person who makes things happen, or are you a person who watches things happen? 10. What would happen to your family if third children and beyond were outlawed? Would you have been born? 11. Among the Hidden is fiction, but in China there is a law that strictly limits family size. Why might a country do this? Do you agree or disagree with this policy? 12. What do you think will happen to Luke after the novel ends?
Responding to the Book 1. You are the chief propaganda officer for the Population Police. Create a bumper sticker or billboard reminding ordinary citizens that third children are against the law.
Grade 5 Guided Reading 78 Bettendorf Community Schools 2001-2002
Theme: Change Hundred Dresses, There’s a Boy in the Girl’s Bathroom, The Trouble With Tuck, The Gift of the Pirate Queen, Where the Red Fern Grows
Generalizations Conflict creates change. Change creates conflict. People adapt to changes in the natural world. People change as they develop physically and grow older. Physical changes require adaptation. Relationships change over time. Relationships create change. Relocation requires adaptation and change. Personal values influence change and constancy.
Concepts Change Constancy Interdependence Self-Reliance
Guiding Questions How does conflict create change? What kinds of conflicts create change? How do people change as a result of conflict? How do people adapt to changes in the natural world? How to people adapt to changes in relationships. How do relationships create change? How do relationships change over time. Why do relationships change over time? Why does relocation require adaptation and change? What are some of the ways people change when they relocate? How do values influence change and constancy?
Grade 5 Guided Reading 79 Bettendorf Community Schools 2001-2002
Introducing the Theme Discuss the concept of change. What changes have the students experienced to this point in their lives, i.e., changes in family structure, changes ni location, changes in physical appearance, changes in relationships? Lead students to understand that change is a natural occurrence. What causes change?
Then introduce the idea of constancy. What things remain constant? Why do some things change and some things remain constant?
You may want to create a chart like the one below to record your discussion and for students to refer to as they move through these books. You may want to identify the categories as they come up in the discussion or you may use the ones below to start the conversation.
Categories Changes Constancy Families School Physical Appearance Relationships Environment Technology Recreation Interests
Grade 5 Guided Reading 80 Bettendorf Community Schools 2001-2002
Change and Constancy Name Date Change is the common theme of the books in this series. In some, there is a change for the characters in location; in others, a change in relationships or lifestyles; and in others, a combination. Choose one of the major characters in the book you are reading. Record the things that will or have changed in that character’s life and/or the things that will or have remained constant.
Book Title ______Character ______
Change Constancy
Setting
Personal Appearance
Relationships
Lifestyle
Feelings
Future
Grade 5 Guided Reading 81 Bettendorf Community Schools 2001-2002
Sharing the Theme Name ______Book ______
As you read your book, respond to the following questions.
How did the main character in your book What influenced the change(s) that occurred change? in your book?
How was change helpful or hurtful for the How did the relationships between the main characters in your book? character and other characters change? Give a specific example.
What was the conflict in the book? What things remained constant in the life/lives of the characters in your book?
How did the beliefs and actions of others If you were the main character in this book, impact the characters in this book? what would you have done?
Grade 5 Guided Reading 82 Bettendorf Community Schools 2001-2002
Grade 5 Guided Reading 83 Bettendorf Community Schools 2001-2002
The Hundred Dresses
Synopsis Wanda Petronski is desperately eager to be accepted by the crowd of girls in her class who all walk to school together. Unfortunately, she is poor, lives on the wrong side of town, and has a foreign name. The girls, led by Peggy, make fun of her, especially after Wanda makes a comment that she has 100 dresses hanging in her closet at home. The girls don’t believe Wanda because she wears the same faded dress to school every day. Maddie would like to come to Wanda’s defense, but is afraid Peggy will turn on her if she does. In November, Wanda has been absent for three days and no one has hardly noticed. The class (Room 13) becomes involved in a drawing contest. One day, they arrive to find the walls covered with beautiful drawings of 100 dresses, and Miss Mason announces that Wanda has won the contest. Wanda, of course, does not know she has won the contest. Later that same day, a note arrives from Wanda’s father saying he is moving his family to the big city where they will no longer be teased for their strange name. The girls are sorry for their treatment of Wanda and would like to tell her how wonderful her drawings are. Maddie and Peggy even try to go over to Wanda’s house, but it is too late. Maddie makes an important decision: she will never stand by and say nothing again. The girls write a letter to Wanda and mark it “Please Forward,” but they do not hear anything for a long time. Finally, around Christmas time, the class receives a letter from Wanda. She tells the class that they may divide up her drawings, and that two of her most special ones should go to Maddie and Peggy. Maddie discovers that the face in her drawing is that of herself. Maybe Wanda had liked them after all, in spite of the teasing.
Author Eleanor Estes
Introduction This story is about a little girl who has a hundred dresses, but no one believes her. · The dresses are not clearly defined on the cover. Why do you think the illustrator drew them that way? (For the teacher: perhaps because the dresses weren’t really real and were only on paper. By making them vague he gives them a “not for real” quality). · Why would a book center around 100 dresses? · In the story, Wanda keeps the hundred dresses hidden. Why do you think she does that?
Grade 5 Guided Reading 84 Bettendorf Community Schools 2001-2002
Chapter 1 On Monday, Wanda Petronski was not in her desk, but no one noticed. She was in the one corner where the rough boys sat and where mud and dirt usually covered the floor. Wanda was not loud at all, but her feet were usually caked with mud because of her long walk from Boggins Heights. The only time people really thought of her was at lunch recess or before school. They waited to have fun with her (tease her). On Tuesday she wasn’t there either. On Wednesday she had made Maddie and Peggy late. They were two girls who were always nicely dressed and sat in the front of the room with the kids who made good marks. They had waited for Wanda to tease her, and when she didn’t show up they became late for school.
Key Concepts: the haves and the have nots, Wanda’s gone
Vocabulary: Wanda Petronski, Madeline, Peggy, scuffling, auburn, precarious, askew, reciting in unison
Chapter 2 After the class settled in, the two girls noticed Wanda wasn’t there and probably hadn't been there yesterday either. Wanda lived up on Boggins Heights, not a good place to live. It was a great place to pick wild flowers once you got past Svenson’s house. He didn’t work and didn’t keep himself up or his house. Only an old dog lived with him. Scary stories circulated about him. Past his house were a few scattered houses. Wanda lived in one of these with her father and brother Jake. Most of the kids in Wanda’s class had “normal” names, not like Petronski. Wanda had no friends. She wore the same faded blue dress everyday. It was clean but never seemed to hang right. The kids waited for her to make fun of her. Peggy would always ask her how many dresses she said she had. Wanda would tell them 100! Some were velvet, some were silk, all in different colors, hanging in her closet. Then the girls would laugh and make fun of her. Then they would leave her alone. At other times they asked her about her shoes. At the last count she had 60 pairs, all different colors, lined up in her closet. Some girls would leave, but Maddie and Peggy (who had thought up this game) always left last. Peggy wasn’t really cruel. She really didn’t think this game hurt anything—obviously Wanda was lying and they never made her cry. Maddie didn’t really like Peggy’s game. She wasn’t very well off either. She wore other people’s hand-me-downs. She never felt really sorry for Wanda, but she worried they might start in on her next. She did wish Peggy would give it up.
Key Concepts: the empty desk, Wanda’s neighborhood, the game, Maddie, guilt/fear
Vocabulary: intruders, furthermore, Svenson, strewn, disgracefully, circulated, scurry, courteous, Miss Mason, nudge, incredulously, derisively, exaggerated, mock, politeness, fringe, gradually, disperse, inseparable, hitching, hand-me-down clothes
Grade 5 Guided Reading 85 Bettendorf Community Schools 2001-2002
Chapter 3 Maddie was having a hard time getting to her work. She didn’t like being late, and she kept thinking about Wanda. How did that stupid game begin anyway? She remembered it started when Cecile got a brand new red dress. It was a beautiful day and she and Peggy had been walking to school together. They joined a group of chatty girls on Maple Street. They were all excited about Cecile’s crimson-colored dress, matching cap and shoes. Wanda and her brother Jake came by. Usually they didn’t come together, because her brother helped the custodian do odd jobs before school. Wanda stopped short when she saw the group of girls. Jake went on without her. More girls were coming up to see Cecile’s new dress. Nobody said anything to Wanda or even paid attention to her until she touched Peggy’s arm. She told her she had a 100 dresses at home. Peggy yelled above the crowd that Wanda had a hundred dresses at home in her closet. Wanda said they were party dresses and she couldn’t wear them to school. Peggy and the group of girls laughed at her and made jokes of her owning 100 dresses. From then on Peggy made a point of doing the game every day. Maddie felt uncomfortable with it, but there wasn’t anything she could do about it.
Key Concepts: Cecile’s dress, 100 dresses game, Maddie’s uneasiness
Vocabulary: buckle down, shavings, puckered, vividly, crimson, admiring, curbstone, pursing, telegraph pole, jaunty, absentmindedly, timid, vaguest, plaid, impulsively, suspiciously, stolidly
Chapter 4 Although they were late to school, Maddie was glad they hadn’t made fun of Wanda today. Maddie started a note to Peggy to ask her to stop tormenting Wanda. Then she thought about the fact that she wore many of Peggy’s hand-me-downs. She decided not to continue and tore up the note. She wished Peggy would stop on her own. Peggy was the prettiest and most popular girl in class, while Wanda was just there. Nobody paid attention to her except for the game. When she was asked to read aloud in class it took her forever. The teacher even tried to help her, but sometimes she wouldn’t even try. She thought of a couple of the dresses Wanda described. That turned her thoughts to the drawing and coloring contest. For the girls that contest was designing dresses; for boys, it was motorboats. Maddie thought Peggy would win because she was the best drawer. Tomorrow the teacher was going to announce the winner. Then they’d know.
Key Concepts: Maddie’s guilt, Wanda’s place in class, the contest
Vocabulary: trimmings, of her own accord, cerise-colored, sash
Grade 5 Guided Reading 86 Bettendorf Community Schools 2001-2002
Chapter 5 Since it was raining today, Peggy and Maddie walked to school together protected by Peggy’s umbrella. They hoped the teacher would announce the winners when they first got there. Maddie said she was sure Peggy had won. Peggy told her that she hoped so. When they entered the room, it was covered with gorgeous drawings of dresses. They thought there must have been a hundred of them. When everyone was there, Miss Mason told the class that Jack Beggles had won for the boys. She said that most of the girls had turned in one or two designs, except for one person. She outdid herself and turned in 100 dresses—all different and all beautiful. Any one of them was worth the prize. She was happy to announce that the winner was Wanda Petronski! She wasn’t there, but the teacher hoped she’d be back soon to receive the applause she deserved. She invited them to look at her drawings. Peggy and Maddie recognized the drawings of some of the dresses Wanda had talked about. While the children were looking, a note came from the office, and the teacher asked them to sit down. She told them she had a note from Wanda’s father. Everyone got quiet. He said his children would not be back at school. He was taking them to the big city where other people had funny names and where people did not call them Polacks. Miss Mason was hopeful that no one in her class had done this. It was a real shame. She asked them to think about it. Maddie was sick to her stomach. She never started the 100 dresses game, but she was a coward and had never stopped it. She had done as much as Peggy to make Wanda unhappy—so unhappy they had to move away. She looked at Peggy. She was studying. Whether Peggy did something or not, she had to. Maybe she could talk Peggy into going up to Wanda’s house and see if she hadn’t left yet. They could congratulate her, tell her she won, and tell her how beautiful the drawings were. After school Maddie casually suggested they go up to Wanda’s house to see if she had left town. Peggy had had the same idea. Peggy was okay.
Key Concepts: the surprise in the classroom, the winners, the letter, guilt, a decision
Vocabulary: drizzling, gasped, murmured, admirably, Jack Beggles, submitted, unfortunately, monitor, shuffling, Jan Petronski, deliberately, thoughtlessness, coward, casualness
Grade 5 Guided Reading 87 Bettendorf Community Schools 2001-2002
Chapter 6 They started up Boggins Hill. Peggy said she at least didn't make fun of her name. She didn't think Wanda knew they were making fun of her with the 100 dresses. She thought she was too dumb. Peggy said she thought she could draw, but Wanda’s drawings were something else. Maddie just hoped she was still there, so they could tell her how wonderful her drawings were, and that they wouldn’t pick on her anymore, or let anyone do it either. It was so drab, and cold, and cheerless up there. The girls kept hurrying on. They wanted to get to the top of the hill before dark. They went past Svenson’s house. Thankfully the weather was so bad he wasn’t out. They found Wanda’s house. It was shabby, but clean. Maddie thought that was the way Wanda’s blue dress was—shabby, but clean. They knocked on the door and called out. No one answered. Maddie was afraid they had left before she could get things straightened out. They tried the front door. It opened into a little square room with nothing in it. The house would hold little protection from the cold winter winds. In the corner of the room was a closet—empty now. Maddie thought of the “100 dresses all lined up in my closet.” The Petronski’s were gone. The two girls thought they could ask their teacher, Mr. Svenson, or the post office where they had gone. They could write her a letter. They passed Mr. Svenson as they went down the hill. They asked him when the Petronski’s left. He yelled something back, but they didn’t understand him. The girls ran down the hill. That night Maddie had a hard time sleeping. She woke up in the middle of a fitful sleep and decided she’d never stand by again and let something like this happen. She had no way of making it up to Wanda, but she wouldn’t make another person that unhappy. Finally she slept.
Key Concepts: after lunch he took his seat and looked at no one, trip to Boggins Hill, Petronski’s house, meeting Mr. Svenson, Maddie’s decision
Vocabulary: forbidding air, dismal, assailed, pounce, drab, sumac, merest, forlorn, rickety, customary, chicken coops, crouching, frail, downcast, dilapidated, unintelligible, disconsolate, conclusion
Grade 5 Guided Reading 88 Bettendorf Community Schools 2001-2002
Chapter 7 Maddie and Peggy were writing Wanda a letter. They told her she won the contest and how everyone loved her drawings. They told her what they were studying, and asked her if she liked her new school and teacher better. They had meant to say they were sorry, but it just ended up a friendly letter. They addressed it to Boggins Hill with the words “PLEASE FORWARD” across the front. When they mailed it, both girls felt better. Maddie thought about Wanda’s blue dress. She never thought about her not having a mother, and so she would have to wash and iron that dress every night for the next day. Since no answer came, Peggy forgot all about Wanda. At night Maddie still dreamed about rescuing Wanda from some bad situation. The last day before Christmas the children were having a Christmas party. After the party the teacher said she had a letter for them. The teacher said it was from Wanda, and she knew where she lived, so she could send her the medal. The teacher read the letter to them. She told the teacher the class could have her 100 dresses. She had another 100 lined up in her closet now. She wanted Peggy to have the drawing of the green dress, and Maddie to have the blue one for Christmas. She said she missed the school and her teacher did not equal Miss Mason. The two girls stayed to help clean up and walked home together. It was getting dark. They knew now that Wanda had gotten their letter and this was her way of saying everything was okay. Maddie took her drawing home and put it on a place in her bedroom where the wallpaper was torn. She had stood by and done nothing, and Wanda still liked her. Tears blurred her eyes. When she studied the picture she noticed something—the face was Maddie’s! Wanda had drawn this for her. She ran over to Peggy’s house and asked to see her drawing. It was laying face down on her bed. Maddie picked it up. The face was Peggy’s! Peggy realized Wanda must have really liked her. As for Maddie, every time she thought about Wanda on the playground with Peggy tormenting her with the 100 dresses game, tears came to her eyes.
Key Concepts: Maddie’s and Peggy’s letter, Maddie’s insights, Wanda’s letter, Wanda’s gift, the hidden gift, empathy
Vocabulary: hitched, pained, Tiny Tim, intently, equalize, cornucopias, finality, brilliancy, hastily, scarcely
Grade 5 Guided Reading 89 Bettendorf Community Schools 2001-2002
There’s a Boy in the Girls’ Bathroom
Synopsis Bradley Chalker is the oldest kid in the fifth grade. He tells outrageous lies. He picks fights with girls, and the teachers say he has “serious behavior problems.” No one likes him— except Carla, the new school counselor. She thinks Bradley is sensitive and generous. She even enjoys his farfetched stories. Carla knows that Bradley can change, but Bradley isn’t so sure himself. The new kid, Jeff, tries to be his friend. When Bradley starts to come around, Jeff denies their friendship. The parents oust Carla. Bradley’s world falls apart. In the end, Jeff and Bradley get back together, and Bradley is even invited to one of the girl’s birthday parties with Jeff. Bradley also quits hating Carla for leaving and sends her a special gift.
Author Louis Sachar
Introduction · Why do you think there was a boy in the girls’ restroom? · What does the expression on his face tell you? · In the story there is a boy who no one likes, because of the way he acts. Why do some people behave like this? How can you help them? Would you be brave enough to be their only friend? · Do you think teachers can make the situation better or worse? Explain your opinion.
Chapter 1 Bradley Chalkers sat in the back of the room, last seat. No one wanted to sit by him. Today, Mrs. Ebbel was introducing a new child to the class, Jeff Fishkin. The only seat left for him to take was the one next to Bradley. One student made a comment and the teacher even apologized for having to put him there. Jeff said he didn’t mind where he sat. When they did work, Bradley scribbled on paper or his desk. He taped mismatched things together and made faces. When the teacher passed the tests back, she commented that there were mostly A’s and B’s except for one F... Everyone knew who got that. Bradley stood up and showed everyone the test, and then smiled a distorted smile. At recess, Jeff hollered at Bradley to wait up. Bradley didn’t know who it was. Instead of being happy, he told Jeff he wanted a $1.00 or he’d spit on him.
Key Concepts: the outcast child, the new kid in class, an attempt at friendship
Vocabulary: Mrs. Ebbel, Bradley Chalkers, Jeff Fishkin, bulging, unrecognizable
Grade 5 Guided Reading 90 Bettendorf Community Schools 2001-2002
Chapter 2 Bradley looked like a spitter. He was the oldest kid in the class, because he had failed fourth grade. Jeff handed him a dollar and ran. Brad watched him run and laughed. He figured Jeff would tell the teacher, but he didn’t. At lunch Brad ate lunch alone. After lunch the teacher asked Brad if he gave his mom her note. She wanted her to come to the conferences tomorrow. She felt his mom should meet the new counselor. Brad made some smart-alec remarks to her. The teacher was exasperated, but Brad sluffed it off. After he went to his seat he started thinking about Jeff asking him to wait up. The other kids were mean to him, so he thought he’d be mean to Jeff, before Jeff was mean to him. After school he saw Jeff, but Jeff took off. Bradley was faster and caught up with Jeff. Bradley asked Jeff if he gave him a dollar would he be his friend. Jeff took the dollar and ran.
Key Concepts: fear, the note, defense mechanisms, beginnings of a friendship
Vocabulary: spitters, glared, suspiciously, counselor, banged, twisted smile
Chapter 3 Brad came in the door and his mom said he was home early. He said he had raced his friends home. He went to his room and closed the door. Inside his room he entered his fantasy world where all his collection of animals talked and were his best friends. They thought he was great. Brad took out the cut-up pieces of his language test for them to eat. The door to his room swung open and his older sister came in. She made fun of him for talking to the animals. She told him Mom wanted him. She wanted to know how school was. He said he was elected class president and got an A+ on his last language test. His mom told him the teacher called and wanted her to come in for a conference tomorrow. Bradley threw a fit and told his mom it wasn’t fair. He went to his room and slammed the door. His father was a policeman who had been wounded in the line of duty and was confined to a desk job. At supper Bradley and his sister made rude comments about the food. His dad questioned him about what wasn’t fair. He lied and said his mother promised to take him to the zoo to see them feed the lions at the exact hour his conference was. He and his dad got into an arguing match. His dad said he’d turn into a criminal and land in jail. He was sent to his room. Brad flopped on his bed and started to cry. His animals told him he was okay, because he was the smartest kid in his class.
Key Concepts: lies, Brad’s imaginary world, the teacher’s call, Dad’s impatience
Vocabulary: butcher knife, Ronnie, Bartholomew, yay, ceramic, cocker spaniel, Claudia, strewn, snickered, disbelief, short-tempered, Brussels sprouts, flabbergasted, rage, asserted
Grade 5 Guided Reading 91 Bettendorf Community Schools 2001-2002
Chapter 4 Bradley was yelling at his mother as she pulled out of the driveway to go to the conference. Brad’s mom dreaded the conference. She wanted to believe her son and how well he was doing, but if the teacher personally requested it she was worried it wasn’t. In the room there were no gold stars behind his name and no A paper hanging up. She listened to all the awful things the teacher said. She tried to tell her he was a good boy, but it fell on deaf ears. The teacher told her about the new counselor and asked if she would allow Bradley to go. If the counselor were unable to reach him, some drastic measures would have to be taken because of his severe behavior problems. They went down to meet the counselor. The room was full of boxes, games, and papers. They were looking around when Carla Davis came in. Mrs. Ebbel told her she needed a form for her to sign. Carla found the paper and Mrs. Chalkers signed it. Carla recognized the name. She told his mother that practically every teacher in the building had warned her about him. Before Mrs. Chalders could try to tell her he was really a good boy, Carla said she couldn’t wait to meet him, and thought he would be charming and delightful!
Key Concepts: the parent conference, the new counselor
Vocabulary: gritted, timidly, counselor, Carla Davis, hopelessly, charming
Chapter 5 At supper when Dad asked how Bradley was doing in school, his mother lied and said fine. Later his mother told him he was going to start seeing the new counselor, or his dad might end up sending him to military school. When he got to school the next morning, Bradley said hi to Jeff. He knew Jeff had to be his friend today because he had given him a dollar. Jeff offered to help him with homework, but Brad told him he didn’t need help because he was the smartest kid in class.
Key Concepts: mother’s talk, approaching Jeff
Vocabulary: modestly, drizzling, military school
Chapter 6 Jeff got lost on the way to the counselor’s office. He didn’t even know how to get back to his classroom. He saw a teacher in the hall. Timidly he went up to ask for directions. After checking for a hall pass she told him one set of directions, but realized that was wrong and gave him a second set going the opposite way. When Jeff got to the second door he paid no attention to the sign and pushed in on the door. A girl screamed, “THERE’S A BOY IN THE GIRLS’ BATHROOM.” Jeff fled. The hallway was wet from the kids’ boots, and he fell. He no longer had his hall pass either. He heard someone coming, so he went in the opposite direction and into a storage room. A voice came from the room—“Hi, I’m Carla Davis. I was afraid you might get lost.”
Key Concept: Jeff’s troubles
Vocabulary: clutched, wildly, frantically, ducked
Grade 5 Guided Reading 92 Bettendorf Community Schools 2001-2002
Chapter 7 Jeff was a little timid. She told him it was hard for her, too, because she was new here. Every place she went she got lost, and she hadn’t made friends. The other teachers looked at her strangely, and they already had their friends. Jeff said he understood. Carla suggested they help each other by sharing their experiences. She told him to call her Carla, but he was a little hesitant because he had never called a teacher by her first name. He told her he had a friend, but didn’t like him—no one did, not even the teacher. “She said it out loud to the class like he wasn’t even there. I guess I felt sorry for him. When I tried to be his friend, he told me I had to give him a dollar or he’d spit on me. Then later he said he’d give me a dollar if I’d be his fiend. I took it—it was my dollar!” Jeff wanted to know if he had to be his friend. Carla said she couldn’t tell him that; it was up to him. She suggested if he told Bradley how he felt, they might be able to build a real friendship. Jeff asked her if she was going to see Bradley, and if she told other kids, adults, teachers, and administrators what kids told her. Carla said no. So Jeff told her how he got lost on the way to her office and went into the girls’ bathroom.
Key Concepts: shyness, meeting with the counselor, dilemma with Bradley, a confession, trust
Vocabulary: Red Hill School, experiences, Fishface, broke even
Chapter 8 Mrs. Ebbel was teaching geography. Bradley’s states were all taped in the wrong places. He looked up when Jeff came in. He wondered what the counselor had done to him. The kids had to eat their lunch inside in the auditorium. Jeff asked him where he wanted to sit. Bradley ignored him. When Jeff went away, Bradley sat next to him as if he had just chosen the place randomly. Bradley commented negatively on everything Jeff ate and made gross sounds with his straw, even when he was done. A couple of tables away were Melinda, Lori, and Colleen. Colleen pointed to Jeff and said that was the boy that came in the bathroom. Bradley wanted to know more about the counselor. Jeff told him she could help him with his problems. Bradley told him he didn’t have any. Two of the girls came up behind Jeff and told him that Colleen thinks he’s cute. They wanted to know his name. Jeff blushed, and the girls giggled. Bradley told them Jeff didn’t have a name and to go away or he’d punch them out. Melinda and Lori said they only wanted his name and to find out what he was doing in the girls’ bathroom. The two girls went back to Colleen. Bradley was impressed that Jeff went in the bathroom and said he did it all the time, too.
Key Concepts: wanting to be a friend, nosy girls, admiration
Vocabulary: geography, auditorium, peanubudder sandige, gurgling, Melinda Birch, Lori Westin, Colleen Verigold, red delicious apple, blushed, Lori Loudmouth
Grade 5 Guided Reading 93 Bettendorf Community Schools 2001-2002
Chapter 9 One of the teachers yelled at Bradley when she saw him in the hall. She didn’t believe he had a pass until he showed her. He told her he was going to the library to check out a book. That was a lie, because he wasn't allowed to check out books anymore. He walked into Carla’s office indifferently. She told him she was looking forward to meeting him. He was surprised she was so young and so pretty. She asked if he was going to shake her hand, and he told her no because she was too ugly. He said he meant to go to the library but ended up here accidentally. She told him she didn’t believe in accidents. He said the room was a mess. She said clean rooms are boring and depressing, like hospitals. She asked him if he got in trouble. He objected and said he didn’t do anything wrong. He wanted to know why he had to be here. Carla said she was hoping they could be friends. He told her they couldn’t, because he didn’t like her. She said she hoped he could teach her some things. He said he couldn’t, because she was the teacher. When she pressed him, he said most elephants die because mice run up their trunks and they can’t breathe. She thanked him for telling her that. He felt like he’d been tricked again. She told him there were no rules in her room. He asked if he could break something. And when she said yes to him, he looked around, but thought that it was just a trick to get him in trouble. He told her he wasn’t in the mood. She said if he ever was to let her know she had plenty of stuff he could break. He said he knew karate and could break the table. She said she believed him. In fact every wild story he told she said she really believed it—even the story about the President calling him. She asked if he wanted to draw a picture. He scribbled all over the paper. She said it looked like something special and asked to have it. He said no. When his time was up, she thanked him for his visit and for sharing so much with her. She held out her hand, but he backed away. When he got to the classroom, he crumpled up his picture and threw it in the waste can.
Key Concepts: Bradley’s meeting with the counselor, wild stories, reassurance and acceptance
Vocabulary: detours, hag, squiggly, depressing, squirmed, karate, session, declared, amazement
Chapter 10 When Brad was back in the room, he felt safe. The counselor had scared him. He was glad he and Jeff were friends. In his mind they both hated the counselor; they were both smart; and they both went into the girls’ bathroom. Actually, he had never been in the girls’ bathroom and hoped Jeff would take him in. Jeff asked him how he liked Carla. Bradley said she was weird, because she ate dog food and asked him why the President doesn’t wear a hat. He said he hated her. Jeff agreed. Bradley wanted Jeff to take him into the girls’ bathroom now, but Jeff said it wasn’t a good time. Bradley thought tomorrow at recess would be better. After school the three girls were waiting for him. They found out his name was Jeff and said hi to him—even Colleen. Jeff blushed and returned the greeting. Bradley thought the girls were stupid. Jeff agreed. He asked why he said hello. Jeff said it was automatic. Bradley thought Jeff should kick them next time.
Key Concepts: familiar ground for Bradley, Bradley’s view of Carla, girls meet Jeff
Vocabulary: actually, shrugged, distorted, blushing, automatically, reflex
Grade 5 Guided Reading 94 Bettendorf Community Schools 2001-2002
Chapter 11 It had been a week and they still hadn’t gone into the girls’ bathroom. Jeff always had an excuse. Bradley was still happy; he had a friend. He almost liked school. Jeff had two gold stars by his name. Bradley was pleased for him. He asked about the counselor, and Jeff told him he liked her, and it was okay if Bradley didn’t. Bradley said he wasn’t going any more, and Jeff said Carla told him he didn’t have to if he didn’t want to. A basketball came toward them. Jeff threw it back to Robbie, even though Bradley thought he should throw it the other way. When the girls came to Jeff, Bradley suggested they beat them up. Jeff said they’d get in trouble. Bradley thought after school would be better. Jeff said he had to go right home to do homework. Bradley asked if he liked homework, and asked if Jeff thought Mrs. Ebbel would give him a gold star if he did his homework. Jeff invited him over to do homework—said Bradley could help him with his. Bradley agreed...after they beat up the girls.
Key Concepts: a new friend, homework
Vocabulary: boldly, Robbie, on a fly, manure, anguish
Chapter 12 Before the end of lunch there was a light knock on the counselor’s door. She asked if she had to tell Carla her name. When she said no, Colleen gave her full name. She wanted to invite a certain boy to her birthday party, but asked if she had to give his name. No. But the problem was that she needed to invite one other boy and his only friend was the worst kid in school. She told her Jeff’s and Bradley’s names. Carla grinned. She wanted to know what to do. Carla told her she could help her solve her own problem by her birthday, November 13, but really couldn’t talk to her without a signed consent form from her parents. Her friends were waiting outside and pleaded with her not to ask Bradley Chalkers.
Key Concept: Colleen’s dilemma
Vocabulary: timidly, reluctantly
Chapter 13 Carla was in the hall waiting for Bradley. She held out her hand and told him it was a pleasure to see him and glad he came. He walked past her. Bradley told her why presidents don’t wear tall hats. He liked the shirt she had on. The first time she had had one with squiggly marks all over it. This one was yellow with big green triangle buttons with punctuation marks on them. Carla mentioned his friendship with Jeff. He said he was Jeff’s only friend, and he wouldn’t get any others. She tried to get him to understand he could still be a friend with Jeff if he made other friends, and they would be his friends, too. He assured her Jeff wouldn’t get any other friends as long as he was a friend of his.
Key Concepts: Bradley’s counselor visit, Jeff and Bradley’s friendship
Vocabulary: triangular
Grade 5 Guided Reading 95 Bettendorf Community Schools 2001-2002
Chapter 14 Bradley thought about homework, and decided it couldn’t be too bad if Jeff liked it, Besides it would be at Jeff’s house, his first time there. Instead of scribbling, he made stars. When it was time to leave, Jeff had to get his book. Jeff said they could share his. First Bradley wanted to beat up the girls. The girls were in Mrs. Sharp’s class. Jeff tried to get Bradley off the idea of beating them up. Bradley was determined to do it to keep the girls from saying hello to Jeff. The three girls finally came out. The two boys followed at a distance. Lori was the first one to turn around. Lori made a comment and Bradley did, too. Melinda told Bradley to leave them alone. Bradley said the girls should leave them alone. Melinda pushed Bradley and he fell on the wet grass. She made fun of him and said he must have wet his pants. Bradley charged at her and kicked her in the leg. She slugged him in the face with all her might. He almost fell again. He shouted that it wasn’t fair—four against one. Then Bradley ran home crying.
Key Concepts: anxious to do homework, fight with the girls, Bradley loses face
Vocabulary: reasoned, sec, drizzle, assured, misting, quickened, hysterically, scrambled, slugged
Chapter 15 Bradley’s mom put her arms around him. Bradley told her and his sister that four bullies had beat him up and pushed him in the mud. Claudia said he’d been crying. Bradley said it was rain. After his bath, Bradley went to his room. Cars were chasing Ronnie and Bartholomew saved him. Claudia came to tell Bradley his mom was making cookies, because he got beat up. Claudia told him he’d have a black eye. He lied and told them how many black eyes he gave them. His mom wanted the names of the bullies who beat him up. She was going to call the principal. He said he didn’t know their names. His mother thought he was just frightened. Finally he told her that Jeff Fishkin was the leader.
Key Concepts: Bradley’s tale, sympathy, Jeff blamed
Vocabulary: massive, bullies, romping, trembling, sneered, decked, declared, shrugged
Grade 5 Guided Reading 96 Bettendorf Community Schools 2001-2002
Chapter 16 Bradley had not wanted to go to school, but his dad said he had to face up to the bullies or they’d keep picking on him. He covered his eye so no one could see it. He was afraid of Lori yelling on the playground and telling everyone what happened. Jeff wasn’t there. Bradley hoped he got kicked out of school. The teacher told him to take his hand down from his eye. He told her it was stuck. Finally she got him to take it down and everyone saw his black eye. Everybody started talking and Mrs. Ebbel asked how it happened; then decided she didn’t want to know. Jeff came in late, said something to Mrs. Ebbel and then sat down next to Bradley. Bradley looked away. All morning Mrs. Ebbel kept telling all the kids to turn around. Kids on the playground kept wandering past him at recess to look at his face. Jeff came up behind Bradley and told him that Melinda fought dirty. Bradley said Lori probably told everyone. Jeff said Melinda made everyone promise not to tell what happened. Jeff said the principal brought him in, because he thought he was the leader of the gang. Bradley asked him what Jeff told him. Jeff told the principal he couldn’t, because they were best friends. Bradley said the principal was stupid.
Key Concepts: Bradley’s black eye, curiosity, unjustly accused, loyalty
Vocabulary: terrorizing, cautiously, adjectives, adverbs, impolite
Chapter 17 Jeff and Bradley ate lunch together on the side of the building. Jeff said he needed to go to the bathroom and would be right back. It turned out to be a long time. Jeff met Robbie coming out of the bathroom. He was with some other guys. Robbie told them Jeff was the one who gave Bradley a black eye. They heard he had been in the principal’s office. They asked him to play basketball. His team won. At the end of recess, they asked him how he could ever be a friend to Bradley. These were the kinds of friends he had in Washington, D.C. Of course, this meant he couldn’t be Bradley’s friend. Jeff shrugged.
Key Concepts: a lie, new friends, another friend denied
Vocabulary: Fishnose or Fishbrain
Chapter 18 Bradley watched Jeff play basketball with his new friends. Bradley remembered Jeff had said he was his best friend. Maybe Jeff’s friends would let him play too—just like Carla said. When the bell rang Bradley hollered at Jeff. Jeff kept on going. Bradley followed him. Bradley asked Jeff if they wanted to do homework together. He showed Jeff he even brought his book. Bradley walked away. He heard Jeff and his friend laughing at him. When Bradley got home, his friends in the bedroom were glad to see him. They laughed and snickered at anyone who’d want to play basketball.
Key Concepts: hurt feelings, rejection
Vocabulary: intently, ivory
Grade 5 Guided Reading 97 Bettendorf Community Schools 2001-2002
Chapter 19 Everything returned to normal. Bradley went back to scribbling and cutting up stuff. No one liked him. He couldn’t believe it; he almost did homework. He was just pretending to be Jeff’s friend. Jeff told Carla he was normal again and had eight friends he played basketball with. He said he didn’t need to come anymore. He told her he wasn’t a friend with Bradley; in fact he gave Bradley a black eye. He looked to see if she knew he was lying. He told her Bradley was bugging him and threatening to spit on him if he didn’t get a dollar. He got tired of it and punched Bradley. He said he wasn’t coming, because his new friends might think he was weird or something. She told him he could come back any time he needed to. He left— glad to be out of there.
Key Concepts: back to normal, Jeff’s visit with Carla
Vocabulary: shuddered
Chapter 20 Colleen came into Carla’s office and told her that her parents wouldn’t sign the slip. They thought it was a waste of the school’s money. They said Carla should have children of her own before she went around advising other people’s children. They said she should talk to her parents, but when she tried they wouldn’t listen. Colleen was relived because Jeff had new friends, and she wouldn’t have to invite Bradley. Melinda wouldn’t let her and then she let it slip that Melinda gave Bradley the black eye. Carla assured her she wouldn’t tell. Carla asked if she had invited Jeff yet. She said no because she didn’t know what to say after hello. She couldn’t understand why her parents said such awful things about Carla.
Key Concepts: Colleen’s lack of parental consent, the slip, parents’ disapproval
Vocabulary:
Grade 5 Guided Reading 98 Bettendorf Community Schools 2001-2002
Chapter 21 Carla put out her hand and told Bradley it was a pleasure to see him, and she appreciated his coming. He told her he hit himself in the eye and it didn’t hurt. He noticed Carla was wearing a light blue shirt with mice running all over it. He said he wanted to hit somebody, but knew he’d be in trouble so he hit himself. When she asked why he felt like hitting some one, he said he hated him. When she asked whom, he said everyone. She asked him if he didn’t liked himself, and maybe that’s why he didn’t like anybody else. He said the doctor told him he couldn’t talk. He said the more he talked the sicker he’d get—maybe even die. She said they’d just sit there in silence. She pretended to zip her mouth shut, lock it, and swallow the key. Bradley thought she was weird. Bradley couldn’t stand the silence. He said the doctor told him he could talk a little. She said her job was to help him with school problems, so they had to talk about school. He told her he was nasty and too mean to let her talk about it, even threatened to spit on her. She said she didn’t believe he was nasty. He said everyone else did. She said she couldn’t figure out how such a nice and smart kid like him could be failing. He said it was because Mrs. Ebbel didn’t like him. She told him if he did his homework, he’d get good grades, because the tests had the same kinds of questions. She said she thought the only reason he failed was because he was afraid to try. She told him she had confidence in him; they could try together. That’s when he told her he couldn’t talk because he felt like dying again. She asked him to make a list of things to talk about next time. She thanked him for sharing and held out her hand. He walked right on by.
Key Concepts: excuses, insights, defenses up
Vocabulary: trick questions, darted
Chapter 22 Bradley worked on his list all week—it wasn’t really homework. He didn’t scribble in class anymore. He listened to Mrs. Ebbel to get ideas for topics. He even took his notebook outside. The kids were meaner to him than before. A 4th grade boy called him a monster from outer space. Bradley didn’t even chase him. Monday was Halloween. At lunch the kids could change into their costumes. One of Jeff’s friends didn’t have a costume, so he took a marker and drew a black circle under his eye and said he was Bradley Chalkers. Bradley paid no attention. His list was three pages long—both sides. Bradley didn’t even go trick-or-treating because he worked on his list. He sister barged into his room and asked what he was going to do when dad found out he was flunking. She said that would be a good topic. She dived for Bradley’s list under his pillow. She read it, made fun of him, and told him it was stupid. No counselor was going to answer those questions. Bradley said they could talk about anything and that Carla liked him. Claudia said it was her job to do that. After she left, Bradley crossed off the two gold stars, crumpled up the paper, and cried.
Key Concepts: list making, sister’s scorn, Bradley’s hurt feelings
Vocabulary: flunking, scoffed, cracked up
Grade 5 Guided Reading 99 Bettendorf Community Schools 2001-2002
Chapter 23 Kids called Bradley more awful names. He ran at them and they scattered. After lunch he took his seat and looked at no one. It was time to go see Carla. His sister was right, he thought. Carla was paid to like him. Carla greeted him warmly and extended her hand. He walked right past her. She was wearing a white blouse with two big triangles on it. She asked him if he had made a list of topics, and he said it was her job. Since he didn't have a list they’d talk about school. Then he blurted out “Monsters from outer space.” He pretended to take a ray gun and shoot at them, and then he pointed at her. She said she wasn’t a monster, nor did she think there were monsters out in space. She thought there were other beings—some larger, some smaller, some smarter, some less intelligent than us. She said there was good in everybody, but sometimes people didn’t see it and called them monsters. She asked him if he knew what happened then? He said they’d kill him. She told him it was much worse—the person started believing he was a monster, because everybody called him that so he even started acting like one. The good in him got buried even deeper. They talked about looks and ugliness and Bradley ended up giving her a compliment without even realizing it. He blushed. The rest of the session he colored and made a green monster from outer space. He asked Carla if she could see the good inside monsters. She told him that’s all she saw. He added a black eye to the monster and a bright red heart. Bradley asked how a monster stops being a monster when everybody thinks he still is. She told him that the first step was for the monster to believe he wasn’t one. How could anybody else believe it if he didn’t himself? He asked her if she wanted his picture. She immediately tacked it to the wall. She told him she was looking forward to seeing him next week and hoped he had another interesting topic to share. He started to go, but stopped. He waited. Suddenly she remembered. She held out her hand and told him she enjoyed his visit and thanked him for sharing. He stretched his mouth into a half smile and left.
Key Concepts: monsters from outer space, inquiries, a glimmer of change
Vocabulary: chubby, scattered, appreciate, grenades, ray gun, gigantic, universe, astonishment, tack
Chapter 24 The three girls were waiting for Jeff. Colleen wanted to ask Jeff, but she was afraid. They all said hi and he returned a hi. Lori kept pushing Colleen to ask him. She got it partially out when Jeff told them to quit bothering him and quit saying hello to him. The girls taunted him with hellos. He told them to shut up. They laughed at him. He was getting madder and told them to quit laughing at him too. The shouting matched ended up with Jeff and Melinda, fists up facing each other. Jeff tapped her on her shoulder with his fist. She slugged him in the stomach and the nose. Melinda kept punching him. Jeff fell to the ground; Melinda sat on top of him. Lori started counting on the ground-- one...two...... ten! Lori held up Melinda’s arm, “Winner and still champion of the world...Marvelous Melinda!” Colleen clapped.
Key Concepts: girls wait for Jeff, Lori’s afraid to ask, the fight
Vocabulary: “be chicken,” stammered, exploded, shrieked, anticipation, flailed, bellowed
Chapter 25 Bradley told himself that he was going to be good, and even Mrs. Ebbel would notice and give him a gold star. Things went poorly at breakfast. He complained about the oatmeal and
Grade 5 Guided Reading 100 Bettendorf Community Schools 2001-2002 his dad hollered at him. He spilled the orange juice and offered to clean it up, but his mom told him he‘d make a bigger mess. On the way to his room, his sister made fun of him for having two different colored socks on. The “good Bradley” thanked her for noticing and sharing that. She was shocked and couldn’t say anything. He went and changed his socks, but was so excited about being good he just put the same socks on, but on the opposite feet. At school he went to his desk and sat up straight and looked at Mrs. Ebbel. Jeff came in with a black eye. Jeff snapped at him for staring. One of the kids made a comment that Jeff and Chalkers were twins. Jeff told them to shut up. Bradley paid attention all morning. He knew he’d get a gold star after recess. At recess two guys cornered him and demanded to know why Bradley had given Jeff a black eye when he wasn’t looking. One of the boys pushed him into Jeff. He told them Bradley did it when he had a bag full of groceries and couldn’t defend himself, because he didn’t want to break the eggs. They surrounded Bradley. He broke through and ran but fell into the girls’ hopscotch. They told him they were going to tell. He ran into the school and into the library. The librarian asked what he wanted. He told her nothing. She warned him that she didn't want any trouble from him. He leaned his head against his hands and wondered if Carla was wrong. Was he really a monster...
Key Concepts: the “good Bradley,” a false start at breakfast, his sister’s surprise, Jeff’s lie, Brad’s attempt to stay good, harassment, self-questioning
Vocabulary: glop, snarled, Shawne, Curtis, Douglas, dashed, muttered, propped
Chapter 26 The boys threatened to get him at lunch. As he walked in, Mrs. Ebbel told him he was late. Bradley knew he had already done three things wrong—one being named Bradley Chalkers. There weren’t any gold stars for monsters. He didn’t mind getting beat up, but the whole school would be there and they’d love it. Jeff told him they’d be waiting for him at lunch. Bradley got out of line and raced toward the library. It was locked. One of the other guys saw him. Bradley dashed into the girls’ bathroom. It was empty. He looked around and saw it was pretty much like the boys’ bathroom. He was disappointed. He sat on a stool and opened up his lunch. He heard a girl come in to use the bathroom. He curled up and was silent. When he thought she had gone, he opened the door: two girls were staring at him. They screamed and he ran down the hall and pounded on Carla’s door. He held out a hand and told Carla it was a pleasure to see her today.
Key Concepts: things aren’t going well, the chase, a mistake, a surprise visit
Vocabulary: rounded, darted
Grade 5 Guided Reading 101 Bettendorf Community Schools 2001-2002
Chapter 27 Carla shook his hand. He told her about the bathroom experience. She asked if he wanted to have lunch together. They traded lunches. He told them the boys were chasing him because they thought he had given Jeff the black eye. He said he didn’t, because he can’t even beat up a girl! He told her he hid in the library and then got talking about the books. She asked if he checked out books. He said he wasn’t allowed to any more because he had scribbled and cut some up before. He told her the librarian was suspicious of him. He said he was really trying. Carla told her it took time. Then he commented on her shirt. She said she liked his socks. Bradley was befuddled when he saw the two different pairs. Carla said she hated matched socks and showed her his—one white, one black. Bradley smiled a genuine smile. Carla told him what would help was to do his homework. He told her he couldn’t, because he didn't even know the page. He started crying. Carla walked around the table and kissed him on the check.
Key Concepts: Bradley’s tale, Carla’s compassion and reassurance
Vocabulary: checkered, mismatched, genuine, considerate, befuddled
Chapter 28 Bradley lay on his bed and labeled his paper for his arithmetic assignment. His handwriting was messy at best and the dull pencil made it worst. He remembered he had stayed in school as long as he could. Mrs. Ebbel shooed him out and he asked what page the homework was on. He started on the first question, but his mind wandered. Carla had kissed him. He was in love. He’d marry her, but right now he’d have to do homework. The animals tried helping with his homework, but he kept erasing and erasing until he had a hole in his paper. He went down to ask his mom to help. She said she’d be delighted. She cleared the table and sent him into his father’s desk for a clean sheet of paper. He couldn’t believe it. He was never allowed to go in there. This time he wrote much neater. She looked at his titles down the side. She asked if he had to put all that, and he said he had to in case it got lost. She showed him how she knew how to do it. Claudia was watching behind them and told him that wasn’t the way you did it. His mother said she only knew the way they taught her. He asked Claudia if she’d help him. She said she had nothing better to do. They worked all afternoon, but by supper they were only half done. Claudia had her homework to do, too. She told him he could do it now, but he insisted he needed help. His dad agreed to help him. Bradley was surprised how smart his dad was. He made it seem so easy. Bradley was disappointed when they finished so quickly. He liked working with his dad.
Key Concepts: homework problems, the whole family helps
Vocabulary: hopelessly, suspiciously, nominators, inverse, reverse, smudge, disgust, plopped, inquisitively, disbelief, patiently, denominators
Grade 5 Guided Reading 102 Bettendorf Community Schools 2001-2002
Chapter 29 Bradley was so excited. He dreamed Mrs. Ebbel said he was the only one with a 100%. He fretted all night about his homework—would he lose it, would Jeff’s friends take it, was it the right page? In the morning he hurried to school, and on the way he opened his book to make sure it was there. He dropped the homework in a puddle, but retrieved it and stuck it in his book. He was the first one in the room, but realized he didn’t know where to put it. He watched everyone else. Slowly, with his heart pounding, he walked up to the teacher’s desk. He saw a basket that had papers that looked like his. Before he could put it in, Mrs. Ebbel asked him what he wanted. His hands were shaking. He took the paper, tore it in half, and dropped it in the wastebasket by her desk. He walked back to his seat. He was relieved; everything was back to normal. He lay his head on his crossed arms and felt sad as he looked at the gold stars.
Key Concepts: excitement, pride, worry, defeat
Vocabulary: horror, horrified, fumbled, rattled
Chapter 30 After everyone went to recess, he asked Mrs. Ebbel if he could have the hall pass to see the counselor. He even said Please. Something about the way he asked made her let him have it. He went to Carla. Bradley shook her hand. He told her he did his homework. She started to tell him she was proud of him but he interrupted and said he ripped it up. He didn’t know why. They both giggled. She told him at least he did it. He promised he was going to do it from now on, but worried he’d keep ripping it up. She told him at least he’d be learning things. He told her he had a book report due, but didn’t have a book. She loaned him one of her favorite ones—My Parents Didn’t Steal an Elephant. He read part of the book out loud. It was a crazy book. The bell rang. He was surprised how fast the time went. He asked if they could have lunch together. She told him she’d rather eat with him, but she had a meeting with the school board president. He shook her hand, went back to class, put the pass on the hook, and took his seat. He knew he could write a good report, if he didn’t tear it up.
Key Concepts: the visit with Carla, the book report, the loan
Vocabulary: normally, connected, baffled, Dumpling, Corn Flake, Aunt Ruth/Uncle Boris
Chapter 31 Bradley read his book in his room. His animals tried to bother him, but one of them told the animals not to disturb Bradley. The book made him think. He thought about his dad, too, and why the man who shot him wasn’t in jail. His mom knocked on the door. She said she got a letter from the Concerned Parents Organization for a meeting about Miss Davis. She asked Bradley if he had any complaints. Claudia peered in and said he didn’t, because Bradley was in love with her. She teased him about marrying her. His mother tried to suppress a laugh. She decided not to go (She should have.). Claudia told her mom that organization was always causing trouble at school. She popped in Bradley’s room and told him that, if the organization ever found out Carla kissed Bradley, she’d be fired.
Key Concepts: the meeting at school, reading
Vocabulary: fluttered, Concerned Parents Organization, snickered
Grade 5 Guided Reading 103 Bettendorf Community Schools 2001-2002
Chapter 32 Bradley paid close attention in class. He almost raised his hand once but lost his nerve. His answer had been right. During recess he went to the library to read. When he was leaving, Mrs. Wilcott asked him if he had actually been reading. He told her yes and she said, “Good for you, Bradley!” He smiled. It was Carla’s book that brought him good luck. When the lunch bell rang, he took out the lucky book and asked for the hall pass. Mrs. Ebbel gave it to him. He went to Carla’s room and asked if she wanted to have lunch. She said she had to go to the principal’s office. He was worried. He couldn’t make it without her. He went outside with his book and his lunch. When Colleen walked by him he said hello to her. She looked at him and walked away. He didn’t care if she didn’t respond because he knew Carla would have been proud of him. He went back to reading his book. Jeff and his friend surrounded him and taunted him about not knowing how to read or only reading the pictures. They tried to get the book from him but he wouldn’t let them. They got Jeff and Bradley to the point where they were facing each other with fists up. Suddenly Bradley said, ”Hello, Jeff,” and lowered his fists. Jeff replied in kind and the two boys shook hands. The other boys were dumbfounded. Andy broke the ice by asking Bradley if he liked to play basketball. He told them he wasn’t very good. Jeff told him that none of them were and, if he played, they’d have even teams.
Key Concepts: Bradley’s changes noticed, worry for Carla, a fight averted, finally included Vocabulary: Mrs. Wilcott, oddly, defiantly, clutched, sincerely, readied, wide-eyed, dumbfounded, bewildered
Chapter 33 Bradley was terrible. Anytime someone passed him the ball. he told him or her thank you. His team was losing badly, so they thought he should try shooting. He did and made a basket. Everybody patted him on the back. They told him he made a great shot, but needed to learn not to pass the ball to people not on his team. When Bradley and Jeff were alone, he asked him where he got the black eye. Jeff told him it was Melinda. They agreed she was strong and laughed. Bradley remembered the book. Jeff went into the bathroom to wash his sweaty face. In walked Colleen. She saw Jeff and screamed. He fled out the door.
Key Concepts: accepted, the shot, renewed friendship
Vocabulary: dribbled, backboard
Grade 5 Guided Reading 104 Bettendorf Community Schools 2001-2002
Chapter 34 Jeff stopped off at Carla’s room. He knocked and went in. Colleen was already there. Carla asked her if she cared if Jeff stayed. Both of them said Mrs. Ebbel didn’t know they were there. Carla would write them a note. Colleen told her she walked into the boys’ bathroom accidentally, and Jeff said he was already in there. Carla told them she didn’t believe in accidents. Colleen apologized for always saying hello to Jeff. She thought he didn’t care because he always returned the hello. He said it was a reflex. He looked at Bradley’s picture and said he’d probably say hello to it if it said hello first. Carla asked if he didn’t say hello to a monster, which one would be the real monster? Colleen realized Bradley had said hello to her and she walked away. She felt terrible now. After awhile she asked Jeff to her birthday party, and he told her he’d come. She told him he was the only boy so far, but she needed to invite one more. She knew what she had to do.
Key Concepts: Colleen and Jeff work things out, Colleen’s guilt, Colleen’s birthday invitation
Vocabulary: awkwardly, amazement, Zen
Chapter 35 Before dinner, even with his bad leg, his dad taught him how to dribble. He could hardly wait until tomorrow. Before he went out to recess, he put everything away neatly. When he got to the door, Colleen was there and said hi to him. He stopped cold. Then she asked him to her birthday party. She told him Jeff was the only other boy coming. He could hardly get out a yes. He was so dumbfounded he forgot where he was headed. He also forgot how to dribble. Lori met Colleen and stuck out her tongue when Colleen said Bradley was coming. Colleen told her Bradley was different. She told Melinda she couldn’t come unless she promised to behave. Bradley was so excited he could hardly sleep. He read from Carla’s book to his animals. His dad saw the light on and told him it was past his bedtime. When he saw him reading, he told Bradley he could stay up longer. His dad asked about the dribbling. He hated to disappoint his father, but he told him he forgot. His dad said he needed more practice and would put up a backboard on the garage this weekend for him. He continued reading.
Key Concepts: Dad helps, the invitation, excitement, Dad offers more help
Vocabulary: stopped cold, determination, scooted, obviously ______
Grade 5 Guided Reading 105 Bettendorf Community Schools 2001-2002
Chapter 36 Bradley met Carla outside her room and before she could say anything, he told her what she usually said to him and shook her hand. It was beginning to be fun to be polite. He asked her first what was new with her. She told him no one had ever asked her before. But before she could finish, he burst in and told her Colleen invited him to her birthday party! He rattled on so fast about his dad, Jeff and he being friends, the guys and basketball, and the party. If Carla hadn’t heard most of it before, she wouldn’t have been able to follow it. He said it was because of her and her magic book. He started to cry and was shaking all over. Carla got Kleenexes and asked him what was wrong. He told her he had never been invited to a birthday party before. He worried about the cake, if he needed to bring a chair, what if he messed up the games, would they have enough ice cream for him, etc. Carla told him she thought he was just a little overwhelmed with all the good things happening to him so quickly. She told him the book wasn’t magic. People finally saw the good in him, because he had let them. They liked him for him. He didn’t know what to get Colleen. She told him to give something from the heart, and if he liked it, she probably would, too. When she thanked him for sharing, he looked at her and said, “The pleasure has been all mine.” He had been waiting to say that.
Key Concepts: visit with Carla, overwhelmed and afraid, reassurance, progress
Vocabulary: regularly, blurted, amazed, fortunately, beaming, overwhelmed
Chapter 37 Carla sat in a small chair, with the principal next to her at a desk, and some school board members behind her. Only those with complaints came for this meeting. One person said they didn’t need counselors in the schools. Another father had a chart that showed her salary could pay for computers in the rooms. Parents liked that idea. The principal said no one was being fired. One mother accused her of telling her son it was okay to fail. Carla said she only told him to relax. Children did better when they weren’t under pressure. Another woman said she’d seen her daughter without a permission slip—it was Colleen’s mother. She agreed she did, but Colleen had an emergency. The board president said that would be okay if he knew what the emergency was. She refused to tell him. It was confidential. Colleen’s mother thought she should know if it was an emergency; besides, she didn’t really have to keep promises to children. Carla said she did. Colleen’s mother was all worked up. She told the other parents that Colleen didn’t want to be a Catholic anymore, but a Zen monk. Carla almost laughed and knew that wasn’t true. One mother asked what she did. Carla tried to explain, but it got way out of hand and became ridiculous. Everybody started talking at once. Everyone was angry, and Carla knew they were after her.
Key Concepts: the meeting, lack of understanding
Vocabulary: counseling, ”back to basics,” justified
Grade 5 Guided Reading 106 Bettendorf Community Schools 2001-2002
Chapter 38 Carla read though Bradley’s book report and thought it was wonderful. He wanted Carla to see it before he turned it in to Mrs. Ebbel. Carla gave him the book as a present. He told her he didn’t have one for her. She told him he already gave her one—the book report. He thought she meant she wanted the report and gave it to her. She meant he gave her a gift by doing it. Carla started to cry. She told Bradley she hoped he didn’t feel upset and scared, but tomorrow was her last day there at school. She had been transferred to a kindergarten at another school. Bradley was scared and upset. He told her he hated her, tore his report up, and threw her book at her. He ran out of the room into the bathroom. She followed him in. He told her she wasn’t supposed to be in there. She said they had to talk; that’s what friends did. She tried to convince him that she wasn’t the one who changed him; he changed himself. She told him he was worried things would go back to the old way, but they wouldn’t. She told him she was packing up on Saturday and could use his help. Maybe they could even go out to lunch together. Bradley stayed in the bathroom until the bell rang. He left sick.
Key Concepts: the report, bad news, Bradley’s hurt and fears
Vocabulary: essence, trunk prints, transferred, throbbed
Chapter 39 Back in his room the animals relived what had happened to Bradley that day. Ronnie sank into the quicksand and died.
Key Concept: hurt replayed
Vocabulary: quicksand.
Chapter 40 Bradley went to school the next day with a knot in his stomach. Jeff talked to him, but he ignored him. Mrs. Ebbel called him up and Bradley started to say he was really sick. Mrs. Ebbel told him she enjoyed his book report so much she wanted to read the book. She said Miss Davis told her how she had accidentally ripped it. Across the top was written EXCELLENT. She gave him a gold star next to his name. He thought it was the brightest one there. But the star made him think of Carla. When the bell rang for lunch he went up to ask for the hall pass to see Carla, but the word stuck in his throat. He went outside without lunch. Jeff said he stopped by to tell Carla good-bye. She said Bradley could stop in after school. The knot in his stomach was worse. He walked straight home after school.
Key Concepts: the report, the gold star, the hurt
Vocabulary: bizarre
Grade 5 Guided Reading 107 Bettendorf Community Schools 2001-2002
Chapter 41 Bradley’s mom said she was taking him to a real barbershop to get his hair cut. He was so upset and mad at Carla for leaving him that he snapped at his mom and went to his room. His dad tried to talk to him, but he left saying Mom insisted he get his haircut. What Carla had said kept running through his mind. Finally he yelled at his mom to stop the car. He said he had to go to school. His mom said they were in the parking lot, and he was getting his hair cut NOW. Waiting for his turn and getting it done seemed like forever. He needed to go to school. He asked his mom to drive him to school. The custodian was waxing the floor. He opened the door and told him Miss Davis had left. He didn’t want to believe him and ran to her room. It was empty except for a large manila envelope. It was for him. The janitor caught up with him. He showed her the envelope and told her they were friends. He ran onto the playground and opened the envelope. Inside was a letter for him. She wanted him to have the book. She said she knew her leaving hurt him, but he hurt her, too, by not showing up. She hoped he went to the party, because he was a really likable person. She ended by saying it was a pleasure to see him and thanked him for sharing. She signed it “I love you, Carla.” When Bradley got home, his father stopped him and started to say he wanted to talk to him, but Bradley ran to him, hugged him, almost knocking him over.
Key Concepts: first real hair cut, need to get to school, missed good-bye, the envelope
Vocabulary: punk rocker, swerved, sternly, gritted, manila
Chapter 42 Bradley tried writing Carla a letter like his dad suggested. He crumpled it up. The animals started talking again. They were all happy with each other. Ronnie didn’t die either.
Key Concept: hope
Vocabulary:
Chapter 43 Colleen waited anxiously for the boys to arrive. Each time a girl arrived she thought it was the boys. The girls were all excited when they found out two boys were coming. It was starting to get late and she was worried the boys weren’t coming. Colleen looked like she was going to cry.
Key Concept: waiting for the boys
Vocabulary: anxiously, composed, flowery, three-legged race
Grade 5 Guided Reading 108 Bettendorf Community Schools 2001-2002
Chapter 44 When Jeff rang Bradley’s doorbell, he had a cone-shaped party hat on and had a wild look in his eyes. He was so nervous. He yelled at his mom that it had to be wrapped with a bow. She assured him she was doing it now. He went to the kitchen and ripped a hole in his pants, because that’s what he thought he should do. (Jeff had a small hole in his above the knee). In fact, all morning he’d been running around crazy like. His sister gave him the party hat and told him not to take it off. On the way to Colleen’s, Jeff asked him if he was okay. He told Jeff he hadn’t been to a party in a long time and didn’t know what to do. Jeff said he’d help him, but first, take off the hat! While the girls waited, Jeff was patiently trying to teach Bradley what to do.
Key Concepts: nervousness, wanting to do everything right, Jeff’s help
Vocabulary: trembled, impatiently, assuringly
Chapter 45 When the door opened, Bradley started to sing Happy Birthday, but Jeff elbowed him in the side. Bradley started to tell Colleen what he got her, but Jeff shook his head no. They went out into the backyard, and Bradley sat down at the picnic table that was set. Colleen’s mother said he must be hungry. The girls giggled. He got up, but knocked over a cup and the chair. He was flustered. Jeff told him you had to play games first and told him to do what he did. The dog sprung out into the yard and jumped up on Bradley, getting his white shirt all muddy. Colleen’s mother yelled at Chicken and said he was usually afraid of everyone. The kids were divided into two teams with one boy on each team. He got stuck in the middle. Then the race started and he watched what the other girls did. He started to ask one of the girls if she wanted to go next, but too late. Betty slapped his hand and he took off. He ran faster than he ever had with Chicken along side of him. Their team won. He jumped up and down along with the girls. They got 2 points. Judy explained the point system to him. Betty interrupted and Judy got mad, because she was explaining it to him. He hoped all parties were like this. The girls thought the best thing about the parties were the boys, but they couldn’t tell them. They asked him if he hadn’t been to many parties. He told them not for a long time. The two girls argued over who was going to help Bradley. They had to switch teams for the next relay. They had to hop on one foot. His whole team cheered for him. They won. Bradley told Melinda she was an excellent hopper. She said he was, too. They kept changing teams, but Jeff was always with Colleen. Bradley thought that was good, for fear he would say something he wasn’t supposed to. They did several other relays. The worst one was the somersault one. He didn’t know how to do that. It looked like no one else on his team did either. Every time he flopped the dog licked his face. He was laughing so hard. The other team won. Karen was the best. Bradley told her so and she blushed. He liked this game. When the girls did somersaults in their party dresses you could see their underwear.
Key Concepts: the boys arrived, the races, Bradley’s success, the girls’ jealousy
Vocabulary: elbowed, patio, Chicken, rooted, somersault
Grade 5 Guided Reading 109 Bettendorf Community Schools 2001-2002
Chapter 46 The last race was the three-legged race. People started pairing up. Colleen’s mother stepped in and put Jeff and Bradley together. Even though Jeff liked Colleen, he didn’t want to put his arm around her and have his legged tied to hers. Bradley was pleased he and Jeff were together. They fell several times and came in third. Colleen’s mother totaled the points so they could pick prizes. The winner was Bradley! He got a blue ribbon and chose a harmonica as his prize. Jeff was last to choose. The only thing left was a doll dress. He thanked her politely. Colleen’s mother brought the cake out and Bradley started singing. Then he realized he was the only one singing. The girls explained everything to him as it happened and what was going to happen next. Bradley carefully ate cake and ice cream. Then they went into the living room to open presents. After each present everyone said how nice it was and wished they had one. The next gift Colleen opened was Bradley’s. She read the card. It said “Love, Bradley”. All the girls made remarks and teased Colleen. Karen told them to grow up. Everyone stopped and looked at her. When Colleen opened his present, she loved it. So did everyone else. Bradley knew she would because Carla had told him to give something from the heart. And that’s what it was—a model of the human heart. Jeff and Bradley left the party together. On the way home, he told Jeff how great everything was and blew into his harmonica. The doll dress dangled from Jeff’s finger.
Key Concepts: Bradley’s a winner, Karen defends Bradley
Vocabulary: cautioned, directed, tangled, suspensefully, immature ______
Chapter 47 Bradley wrote a letter to Carla. He asked her what shirt she was wearing today. He told her he got a 100% on his math test. He would have sent it to her, but Mrs. Ebbel had it up on the wall. He asked if she liked kindergarten. He told her to have them draw pictures and teach them how to do somersaults. He thanked her for the book she had already given him. He sent her a present too—a gift from the heart. It was Ronnie. He signed it, “Love, Bradley.” Bradley addressed the envelope and stuck the little red rabbit inside. He stared out the window and then back at the envelope and smiled.
Key Concepts: the letter, a gift from the heart
Vocabulary: bulge
Grade 5 Guided Reading 110 Bettendorf Community Schools 2001-2002
The Trouble with Tuck
Synopsis No one can definitely say when Friar Tuck began to go blind. But his sight probably began to fail long before any one of the family suspected it. Of course, being a dog, he could not talk about it. It didn’t seem possible...young, beautiful, so free-spirited; he had a long life ahead. Helen adored Tuck from the first moment he was placed in her arms, a squirming fat sausage of yellow fur. Very soon Tuck returned her love. He faithfully slept on the rug by her bed, guarded her against strangers, and rejoiced in their long walks together. So when Tuck began to lose his sight, Helen fought to be his eyes. She wouldn’t let his blindness end his life or even limit it. In the story, Helen thinks up a unique solution to Tuck’s problem.
Author Theodore Taylor
Introduction to Reading · How many of you have a dog? · What kind is it? · How long has the dog been part of your family? · What are some special things your dog can do? · Do any of you have a dog that thinks he’s human and NOT a dog? · Where is your dog allowed to go? · What kinds of responsibilities does a dog entail? · The dog in this story becomes blind. What problems do you think that would cause? · What would you do to help that dog? · We are going to read about Helen and her dog Friar Tuck and to what lengths she goes to help her dog so he doesn’t have to be “put to sleep.”
Grade 5 Guided Reading 111 Bettendorf Community Schools 2001-2002
Chapter 1 Some cats were fighting in the backyard. For Tuck this was unforgivable. He came charging through the kitchen, slid on the linoleum, and went straight through the screen door. You could hear mother scream all the way upstairs. Helen flew down the stairs to see if she were hurt and found the gaping hole in the door. Helen looked out at him trying to make excuses. Mom went out and scolded Tuck. She wanted to know if I noticed anything different about him. I remembered he quit chasing the doves. On a walk that afternoon I noticed he was walking with more care, but maybe Helen was just imagining that. Her brother Luke often accused her of doing that. When Helen told her mom Tuck ignored the Leonard’s old Maltese cat, she seemed pensive. She went inside with Tuck. She moved one of the chairs in the path to the back door. She asked Helen to call for Tuck and, when she did, he ran right into the chair, dumping it over. Tuck didn’t see it. Tuck was only 3 years old! We made an appointment with Dr. Tobin for Saturday (after dad got home from his business trip).
Key Concepts: a bond, discovery, worry
Vocabulary: Friar Tuck, Helen, Dr. Tobin, miserably, brawl, screeching, linoleum, puzzlement, dignified, squabbling, flight, whopping, expressive, acadia trees, dismayed, brazenly, humid, branding his territory, rammed, chesty, distinctive, summoned
Chapter 2 Helen describes their two-story house in Los Angeles. It was complete with large attic and even a basement. It had a large fenced back yard and a two-car garage. When she was 9 1/2 years old her dad brought home a creamy yellow-colored lab puppy that was just 7 weeks old. It was a thoroughbred. It was all for Helen—not her 11 or 13 year-old brothers. Her mother lectured her on what Helen would have to do for the dog. Imagine—it wasn’t even a special event. Helen revisits a photograph in her room of herself, Tuck, and a second dog, Miss Daisy. She talks about how she looked, and how uncoordinated she was compared to her brothers. One thing she could do was whistle—and whistle she did, all the time. It drove everyone in her family crazy.
Key concepts: remembrances of the past
Vocabulary: clapboard house, claw-footed tubs, “cooler” cupboard, manicured lawns, basin, elaborately, offering, kennel, auburn-haired, bespeckled, pudgy, grieved, reverent, Lady Daisy, Ogden, psychologist, cloddish-looking, anthem, thoroughbred
Grade 5 Guided Reading 112 Bettendorf Community Schools 2001-2002
Chapter 3 Dad told Helen that the pup had papers. He said there was a possibility that he may be flawed because of the pink tinge on his nose. Dad showed her the papers that had the names of his parents. Mother asked Helen if she had read Robin Hood. Mom suggested naming the pup Little John, since the mother’s name was Maid Marian. Dad said that he’d be anything but little. Helen took an old towel from the garage and dragged the pup around the yard with his teeth firmly clamped on the towel. Both brothers came home and asked about the dog. At supper, people suggested names like Friar Tuck, Mack Junior, Mack Truck, and Poopy because that was what he was doing in the kitchen. By bedtime he was named Friar Tuck Golden Boy, Tuck for short. He slept in a playpen in Helen’s room with a blanket, water bottle, and alarm clock. Mother was protective of her carpet; potty training started tomorrow. Helen also felt it was the starting of a “new” Helen.
Key Concepts: choosing a name
Vocabulary: royalty, bloodlines, champion stock, flawed, Dudley nose, breeding, showing him, beaut, aristocratic, swabbed, litter mates, exasperated, predictably, Maid Marian Golden Girl, Gold Mack, Friar Tuck Golden Boy, tussled, intimidated, formula food, squatting session, canine, christening, prescribed
Chapter 4 By the time Tuck was 3 months old he was completely house broken. Helen told everyone he slept on the rug next to her, while in reality he was on the end of the bed. On stormy nights she let him under the covers with her. He was a puppy, too, and chewed up things not ever meant to get this treatment. His nose was also a Dudley one. The dog had a huge smile. Helen could hardly wait to get home from school each day to be with him. Tuck waited for her at the cookie jar. Tuck also displayed other routine habits. On their walks they’d usually stop at Ledbetter’s Grocery Store. Mr. Ishihara always had nice things to say about Tuck. He always gave him a dog biscuit. At home she’d read to him, but get frustrated because Tuck always went to sleep. When Tuck was 6 months old, Dad told Helen she had done wonders since she got the dog. Helen thought she meant with the dog. He said she seemed more confident. She even whistled less. When Tuck was 9 months old, Helen could see what he’d look like for the rest of his life. Tuck was proud; he carried his head up high like a lion. At 10 months he started stealing some of Helen’s stuff—to keep her near him. When he was one year old, Helen was in the park one foggy day when a man accosted her. He ripped at her dress, but Tuck came out of nowhere. He jumped on the man’s back with jaws open. Tuck snarled and bit the man. The man got up and ran. Tuck was a hero around their house.
Key Concepts: Tuck’s growth, routines, the attack
Vocabulary: housebroken, civilized, security, enlarged, ritzy, unglamorous, Ledbetter’s, Mr. Ishihara, relationship, sprawled, burly, deference, knave’s pate, blossoming, grudgingly, massive, compact, hocks, jarred, thudding
Grade 5 Guided Reading 113 Bettendorf Community Schools 2001-2002
Chapter 5 When Tuck was nearly 2 years old, he helped Helen when she was in trouble again. Helen had gone to Steffie Pyle’s house to go swimming. When she jumped up and down on the diving board she did not clear the board when she headed in bottom first. Instead she hit the board with her head and knocked herself out. Steffie saw her at the bottom of the pool and screamed. Steffie’s mom raced down the stairs as Tuck dove down into the water and pulled Helen up with his jaws clamped around her arm. Mrs. Pyle dove in, clothes and all, and got Helen to the side of the pool. Slapping Steffie back to her senses, Mrs. Pyle gave Helen artificial respiration while Steffie called the fire department. By the time they arrived, Helen was breathing all right and throwing up. Steff rescued Tuck out of the pool also. Helen spent the rest of that day and night in the hospital. Tuck became the neighborhood hero. As time went on, Tuck settled into his own routine and became a fairly independent dog.
Key Concepts: heroism, devotion, independence
Vocabulary: Steffie Pyle, regretfully, injustices, unconscious, artificial respiration, squad, paramedics, concussion, rightfully, instinct, purely, guardian
Chapter 6 Helen was 13 years old when Tuck went through the screen. Helen and Mom realized he had eye trouble. Dad got home from his trip to Chicago. Luke, Helen, Mother, and Tuck greeted him and helped carry in the luggage. Mother would not let Helen talk about Tuck until Dad was acclimated to being home from his business trip. Dad saw their screen and wanted to know what happened. Mom said they’d discuss it later. Helen was frustrated. Later in the kitchen, Mother told Dad that something was wrong with Tuck. He laughed and said he looked great. To show Dad, she repeated the earlier experiment with the chair and had Dad watch. He was surprised. Mom told him the vet’s appointment was the next day. Mother and Dad talked about Tuck on the patio. Tuck still made his daily jaunts, but it was so dangerous for him now. Helen fell asleep that night on the rug by Tuck. She promised him she’d be his eyes if he needed that.
Key Concepts: Dad’s unbelief, worry, devotion
Vocabulary: terror, ritual, humidity, crisis, annoyance, interrupt, sprawled, sensational, ladder back chair, estimated, focused
Grade 5 Guided Reading 114 Bettendorf Community Schools 2001-2002
Chapter 7 On Saturday, the family took Tuck to see Dr. Tobin. Helen told the doctor everything that happened. The vet peered into Tuck’s eyes with an ophthalmoscope. Dr. Tobin said he had disintegration of the retinas and was going blind. Helen’s parents asked if an operation could help Tuck. He shook his head no. Dr. Tobin went in his other office and got a book and read it to Helen. It told about Tuck’s disease and what would happen. The doctor didn’t know if he’d be totally blind in 6 weeks, 3 months, or 6 months. There was no way to tell. His advice was to keep him in the yard, touch him a lot, and talk to him. He’d need all that reassurance. Helen broke down. Her parents wanted to go back in without Helen to talk to the doctor alone. She wouldn’t let them. Helen decided they weren’t putting him to sleep if she could help it!
Key Concepts: visit to the vet, bad news, love and determination
Vocabulary: Dr. Tobin, smock, barb, gingerly, jittery, ophthalmoscope, scanned, specialist, disintegration, simultaneously, images
Chapter 8 The three of them found Dr. Tobin in the pen area. Her parents were frustrated when he couldn’t offer them any help except to put him to sleep. He suggested they take him to the university at Davis. They were doing a lot of research on retinal atrophy. They said no, not that. The doctor told them that Tuck could become vicious, too. The three stood there. He told them then that they needed to keep him tied. They just couldn’t; Tuck always came and went as he pleased. Then they’d have to expect the worst. As he uncovered a cat that had been bandaged, the scar was awful. The doctor told them it had been a car victim.
Key Concept: more bad news
Vocabulary: disinfectant, injection, tolerant, gauze
Chapter 9 Mom went out to work in her flowerbeds. It always made her feel better when she was upset. Dad was in the den working on bills. Helen asked her dad if it was harder to be born blind or to go blind later. He said he didn’t know. Stan came in and said he was sorry to hear about Tuck. Luke also volunteered to walk him. At least Tuck had better hearing and sense of smell than a person. In her room Helen tried getting around with her eye shut. Finally she fell over Tuck. Her mom wondered what she was doing. The next morning Mom let Tuck out (Helen trailing him). She watched him. He did pretty well until he ran into some garbage cans. At the busiest corner, Tuck listened and decided traffic was too bad. He took a different route. However, he almost got hit crossing another street until Helen called his name. At home Helen told her parents she thought she had solved Tuck’s problem. He needed one of those seeing eye dogs like humans had! No one said anything, but they only looked at Helen as if she were crazy.
Key Concepts: spying, dog in jeopardy, a crazy solution
Vocabulary: corduroys, fragrance, towering, relented, grunting, gooshie, jeopardy, bedbug
Grade 5 Guided Reading 115 Bettendorf Community Schools 2001-2002
Chapter 10 Mr. Ishihara thought Helen’s idea was a really good one. Across the street from the grocery store, Helen phoned the California Companion Dogs for the Blind. She talked to Mrs. Chaffey’s secretary. She told Helen she sounded young and that she sounded like the call was from a phone booth. Helen told her she was right, but her parents didn’t want to call, because they were embarrassed. She became very empathic and gave her an appointment for Thursday at 5:00. They even offered to pick them up, but Helen declined the offer. She told both Mom and Dad about the appointment. Both were surprised she got one. Helen didn't exactly tell them the whole truth. When Thursday arrived, she told her dad the whole truth. She thought it was a white lie. Dad thought the lie was not so white. When Mom got in, she said she was so surprised they gave Helen an appointment. Dad explained the whole truth to Mom. They arrived at the school. Dad said this was a place for humans with catastrophic problems. Helen defended Tuck—he was in trouble, too. Inside the school, they were ushered into Mrs. Chaffey’s office. She explained that prospective owners stay for 28 days of intensive training. The dogs are free. When she asked about the family member who was blind, Helen blurted out it was her dog Tuck. Mrs. Chaffey tried to be kind to Helen. She told them it was so costly to train them, and she wasn’t even sure the two dogs would work together. Helen took her to the car to see Tuck. Mrs. Chaffey was noticeably upset when she went back to her office. No one said anything on the way home.
Key Concepts: the grand plan, the lie disclosed, disappointment
Vocabulary: California Companion Dogs for the Blind, Inc., hedging, charitable, unwriggled, rearview, bungalows, creasing, catastrophic, receptionist, lolling, breeches, endowments, outraged
Chapter 11 About a week after the visit to the dog companion school, Mother let Tuck outside for his morning walk. Within a short time, she heard screeching of brakes and a yelp. It was Tuck. A college student, who, at this point, was very shaken, had hit him. Mom got Dad, and Stan woke Helen up. They got dressed, put Tuck in the back of the station wagon and took him to Dr. Tobin’s. Tuck was wheeled into surgery. Helen was afraid they’d have to put Tuck to sleep. Luckily, the vet was able to put him back together. Tuck was bruised, shaven, and sutured, but would survive. The vet told them Tuck could not survive many more of these, and he needed to be penned up.
Key Concepts: the accident, fear/worry, relief
Vocabulary: unproductive, loping, sickening, muffled, quivering, chalky, oozing, matted, fright, bashed, fidgeted, heartily, reassuring, groggy
Grade 5 Guided Reading 116 Bettendorf Community Schools 2001-2002
Chapter 12 Tuck took it easy for the next few days. Then Sunday, while Mom was making pancakes, he jumped the fence. Dad got Helen up and told her to find the dumb dog! Helen found him on one of his usual jaunts headed toward the busy street. Helen scolded him, but he looked up innocently at her. That last trip cost Tuck his freedom. When Helen got home, Dad had already tied a long rope to one end of the outside water pipe and the other went around Tuck’s collar. Helen pleaded, but Dad was angry. Mom explained he really wasn’t angry with both of them, just frustrated and worried for Tuck. Tuck just paced like a lion in a cage. Tuck paced out, jerked by reaching the end of his rope, and paced back in. Helen couldn’t stand it and took him up to her room. Next day, everyone left for work or school and Tuck was put on the rope. Helen worried about him all day. When she got home, she found the rope and pieces of a frayed collar. Tuck had chewed it off! Helen found him. Tuck and Helen visited Mr. Ishihara. He suggested Tuck be kept in the house whether he liked it or not. He would be safe at least. The next day Helen got up at 5:45 and walked the dog. Dad was mad and told her she could not go out until it was daylight. On Thursday, Helen came home to a dog that had spent his day trying to chew through the door, windowsill, etc. Mom got home. Helen thought she’d be mad, but her reaction was more of helplessness. On the weekend, Tuck was tethered with a steel chain. He paced and clanked, and within a month there was no grass growing in that area where he paced. Helen walked him in the morning and right after school. She worried about him all day. Her grades and health slipped, and she never whistled any more. Right before Thanksgiving she was in the den and read a partial letter from her Mom to her grandmother. It told of Helen’s deterioration and Tuck’s giving up finally. She said something had to stop. Helen told Tuck they’d run away together first before she’d let them do anything to him.
Key Concepts: escape, confinement, frustration, depression
Vocabulary: apparently, curlicue, ambling, clasp, frustrated, mangled, privilege, blowsy, heroically, soothing, debris, Percheron, shackled, choke collar, corral, stricken, valiantly, subdued
Chapter 13 Two nights after New Year’s, Helen heard a partial conversation between her mom and dad. They could not stand to see Helen’s health deteriorate over the dog. They were calling Dr. Tobin the next day. Helen knew what she had to do. She had to take Tuck and run away. The only place to go was to her Uncle Ray’s cabin. It was 55 miles from her home, but she figured she could do it in two days and then break into the cabin. There were always supplies there. After everyone left, she packed her stuff, some food, and got about twelve dollars. As she was leaving, she wrote a note to her parents and left. By late afternoon, she hurt all over. The longer she sat the more she knew she would not reach the cabin that night or any other night. She finally dialed home. Her dad was relieved and mad. He told her they were talking about Dr. Tobin consulting specialists to see if there was anything surgically that could be done—and perhaps this taught her a lesson about eavesdropping. Helen felt sore, tired, and foolish.
Key Concepts: running away, pain, impossibility of the task, resignation, feeling foolish
Vocabulary: frame of mind, experimentation, pronounced, destination, hitchhiking, bearing, bureau, utility drawer, vague, parka
Grade 5 Guided Reading 117 Bettendorf Community Schools 2001-2002
Chapter 14 One mid-January soggy morning, Helen had just come back from a walk when her mom told her to get into the car. She told her Mrs. Chaffey had called, and they had a dog they were thinking about retiring. She said to come out if they were interested. Helen felt it was like a prayer answered. Mother cautioned it might not work, since this had never been done before. When they got there Mrs. Chaffey told them she just couldn’t get Tuck out of her mind. She asked if they still had a problem. Helen told her it was worse then ever. She took them to the kennels and introduced her to Lady Daisy, a German shepherd. Helen was ready to take her right now. They said the dog was six years old and needed to get a physical first, and they needed to make some inquiries into Helen’s family. Perhaps in a week she might be ready.
Key Concepts: renewed hope, meeting Lady Daisy
Vocabulary: sloshing, withholding, moped, status board, Lady Daisy, harness, commands, Harry Peterson, haunches, motherly, quizzically
Grade 5 Guided Reading 118 Bettendorf Community Schools 2001-2002
Chapter 15 Mrs. Chaffey led Miss Daisy through the front door. Tuck could sense another canine and was putting up a real ruckus in the back yard. Mom was worried about Tuck resenting her and even attacking her. Mrs. Chaffey told Helen she had to be the trainer, because it should only be one person. If things didn’t work out, they would place Miss Daisy elsewhere. Dad said the two dogs should meet. Tuck was not happy at all. Mrs. Chaffey told her to go slow, she couldn’t force a friendship. Mrs. Chaffey left, extracting a promise from Helen’s mom to call if there was any sign of real trouble. Eventually Tuck lost interest in Miss Daisy, and she lay down by the back steps. At bedtime, Tuck was on the rug by her bed, and Miss Daisy in a neutral spot in the middle of the floor. Mother said not to expect too much, but that she and dad were rooting for her and the dogs. Over the next few weeks, Tuck displayed every bad trait there was. One afternoon Helen unleashed Tuck and brought Daisy over so her rump was close to his ears. Tuck bared his teeth not only at Daisy, but also at Helen. She had never seen that side of him before, and it frightened her. When she walked them together Tuck was not pleased. When they got home, he did not want Daisy in his house. Helen yelled at him for the first time. Finally Tuck let Daisy and Helen into the house. He went to pout under the kitchen table. Day after day, she tried to get Tuck to go by Daisy’s rump—the first step in training him. He retaliated with bared teeth. Helen was frustrated and angry. Helen’s mom watched out the kitchen window, which drove Helen crazy to be spied on. She took the dogs over to a vacant lot, but Tuck took off and she ended up with a scraped face. Helen tried attaching a leash to Daisy, and then to Tuck, so she could lead him around. Tuck promptly sat down and would not budge. Helen whacked him and then apologized. Dad came out and told her not to apologize. He was acting like a spoiled child and needed to have a consequence. One weekend they went to the beach and the dogs ran free, but only within a few feet from each other. At the beach Mom and Dad told Helen to stop the training and just let them be friends. Her physical and mental health was suffering, as well as her grades. She had tried for two months and done her best. That night Helen told Daisy she wasn’t giving up. She had another idea. While the two dogs slept peacefully, she read a book on circus elephants she had borrowed from her brother.
Key Concepts: trip to the seashore, plea to give up training, determination and a new plan
Vocabulary: sedate, wolf hounds, circumstances, nonetheless, commenced, throaty, neutral position, pettiness, rump, simultaneously, defiance, bullheaded, passive, flinch, right flank, remorse, migration
Grade 5 Guided Reading 119 Bettendorf Community Schools 2001-2002
Chapter 16 Helen secretly took the dogs over to the park and tried again. She put a leash on Daisy and tried to put the looped end in Tuck's mouth. She had to pry his jaws open. When she got it in, she clamped her hands around his jaws and held tight. When she released her grip, Tuck dropped it. She did this over and over. Tuck loved it. You put the leash in; I drop it out. It was a game for Tuck. Her brother had spied on her and mentioned she wasn’t supposed to keep up the training. She made him promise not to tell anyone. When she got home, Mom asked her if she had any luck—Luke had ratted on her. Mom gave her a deadline of two weeks and then no more training! When Helen talked to Mr. Ishihara, he suggested attaching something with Helen’s scent to the leash—like a piece of her dirty shirt. Maybe the way to train him was through smell. Helen did just that. To her surprise Tuck smelled it, and when she told him to pick it up, he did. She told Daisy to walk, and Tuck trudged behind her. When she yelled stop, Daisy did, and Tuck dropped the padded leash and stood there. Helen hugged them both and rewarded them with dog biscuits. By twilight, Tuck was having a hard time locating the leash if it was on the ground more then 3 or 4 feet away. Mr. Ishihara suggested using sound for Tuck. Helen put some Christmas bells on Daisy’s collar. Each day she shortened the distance between the two, until Tuck’s ear was right next to Daisy’s rump. He trotted right along after her, bells jingling.
Key Concepts: secret work, help from a friend, success at last
Vocabulary: oleander, secrecy, offhandedly, firing squad, pungent, shirttail, sphinx, trekking, harness conveniently
Chapter 17 Helen woke up very early the next morning. The two dogs sat patiently as she got dressed. She told them it was a very special day—Tuck would not have to be tied up any longer! When Helen looked at herself in the mirror that morning, she even felt like she wasn’t as ugly as she thought. She said it was a good morning. Helen told her mom she had to be home at 10:30, because she had a surprise. She also made her brother promise to have them out on the sidewalk at 10:30 sharp. She took the two dogs to the park and told them this was the day. Helen put the leash on Daisy and moved Tuck into position by her rump. They took off. After two months of work and frustration, she was finally successful. She practiced with them for an hour. Early morning onlookers applauded as Helen and the two dogs marched by. When it was 10:20 she started heading home. She and the dogs went past Mr. Ishihara, and he was so excited. Helen was in front strutting as proud as she could with Miss Daisy leading Tuck. When she got to her house her brother yelled out, “She did it!” Even Tuck held his head high. Helen thought he was grinning...
Key Concepts: success at last, pride, self-worth, excitement
Vocabulary: tweeting, precisely, sensational, Johnny session, hideous, foggy (mother), dedicated, maneuvered, pearly toes, onlookers
Grade 5 Guided Reading 120 Bettendorf Community Schools 2001-2002
The Gift of the Pirate Queen
Synopsis Grace O’Malley is doing just fine taking care of her father and her younger sister, Amy. She certainly doesn’t want her cousin Fiona from Ireland to move in and take over. Grace has enough to worry about, what with Amy’s diabetes and her problems with her teacher. But Fiona arrives and tries to fit in with the family. It’s hard for Grace, until the day Fiona shares her story of the brave pirate queen named Grace O’Malley. The tale makes Grace wonder: Does she have the courage of the pirate queen? The pirate queen story helps Grace confront her teacher and tell her that it was she, not Lisa, who broke her angel bell. She also is able to apologize to Lisa and becomes her best friend when no one else will. At the end, Grace also asks Fiona to stay and not go back to Ireland. Fiona says she will stay and take care of all of them as long as they want her.
Author Patricia Reilly Giff
Introduction · What do you suppose the gift of the pirate queen is? · Have you ever heard anyone in history called the pirate queen or is this a fictional character? · Why do you think two girls are on the cover—one in front and one behind? · If you could have a gift from the pirate queen, what would you want? · In the story Amy has diabetes. Do you know kind of disease that is and how it affects someone? Do know of anyone who has had diabetes? · Amy’s diabetes causes her older sister Grace some real problems. Can you think what they might be?
Chapter 1 Grace was headed home with her sister, Amy, when she remembered her social studies book. The sixth grade classroom door was open, but Mrs. Raphael was gone. Grace thought about Lisa, and how no one wanted his or her desk near hers. She remembered how Mrs. Raphael had scolded Lisa, and the hurtful things she said. The teacher always compared their class to the good children she had in Warwick. Someone had whispered something else while they were supposed to be working, so they all got the social studies questions for homework. At first she thought the teacher was pretty and would be nice. But she wasn’t. She frowned and never smiled. The children were afraid of her. Grace stood there looking at the things on the teacher’s desk. She knew she shouldn’t touch it, but she picked up the angel bell that Mrs. Raphael’s favorite class in Warwick had given her. The wind slammed the door suddenly and startled Grace. She hadn’t meant to but—she dropped it and the angel bell shattered!
Key Concepts: fear of the teacher, an outcast child, curiosity, disaster
Vocabulary: Grace, Amy, Mrs. Raphael, clenched, Lisa Kile, shrill, snarled, blotter, shimmered, splintery
Grade 5 Guided Reading 121 Bettendorf Community Schools 2001-2002
Chapter 2 Grace wrapped the pieces in notebook paper and put it in her book bag. She didn’t even stop to get her social studies book. She ran all the way home. She tried to whistle at her goat Willie, but her mouth was too dry. She ran into the house and saw Amy eating Jelly and toast—something not good for a diabetic. Then she looked around at the messy kitchen and remembered her father’s cousin Fiona would be arriving Sunday. Her dad said it was just for a visit, but Grace was sure it was for good. Since her mom had died, nothing was the same...
Key Concepts: guilt, frustration, Amy’s problems with her diet, impending visit
Vocabulary: knobby, loose leaf, Willie, nag, diabetes, Fiona
Chapter 3 Saturday Grace got up when she heard her dad leave to go to work. She went down and heard Buddy at the window. She let him in and fed him. She went into the room behind the kitchen that no one used. She cut out pictures of horses from a magazine. She wanted to be a vet when she grew up—then she’d have any animal she wanted. Grace called Amy. She had to step over Buddy and found he had wet on the rug again. She had Amy move the chair over the new wet area. Amy suggested they go up the fire tower today. Grace thought it looked like snow outside. She decided she could get glue on the way back from the tower and their trip to town. Then she could fix the angel. She had to feed Willie first. When she was done, she went back to the house for a jacket.
Key Concepts: Buddy, Amy’s special room, remembrances
Vocabulary: padded in, Molly and Jo and Big Tom and Star, crunched, clumped, flattish, fire tower , Buddy, rooted through
Chapter 4 Grace and Amy started jogging to the fire tower. They passed Lisa’s house and Amy asked her to join them before Grace could stop her. Nobody liked Lisa. Grace and Amy raced to the tower while Grace lagged slowly behind. Grace hated going up those 94 winding metal stairs. Amy got to the top first. Grace finally got up and looked down on all sides. Then she heard Lisa ask Am y if she were okay. Amy slid to the floor of the tower. Grace asked her if she had breakfast, and Amy had a hard time getting out the word toast. She realized Amy needed sugar because of the diabetes. Lisa was worried, so Grace told her that Amy was on a diet and probably hadn’t eaten enough. Grace wasn’t sure she wanted to leave Amy, nor did she want to send Lisa and be left alone up there with Amy.
Key Concepts: embarrassment, fear of heights, panic
Vocabulary: cottage, sprinted, matted, clattered, wintry, viaduct, crumpled, gripping, catchy, freak
Grade 5 Guided Reading 122 Bettendorf Community Schools 2001-2002
Chapter 5 Before Grace could say anything Lisa said she’d go get something. Grace was left alone with Amy. Grace thought back to when Amy was first diagnosed as a diabetic. Grace looked down at Amy. Amy’s face was white and damp with perspiration. At last Grace saw Lisa coming. Lisa brought peanuts, Life Savers, and a Hershey bar. Grace poked cherry Life Savers into Amy until she started looking more alert. Slowly Grace was able to get down the stairs. They went to Friendly’s for cocoa and pop. Grace went over to Sullivan’s to get glue. She was still looking for a present for Mrs. Raphael. Lisa said she wasn’t giving the teacher anything. Amy told her she’d catch up with Grace. Grace got her glue and went to look for Amy.
Key Concepts: waiting, recovery, Sullivan’s
Vocabulary: shrieked, Mrs. Eberle, whoosh, insulin, mimicking, boosted, dusting powder
Chapter 6 After lunch Amy went to her friend Janet’s house. Grace laid out the pieces of the broken bell on the table and tried to glue it together. It took a long time, and when she was done, it looked terrible. Grace slid the bell under the green chair when she heard Amy come in. Amy suggested they clean up since Fiona Tierney was coming tomorrow. Grace was really hostile about her coming, while Amy thought it would be nice to have her there for Christmas. They started cleaning and rearranging the table in the kitchen. Grace realized that her room in back of the kitchen would have to be Fiona’s bedroom. Grace was worried Fiona would throw out the things that reminded Grace of her mother. Grace started taking down her horse pictures. She tried moving the chair but after awhile it wouldn’t budge. She looked out the window and saw it was starting to snow, and Willie was out of the pen. Willie was headed over to the Hunt’s goats. Grace had to run to catch up with her. Grace walked her back to the pen. Willie followed Grace inside and snuggled up to her; Grace began to cry. She had lain there and had a nightmare about Fiona.
Key Concepts: frustration, anger, fear
Vocabulary: dish rack, dinky, scones, soda bread, prawns, ripply
Grade 5 Guided Reading 123 Bettendorf Community Schools 2001-2002
Chapter 7 Grace helped her dad take the green chair to the barn. He noticed how bad the room was and got some spackle and green paint to paint the room before he left to get Fiona. Grace called for Amy a couple of times to help them. They all finished in the middle of the afternoon. When Grace saw Buddy in the yard, she suggested they needed a watchdog. Dad said he didn’t think so, and Fiona didn’t like dogs. The girls cleaned up while her dad went to the airport. Amy came in griping about homework and school tomorrow. Grace remembered the social studies homework and ran over to Bianca’s father’s bakery to borrow her book. Bianca said Lisa was in the other day and told her about the tower, so she asked if Amy was okay. She explained diabetes to Bianca. Lisa had told her Amy fainted because she hadn’t gotten enough to eat—probably because they were poor. Grace asked her to wrap up the apple cake for her. She fumed at Lisa for thinking they were poor and didn’t have enough food. She tucked the book under one arm, the cake in the other hand, and ran home.
Key Concepts: getting Fiona’s room ready, social studies book, what diabetes is, aggravation,
Vocabulary: thumbtack, spackle, smick, snorted
Chapter 8 After their TV dinners, Grace and Amy put a white tablecloth on the table, then the cake with candles, plates, and silverware. She went in the kitchen to do her social studies questions. It took quite awhile to get them done. They waited for their dad. Grace hoped dad was alone, and Fiona had changed her mind about coming. They saw Fiona. She was fat around the middle, odd-looking, and had gray, frizzy hair. One of her eyes turned to the side. Fiona called Grace “Grania,” which was Irish for Grace. She gave each of the girls a necklace. It was made of earth that had been baked, molded, and written on. Her father and Fiona saw how lovely the table was set. Amy thought she’d get cake, but Fiona tricked her into toast with an apple on it. Fiona said Grace looked just like her; Grace thought she meant her mother. Fiona told her not her mom Katie, but Grace O’Malley, the pirate queen so brave and bold! Fiona was surprised they didn’t know about her or the White Sea Horse, or Brian Boru. Fiona talked about her mom, Katie. Grace never thought of her mom’s real name. When she was talking about Katie, her dad had to leave the room. Fiona told them she had been taking care of Father Reardon and the rectory, and it was time to take of her own—but only for awhile. Grace was relieved. She asked her about having a dog. Fiona was deathly afraid of them.
Key Concepts: anticipation, meeting Fiona, learning more about here mom
Vocabulary: frizzy, Grania, turf, stiffly, Katie, Grace O’Malley, Fenton, Bridey McGowan, Father Reardon
Grade 5 Guided Reading 124 Bettendorf Community Schools 2001-2002
Chapter 9 Grace got up early for school. Dad was still sleeping, and Fiona was down in the kitchen. Grace snuck out and went to feed Willie. When she walked back into the kitchen it sparkled! Fiona was making Irish soda bread. Fiona kept looking at her and was convinced Grace looked like the carving of the pirate queen. Amy came down and asked to hear about the pirate queen. Fiona told them about the cold, gray sea west of Ireland. She told them about the lady with the red velvet dress and about her castle. The legend says she had a rope that was attached to her ship on one end and her bedpost on the other end. In the middle of her story, Fiona saw Buddy and yelled. She called him a monster dog. Aunt Fiona kissed them before they left for school. Amy told Grace Fiona thought Grace was bold and brave to go out and face that “devil of a dog.” Lisa came up to them and loved Wilhelmina. Lisa and Amy took off for school. Grace looked back and saw Fiona waving.
Key Concepts: Fiona gets busy, Lisa stops by before school
Vocabulary: ducked, coarse, Carol Betz, sparkled, soda bread, wedges, cocked, desolate, heritage, chieftains, slits, White Sea Horse, chicken-wire, Wilhelmina
Chapter 10 Grace marched in the room with the rest of the sixth graders. Lisa was leaning back in her desk and looking at the ceiling. The teacher told the class they were doing things differently today and were going to start by writing a composition entitled “Losing Something You Loved.” Grace thought about the horse pictures she had to put away. So she wrote a short story: The Day I Lost My Horse. The teacher had Lisa read hers first. She told her how awful it was. Bianca read hers and it was a well-written essay. Grace was next. Someone told Mrs. Raphael Grace never had a horse. Lisa said she had a goat. Some people snickered. The teacher told her to write the truth next time. Mrs. Raphael had written a composition too. It was about the bell on her desk that was now missing.
Key Concepts: nervous, embarrassed, the teacher’s story
Vocabulary: ducked, hitch, composition, ample, flicked
Chapter 11 Grace did not go near Mrs. Raphael all day, because she was ashamed about breaking the angel bell. It was a long day for Grace. Finally 3:00 came and she was the first one in line. Lisa ran after Grace. Grace tried to ignore her. Lisa told her that Mrs. Raphael probably blamed her for the bell; she blamed her for everything else. Grace said it was probably expensive. Lisa said she knew it only cost $8.58. Grace wanted to know where, but Lisa wouldn’t tell her unless she went to McDonald’s with her. At McDonald’s she told her she saw one at the big mall in Binghamton. She knew her dad wouldn’t have time to take her with all the overtime he was doing.
Key Concepts: ashamed, embarrassed, anxious, a new bell
Vocabulary: scooped, casually, viaduct, impatiently, swiped
Grade 5 Guided Reading 125 Bettendorf Community Schools 2001-2002
Chapter 12 Grace’s dad got home late, and Fiona had a special treat for him and a warm fire. Grace remembered her mom had made that dish too. Fiona mentioned how nice the furniture looked, and Dad told her the girls changed it all the time. Amy wanted to hear more stories about the pirate queen. Her dad asked Fiona if she had told them about Howth Castle. Fiona said that Granuaile O’Malley was tired and hungry, so she told her lookout to find a port. They spotted a castle, but when she tried to get into the castle, she was told that the lord of the castle was eating dinner and would not be disturbed. The lord’s son was playing outside the gates, so she scooped him up and took him back to her ship. The lord went to her castle to ask for his son. She told him she would give him back on one condition—that a place be set at his table everyday. She said that if the girls went there today they could see the castle and the place that’s still set for the pirate queen. Fiona brought up their mother Katie and what a great salmon fisherman she was. Father told Fiona about the day they went fishing while the girls were in school. She slipped on a rock and hit her head and went under before her father could get to her and rescue her from the swift current. Her father broke down and cried. After a time, he kissed Fiona on the cheek and thanked her and went upstairs to his bedroom. Fiona reached out to pat Grace’s shoulder while she told her that her father had the right to cry. It had nothing to do with being brave. Grace got up but ducked her head from Fiona’s reach. Then suddenly she reached up and kissed Fiona on the cheek like her father had.
Key Concepts: compassion, a break though, an Irish tale
Vocabulary: gilly, taper, mantel, smirk, Howth Castle, gatekeeper, heart stiffen, “a holiday”
Chapter 13 Grace was in her room talking to herself about how many Christmas presents she had and whom she had to get for yet. She asked Amy if she could borrow some money. Amy didn’t have any, but offered her half a Hershey bar. Grace was angry with her for not staying on her diabetic diet. Grace talked about getting something for Fiona; Amy hadn’t thought of getting her anything. Fiona called the girls for a nice hot stew. The day was blustery cold, and Grace would have to remember to leave the barn door open a little so Buddy could sneak in next to Willie. At supper Amy listed what she’d like for Christmas. Fiona asked Grace, and she told her money—but before Christmas. Her father told her she could help Fiona to earn extra money. She told him she had to get to the big mall. He said he couldn’t because he had to go back to work every night. Fiona was indignant and asked why she couldn’t be trusted with the car. Grace’s father, Fenton, gave in to Fiona and told her she could take the car. Fiona told them they’d starting getting things ready for Christmas, too, by making brack and cookies. They’d get a big tree and string popcorn for it. Grace told her that her mother never used popcorn, only ornaments. Dad and Amy looked at Grace. Fiona’s feelings weren’t hurt. She said she was right that Grace was bold like the pirate queen when she spoke up. Fiona wanted to do it just the way it’s always been. Grace just wanted her to go away.
Key Concepts: money problems, Christmas traditions
Vocabulary: shaving cream, pinprick, fringe, Binghamton
Chapter 14 Fiona’s driving was awful. She told the girls it wasn’t her fault if the steering wheel was on the wrong side of the car, and people drove on the opposite lane from what they did in Ireland.
Grade 5 Guided Reading 126 Bettendorf Community Schools 2001-2002
Amy wanted her to tell a story while she was driving. Had there been other queens called Amy? Fiona told her there was a princess once named Amy who everyone loved. She thought of happy things and lived in a cozy cottage with a goat. Amy said that sounded like her. Grace showed her where to turn to get to the mall. Fiona beat a teenage boy out of the last space. When they got inside, they decided to separate and meet at the fountain in about an hour. Grace had her $4, the money her dad gave her, and some loose coins. Amy headed to the record shop—probably getting a gift for Grace. Fiona sat on the bench by the fountain waiting. Grace headed to the china shop. Bianca saw Grace in the china shop and came over to talk. Bianca’s mom was busy getting dishes wrapped. Bianca told Grace she was getting Mrs. Raphael a scarf. Grace knew what she was getting—the pink angel bell on the top shelf. She told Bianca she didn’t know yet what she was doing to do. When Bianca left, Grace went to the front of the store and asked for help in getting the bell. They even gift- wrapped it for her. She thought she should feel better now, but she didn’t.
Key Concepts: driving scare, another Irish tale, the bell
Vocabulary: andromeda bush, rearview, cozy, screeching, awkwardly, figurines, threading, fumbling
Chapter 15 While Grace did her work at school she looked over at the pile of presents growing under the tree. She had decided not to put the bell there today. But now that she had bought the bell, she had no money for a real present. Would her teacher think she hated her when she didn’t see Grace’s gift? When Grace came in, she heard the clinking of knitting needles and watched Fiona stick something white under the cushion. Grace found scones on the table. Fiona told her this was the best Christmas ever because she had a family to fuss over—even if only for a while. Grace asked her what she would think if she were a teacher and someone only gave her a special card. She told her she’d treasure it. Fiona told her the monster dog was back around Willie’s pen—probably wanted to tear it to pieces. Grace smiled; Buddy and Willie were friends. Fiona said she was worried about the dog hurting Grace. Grace asked her why she was so afraid of dogs. Fiona told her another story about Grania instead. She said that Queen Elizabeth wanted to see the pirate queen and asked her to come see her. She came dressed in the green robes of a chieftain. Elizabeth was so impressed she wanted to make her a countess. Grania would have nothing to do with it. She stood up to the queen and told her she was a queen in her own land, equal to Elizabeth. Grace wished she had that kind of courage to go tell the teacher about the bell. Grace was going to work upstairs when Fiona asked her to work downstairs because Amy was taking a nap.
Key Concepts: fear, a Christmas surprise, more stories
Vocabulary: decent, Amtrak, macushla, Queen Elizabeth, Ireland, countess, sparkly
Grade 5 Guided Reading 127 Bettendorf Community Schools 2001-2002
Chapter 16 The card didn’t turn out the way Grace wanted it to, but she finally gave up. Fiona said it was perfect. Grace put it and the bell into a brown paper bag. Five minutes later she was back at school. No one was there. The custodian had already been on the 2nd floor. She laid her card under the tree. Somehow it didn’t look so great next to all the other gifts. She hated to unwrap it. Could she just give it to her as a gift knowing she had broken the first one? No. She saw a sloppy Merry Christmas note. Grace had a wonderful idea. She took the beautifully wrapped gift and put Lisa’s name on it. Mrs. Raphael would think she was so sweet, and then the other kids would see that the teacher liked Lisa. Maybe they’d like Lisa, too. She was surprised how good she felt now. She took the long way home. She met Lisa along the way. Lisa told her that her mom gave her money to buy the teacher a present so she did. Grace ran back to school to take Lisa’s name off the second package, but the school was dark and the door was locked. She couldn’t believe she had done it. Mrs. Raphael would think Lisa stole the angel and wrapped it up. She got home and Fiona was singing. The song was about 150 Irishmen who declared their allegiance to Ireland—even if it meant death. By the end of the day there were 1,000 men. These men held off the British soldiers for 7 days. In the end the leaders were shot. Everyone was waiting supper for her. Grace didn’t feel like eating. She told them she felt sick and was going to bed. Fiona brought her up some tea; Grace pretended she was asleep.
Key Concepts: the card, an idea for making things right, a plan goes astray
Vocabulary: Mike, propped, lopsided, sit in an island, loopy, swirling
Chapter 17 Grace got up early, ate her breakfast, and ran to school. She had to be the first one there. Lisa was already there. Grace pulled on the door; it was locked. Lisa told her Mike wouldn’t open it for another ten minutes. As soon as the doors were unlocked she raced in. Mike tried to stop her but she went past him. The door to her room was locked. She went to find him and begged Mike to unlock it. He assumed she forgot her homework. As they headed up the top of the stairs there stood Mrs. Raphael unlocking her door. She shooed Grace outside and captured Mike to fix her shades. Grace hid in the little kids’ bathroom until the bell rang. All morning she looked at the package with the red and green bow. Maybe during lunch she could take it back. Only 15 minutes to lunch, and then it happened. Mrs. Raphael went to the tree and looked at the presents. Then she saw two presents from Lisa and asked her about them. Lisa didn’t pay any attention to her. Mrs. Raphael yelled at her. Lisa told her she didn’t know what she was talking about. Mrs. Raphael wouldn’t let it go. The kids were trying to get the teacher’s attention for lunch. Mrs. Raphael popped open the bow and found the bell. She accused Lisa of taking the bell. The class lined up for lunch. Grace felt awful.
Key Concepts: panic, nervousness, guilt, wrongly accused
Vocabulary: hopscotch, auditorium, midgets, shrugged
Grade 5 Guided Reading 128 Bettendorf Community Schools 2001-2002
Chapter 18 The bell was put back on Mrs. Raphael’s desk, and everything seemed back to normal. Grace went down to lunch but couldn’t eat. On the playground what she had done nagged her. If she were the pirate queen she would go up and tell Mrs. Raphael what happened. She saw Lisa across the playground, standing alone. She didn’t look at Lisa the rest of the day, and at dismissal time she was the first one out. At home she fed Willie and went in to see Fiona. She was going to teach them how to make brack today. Fiona didn’t look happy. Grace found out it was Amy. She ran upstairs to see Amy. Something was definitely wrong. She couldn’t get Amy up, and her skin was hot to the touch. She yelled for Fiona, but Fiona was outside. She was rescuing Willie from that “devil dog.” She had conquered her fear to save their goat she thought was in danger. In the meantime Grace had called the doctor’s office and left a message. He would not be back for an hour—too long. Fiona ran for the car. Grace tried getting Amy up. Together Fiona and Grace got her in the car and to the hospital.
Key Concepts: guilt, inability to do the right thing, the scare
Vocabulary: monitor, pellets, insulin reaction, diabetic coma, spirals, ripply, ”devil dog”
Chapter 19 A nurse whisked Amy away while Fiona and Grace sat in the waiting room. Fiona had told her Grace had done everything right. If only Fiona knew what a coward she was when it came to the bell and letting Lisa get the blame. Then Grace remembered that they hadn’t called her father. Fiona went off to do that. When Grace turned around it was Dr. Irving. He had stopped by the hospital on his way back to the office when he heard about Amy. Grace was afraid she was going to die. The doctor said no, but he would have to keep her in the hospital for a few days. Grace went to see Amy. She went in quietly and told Amy she loved her. Amy flipped her eyes open and asked if she brought her a box of candy. Amy was only kidding, but it was the straw that broke the camel’s back for Grace. She yelled at her for not doing what she was supposed to do and told her she hated her! Fiona and Dr. Irving tried to stop her as she ran out of the room and outside to the car. A few minutes later Fiona got into the car and told her they needed to get home to get something to eat now that Amy was safe. Grace began to get sleepy. She found herself scooting closer over to Fiona and leaning against her and eventually fell asleep. When they got home she fed Willie, ate supper, and went to bed. She wished she hadn’t said what she did to Amy...
Key Concepts: the hospital, an angry explosion, exhaustion, remorse
Vocabulary: grove, corridor, snaked out, wrenched
Grade 5 Guided Reading 129 Bettendorf Community Schools 2001-2002
Chapter 20 When Grace got up her father was stirring, and Fiona was knitting in the kitchen—knitting a blue hat for their father (to cover his bald spot). She grabbed boots and went to get water for Willie. She could hear Willie but she wouldn’t come. When she went inside she saw that Willie had twins. She wondered how until one of them stood up. It looked exactly like Mr. Hunt’s goat, Ralph. She stopped in the yard to give Buddy a pat and then called to Fiona. She told her about the goats and then asked for hamburger for Buddy. Fiona gave it to her. She intended to let Amy name one goat. Her dad followed her out to see the twins. He told her he was proud of the way she helped Amy. He said Amy told her it was hard to stay on the diet, and sometimes she pretended she didn’t have diabetes. He told he never talked about their mom, because he thought that would help keep her here. He said Fiona had helped him get it out and stop running away from it. He told her that they needed to help Amy from running away from diabetes, too. He said she told him that she’d try harder to stay on the diet, and that Grace was a brat for saying what she did. Grace held onto her father and began to cry. After breakfast, and on her way to school, she knew what she had to do. She had to go up to Mrs. Raphael’s desk and tell her she broke the bell.
Key Concepts: twins, message from Amy, dad’s letting go, determination to be like the pirate queen
Vocabulary: nestled, leggy
Chapter 21 Grace was early. Mike asked her if she forgot homework again. She said no; she just needed to talk to her teacher. The teacher came down the hall a few minutes later. She told her she needed to talk to her inside the room. She told her she broke the bell. The teacher said it was right here on her desk. She told her the whole story from last Friday, to going to the mall, and then putting it under the tree with Lisa’s name on it. The teacher thought Lisa was in on it, too. Grace told that she wasn’t at all. Mrs. Raphael wanted to know why she hadn’t told her in the beginning. She said she was afraid. Mrs. Raphael told her that was terrible. Grace thought she meant breaking it; the teacher meant that children were afraid of her. She said she had to leave her other school because the school closed. Grace told her she made a card for her because she didn’t have enough money to buy a present after paying for the bell. Mrs. Raphael said she would cherish it because it would remind her of this Christmas. Soon the rest of the class came in. Mrs. Raphael said she owed Lisa an apology and so did Grace. Grace agreed. The children went to work. Because of the weather it was an inside recess, so the kids had to play in the gym. Grace saw the teacher talk to Lisa. Grace went over to where Lisa was playing alone. She told Lisa what she had done, and that she put her name on it because she thought Lisa didn’t have a gift. She said she was too scared to tell Mrs. Raphael. She told her she had talked to the teacher today. Grace told her about the babies and told her to come over tomorrow. Lisa forgave her.
Key Concepts: the confession, the teacher’s revelation, apologies, a friendship started
Vocabulary: fished around, irritably, blurted out, absently, clattering, dribbled, zigzagged, redden
Grade 5 Guided Reading 130 Bettendorf Community Schools 2001-2002
Chapter 22 Grace ran right home after school. She didn’t even stop to see Willie. She wanted to see Fiona. She couldn’t find her. She was afraid she had left. She heard the back door slam and it was Fiona. She had been out back. Grace hugged her and begged her not to go back to Ireland. She said she had told their father she would not stay unless the children asked her to and wouldn’t leave until they no longer needed her. Fiona told her she saw Buddy today and thought, if Grace wasn’t afraid, she’d try to get him to come in the house. However, for every step she took toward him he took four, and she ended up in the woods. Grace told her Buddy was just playing with her and would be back. Grace told her doing that took a lot of courage. Fiona kept telling Grace how brave she was. She said she wasn’t that brave and told her the whole story about the bell. Fiona told her she had a special Christmas present for Grace, and she wanted to give it to her early. Grace was embarrassed because she still hadn’t thought of anything for Fiona. Fiona took Grace into the bedroom and opened up a small parcel. In it was a picture of two girls. The one on the horse was Fiona, the other one was Katie (Grace’s mother). Grace was surprised; Fiona was on a horse. Fiona told her she loved horses, just not dogs. Her mother in the picture looked like Amy. She told her the story of the big, vicious dog on Tanner’s Lane that bit her leg. Grace’s mother ran, but then came back to scare the dog off. Fiona and Katie were friends from then on. Then Grace thought about Lisa, and how she really did care about a lot of things. She knew it would be hard to be Lisa’s friend, but she was going to try. Grace smiled at Fiona. Finally she knew what she’d give her—the horse pictures up in the closet. She’d frame them first, and then they’d be back on the wall where they belonged.
Key Concepts: acceptance and love, Fiona’s gift for Grace, the perfect gift for Fiona
Vocabulary: yanked, clucked, banshee, Star
Grade 5 Guided Reading 131 Bettendorf Community Schools 2001-2002
Where the Red Fern Grows
Synopsis More than anything else in life, Billy Colman wanted a dog. When, at the age of ten, he saw an ad for two coonhound pups, he resolved to earn their purchase price of $50. Two years later, having scrimped and saved, he attained his goal: the dogs were his, and he named them Old Dan and Little Ann. Billy spent weeks training his dogs to hunt their ring- tailed quarry. Night after night the three of them romped through the dark hills and river bottoms of the Cherokee country. Old Dan had the brawn, Little Ann had the brains, and their reputation as a remarkable hunting team spread gradually through he valley. When the big moment came, Billy and his dogs were ready for it. Upsetting the champions, they won the coveted gold cup in the annual coon-hunt contest. But excitement and victory were short- lived, and tragedy awaited the pups. In a long hunt one evening, the hounds and Billy faced a mountain lion. The dogs saved Billy’s life but were badly wounded. Old Dan ended up dying from his injuries, and Little Ann died of sadness and loneliness. The next year Billy returns to find that a red fern has grown between the two graves. There is an Indian legend that only an angel can plant the seeds of a red fern. Billy is happy knowing his dogs are in heaven.
Author Wilson Rawls
Introduction · What can you tell about the setting from the cover? · What about the main characters in the story? · What is coon hunting? · How is it done and why? As you read the story, see if you can find out the significance of the red fern and its legend.
Reading
Chapter 1 A man hears a dog fight in the distance. The fight gets nearer and the dogs come into view. There was one dog not participating in the fight. The other dogs pounced him and the old red hound fought back. The man watched in surprise. After the other dogs scattered, the man gently encouraged the poor hound to come with him. He could tell by looking at the dog that he was a hunting dog. The man began having memories of a younger day and dogs that once saved his life. He took the scrawny dog home and fed it all the meat and warm milk he could eat. After the dog slept, the man could tell the dog needed to be on his way. He opened the gate and watched the hound reluctantly leave. He wished he could keep him, but knew the dog had somewhere to go. The man returned to his house, lit a fire, and stared at two cups on the mantle as memories of his boyhood came flooding back.
Key Concepts: kindness, letting go, choices
Vocabulary: boiled, sanitation, squalling, scalded, cur, dormant, Tetons, Ozarks
Grade 5 Guided Reading 132 Bettendorf Community Schools 2001-2002
Chapter 2 There is a ten-year-old boy who wants two coonhounds for hunting. He comes from a poor family and his parents cannot afford this type of dog. These hunting dogs are expensive. The boy is so obsessed with the idea of getting two hounds that he begins to lose weight and sleep. His dad finally buys him traps to set and catch animals with. He is happy with this for a while, but soon he gets bored with the traps and goes back to begging for the hounds. Every night he stays awake to hear dogs hunting. Even if they are not out there, he stays awake for fear of missing them. He loses a lot of weight and never sleeps. His mother begins to worry, but they still cannot afford the dogs. His father decides he just needs to work and build muscles, so he says the boy will help him work on the farm. The boy feels like a man.
Key Concepts: hunting, wanting and needing something, financial struggle
Vocabulary: gnawed, fared, sparsely, canebrakes, switching, bribery, coon hounds, Samie, Daisy, aromatic, crawfish, commotion, Sloppy Ann, turpentine
Chapter 3 The boy decides to check out the site where some fishermen had been. They usually leave interesting things. This particular day the boy finds a magazine with an ad selling coonhound pups for $25 each. The boy prays to God to help him earn the money. He tells his grandpa about his plan and asks his grandpa to order the dogs for him when he saves enough money. The boy begins picking berries and vegetables and sells them to the fishermen. He traps during the winter and sells them at his grandfather’s store. After two years of hard work, he has $50 for the two pups. The boy runs to show his grandpa and grandpa is dumbfounded. Grandpa is very proud of him and agrees to write the kennel to see if they still have dogs available.
Key Concepts: determination, hard work
Vocabulary: festered, prowl, mulled, furried, eaves, heft, hide (animal), quavering, horehound
Grade 5 Guided Reading 133 Bettendorf Community Schools 2001-2002
Chapter 4 The boy anxiously awaits the news of the dogs. Finally after two long weeks, the boy’s grandfather tells him that he received a letter. He could still get the dogs and they had dropped in price by $5.00. The dogs could only come as far as Tahlequah, in town, and he would have to pick up the dogs from there. Grandpa knew a man going into town next week, and he could take the boy to get the dogs then. The grandpa then gave him ten dollars back. The boy never told his father about the dogs and headed into town that night. He headed on his journey and encountered many stares and giggles for his appearance. He came upon a store that had more than he had ever seen in his life. He went in and bought something for his whole family. He continued on his way to find the train depot. As the boy walked through town, he saw kids playing in the schoolyard. He had never seen so many kids and the slide they were playing on. He was very curious to find out how to go down it. The kids all stared and made fun of the boy and called him a hillbilly. He did not go to a school or know what grade he was in. His mother taught him at home. When the other children went back inside, he decided to try the slide.
Key Concepts: curiosity, perseverance, differences
Vocabulary: prowling, gunnysack, bore, riffle, scatted, briers, winced, gawked, sorghum, residential, hillbilly
Chapter 5 The boy finally reaches the depot and is hesitant about asking the stationmaster for the dogs. The man finally comes out to talk to the boy. The stationmaster says that he knows about some pups for a boy named Billy Colman and he knows his dad. The boy admits that he is Billy and he gets the dogs. He heads back to the mountains, proud to have his dogs in his gunnysack. A gang of boys stops and picks a fight. They beat him and a marshal comes to his rescue and pulls the boys off of him. The boy befriends the marshal and is treated to his first soda pop. After that, he heads home and camps out in a cave. He is awakened by a mountain lion. Billy stays up half the night keeping a fire going and throwing rocks to keep the lion away. The lion eventually leaves for another part of the mountain.
Key Concepts: friendship, pride, overcoming obstacles
Vocabulary: muster, dickens, anvil, grit, timid, aroused, bawled
Chapter 6 Billy returns home after his long journey. He had trouble naming the pups and found the names carved in the sycamore tree by the river. He named them Old Dan and Little Ann. He is worried that his parents would be mad. His father told him that he figured out where he had gone after talking to Grandpa. His mother just cried, so happy that he was safely home. Billy told the family about his journey to and from town and the people that he encountered. All was forgiven when Billy brought out the gifts he brought home. His mother told them of her dreams of moving to town someday.
Key Concepts: honesty, excitement, family
Vocabulary: booming, quavering, keen, hampering, shuck
Grade 5 Guided Reading 134 Bettendorf Community Schools 2001-2002
Chapter 7 Grandpa was ready to teach Billy some lessons on catching coons. He began with a brace and a bit. Billy didn’t believe a coon could be caught with such a thing. Grandpa explained how to put the brace and bit in a log. The bright and shiny object will attract the coon and once the coon reaches to grab hold of it the paws will dig into the nail and it will never let go. Then the coon is caught. He put many traps out among the river bottoms. Morning after morning it was the same old disappointment, no coons. He was discouraged and didn’t get up to look in the traps one morning. His father talked to him and said any day now. The next time he checked, sure enough, there was a coon. The dogs tried to kill the coon but it was a rough one. Billy ran home to tell his parents that the coon was trapped. His whole family went back to the trap and Papa killed the coon with a club. They skinned the coon and talked about training the pups. Billy began training by dragging the hide on trails for them to follow. He went up and down trees, all along the river, and even in the river. It didn’t take long for the dogs to learn every trick there was. Billy formed an incredible bond with his dogs.
Key Concepts: determination, lessons, passion for hunting
Vocabulary: wily, squalling, submerged, ringtails, lope, frazzle, birch, undermined, treed, bulldogged determination, mischievous, gouge, persistence
Chapter 8 Billy goes out on his first night of hunting with his dogs. The dogs went on a long and wild chase after their first coon. They felt defeated once, but Little Ann found the trail once again and the two dogs treed the coon. It was in the biggest sycamore tree in the river bottoms. Billy wanted to give up, but his dogs would not let him. He began chopping at the tree and continued day and night. Billy did not want to disappoint his dogs. His father came looking for him. He understood that Billy made a promise to the dogs and agreed to let him finish. Billy’s sister brought him lunch and he just kept on chopping at the huge tree.
Key Concepts: patience, pride, promises, trust
Vocabulary: streaked, fiddlestring, baying, jarred, gleamed, bewildered, elders, domain, guinea, the drift, shallow riffle
Grade 5 Guided Reading 135 Bettendorf Community Schools 2001-2002
Chapter 9 Billy was ready to give up on the huge sycamore tree. Grandpa showed up and would not hear of him giving up. Grandpa taught him a trick to keep the coon in the tree long enough for him to go home and eat and sleep. Grandpa made a scarecrow to prop up against the tree. The coon thought it was a real person and didn’t go anywhere. Old Dan did not want to leave with that coon still in the tree. They went home for dinner and grandpa told all about the tricks that coons try to play. The next morning Billy wakes to find that Old Dan returned to the sycamore tree. When he went back to the tree, he realized that Little Ann had spent the night there, too, and had come back for him. After long hours of chopping, his sore body just couldn’t take anymore and he cried. He felt bad for killing the large tree and not accomplishing anything. He prayed for help in finishing the job. Soon the wind blew really hard and knocked the tree over. Little Ann caught the coon and then Old Dan joined in for the kill. Billy proudly walked home with his first coon and shared the experience of the hunt with his family.
Key Concepts: determination, will power
Vocabulary: beamed, liniment, civet, full-fledged, winced, sober, hastily, hackberry
Chapter 10 Billy went hunting almost every night. He had a wall of the shed plastered with coonskin hides. He sold them at his grandfather’s store and turned the money over to his father. He had what he wanted, the dogs. The dogs followed him everywhere. One day Billy was going to the store and tried to outsmart the dogs by leaving a different way. Just when he thought he was in the clear, the dogs came tearing out. Billy was mad at first, but couldn’t stay that was. When Billy brought the hides to the store he noticed that his grandpa always marked how many he brought. On this particular day he decided to ask why, but Grandpa wouldn’t tell him. Grandpa always bragged about Billy and his dogs, and the other hunters gave Billy a hard time about this. Billy was proud. Little Ann cut her paw, and Billy tried to go hunting with Old Dan alone. He didn’t strike any trail and realized that he would not hunt without Little Ann. Little Ann also helped at home by catching the chickens, unharmed. Old Dan could catch them but left nothing but feathers. One night while hunting, the dogs struck a trail of an old boar coon. He was a smart coon and took the dogs on a long and wild hunt. Old Dan got caught in a muskrat den and Billy had to dig him up. The dogs worked together and finally dug the coon out of the hole. Years before that, the dogs had treed a coon. Old Dan somehow was treed. He was sitting up on one of the branches. There was a hole at the bottom that he had climbed up but would not go back down. Billy climbed the tree and pushed Old Dan back through the hole. The dog bawled and came right back up again because the coon was still up there. Billy pushed him back down and headed down at the same time. The dog tried to go back up a third time, and Billy grabbed his tail and pulled him out. The coon was knocked out with a rock, and Old Dan killed it. Billy stuffed the hole with grass and rocks.
Key Concepts: generosity, competitiveness, companionship
Vocabulary: drifts, nonchalantly, spellbound, belligerent, salve, predicaments, bewildered, slough, abounded, shinnying
Grade 5 Guided Reading 136 Bettendorf Community Schools 2001-2002
Chapter 11 One very wintry night, Billy went hunting. It was cold and slick. The dogs quickly found a trail and began following it. Billy couldn’t find his dogs and began to worry. He called to them and finally heard Old Dan whimpering. The dog came to him with his tail between his legs. He led him to Little Ann who had fallen into the icy waters. The coon had led them there. Old Dan made the leap but Little Ann didn’t. Old Dan quit the chase and stayed by his friend. The ice was too thin to hold Billy, so he couldn’t go out to get her. He prayed for help. He took his lantern and pushed it close to her and made a hook with his pole. He took off his clothes and walked in the icy waters axing his way through the ice. After he fished her out, he went back to land and made a fire. Billy and Old Dan worked together to warm up Little Ann. He didn’t tell his mother or father about the accident for fear they would stop his hunting. He came down with a cold and didn’t hunt for several days. Mama doctored him. Billy asked Mama if God answered prayers every time one was said.
Key Concepts: friendship, loyalty, survival, decision making
Vocabulary: cunning, fatal, eddy, dirt dauber
Chapter 12 The fame of Billy’s good hunting dogs spread all over the Ozarks. Billy brought the most pelts to the store. One day while at Grandpa’s store, two of the Pritchard boys came in. These boys were not very nice. Rubin was two years older than Billy, and Rainie was the same age. The boys tried to make a bet with Billy, but he said no. The boys ordered chewing tobacco in the store. After locking up the store, Grandpa and Billy went to grind corn. The Pritchard boys followed and asked Billy about his dogs. They teased Billy and said that his grandpa was a liar, and they bet the dogs weren’t really as good as he said they were. Grandpa came over and asked the boys if they were trying to start a fight. The boys told him they just wanted to make a bet. They wanted to bet two dollars that Billy’s dogs couldn’t tree the ghost coon. Grandpa got angry and told Billy to make the bet and gave him the money. Grandpa threatened the boys about fair play. After they left, he told Billy to be on his way and said that he didn’t ask for much but to please tree that coon. Billy decided not to tell his parents, because they probably wouldn’t approve. Billy met them at the designated spot that night. The Pritchard boys thought, for sure, they had won the bet. The ghost coon took the dogs on a wild hunt. They were definitely on his trail, but he was a smart coon. They lost it several times. The boys and the dogs made a lot of noise bawling and yelling after the coon. The Pritchard boys knew the coon was headed for the tree. Old Dan barked tree but Little Ann didn’t. The boys said that this is where he got his name. He disappears once he is in this tree.
Key Concepts: making good choices, betting, attitude, rivalry
Vocabulary: bootleggers, disposition, sneered, begrudgingly, leered, sidled, wallowed, churned
Grade 5 Guided Reading 137 Bettendorf Community Schools 2001-2002
Chapter 13 The boys began to fight about the money and told Billy just to pay up. Little Ann was still sniffing around and hadn’t bawled tree yet. Old Dan kept coming back to the tree. The boys asked Billy if he gave up yet. Billy told them there was no such thing as ghost coons and his dogs would get him. Billy climbed the tree to look for the coon. He told them if he didn’t see it he would pay up. Billy couldn’t see it and his dogs were giving up. Just then the wind blew and Little Ann picked up the scent. She walked over to an old gatepost and bawled treed. Billy saw that a branch leaned over onto the gatepost. He put a stick down the hollow post and the coon jumped out at him. The dogs were immediately on its trail. They treed the coon again. Billy climbed the tree to run him out. When he was halfway up, the coon cried and Billy felt bad for him and didn’t want to kill him. He told Rubin he didn’t want to kill the coon, and he wouldn’t let his dogs. The bet was to tree it and they had done just that. Rubin was mad and said he would run it out. The Pritchard’s dog had gotten loose and showed up. Old Dan and Old Blue did not like each other. Old Blue was going to get the coon. They knew the dogs were going to fight. Then Rubin threatened to whip Billy. Rubin grabbed him, threw him to the ground and threatened to kill him with a knife some night. Rainie cheered on his brother. In the meantime, Little Ann and Old Dan had a hold on Old Blue. Rubin grabbed Billy’s ax and was going to kill his dogs. Billy could do nothing but yell. A stick jumped up and tripped Rubin. Billy ran to his dogs and pried them off of Old Blue. The hound was near death. Billy looked back at Rubin and he still lay there on the ground. Rainie stared at him in a trance. He had fallen on the ax. Rainie screamed and ran. Rubin was still alive and begged for someone to take the ax out of him. Billy pulled the ax from his body and he died. Billy left his ax and led his dogs home. He told his parents everything that happened. Papa got up, called on Grandpa and went to the boy. He was gone for a long time. Papa told Billy about getting the body and giving it to Mr. Pritchard. They were going to have the funeral right at their house. They had their own gravesite on their property. The men said they didn’t want anyone to bother coming. Billy felt bad about the death and didn’t feel like hunting. He had bad dreams. He thought if he got a gun an accident like that wouldn’t happen again. His mother said no. Billy decided to take a small bouquet he had to the gravesite. He felt better after paying his respects to Rubin.
Key Concepts: defeat, honesty, fairness, death
Vocabulary: taut, trance, foliage, mackinaw, sulked
Grade 5 Guided Reading 138 Bettendorf Community Schools 2001-2002
Chapter 14 Grandpa felt bad about encouraging the bet and apologized to Billy. He was very sad and felt that it was his fault. He was also excited about something. He told Billy about a championship coon hunt that he wanted to enter Billy and his dogs. He explained that only the best were allowed to enter and that was why he kept track of how many skins Billy brought in. He qualified. Billy was so excited. If he won, he would receive a gold cup. They were to leave in six days. They were going in Grandpa’s buggy and Grandpa said to ask his father if he wanted to go. That night Papa knew something was cooking up between Grandpa and Billy. He told his dad about the championship and asked him to go. After some coaxing, he agreed to go along. His little sisters were very excited for him. The littlest one asked if she could keep the gold cup, and he promised that she could. They went to the store the morning of the trip, and everything was ready to go. Billy saw the ax in the buggy, but the excitement of the hunt was too exciting to bring him down. Billy made a bed for the dogs in the buggy, and they were on their way.
Key Concepts: sorrow, resentment, excitement, competition, preparation
Vocabulary: solemn, coax, jubilant, barring, gloated, banty, heedless, codger, molasses, sulking, kraut barrel
Chapter 15 They finally reached a stopping point and set up camp. During the night, Billy could not sleep. He heard two screech owls, and he believed it was a bad luck superstition. Grandpa drove a little faster the next day. When they were close, they could see smoke from some fires and could not believe how many people were there. When they got there, Billy walked around the camp. He overheard people talking about him and his dogs as he passed by them. Billy noticed that all the dogs were clean and spotless and not a hair out of place. He began to doubt his dogs. When he returned to see Little Ann looking up at him all of his doubts were erased. Grandpa mentioned that there would be a contest for the best looking hound. Billy decided to enter Little Ann. Everyone groomed their dogs with expensive oils and brushes. Billy decided to use his grandpa’s bone handled brush and some butter to groom her. Little Ann was perfect. She walked down the table in front of the judges as graceful as a queen. Little Ann won that contest and received a silver cup. Next, everyone had to listen to the rules of the hunt. They drew a card to see what night they would hunt. Billy was to hunt on the fourth night. There were two blue tick hounds in the lead with three coons. That night grandpa noticed the red hairs in his brush, and Billy chose to sleep under the buggy instead of the tent, just to stay away for a while. The next day two hounds tied the blue ticks. Grandpa spread word around camp that Billy’s dogs could beat that.
Key Concepts: anticipation, self-esteem
Vocabulary: lean-tos, ridge, monotonous, mares, astonished, murmur, commotion, bluff, mush, dutch-oven, bayou country
Grade 5 Guided Reading 139 Bettendorf Community Schools 2001-2002
Chapter 16 The day of the hunt arrived. They tried to go to some unhunted territory. They started whooping the hounds right away. The dogs had crossed camp, and they heard the whole camp whooping and hollering for Old Dan and Little Ann. They quickly killed the first coon. The next coon they treed, everyone had to cross the river. Grandpa fell in and everyone laughed. After killing the second coon, they built a fire and helped Grandpa dry off. Soon after, the dogs were on another trail. This coon pulled many tricks. The dogs never gave up. They finally treed the third coon and killed it. The judge could not believe how hard these dogs worked and said he had never seen anything like them. When they returned to camp, the crowd roared. No one else could beat three hides, so it was determined that there had to be a runoff. They would hunt that night, and the winner would receive the gold cup. Billy decided they should start near the swamp where the last coon was caught. He figured there had to be more coons there. Little Ann found a trail immediately. After they treed it and it jumped out, they followed it into the river. It was a big coon and the judge was afraid it would drown the dogs. Billy had faith in the two hounds to kill it, but the coon put up a good fight. After it was skinned, Little Ann was licking Old Dan’s cuts and ears. They both doctored each other. When they were finished they set out again.
Key Concepts: determination, teamwork
Vocabulary: flitting, gingerly, faltered, washout, doused
Chapter 17 A storm set in, and it began to snow. The wind was blowing and it was cold. The dogs were gone out on the hunt. They began to worry that it may be dangerous to stay out. The judge thought they should go in, but Billy did not want to leave the dogs. He took the lead, and said that they were closer than it sounded. The rest of the team thought it was impossible to find them, because the snow and wind were so strong. Billy begged them to stay a little longer. They trudged on for a little while longer. They heard Old Dan bawl. The wind cracked a limb, and Billy had an idea to shoot the gun and hope that Little Ann would find them. Just when all hope was lost, Little Ann came running through the white sheet of snow. Billy hugged her and begged her to help them find Old Dan. She led them using her instinct. They found him barking treed, and he was covered in ice. They worked together to get him free from the frozen ice all over his body. The rest of the men realized that Grandpa was missing. Little Ann led the team to find him face down in the icy sleet. His foot was caught on a limb, and he had twisted his ankle and passed out from the pain. They took him back to the gully where Old Dan had treed the coon. They built a fire and looked at Grandpa’s ankle. It was too dangerous for someone to find help on his own. It was already 5:00, so they decided to wait for daybreak. Grandpa told them not to worry about him and to get the coon in the tree. Papa decided to cut down the tree, because they needed firewood anyway. When it fell, three coons came out of the tree. Old Dan killed his coon; Little Ann was fighting with hers and needed some help. One seemed to get away. After Ann’s was killed, Billy pointed in the direction of the other coon and the dogs ran after it. Billy was worried about his dogs freezing to death, and he went to talk to his grandpa.
Key Concepts: choices, fear, family
Vocabulary: leeward, instinct, avail, carcasses
Grade 5 Guided Reading 140 Bettendorf Community Schools 2001-2002
Chapter 18 The storm finally ended before dawn. The men listened for the sound of the dogs and instead heard something else. They heard the men from the camp. They had come searching for them. The men looked at Grandpa’s ankle and said that one of the other hunters was a doctor. They said a man by the name of Mr. Benson had been looking for them down by the river. They heard him coming and Mr. Benson came running out of breath talking about ghosts. He saw two hounds frozen solid, nothing but white ice from the tips of their noses to the ends of their tails. Upon hearing this, Billy ran to his father and cried. The man apologized and said the dogs were still alive barking treed. Some men took Grandpa back to camp and some went with Billy to find his dogs. They found them circling the tree looking like white wolves. After the dogs were thawed, they fought the coon and killed it. When they returned to camp, Billy had won the gold cup for the hunt and the jackpot of three hundred dollars. Billy headed home and knew that little faces would be plastered to the window awaiting his arrival. The girls all begged for the cup, but he gave it to the little one just as he had promised. He gave the other two girls the silver cup. Mama was so proud of Billy and the dogs. Papa handed Mama a box, and said it was a gift from Old Dan and Little Ann. The color drained from her face when she saw the money. The whole family had a feast that night to celebrate the championship. Mama even brought a heaping plate of food to the dogs. Mama knelt in prayer, and Papa soon came out to join her. Billy couldn’t figure out the strange actions of his parents. Billy was sure he figured out that his parents wanted him to help out in grandpa’s store and went to sleep.
Key Concepts: victory, celebration
Vocabulary: haggard, defiant, wheezed
Grade 5 Guided Reading 141 Bettendorf Community Schools 2001-2002
Chapter 19 After winning the money and the cups, Billy did not change any of his hunting habits. He still went out often. One night the dogs struck a trail and treed an animal. Billy realized it was a bobcat. Billy wanted to get out of there, but Old Dan would not leave. The large animal was a mountain lion. It stared at Billy and was about to jump out of the tree. The lion sprang from the tree with outspread claws and yellow fangs bared. Old Dan did not hesitate. He jumped up and met the lion in midair. Little Ann joined in trying to save Old Dan. Fighting with the only weapon he had, Billy began to fight with the ax. He chopped and hacked at the lion with tears streaming down his face. The lion turned on Billy and was coming after him. Billy slipped and fell. The dogs jumped in front of Billy and sacrificed their lives for him. Billy got up and charged in with the ax again. When the lion had hold of both dogs, Billy finally killed the lion with the ax. When Billy came to his senses, he examined the dogs. Little Ann had several cuts but appeared okay. It was different with Old Dan. He was ripped to the bone from the sharp claws. His blood was everywhere. Thinking the bleeding stopped, Billy wanted to head home. When he turned around, Little Ann was crying and he saw Old Dan lying on the ground crying with his insides falling out. He had overlooked how bad the wound was. Billy worked them back inside of Old Dan, put him inside of his coat, and ran home. He told his family how the dogs had saved his life. They did all they could for Old Dan and waited. Old Dan died. That night Billy was numb with sadness. He still had Little Ann though. He looked outside and saw her crying and lying by his side. Billy ran to the riverbank and cried for a long time. The next morning Billy did not want to eat; he had to bury his dog. Papa offered to help, but Billy wanted to do it on his own. He buried Old Dan up on the hillside by an oak tree and beautiful flowers. A few days later, Billy’s mother told him that Little Ann wasn’t eating. He went to look for her and she was missing. He found her under a blackberry bush, but still she would not eat or drink. Little Ann had given up and had no will to live. One night she was missing again, and Billy found her by Old Dan’s grave. She used every last ounce of energy to drag herself there and then died. Billy was very sad and decided he didn’t believe in prayer anymore. Billy’s mom asked him not to bring Little Ann home, because his sisters would fall to pieces. So he left Little Ann wrapped in his coat. The next morning he buried her right next to Old Dan. When they got home, Billy’s father explained that because of the dogs they had saved enough money to move off of the farm. His father thought it was a miracle, and God had answered their prayers. Billy didn’t think so. Then his father explained that, because he loved the dogs so much, they were going to leave Billy here with the dogs and have him help Grandpa at the store. God doesn’t like to see families split up, so now Billy could go with them.
Key Concepts: "There is a little good in all evil," grief, faith
Vocabulary: foliage, rimrocks, sinews, jugular, gristle, entrails, churring, probed, fate, the bottoms
Grade 5 Guided Reading 142 Bettendorf Community Schools 2001-2002
Chapter 20 The next spring the family left the Ozarks. After the wagon was packed and ready to leave, Billy wanted to say one last goodbye to his dogs. When he got close to the graves, he could see that a red fern had grown in between the two graves. He remembered an Indian legend that said only an angel could plant the seed of a red fern. Billy went back to the wagon to tell the whole family. They all came to see the miracle. As they left, they all looked back and could see the red fern. Time converts back the old man’s memories. He thinks how he would like to take a walk back in the hills and search for the lantern and ax that he left there on that fateful night. He wishes he could see the old home and the beautiful fern by the graves. He knows that he will always believe in the legend of the sacred red fern.
Key Concepts: moving, miracles, and memories
Vocabulary: rugged, caress, leghorn, papaws
Grade 5 Guided Reading 143 Bettendorf Community Schools 2001-2002
Semantic Feature Analysis
Semantic Feature Analysis is a strategy in which students identify personality traits of characters in a reading selection and make a chart that evaluates these traits in the characters by rating the personality traits on a scale of zero (never showing this trait) to three (always showing this trait). Then students are asked to support their evaluations with information from the text. The Semantic Feature Analysis can also be used as a discussion tool. It can be used to compare and contrast characters and to draw conclusions about characters based on the information gathered. Examples have been included from the book Where the Red Fern Grows .
Assignment for Semantic Character Analysis
1. Decide on character traits.
2. Rate the character traits for each character: 0, 1, 2, and sometimes 3
0 means the character does not have this trait. 1 means the character sometimes shows this trait. 2 means the character almost always shows this trait 3 means the character always shows this trait
3. Explain and support your ratings.
Grade 5 Guided Reading 144 Bettendorf Community Schools 2001-2002
Semantic Feature Analysis Character Traits
Character’s Name 4
Character Traits 6
Grade 5 Guided Reading 145 Bettendorf Community Schools 2001-2002
Semantic Feature Analysis Character Traits Where the Red Fern Grows by Wilson Rawls Uses a 0-2 Point Scale
Character’s Name 4 Billy Grandpa Little Ann Big Dan
Character Traits 6
Loyal 2 2 2 2
Resourceful 2 2 2 2
Generous 2 2 1 1
Boastful 1 2 0 1
Honest 1 1 2 2
Determined 2 2 2 2
Proud 2 2 2 2
Mischievous 0 2 0 2
Grade 5 Guided Reading 146 Bettendorf Community Schools 2001-2002
Character Relationship to Traits
Billy Loyal (2): Billy would do anything for his dogs. He took many chances to save his dogs. Once he waded into frozen water to save Little Ann. He also helped his dogs fight a mountain lion so they would not be killed.
Resourceful (2): Billy worked hard and found many ways to earn money to buy his dogs. He picked berries and vegetables and sold them to campers. He found bait and sold it to fishermen. He trapped animals and sold their skins. He also found a magazine that was left by a camper. The magazine contained an ad selling dogs. This is how Billy found out you could buy dogs.
Generous (2): Billy always tried to get things for his parents and his sisters. When he visited his grandpa he always brought candy home to his sisters. When he had extra money left over after purchasing his dogs, he bought a pair of overalls for his dad and material for his mother and sisters. Billy also gave all the money he earned from selling animal skins to his father. Eventually Billy earned enough for his family to move into the city.
Boastful (1): Billy was usually rather modest but he often became boastful in defense of his dogs. He also occasionally got carried away with his dog stories.
Honest (1): Although Billy liked to think of himself as always being honest there were several times he neglected to tell his parents where he was going. He also said he would not stay out all night when hunting, but did several times.
Determined (2): When Billy decided to buy his dogs he did not stop trying until he saved the money, even though this took two years. Billy needed a coonskin to train his dogs to hunt. Although he often felt like giving up, he continued to set traps for several weeks until he finally caught a coon. Billy also spent over two days chopping down the giant sycamore tree because he promised his dogs he would get the first coon they treed. His muscles hurt so bad he could barely move, but he would not give up.
Proud (2): Billy was proud of his dogs and often told what great hunters they were. He was proud of his family because they were always there to help him through hard times. Billy was proud of his grandpa. He often stated that he was “the best grandpa a boy could have.” He was also proud of himself—especially when he won the hunting contest.
Mischievous (0): Billy was a serious person. He took his hunting seriously. His discussions with his family and with his grandpa were serious. Billy’s feelings were often hurt when he thought his grandpa might be playing a joke on him.
Grade 5 Guided Reading 147 Bettendorf Community Schools 2001-2002
Grandpa Loyal (2): Grandpa was very loyal to Billy. He helped him get his dogs by writing letters and filling out forms. He entered Billy in the hunting contest. He also told Billy all his secrets about hunting.
Resourceful (2): Grandpa learned how to make his own traps from tin cans when he was a boy. He passed this knowledge on to Billy. He also found ways for Billy to get the most money possible for his furs.
Generous (2): Grandpa gave Billy a lot of his time and his advice. He was always willing to help Billy. Billy was a lot like his grandpa. Grandpa often thought about his childhood when talking to Billy. Grandpa also gave Billy and his sisters candy every time he saw them.
Boastful (2): Grandpa bragged about Billy and his dogs all of the time. His stories were often bigger and better than the way Billy told him. In fact, Grandpa bragged so much that the Pritchard boys challenged Billy and his dogs to try to catch the Ghost Coon, which led to Rubin’s death.
Honest (1): Grandpa, like Billy, meant to be honest. But when he started bragging about Billy and his dogs, the stories were more than the truth. It seemed that Grandpa could not stop himself from exaggerating.
Determined (2): Grandpa was determined to help Billy as much as he could. When they went to the hunting contest, Grandpa made all of the arrangements. He stayed out hunting with Billy even though it was freezing cold and he had a broken ankle from a fall. He was determined that Billy should win the contest.
Proud (2): Grandpa was very proud of Billy and Billy’s dogs. When Billy brought in all the money he had saved to buy his dogs, his grandpa looked at him with admiring eyes. Grandpa also bragged about Billy and his dogs constantly.
Mischievous (2): Grandpa loved a good joke. He often upset Billy when he teased him. But Billy could usually tell if Grandpa was joking because he would wink at Billy. Other people were not so lucky.
Grade 5 Guided Reading 148 Bettendorf Community Schools 2001-2002
Little Ann Loyal (2): Little Ann was loyal to Billy and to Big Dan. She protected Billy from the mountain lion. She helped Big Dan when a coon was getting the best of him. They were a team. They worked together. When Big Dan was wounded in a fight, Little Ann licked his wounds. When Big Dan died, Little Ann stayed by his grave. She refused to eat, drink, or hunt. She died, too, and was buried next to Big Dan.
Resourceful (2): Little Ann always found a way to tree any coon they were chasing. She was smart. She even found a way to tree the Ghost Coon.
Determined (2): Once Little Ann set out to do something she did not stop until it was done. She hated to see Billy go anywhere by himself. No matter how hard Billy tried to keep her from following him she always found a way. She was also determined to catch a coon once she found one. She would hunt all night. She did not stop until Billy made her stop.
Mischievous (0): When talking about his dogs, Billy always said that “Little Ann was the serious one.” She seemed to understand Billy when he talked to her and worked very hard to please him. She took her hunting seriously and did not want to make any mistakes.
Big Dan Loyal (2): Big Dan was loyal to Billy and Little Ann. He worked hard to please Billy and fought a mountain lion to save Billy. When Little Ann had wounds from fighting a coon, Big Dan licked her wounds. Big Dan always protected Little Ann. The judges for the hunting contest were amazed at how well the dogs worked together. One of the judges said that Little Ann and Big Dan had “the deepest kind of love.” He also stated that, “It’s a shame that people all over the world can’t have that kind of love in their hearts. There would be no wars, slaughter, or murder, no greed or selfishness. It would be the kind of world God wants us to have—a wonderful world.”
Determined (2): When Big Dan went coon hunting he thought of nothing else. He would go anywhere to catch the coon and he would not stop until it was treed. The judges in the hunting contest said that “they had never seen so much determination.”
Proud (2): Big Dan was always getting into fights. He was a small dog but very muscular. He always seemed to be defending himself. Billy described Big Dan as a dog that “when he walked you could tell he was proud.”
Mischievous (2): Big Dan was a friendly, playful dog. He loved everyone and would do most anything to get some attention. Sometimes his playfulness got him into trouble.
Grade 5 Guided Reading 149 Bettendorf Community Schools 2001-2002
What did I learn? What do I still want to know?
L Strategy -
What I want to find out. W
-
K
What I think know.
Grade 5 Guided Reading 150 Bettendorf Community Schools 2001-2002
Main Ideas — Supporting Details Write a main idea or summary statement in the bold box at the top of each section. On the lines below the statement, write several sentences that support the main idea or summary statement.
Grade 5 Guided Reading 151 Bettendorf Community Schools 2001-2002
Examples of Double Entry Journal Responses
· How you feel about the character/s in the story · How you feel about the words the author selected or the writing style · What you think may happen next · Something in the story that is like your own life · Something in the story you don’t understand v Questions about why a character did something v Questions about what a word means
Page 9: I think…
Page 17: I feel…
Page 23: I wonder…
Page 31: I want to know…
Page 39: I don’t understand…
Thanks to Rebecca Orona, Montebello Unified School District
Grade 5 Guided Reading 152 Bettendorf Community Schools 2001-2002
Pyramid
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Bio ______1. __
(Adapted from Dr. Mary Ellen Vogt) ldhood 2. ______3. ______
4. ______5. ______6. ______7. ______Name of person Two words describing this person Three words describing chi Four words stating the problem overcome Five words stating one accomplishment Six words stating a second accomplishment Seven words stating a third accomplishment 8. ______1. 2. 3. 4. 5. 6. 7.
Grade 5 Guided Reading 153 Bettendorf Community Schools 2001-2002
______
______
Brenda Waldo) ( Story Pyramid
1. ______
2. ______
3. ______4. ______5. ______6. ______7. ______Name of main character Two words describing this character Three words describing setting Four words stating the problem Five words describing one event Six words describing a second event Seven words describing a third event 8. ______
1. 2. 3. 4. 5. 6. 7.
Grade 5 Guided Reading 154 Bettendorf Community Schools 2001-2002
Language Arts Performance Based Assessment for Cause and Effect
Language Arts Performance Based Assessment Cause and Effect Modality: Written Reading Level: Student: Date: School: Score: Book or Text: Performance Task: After reading a newspaper story about an important event, e.g. election of a president, war, violence, flood, etc., have the students write “effects” that the event may have on the country or situation. For example, war may result in the deaths of soldiers and civilians, cause a food shortage, leave people homeless, or get the UN involved. The paragraph must have a topic sentence, use paragraph form, and use correct punctuation, capitalization, grammar, usage, and spelling. Penmanship is easy to read.
Exceeds Expectation (3) Meets Expectation (2) Needs Help/Time/Second Try (1) Clearly identifies three or more Correctly identifies two significant Identifies only one event or significant events events needed help to identify two Specifically indicates several Correctly identifies the effect(s) of Identifies some of the effect(s) or effects of the significant events the significant events needed help Paragraph is indented and topic Most of the friendly letter form is Missing three or more parts of the sentence is clear and specific used friendly letter form Paragraph is clearly written using Paragraph uses correct English Paragraph has many English correct English most of the time errors All of the words are spelled Most of the words are spelled There are many spelling errors correctly correctly Penmanship is neat and very easy Penmanship is legible Penmanship is difficult to read to read 16-18 = Exceeds Expectation; 10-15 = Meets Expectation; 6-9= Needs Help or Time
Grade 5 Guided Reading 155 Bettendorf Community Schools 2001-2002
Language Arts Performance Based Assessment for Cause and Effect
Language Arts Performance Based Assessment Cause and Effect Modality: Written Reading Level: Student: Date: School: Score: Book or Text: Performance Task: Using the information in a non-fiction text on American history, write a short essay on what happened and why it happened. At the end of the essay, indicate what might have happened if only… Essay must use correct punctuation, capitalization, usage, grammar, and spelling. Handwriting must be legible.
Exceeds Expectation (3) Meets Expectation (2) Needs Help/Time/Second Try (1) “What” and “Why” is clearly “What” and “Why” is correctly “What” or “Why” is not correct identified from the text identified or help was needed Specifically indicates what might Correctly identifies what might No “if only…” is included or help have happened if only… have happened if only… was needed Essay is clearly written and easy Essay has structure and sequence Essay is not clear, is difficult to to understand follow, or help was needed Essay is clearly written using Essay uses correct English most Essay has many English errors correct English of the time All of the words are spelled Most of the words are spelled There are many spelling errors correctly correctly Penmanship is neat and very easy Penmanship is legible Penmanship is difficult to read to read 16-18 = Exceeds Expectation; 10-15 = Meets Expectation; 6-9= Needs Help or Time
Grade 5 Guided Reading 156 Bettendorf Community Schools 2001-2002
Language Arts Performance Based Assessment for Main Idea
Language Arts Performance Based Assessment Main Idea Modality: Artistic Reading Level: Student: Date: School: Score: Book or Text: Performance Task: Using the information from the text, design a story quilt of the major events that occurred in the selection. Correct punctuation, capitalization, usage, grammar, and spelling must be used for labels. Handwriting must be legible and pictures must reflect the major events.
Exceeds Expectation (3) Meets Expectation (2) Needs Help/Time/Second Try (1) Clearly and completely identifies Correctly identifies most of the Some main events are missing or all of the main events from the main events from the selection help was needed selection Labels are clearly written using Labels use correct English most Labels have many English and correct English and spelling is of the time and most of the spelling errors correct spelling is correct Penmanship is neat and very easy Penmanship is legible Penmanship is difficult to read to read Story quilt has pictures or Story quilt is pleasing to the eye Story quilt lacks main events or is symbols that reflect the event and and conveys the main events difficult to tell what is being would be easy to recognize depicted 10-12 = Exceeds Expectation; 7-9 = Meets Expectation; 4-6 = Needs Help or Time
Grade 5 Guided Reading 157 Bettendorf Community Schools 2001-2002
Language Arts Performance Based Assessment for Main Idea
Language Arts Performance Based Assessment Main Idea Modality: Spoken Reading Level: Student: Date: School: Score: Book or Text: Performance Task: Using the selection, describe one of the main character’s actions and then defend or condemn what he or she did. Give clearly stated reasons why you feel that the character’s actions were right or wrong. These should be prepared before presenting. Sharing them may be in small groups or to the whole class.
Exceeds Expectation (3) Meets Expectation (2) Needs Help/Time/Second Try (1) Clearly describes all of the main Correctly described many of the Actions not identified correctly or character’s actions main character’s actions needed some help describing the main character’s actions Many explicit reasons given that Several reasons given that Few reasons given or not clearly describe why the character was describe why the character was stated or help was needed right or wrong in his or her right or wrong in his or her actions actions Evidence of thorough planning Evidence of planning and Little evidence of planning or and preparation preparation preparation Character is interestingly Character is described Difficult to know what the presented and defense or completely and defense or character was like and whether or condemnation is clearly and condemnation is given not actions were defended or completely given condemned or needed help Spoke clearly and distinctly so Spoke loudly enough for Spoke too softly for everyone to that all could understand everyone to hear hear 13-15 = Exceeds Expectation; 8-12 = Meets Expectation; 5-7 = Needs Help or Time
Grade 5 Guided Reading 158 Bettendorf Community Schools 2001-2002
Theme: Historical Fiction George Washington’s Socks, Number the Stars, Charley Skedaddle, Mr. Lincoln’s Drummer, Out of the Dust, Under the Blood Red Sun
Generalizations Conflict results from issues about needs, resources, and beliefs. Resolutions require consideration of different perspectives. Conflicts and resolutions create change and growth. Conflicts of today affect more people as a result of our global community. Human beings are designed to survive. Individuals are unique physically, mentally, socially, and emotionally. Individuals survive by utilizing their unique strengths. Survival often requires depending on others. Humans will endure intense pain to survive. Survival may require adaptation.
Concepts Diversity and Commonality Interdependence and Self-Reliance
Guiding Questions What needs of various groups create conflicts? What kinds of conflicts have developed between groups over resources? What beliefs of various groups can create conflicts? How do people resolve conflicts? How are different perspectives developed? Why do resolutions require the consideration of different perspectives? What happens to people who are involved in a conflict over a need, a resource, or a belief? How does the global community impact conflicts between countries? What leads to the resolution of a conflict? How can people of today learn from the experiences involving conflicts in the past? How are human beings designed to survive conflict? What characteristics help individuals survive terrible hardships? How does survival often depend on other people? How can people adapt in order to survive? How are people able to survive wars and persecution?
Grade 5 Guided Reading 159 Bettendorf Community Schools 2001-2002
Introducing the Theme Introduce the following elements of historical fiction to the class: 1. It must tell an interesting story. 2. It must balance fact with fiction. 3. It must be accurate and authentic in tone, attitudes, values, depiction of daily life, and behavior of the time. 4. It must not contradict the actual historical record. 5. It must, as much as possible, use authentic language. It should be noted that some words may be offensive to today’s audiences but are reflective of the period in which the selection is set. 6. It should illuminate the problems of today by examining those of other times.
Begin a discussion of war using K-W-W-L: What I Think I Know, What I Want to Know, Where I Can Look to Find Out What I Want to Know, What I Learned. Create a class K-W-W-L. Then give each student or small group of students a K-W-W-L form. Have them add any additional things they think they know first. Then choose two or three things they want to know from the class K-W-W-L chart and one or two of their own. Lastly, identify at least three sources of information. Tell the students that they may be able to answer some of their questions from reading one of the historical novels included in this theme: George Washington’s Socks, Number the Stars, Charley Skedaddle, Mr. Lincoln’s Drummer, Out of the Dust, Under the Blood Red Sun They will also want to check reference material as well.
Grade 5 Guided Reading 160 Bettendorf Community Schools 2001-2002
Conflict: War K-W-W-L
Name(s) Date
What I Think I Know
What I Want to Know
Where I Can Look to Find Out What I Want to Know
What I Learned
Grade 5 Guided Reading 161 Bettendorf Community Schools 2001-2002
Sharing the Theme Name ______Book ______
As you read your book, respond to the following questions.
What are the conflicts in your book? What did the character in your book that survived the conflict have to endure?
How did the character in your book adapt in What characteristics of the person in your order to survive? book helped them to survive?
If your book is a fictional account of an How did other people help the character in historical time, how do you know the your book survive? information included is accurate?
Identify the issues behind the conflict referred What should people of today remember from to in your book. the conflicts of the past?
Grade 5 Guided Reading 162 Bettendorf Community Schools 2001-2002
Grade 5 Guided Reading 163 Bettendorf Community Schools 2001-2002
George Washington’s Socks
Synopsis When five kids talk a walk along Lake Levart late one night, a mysterious wooden rowboat beckons them aboard. As if in a trance, they step inside. But what they don’t recognize is that this enchanted boat is headed backward in time—to the time of George Washington. And their neighborhood lake has been transformed into the icy Delaware River on the eve of the battle of Trenton. Matthew, Quentin, Hooter, Tony, and Katie experience the American Revolution firsthand and learn the sobering realities of war. The children meet George Washington and other officers during the war. When they return they are not sure whether it has really happened, until Katie looks down and remembers she is wearing George Washington’s socks.
Author Elvira Woodruff
Introduction On the cover of the book you see five children on a collision course with another boat. The boat and men in the background are the subjects of a famous painting. · Do you recognize who they are and the name of the painting? (Washington Crossing the Delaware) · Do you know why they were crossing the Delaware River that cold December night? · What war does this book use as a setting for the story? · How do you think the kids got involved and ended up in this century and in this place?
Let’s read the story to check your predictions and see which one(s) are closest to what really happened.
Chapter 1 Matthew is explaining to his dad about a club he, Q, Tony, and Hooter have formed. It’s an adventure club that meets to talk about real adventures people had in history. Tonight was their camp-out and Matthew needed to make sure they had everything. Q’s uncle had given him a book called Great Adventures in History. For tonight’s first adventure, they picked out the crossing of the Delaware River by George Washington and his army during the Revolutionary War. Matt was president of the club and they’d be camping out in Tony’s back yard. Matt ended up inviting his little sister Katie to keep her from ratting on him (He stuffed his peas in the sugar bowl while his parents were up from the table.). His parents thought he was so sweet for including her.
Key Concepts: the history adventure club, Katie’s inclusion
Vocabulary: throughout, George Washington, Revolutionary War, chuckled, bloodthirsty, disgusting, suppress, assured, desperate, beamed
Grade 5 Guided Reading 164 Bettendorf Community Schools 2001-2002
Chapter 2 The boys were around the campfire; Katie was in the tent wanting to go home for a blanket. Matt opened the book, Volume 4: The Crossing of the Delaware River and the Revolutionary War. The book related what happened between the autumn of 1775 and the autumn of 1776. The army had suffered such great losses, it was feared the war would be lost, too. The winter of 1776 had proved to be the harshest winter yet. In a desperate attempt to turn the tide of the war, George Washington crossed the Delaware River on December 26. The boys wished they had been able to camp by the lake for this episode. Tony’s father had nixed that idea and checked on them in the backyard regularly. Tony would be their scout since he was the smallest. Q (Quentin) would be the club’s brain. He had to think up some live-or-die situations. Hooter (actually Brian Melrose) was big and goofy-looking, but a softy at heart. Matt made Hooter the strong man. Katie wanted to know what her job was. Matt yelled at her to get back in the tent, but the boys persuaded him to let her be a visitor for tonight. Katie emerged with a toy bow and arrow on her back, a water gun in one hand, and a plastic Heroic Hero sword in the other.
Key Concepts: the camp out, Vol. 4, jobs, Katie’s included
Vocabulary: Matthew Carlton, Katie, Hooter, Q, and Tony, crackling, objected, suffered, incredible, ill-clad, loyalties, allegiance, confederate, verge, Trenton, shrugged, authority, Davy Crockett, Carla Ponti, brillo pad, version, abnormal, flexing, scowled, sniffling, technically, temporary, dimpled
Chapter 3 The group looked around the backyard—not much of a setting for an adventure. They really wished they could have gone to the lake. Matt suggested they take a “hike” to the lake. Tony said he could go ask his parents tomorrow since they had gone to bed. Matt convinced them it would be no big deal to hike there. He reminded them that some of the rebel soldiers were only a couple years older than them. Reluctantly they agreed to go. All they had to do was follow the path through the woods to the lake. Matt didn’t want Katie to go, but when she threatened to tell Tony’s parents, he let her go. The woods were very dark.
Key Concepts: the hike, Katie’s blackmail
Vocabulary: impatiently adventurous, motioned, darkened, budge, Sherlock Holmes, hesitant, ominously, indignantly, coaxing, coals, ammunition, array, arsenal
Grade 5 Guided Reading 165 Bettendorf Community Schools 2001-2002
Chapter 4 Each member complained about a kind of creature in the woods. They huddled close together when a hawk screeched. Tony said the legend of the lake was really creepy. His grandfather had told him the legend of Lake Levart, which over time, was now called Levy Lake. Tony’s grandfather said there was something strange going on—like it was haunted or something. People would disappear—but their bodies were never found. Some did come back, but they were never the same. All the people had gone out on the lake in a rowboat. Grandpa said none of the people even had a boat. Grandpa and his friend Adam Hobbs were camping on the lake. Adam got up to get his canteen. Grandpa heard sounds like someone getting into a boat. When he got to the lake, he saw Adam smiling in a rowboat in the center of the lake. Grandpa tried calling him, but Adam never looked back. A cloud drifted across the moon and Grandpa went back to get a lantern. When he got back, Adam (boat and all) had disappeared and was never seen again. Over the next 50 years, there were five other cases like this. Grandpa said it always happened when there was a 3/4 moon.
Key Concepts: trek through the woods, the legend of the lake
Vocabulary: adjusted, screech, huddling, filtered, rustled, draft, legend, Lake Levart, haunted, brandished, fantastic, Adam Hobbs, canteen, three-quarter moon, automatically
Chapter 5 The kids were a little less brave than before, but continued toward the lake. Tony said his Grandfather had figured out that the name had something to do with the mystery. Before Tony could find out what, his mom had come back into the room. Hooter suggested maybe Tony’s grandfather was batty. They started to argue, but Matt got them to stop and shake hands. Tony went ahead and told them they were almost at the lake. Suddenly the group stopped and looked up at the moon—three quarters full! Katie realized she had dropped her marshmallows and went to find them. It was ten minutes before Matt realized Katie wasn’t there. They heard a loud splash and everyone ran down the path. The lake stretched out before them and there floating on silvery ripples was an empty old rowboat. By the lake’s edge was Katie. They tried yelling at her—she paid no attention. They all felt creepy and knew they should stay away, but they had to rescue Katie. When they got to the boat they were under some kind of spell. They all smiled and got in the boat with Katie. When a cloud drifted across the moon, they were enveloped in a velvety darkness. A low whistling sound seemed to circle them, the boat trembled, and the mist wrapped around them like a cocoon. When the 3/4 moon finally returned from behind a cloud, the rowboat and crew were gone!
Key Concepts: Grandpa’s story interrupted, Katie’s lost, the rowboat, the disappearance
Vocabulary: reluctantly, dietitian, batty, comrades, imagination, rippling, eerie, transfixed, pebbled, hoisting, frantically, incline, terror, vessel, overwhelming, tautness, iridescent, cocoon, spell-bound, fanned, choppiness
Grade 5 Guided Reading 166 Bettendorf Community Schools 2001-2002
Chapter 6 The air was very cold and it was snowing in September! The boat rushed down an ice- chopped violent river. They clung onto the side, except Katie who stood up. They dived for her, but with the shift in weight, the boat veered to the left. They could not find Katie. The boat stopped between two ice floes. It was freezing rain that disrupted their search for her. Matt was frozen with cold and fear. He was inconsolable. When Q turned on his flashlight, he and Tony noticed the cracked white letter next to Hooter’s seat—“Emit Levart.” They looked at each other. Tony’s Grandfather had been right.
Key Concepts: down river trip, Katie’s gone, Emit Levart
Vocabulary: chattering, feeble, current, veered, untangle, wild-eyed, floes, ice jam, visibility, paralyzed, grief, console, Emit Levart
Chapter 7 After a loud crashing of ice and muffled voices of men, Q turned the flashlight in that direction and saw Katie on the ice. They yelled toward her and said they were coming until— out of the darkness came a deep voice, “Halt in the name of the Constitutional Army!” The boys couldn’t believe what they heard. There they saw a second boat with men in tattered clothes and tri-cornered hats. A tall man in a dark cape pulled Katie up, wrapped her up, and handed Katie to one of the men. Matt finally asked if Katie was okay and who the stranger was. He told him the child was alive and that he was General George Washington, Leader of the Continental Troops. The general wondered what their business was on the river in this weather. Hooter wondered if they were on “Totally Hidden Video.” The general asked where they were from. The boys told him, “Nebraska.” The group had no idea what Nebraska was. Suddenly Q remembered the picture in their history book—they had gone back to 1776. Tony turned to Matt and said, “You thought my backyard was so boring, I hope you’re happy now!”
Key Concepts: Katie’s rescue, time travel, meeting George Washington
Vocabulary: muffled, Continental Army, nudged, tattered, imposing, unmistakable, determination, commander stammered, foe, muskets, perplexed, concluded, stunned
Grade 5 Guided Reading 167 Bettendorf Community Schools 2001-2002
Chapter 8 The general and his men examined them closely. Washington was afraid the enemy had sent out young children to spy on them. The kids were lifted onto Washington’s boat. Q concluded that these men had to be John Glover’s Marbleheaders. They had manned the sturdy Durham boats that carried Washington and his men that Christmas night. Washington prayed that they would live to remember this night. Matt thought to himself, “You will live to do that!” Matt looked at the men in their threadbare uniforms, many with feet wrapped in rags, and no coats. The noise of the animals, men, and the crashing of ice were frightening. Q noticed an officer had a white paper in his hat. George Washington had ordered all the officers to do that so the men could recognize the officers in the dark. The general did not want the children to disembark on the Jersey shore because of the danger. They were to make a return voyage to McConkey’s Inn for the night under the command of Adam Hibbs!
Key Concepts: plight of the soldiers, the children’s new guardian
Vocabulary: 18th century, queerish, underestimate, dazed oarsmen, cowardly, ingenuity, runners, Tory, choosy, John Glover’s Marbleheads, manned, slab, venture, hilt, index finger, Hessian mercenaries, maneuverings, ferry, spectacle, disembark, escort, Corporal Hobbs
Chapter 9 The kids were excited that it was Adam Hibbs—maybe he could tell them how to get back. Everything was still. Matt remembered that, as the German soldiers slept off their Christmas celebrating, Washington and his men crept silently inward to surprise them at Trenton just as dawn broke. Suddenly Matt remembered General Washington’s cape. The young corporal frowned. He knew he had to watch the children, but at the same time the general needed his cape. The corporal sent Matt off with it to take to Washington. Matt noticed that each regiment had its own color uniforms and wore different kinds of hats or bands. He understood they were called “Washington’s ragtag band of rebels.” Matt made his way up to a group of officers surrounding the General. A large hand grabbed him on the back of his sweatshirt. He told Matt the general was busy and told him he’d give Washington the cape. Matt turned to leave when the captain grabbed Matt’s arm and wanted to know what regiment he was with. Matt told him he had to get back to the boat with Corporal Hibbs. The captain put his hand over Matt’s mouth. As a flat board was being unloaded, he handed Matt a musket and a cartridge box. Since there was an order of silence, no one knew that Corporal Hibbs had been standing in a boat looking up shore when he slipped and fell on his bayonet. Corporal Neeley accompanied him and the children to McConkey’s Inn. Corporal Hibbs would probably not live through the night. Matt knew nothing of this, except for the fact his dream of helping in the Revolutionary War was turning into a nightmare.
Key Concepts: the cape, Matt’s forced enlistment, Corporal Hibb’s accident
Vocabulary: sobering, diverted, Dunham boat, tangle, ensured, tarry, “Washington’s ragtag band of rebels,” unprofessional, frayed, treacherous, heavyset, sputtered, wager, musket, cartridge box, Hessian pigs, enforced, Corporal Neeley
Grade 5 Guided Reading 168 Bettendorf Community Schools 2001-2002
Chapter 10 Matt was freezing. It was a nine-mile march. When the group stopped to rest, Matt and another boy pulled a fence rail loose to sit on. The boy couldn’t be older than 14 or 15. The rebel looked with curiosity at Matt’s sneakers. He wanted to know where Matt was from—his clothes were foreign-looking. He told him he had relatives in Maryland. The boy told him his name was Israel Gates and he’d trade for one “snaker” (sneaker). Matt could see Israel’s one foot had a long gash, puffy with infection, and a blue-green color. Matt untied one sneaker and one sock. Matt told him to keep his shirt. Israel got his foot in with some difficulty. Matt put his only sock on his left foot and his sneaker on the right one. Israel wrapped Matt’s foot in the dirty linen strips that had been around his own foot. Israel offered him part of his meat (pigeon). They ate snow for water. Israel told him, if they lived through the next six days, he would repay Matt. His enlistment date was the first of the year and he’d get his wages. He had seen too much action and hardship to reenlist. Israel wanted to get a pouch of delicately painted-blue glass beads back to Massachusetts to give to Abby, his 5-year-old sister. His dad spent most of his days in the tavern since his mom died. His brothers (aged 8,10,11) were watching over Abby until he got back. His dad drank up all his earnings as a tailor, so Israel sold himself as a sub for a wealthy silversmith in Boston. He took on the enlistment papers in return for a cow and enough coin to keep his brothers and sister fed until spring. He wanted to know how Matt came to enlist. He told him it was an accident. He got separated from his sister and friends. He tried to tell him the story, but Israel interrupted, put his arm around him, and said he’d take care of him.
Key Concepts: Israel Gates, compassion, a new friendship
Vocabulary: Captain McCowly, fencerow, haggard, blotchy, quizzical, surveyed, Israel Gates, “snakers,” peering, luxurious, “kids,” haversack, grimace, enlistment, pox, birthing, pouch, delicate, maid, vexed, gabby, tinker, Ben and Simon and Nathan, sarcastic, tailoring, pistoreens
Chapter 11 Matt tried to tell himself that he’d be okay now that he had a friend. He heard the names of Major Crane and Colonel Knox. He was glad he had done his history homework. His men unloaded smaller guns as they waited for the 3-pounders to come across. He remembered all the things he had heard about Henry Knox and his artillery division. Matt knew Washington was depending on those remaining 18 guns for his attack on Trenton. Matt dreamed about him. Captain McCowly nudged the boys and they had to catch up with General Greene’s patrol. Matt helped Israel to his feet and get on his pack. Matt and the others trudged through snow mixed with sleet. He wished he were home right now.
Key Concepts: arrival of Major Crane and Colonel Knox, the march
Vocabulary: Major Knox and Colonel Crane, gesture, chided, General Greene, Captain McCowly, slumped, flickered, tyrannical, imposed
Grade 5 Guided Reading 169 Bettendorf Community Schools 2001-2002
Chapter 12 Matt was getting very cold and wet. Coughing fits overtook Israel. After what seemed like hours, they were ordered to halt. Two groups of officers held a short meeting. The order was to break the detachment into two divisions—one along the River Road with Washington and one along the Pennington Road with General Greene. If they were defeated tonight, Philadelphia would be lost. Israel described the Hessians as he had heard tell and their mercenary desires. Matt met one of the drummers—Henry Schudder. He was only 13 years old. Henry wore the reverse colors of his regiment so that he could be seen. Matt got even more worried. Israel’s cough was worse and the Hessians were ahead.
Key Concepts: new directions, the drummer
Vocabulary: detachment, burly-looking, column, out-guards, beseeches, instill, scourge, rations, barbarians, quarters, Henry Schnudder, breeches, camp itch, cocked, smirked
Chapter 13 As Matt was trying to figure out how to load a musket, he saw Israel stoop over on the ground, groaning. He started throwing up violently. The order came to move on. Israel leaned on Matt. He supported him until he couldn’t any longer. Henry helped, until an officer told them to leave him by the side of the road. Matt couldn’t leave Israel. He was coughing up blood now. Henry went on without them. As Matt watched soldiers march by, he realized how hopeless his situation was. Matt started to leave, but Israel opened his eyes. He asked Matt to get his pouch for him. He made Matt promise he’d get the beads to his sister. Israel started to sleep and so did Matt. To keep from going to sleep and freezing to death, he started talking about himself, his life, and what happens in the future—even Batman.
Key Concepts: friendship, the promise, staying alive
Vocabulary: horrified, phlegm, unsteadily, slumped, retching, cringed, brusque, panicky, faintly, enticing
Chapter 14 Matt must have fallen asleep, because he woke up finding himself leaning on a heavy man—Nathan Hornbee. He asked about his friend, but he had died. Matt did not even remember Mr. Hornbee lifting him up on to his horse and the trip to his farm. Matt awoke to find himself wrapped in wool blankets on the floor before the fireplace—warm! A woman sat at a loom in the corner. She called for her husband when she saw Matt was up. Nathan offered him some hot apple cider. He told Matt his friend was gone, and he would have passed right by, too, if a drummer had not asked him to look out for Matt. He told Matt that if he hadn’t personally known Horst, he would have been taken for a spy. Mr. Hornbee offered him some stew. Matt told him it was all like some horrible dream that he couldn’t wake up from.
Key Concepts: saved from the cold
Vocabulary: Nathan and Temperance Horn bee, bristly, gruesome, patriots, topple, savoring, winced, instinctively, jittery, loom, Mrs. Pritchet, shrill, tinny, ladled, militia, loyalties, aroma Chapter 15
Grade 5 Guided Reading 170 Bettendorf Community Schools 2001-2002
Mr. Hornbee explained to Matt that he wouldn’t sign for the king’s protection papers, so his farm was open game for plundering by the British regulars and Hessians alike—especially if they knew he was harboring a rebel. He told him he was too old for this war business and couldn’t offer him shelter. Matt said he had to get to his sister and friends. Since the man was so curious about his clothes, etc., Matt decided to tell him the whole story. Nathan thought he got hit on the head and was not right. Temperance was afraid of being hanged and wanted Matt out NOW! Mr. Hornbee gave Matt a deerskin coat. He saddled up Blackjack (a mule) for Matt, and told him he’d follow the trail through the woods to the river. First he told Matt to take care of his business. Matt was confused, but when Mr. Hornbee pushed him inside, he saw it was an outhouse. Mr. Hornbee told the mule where he wanted Matt to be taken. Matt met them waiting on the road. Mr. Hornbee told him not to worry, Blackjack would get him there. He was to leave the mule at Mr. Hornbee’s cousin’s house to be retrieved later. Temperance came flying out of the house with food for the mule and socks and shoes for Matt. He thanked Mr. Hornbee for everything. Matt rode through the woods thinking about people from this century who reminded him of people in his time. Matt talked to the mule as they pressed on. Suddenly they heard a sound and then another. Blackjack knew it was an Indian.
Key Concepts: on his way, gifts, strange sounds
Vocabulary: protection papers, plundering, British regulars, gnarled, forsooth, contraption, top stitching, rubber sole, territories, face gone sour, pleadingly, emphatically, toasty, Blackjack, cushioned, jacuzzi, profound, lush
Grade 5 Guided Reading 171 Bettendorf Community Schools 2001-2002
Chapter 16 The mule made an abrupt stop, and on the trail before him, stood two Indians. Matt closed his eyes. Suddenly he heard more rustling—could it be a whole tribe of them? When he opened his eyes, he saw the Indian and Hooter! When Matt called to Hooter, the Indian thought it was a war cry. They rushed to the mule and pulled Matt off. Tony was there, too. They were overjoyed to see each other. But where were Q and Katie? The boys told him they never made it across the river, because Adam Hibbs fell on his bayonet. Then their boat hit a chunk of ice and started to go under. A flat boat carrying horses rescued them. They had to make the horses swim, so they could all fit in the boat. They laid Adam Hibbs on the shore next to the fire and told them to wait while they went to go get another boat. Adam kept saying he knew we were from another time. The Adam Hibbs that was lost on their lake was that man’s grandson. His grandfather told him a story about a rowboat and people in strange clothes. When he saw us, he knew his grandfather was telling the truth. Then he died. Katie saw the old rowboat that had been hidden in some bushes. The boys decided they needed to find Matt so they could all go back together. Their plan was to follow the soldiers from the woods and find Matt, but the storm came up. Katie was so cold they stuffed her in a big hollow tree. Q stayed with her. Hooter and Tony left to find wood for a fire. The Hessians found Q and Katie and carried them off. The boys tried following them, but were rescued by two Indians when they were falling asleep. The Indians saved their lives. Matt said they had to rescue Q and Katie.
Key Concepts: Indians, reunion, bad news about Q and Katie
Vocabulary: rustling, tomahawk, frantically, embraced, trailed off, hallucinating, impatiently, authoritatively, crouched
Chapter 17 The Indians were picking red berries and putting them in a pouch. Hooter started to put some in his mouth, but the Indians let him know they were poisonous. The boys wished they knew the things about the woods these Indians did. Matt tried to ask about the soldiers and his little sister in pantomime. The Indian, Hooter, and Tony all laughed. Matt took the red berries and put it by his hair and sucked his thumb. The Indians understood he wanted the little girl with red hair. A look of recognition came over their faces. Matt wanted them to take him there, but they looked very worried. Tony offered them a pocket video game. One Indian took it, but dropped it when he thought the tiny man running back and forth on the screen was trapped by magic. When he dropped it, the batteries fell out (good trinkets for trading). The Indians dropped to the ground looking for the little man that they thought had fallen out from the magic box. Tony was upset. He wanted to know how Matt intended to get them home. Tony felt it was Matt’s idea in the first place, and he was responsible for getting them in this mess. Hooter believed Matt would do it. The Indians pointed to his shoes. Matt gave them to them, but all they wanted was the buckle. The Indians started off but wanted the boys to follow him. Matt talked to Blackjack, and then gave him a slap on the rump to head home. This was only one of the goodbyes he’d had to make. Matt turned and followed the Indians with Tony and Hooter.
Key Concepts: the video game, off to find Katie
Vocabulary: recognition, yelp, coaxing, trinkets, conviction, offering, moccasin, muzzled, dwarfed, tinkling
Grade 5 Guided Reading 172 Bettendorf Community Schools 2001-2002
Chapter 18 Matt, Tony, and Hooter followed the Indians through the woods. Right before they entered the Hessian camp, the Indians took the berries out of their pouch and painted their faces. As they got closer they saw Q and Katie by a campfire with three Hessian soldiers. Matt could see they were well trained and well dressed, unlike the ragged Am erican rebels. The Indians backed away. Matt wanted them to get Q and Katie even if they had sticks. They watched as Q was trying to explain they were harmless. The soldiers drew their swords and went through Q’s pockets, finding bubble gum (something unfamiliar to them). Q took half the gum and showed them what to do. When the bubble popped they all jumped. Q motioned for the soldier to try it. He did but swallowed it. He searched Q again and found a dollar bill and knew Q was a rebel. While the soldiers inspected the bill, the boys crept up to the tree and took the muskets. The Hessians turned around and drew their swords. Q and Katie screamed and Matt closed his eyes and froze.
Key Concepts: to the Hessian camp, the gum, the bill, attempted rescue
Vocabulary: marveled, gait, forging, grove, transfixed, shrubbery, grounders, imposing, formidable, comrade, “vas ist das,” ruddy, quivering, gaping, “das ist gut,” ambush
Chapter 19 Matt took a large stick and threw it at the soldiers. However, it missed and hit Hooter on the forehead. The boys put down their guns and surrendered. Katie ran to Matt. Hooter put his hand in his pocket and pulled out a band-aid and put it on. The soldiers were curious about the plastic strip that would stick to your body. Suddenly a deer approached. Two soldiers left to go after the deer, and one stayed with the children to take them back to camp. They had to rest several times. Katie cried and Matt said he’d get everyone home as soon as they could get back to the rowboat. Q told him that Adam Hibbs said his grandfather had traveled through many different time periods before he got back here. He decided not to go back to his own time. Someone stole the boat, but told his grandson the story. The young Adam’s been looking for the boat since he was a boy. Matt knew they had to get away and get back to the American army. Matt explained why the Hessians had come to be there. The soldier sat down and revealed blood where he had been scratched by thorn bushes. Hooter gave him one of his biggest band-aids. They continued their march until they reached the banks of the Delaware River. They walked along the water’s edge, but stopped to watch a beaver building a dam. Katie wandered off to the river’s edge to see a family of ducks, but the ice cracked and her leg disappeared into a hole. The boys ran to the shore to watch as the Hessian made his way out to Katie. He grabbed Katie and hurried off the ice with her. Hooter went over and extended his hand to Gustav. Hooter went to thank him when he heard a musket fire, and Gustav toppled to the ground.
Key Concepts: captured, the deer, Gustav’s help, Gustav’s death
Vocabulary: frantically, gash, bewildered, beckoned, clearing, industrious
Grade 5 Guided Reading 173 Bettendorf Community Schools 2001-2002
Chapter 20 The children leaned over Gustav, so the soldiers thought they were Tory spies. The soldiers told them they would be put in jail, except for Katie and Tony because they were so little. A rebel began to frisk the boys and found a $1 bill. They thought it was another kind of trick, since the Continental currency didn’t look like that. The children watched as the soldiers made fun of Gustav. These were the brave men Matt had dreamed about and suddenly they didn’t seem so brave or special. Matt was sick at his stomach from their behavior and turned away. Then one of the soldiers showed the other some blue beads he had found in a pouch in the snow. Soon the shoreline filled up with soldiers. Capt. McCowly looked at Matt. Matt reminded him he was the one who took Washington his cape. Unexpectedly, Washington walked up and thanked Matt. He took Katie on his knee and noticed she had wet feet again. He gave her his extra pair of socks. He returned to Matt and said if he ever needed anything to let him know. Matt asked to talk to him and told him about Israel and the beads. Washington got them from the soldier and told him he’d personally see they got to Abigail Bates. The club members watched as Hessian prisoners were boarded on boats. Captain McCowly told them to stay put. The general had put him in charge of getting the kids across the river. Hooter and Matt have a deep conversation about who are the “good guys” and who are the “bad guys.” Matt and Hooter knelt by Gustav crying. Matt closed Gustav’s eyes.
Key Concepts: almost jailed, Washington’s kindness, the beads, Capt. McCowly’s charges
Vocabulary: scum, double-talk, Continental currency, turncoats, patriot homes, pranced, runners, sputtered, vague, spittle, stammered, awe struck, clucks, preoccupied, haggard, exhilaration, make haste, bustling, husky
Chapter 21 Matt and Hooter returned to the group, but Katie was missing. She was over on a log playing with the general’s socks. The boys were talking, but Katie kept trying to tell them something. Katie pulled off her sneakers and started pulling on the socks. The boys were upset. They wanted to frame them or something. Katie finally told the boys she knew where the boat was. Matt took Katie and swung her around. He said he’d make her associate vice- president of the club. Q pointed to the puddle of water in the floor of the boat. In the reflection they could read backwards the chipped letters—Emit Levart spelled backwards was—TIME TRAVELER! Q put a damper on things when he mentioned that the boat had no spell or pull on them as before. Katie said she was not staying and got in the boat. She said she wanted to go home where it was warm. The boat began to tremble. Everyone scrambled in as the boat began to rattle, shake, and then spin around. Then they were gone—boat and all had vanished! Captain McCowly (who had watched this happen) ran to General Washington. General Washington thought he was drunk and had him taken away. Washington turned to step in his boat when he tripped and fell. The water had gotten into his boots. When he reached for his extra socks, he remembered Katie. The Adventure club was spinning through space in darkness. When the boat settled and the mist lifted, Matt dipped his hand in the warm water. No one knew where they were—except not on the Delaware.
Key Concepts: the gift, the boat, EMIT LEVART decoded, Captain McCowly, the trip back
Vocabulary: scanned, defeated tone, Rumson, dispel, console, bolted, activate, encircled, Jehovah, eerie
Chapter 22
Grade 5 Guided Reading 174 Bettendorf Community Schools 2001-2002
As they sat in the boat, Q told them he thought they got home, because Katie was thinking about home. It must be mind controlled. Matt thought they were back on Levy Lake, but it was too dark to tell. Matt felt a piece of paper floating by—it was a potato chip bag—no 18th century item. As the mist lifted, the sun was rising and everyone looked across the lake to see Tony’s house. Everyone cheered and was relieved. They all swore themselves to secrecy. Q told Matt to get rid of Mrs. Hornbee’s shoes and Katie to ditch the socks. Since neither one wanted to throw them away, they put them in Q’s museum. Katie agreed to trade the socks for a bag of marshmallows. The kids hid the boat and asked each other what they were going to do first when they got home. Hooter was going to eat. Tony was going to soak in a hot tub and use soft towels and get clean clothes. Q was going to frame George Washington’s socks. Matt said he was going to read a book—Adventure in History. Everyone groaned. Matt said he’d invite them along again, but not right away.
Key Concepts: partial secret of the boat, home and its comforts, the socks
Vocabulary: unraveled, thread, streaks, horizon, yank, land ho, reverence, unspoiled landscape, specimens
Chapter 23 When Matt got home his senses were more attuned to everything around him. He plopped on his bed and turned on every electrical appliance in his room. He was reading when his mom stopped at the door of his room. His mom told him to get a bath and come to breakfast. She couldn’t believe he had just been overnight camping. He looked like he had been through a war (little did she know how true that was). Mr. Carlton was anxious to hear about their adventure. Matt said they had to keep things secret. Mother was upset. Where were Tony’s parents—his clothes had been in shreds. Katie said George Washington had taken care of them and she had gotten his socks. Matt started to say they were reading about Washington around the camp, when his father said he remembered doing the same thing as a kid— pretending they lived in different times. Mr. Carlton smiled at Katie and asked if George Washington’s socks weren’t too big for her. She said she traded them for a bag of marshmallows. Mr. Carlton winked at Matt. Katie told Dad she was a club member, because she found the boat. Mrs. Carlton was petrified that they had gone by the lake. Then Katie said the German soldier saved her from the ice, but got shot, but Washington didn’t. Dad said she had a wonderful imagination and told his wife not to worry. Mrs. Carlton wanted to know if Matt was pretending to be Washington, but her husband said it was “private club business.” Matt was relieved. His dad told him he was proud of him for including Katie and said he was becoming a mature and responsible person. Then Dad asked for the sugar bowl (oh no—the peas!).
Key Concepts: comforts of the 20th century, Katie blabs, dad understands, the peas
Vocabulary: drifting, whooped, shreds, imagination, supervision, mature
Grade 5 Guided Reading 175 Bettendorf Community Schools 2001-2002
Number the Stars
Synopsis Ten-year-old Annemarie Johansen and her best friend Ellen Rosen often think of life before the war. It's now 1943 and their life in Copenhagen is filled with school, food shortages, and the Nazi soldiers marching through town. When the Jews of Denmark are “relocated,” Ellen moves in with the Johansens and pretends to be one of the family. Soon Annemarie is asked to go on a dangerous mission to save Ellen's life. This is an ALA Notable Book and a School Library Journal “Best Book of the Year.” Teacher's Guide. BDD Online-Teacher's Resource Center.
Author Lois Lowry
Introduction Show students the front cover of the book. Point out the Star of David necklace. Ask if any of them know about the Star of David. Talk about its design—two triangles laid one upon the other or interlaced. It is a symbol of Judaism. What do they know about Judaism? You may want to use a K-W-L chart to find out what students think they know and what questions they have. What connections can they make between the title, Number the Stars, and the Star of David necklace? Point out that the girl in the picture is blonde. Most Jewish people have dark hair. The girl on the cover represents the Danish people who risked their lives to save their Jewish neighbors from persecution and death at the hands of the Germans. Talk about what the phrase, “extraordinary times call for extraordinary measures by ordinary people,” might mean. Find Denmark, Sweden, Norway, and Germany on a map.
Reading
Chapter 1: Why Are You Running? (Pages 1-10) After school, Annemarie Johansen and her friend Ellen race to the corner. They are stopped by two German soldiers who question why they are running. Annemarie answers politely, but they ask what is in her backpack and who her friend is. One of the soldiers tells her that her younger sister, Kirsti, is pretty like his little girl, but not to run anymore. It makes them look like hoodlums. Annemarie and Ellen are scared; they decide not to mention it to their parents, but Kirsti gets home first and tells—and Ellen’s mother is there visiting. The women speak of the Resistance—Danish people determined to bring harm to the Nazis however the could. The mothers tell the girls to take a different route to school; it is important to always just be one of the crowd.
Key Concepts: sentinel, Resistance
Vocabulary: civilized, lanky, rucksack, residential, Osterbrogade, Copenhagen, Halte, sulking, sneering, defiantly, obstinate, hoodlums, Nazi occupation, Resistance, De Frie Danske, Hillerod, Norrebro, sabotage, impassive
Grade 5 Guided Reading 176 Bettendorf Community Schools 2001-2002
Chapter 2: Who Is the Man Who Rides Past? (Pages 11-17) The people of Denmark love King Christian who rides among his people in the streets of Copenhagen each day. Annemarie and her sister Lise had seen him once. A boy had once told a German soldier that all of Denmark is his bodyguard. Annemarie had once asked her father why Denmark had not fought the Germans like Norway had. Her father explained that they were a very small country and didn’t have the mountains to hide in that Norway had. Still, Norway had been defeated, too. All the countries but Sweden had. Annemarie’s older sister, Lise, had died in an accident two weeks before her wedding to Peter Neilsen. Peter still comes by, but he is different. So is Papa; he seems much older, very tired, defeated.
Key Concepts: adoration, defeat
Vocabulary: Amalienborg, Christian X, Jubilee, crocheting, trousseau, Norway, Norwegian, Uncle Henrik, Kattegat, Sweden, lingered
Chapter 3: Where Is Mrs. Hirsch? (Pages 18-26) Winter is coming, and there is no fuel for the homes and apartments. Electricity is being rationed. When Annemarie and Kirsti stop at a little shop to buy a button for Kirsti’s jacket, it is closed and there is a sign on the door in German and a swastika. Peter comes after curfew that night (which is dangerous) and tells them the Germans have been closing the shops of the Jews. Annemarie then realizes that the Rosens are Jews. They think they will be okay because Ellen’s father is a teacher, but Peter tells Annemarie to keep on eye on Ellen and to stay away from the soldiers. Annemarie thinks later in her bed about the Danes being bodyguards now not only for their king, but also for all of Denmark’s Jews. Then she thinks she won’t really have to be so brave; she is just an ordinary person.
Key Concepts: disappearance, protection
Vocabulary: dawdled, rationed, haughtily, Hirsch, sarcastically, swastika, tormenting
Chapter 4: It Will Be a Long Night (Pages 27-38) Kirsti is upset that her mother bought her a new pair of shoes made out of fish skin; there is no leather anymore. Ellen tells her that she thinks her father can make them black with his ink. The Danes had destroyed their own naval fleet to keep the Germans from using it just a month before. The Rosens are preparing to celebrate the Jewish New Year. That night, however, Ellen comes to stay with the Johansens while Mr. and Mrs. Rosen leave to visit some relatives. She seems frightened. Papa tells Annemarie that night that the Germans plan to arrest all the Danish Jews that very night for relocation. They will hide Ellen.
Key Concepts: relocation, escape
Vocabulary: Melanie, Scarlett, sophisticated, dramatics, glowering, exasperated, fish store, visible, pondered, disdainfully, Tivoli Gardens, carousel, designated, scoffed, occupation forces, belligerently, submerged, synagogue, dubiously, tension, rabbi, congregation, relocation
Grade 5 Guided Reading 177 Bettendorf Community Schools 2001-2002
Chapter 5: Who Is the Dark-Haired One? (Pages 39-49) Annemarie and Ellen talk about Lise’s death that night before they go to sleep. Later, a pounding on the door awakens them. The soldiers want to know where their friends, the Rosens, are. They begin to search the apartment. Annemarie tells Ellen to take off her Star of David necklace. They can’t work the clasp so Annemarie breaks it just in time and closes her fist around it. The girls have to get up and the soldier questions where they got the dark-haired girl. Papa goes to the photograph album and tears out a baby picture of each of his three daughters with their names written below. Lise Margrete, in her baby picture, had dark wispy curls. He tore them out because the dates were written below the pictures in the album; Lise would have been 21.
Key Concepts: deception, protection
Vocabulary: imperious, intoned, mental institution, Lutheran, contentedly, stalk, desperately, frantically
Chapter 6: Is the Weather Good for Fishing? (Pages 50-59) Papa decides the girls should not go to school the next day, because they may be looking for Jewish children at school. Mama will take the girls to see Uncle Henrik. When Papa calls to tell him, Annemarie listens to a conversation that is puzzling—about cigarettes. Then she knows that Mama is taking Ellen to Uncle Henrik. The ride on the train to the sea was beautiful until two soldiers board. They question the passengers. Annemarie is afraid that Kirsti will say something she shouldn’t, but she only tells about her new shiny, black shoes.
Key Concepts: remembrances, code
Vocabulary: suspicious, tentatively, Inge, cigarettes, Klampenborg, probed, distorted, Gilleleje, Baltic Sea, Helsingor, Kronborg Castle, sprawling, massive, Aunt Gitte, Trofast
Chapter 7: The House by the Sea (Pages 60-66) Annemarie and Ellen explore the farmstead by the sea. They can see Sweden from the shore. Mama calls them, though, and tells them they must be very careful not to be seen by anyone. When Ellen asks about her necklace, Annemarie tells her she has put it in a very secret place and will keep it there for her until it’s safe for her to wear it again.
Key Concepts: seaside, country
Vocabulary: gnarled, Ingeborg, appliquéd, Scandinavian
Grade 5 Guided Reading 178 Bettendorf Community Schools 2001-2002
Chapter 8: There Has Been a Death (Pages 67-73) In the morning, there is oatmeal with cream from Henrik’s cow Blossum and a tiny bit of butter. The girls play out of doors and Mama cleans and polishes the house. When Henrik returns that evening, he is pleased, but he tells them that tomorrow will be a day for fishing. He will stay on the boat that night. Mama tells him that the living room is prepared and that she is glad the girls picked armfuls of wildflowers that day. Then Uncle Henrik tells the girls that their Great-aunt Birte has died and that the casket will be brought to the living room so that her family can be with her before her burial. Annemarie can’t remember a Great-aunt Birte, but she says nothing.
Key Concept: puzzle
Vocabulary: Thor, Blossom, ruefully, distracted, specter, timidly, mock dismay, anchor, custom
Chapter 9: Why Are You Lying? (Pages 74-81) That night Annemarie visits Uncle Henrik while he milks Blossom. She tells him she knows that he and Mama are lying to her. Annemarie is surprised when he asks her how brave she is. Then he tells her that he thinks she is like her mama, her papa, and him— frightened, but determined, but that it is easier to be brave if you do not know everything. He admits that they lied about Great-aunt Birte, but that it will be easier for her to be brave if she doesn’t know everything. Then the hearse arrives and the casket is taken to the living room. Kirsti is sent to bed. People begin to arrive. Annemarie notices they don’t bring food and they don’t talk. The last to arrive are Peter Neilsen and Ellen’s parents.
Key Concepts: pretense, reunion
Vocabulary: rhythmically, splintery, irregular, deftly, frothy, udder, affectionately, dismayed, hearse, wryly, mourners, relieved, urgency
Chapter 10: Let Us Open the Casket (Pages 82-87) Uncle Henrik goes to the boat. Annemarie falls asleep only to be awakened by pounding on the door. The soldiers say they have noticed a gathering of people. Mama tells them that is the custom when someone dies. The officer asks Annemarie who has died and she replies. Then, he wants to know why the coffin is closed. Mother answers that the doctor said it should be closed because she died of typhus and there was a chance the germs would still be there. Still, she says, he is right. There is probably no danger and she did want to see her aunt’s face one last time and to kiss her goodbye. The Nazi officer slaps her across the face and tells her she is foolish. They have no interest in seeing the body of her diseased aunt. Then he tells them to draw the curtain. The soldiers leave, but Mama and Peter are afraid they might be listening outside the open window. Peter stands and begins reading from the Bible. Finally, he closes the Bible and tells them it is time.
Key Concepts: customs, intrusion
Vocabulary: clasped, surge, recurring, staccato, condescending, extinguished
Grade 5 Guided Reading 179 Bettendorf Community Schools 2001-2002
Chapter 11: Will We See You Again Soon, Peter? (Pages 88-94) There is no one in the casket, only blankets and articles of clothing, which Peter distributes to the people in the room. Mama gives Kirsti’s thick red sweater to an infant girl to wear. It will be very cold. Peter gives the baby some drops so that she won’t cry. Peter gives Mr. Rosen a package that must be delivered to Uncle Henrik. Mr. Rosen has a puzzled look and does not know what it contains. Peter tells Mama he will take the first group. She is to wait twenty minutes and then bring the Rosens. Annemarie realizes that Uncle Henrik is going to take them in his boat to Sweden.
Key Concepts: leaving, pride
Vocabulary: distributes, rummaging, refashion, encased, protruding, merriment, Godspeed, commotion, misshapen, good-naturedly
Chapter 12: Where Was Mama? (Pages 95-100) Annemarie is left at the house. She calculates the time she thinks it will take for her mother to get there and back and then she dozes. When she awakens, it was past four o’clock, and when she checks the bedrooms, Mama is not home. She looks out the window down the path. At first she doesn’t see anything, but then she sees a shape and she knows it is her mama.
Key Concept: waiting
Vocabulary: regained, confusion, horizon
Chapter 13: Run! As Fast As You Can! (Pages 101-105) Annemarie runs to her mama. Mama tells her that she’s all right and that the Rosens are with Henrik. Mama had tripped in her haste to return home and has been crawling inch by inch. She thinks her ankle is broken, but she says it will heal and the important thing is that the Rosens are with Henrik. Annemarie helps her back to the house. They rest on the steps. Annemarie then sees the packet Peter had given to Mr. Rosen, and thinks it must have fallen from his pocket when he tripped on the step. When she looks at her mama, she can tell that it is important. Her mother tells her to get some food from the kitchen and to put it in a little basket; the packet must go underneath. Annemarie must hurry and take it to Uncle Henrik. If anyone stops her, she is to be nothing more than a little girl taking lunch to a fisherman.
Key Concepts: injury, risk
Vocabulary: faltered, desperately, sprawling, hobbled, discolored, swollen, stricken
Grade 5 Guided Reading 180 Bettendorf Community Schools 2001-2002
Chapter 14: On the Dark Path (Pages 106-112) The morning is chilly. Annemarie hurries along the path remembering the story of Little Red Riding Hood she had often told Kirsti. Just as Annemarie gets to the turn in the path that will open to the harbor, she hears footsteps and a low growl. She moves toward the sounds one step at a time until she sees four armed soldiers and two large dogs on taut leashes in front of her.
Key Concepts: fantasy, reality
Vocabulary: latticed, vivid, churning, brusque, harborside, herring, prolong, suspense, tantalize, taut
Chapter 15: My Dogs Smell Meat! (Pages 113-119) Annemarie wills herself to be like Kirsti. She tells them she is taking lunch to her Uncle Henrik who forgot it. Annemarie giggles and chatters like a silly little girl. One soldier takes the loaf of bread, breaks it, and feeds it to the dogs. He reaches forward and takes out the cheese and then the bruised apple. After pulling out the napkin, he sees the packet. Annemarie stamps her foot and begins to cry accusing the soldiers of ruining her uncle’s lunch. She tells him she doesn’t know what is in the packet. When the soldier tears it open, he finds a handkerchief. He throws it on the ground, too, and the dogs lunge, sniff it eagerly, and then subside. Then the soldier tells her to go and to tell her uncle that the German dogs enjoyed his bread. Annemarie hurries to the boat and the soldiers head the other way. When Uncle Henrik sees the things, he tells her thank you and that everything is all right now because of her.
Key Concepts: reward, authenticity
Vocabulary: consumed, Nein, impatiently, withering, insolently, implored, intently, saliva, scornfully, contempt, tenser, visible, caustic, subsided, strident din, quavering, relief
Grade 5 Guided Reading 181 Bettendorf Community Schools 2001-2002
Chapter 16: I Will Tell You Just a Little (Pages 120-127) When Annemarie returned to the house, there was a note from her mama telling her the doctor had come to take her to the hospital. Then Annemarie heard Blossom and knows that she needs to be milked. Later, Uncle Henrik tells her he is surprised that Blossom didn’t kick her. Annemarie goes with him when he milks her that evening. Henrik tells her that the Rosens and the others were hidden in a secret place on his boat that morning. That is why she didn’t see them. Peter is part of the Resistance and he brings the people to Henrik and to the other fishermen who take them to Gilleleje. Then Henrik tells her that, because the soldiers started using dogs to sniff out the people underneath the dead fish smell, scientists worked to develop a special drug that attracts the dogs, but when they sniff at it, it ruins their sense of smell. Now, all of the boat captains have a handkerchief. When the soldiers board the boats, the captains will pull out their handkerchiefs, the dogs will sniff the handkerchiefs, and then roam the boat and find nothing. Uncle Henrik assures Annemarie that for very complicated reasons, the Nazis will not invade Sweden; they want it to remain free. The soldiers had come aboard Henrik’s boat about twenty minutes after Annemarie delivered the packet with the handkerchief.
Key Concepts: drugs, courage
Vocabulary: unmilked, uncomfortable, irritated, rhythmic, confronting, concealed, damn (page 125), shrieked
Chapter 17: All This Long Time (Pages 128-132) Annemarie is twelve when the war ends. There are flags and banners in the windows of even those who had to flee. Neighbors tended the apartments of their Jewish neighbors for two years. Peter Neilsen was executed by the Germans in the public square at Ryvangen, in Copenhagen. He had written them the night before he died. Lise had been part of the Resistance, too. Annemarie had hidden Ellen’s Star of David necklace in the pocket of the yellow dress that Lise wore at her engagement party to Peter.
Key Concepts: endings, beginnings
Vocabulary: unoccupied, Ryvangen, bleak
Afterword: Pages 133-137 While the Johansen family was made up by the author, the historical events recorded in the book are mainly true, i.e., King Christian’s rides through Copenhagen, sinking of the country’s navy, the warning of the Jews by the rabbis who heard it from a high German official, the drug created for the handkerchiefs for the boat captains, and the Danish Resistance. The author’s friend, Annelise who told her many things, was a child in Copenhagen during the years of the German occupation. Nearly seven thousand Jews were smuggled across the sea to Sweden.
Key Concepts: reward, authenticity
Vocabulary: personal deprivation, integrity, existence, G. F. Duckwitz, detection
Grade 5 Guided Reading 182 Bettendorf Community Schools 2001-2002
Comprehension Skills Cause and Effect Give the effect and have the students write the cause; have students list several events and what caused them; or use a graphic organizer. If you give the beginning up to the word because, it is important to remember that there are often several answers that are correct. Share the responses from time to time to broaden the students’ understanding and to encourage divergent thinking.
n Annemarie wanted her friend Ellen to race her to the corner because n Kirsti was not frightened by the soldiers because n The mothers told the girls to take a different route to school because n The Danes destroyed their own naval fleet because n Peter Neilsen was a special part of Annemarie’s family because n The little shop that sold buttons was closed because n Kirsti didn’t like her new shoes because n Annemarie had to break the clasp in order to get Ellen’s Star of David necklace off because n The soldier suspected Ellen of not really belonging to the Johansen’s because n Mama took the three girls to visit Uncle Henrik because n Mama was glad the girls picked armfuls of wildflowers because n The coffin was closed because n Peter read aloud from the Bible for awhile after the soldiers left because n Peter gave the baby some drops of a drug because n Mr. Rosen lost the package he was to give to Uncle Henrik because n Peter didn’t tell Mr. Rosen what was in the package because n Annemarie knew something was wrong when she woke up because n Mama had Annemarie get a basket with food to take to Uncle Henrik because n The soldiers stopped Annemarie and looked through the basket because n Annemarie couldn’t see the Rosens when she got to the boat because n Annemarie milked Blossum because n The dogs couldn’t smell the people hiding in the boats because n Peter was executed by the Germans in the public square at Ryvangen because n The Danes cared for the apartments of their Jewish neighbors because
Grade 5 Guided Reading 183 Bettendorf Community Schools 2001-2002
Drawing Conclusions Answer one or more of the following questions: 1. Why were the Danish people willing to risk their lives to save the Jews? 2. Why was it safe for King Christian to ride out among his people without any guards? 3. Why hadn’t Denmark fought to keep the Germans out of their country? 4. Why did the Rosens think they might be left alone by the Germans even though they were Jews? 5. How did the Jews find out they were going to be relocated? 6. How was it possible for Ellen to hide at the Johansen’s? 7. Why didn’t Annemarie give Ellen’s necklace back to her before they left for Uncle Henrik’s? 8. Why was pretending there had been a death in the family a good plan for fooling the Germans? 9. Why did Uncle Henrik not tell Annemarie everything? 10. How did Annemarie prove she was brave? 11. Why did the soldier slap Mama and tell her he didn’t want to see her dead aunt? 12. Why did the people need to be given warm clothing? 13. Why wasn’t Mama home when Annemarie thought she should be? 14. Why was it a good thing that Mama rested on the steps when she returned to the house? 15. Why did Mama tell Annemarie to act like a silly little girl? 16. How did remembering the story of Little Red Riding Hood help Annemarie? 17. How was Annemarie able to fool the soldiers and the dogs? 18. Why was it so important that Annemarie deliver the package to Uncle Henrick? 19. Why did Annemarie think she would see Ellen again? 20. Why was Mr. Johansen so angry about Lise’s death? 21. How do we know which parts of their story are true and which are fiction? 22. Why do you think this book won the Newbery Medal?
Grade 5 Guided Reading 184 Bettendorf Community Schools 2001-2002
Word Analysis Skills Syllabication Write the first word in each group on the board and divide the word into syllables. Ask the students to figure out the pattern used to divide each of the words. Label the vowels and consonants to show the V/CV pattern. Guide students to realize that in multisyllabic words when the first vowel sound is long, the word is divided after that vowel. Then label the vowels and consonants to show the VC/CV pattern. Lead students to realize that words with the VCCV pattern are divided into syllables between the consonants. Usually the first vowel sound is short.
Vowel-Consonant-Vowel
resistance protruding defiantly regained dubiously prolong relocation relief relieved strident recurring quavering refashion detection
Vowel-Consonant-Consonant-Vowel
obstinate desperately condescending impassive frantically extinguished trousseau tentatively rummaging lanky distorted merriment occupation massive commotion impassive appliquéd confusion helmets Blossum faltered lingered distracted latticed sarcastically specter tantalize tormenting dismay consumed tension anchor impatiently rabbi custom insolently congregation splintery intently imperious irregular contempt mental udder tenser institution affectionately irritated contentedly urgency concealed
Grade 5 Guided Reading 185 Bettendorf Community Schools 2001-2002
Multisyllabic Words Say the following words aloud and then have the students say and clap the sounds for each word. Using the information about dividing words into syllables from above, have the students apply the two principles (plus prefixes and suffixes) to the words below:
civilized disdainfully staccato residential carousel distributes sulking designated encased sabotage belligerently saliva crocheting submerged caustic rationed synagogue subsided haughtily sprawling unmilked sophisticated timidly uncomfortable dramatics rhythmically rhythmic glowering deftly unoccupied exasperated frothy existence pondered mourners
Grade 5 Guided Reading 186 Bettendorf Community Schools 2001-2002
Number the Stars Name ______Identify five main characters in Number the Stars. Write each person’s name on one of the stars. In the boxes around the stars, write words that describe the character.
Number the Stars
Grade 5 Guided Reading 187 Bettendorf Community Schools 2001-2002
Number the Stars Noting Details Name Date Paying attention to details often meant the difference between being discovered by the Germans and survival. List objects from the story and then tell their importance in the story.
Chapter Object Importance
Grade 5 Guided Reading 188 Bettendorf Community Schools 2001-2002
Number the Stars Sequence of Events Name Date Many of the events that occur in Number the Stars have an element of danger for someone. Identify a major event or a situation from each chapter and tell the person(s) who is in danger.
Chapter Event or Situation Person(s) in Danger
1
2
3
4
5
6
7
8
Grade 5 Guided Reading 189 Bettendorf Community Schools 2001-2002
Grade 5 Guided Reading 190 Bettendorf Community Schools 2001-2002
Chapter Event or Situation Danger
9
10
11
12
13
14
15
16
17
Grade 5 Guided Reading 191 Bettendorf Community Schools 2001-2002
Grade 5 Guided Reading 192 Bettendorf Community Schools 2001-2002
Under the Blood Red Sun
Synopsis Hawaii, December 7,1941…Tomikazu’s world vanishes in an hour. Tomi was born in Hawaii. His grandfather and parents were born in Japan and came to America to escape poverty. World War II seems far away for Tomi and his friends—they’re too busy playing ball on their eighth grade team—the Rats. But then the Japanese attack Pearl Harbor, and the United States declares war on Japan. Tomi’s father and grandfather are arrested. Tomi must be the man of the family and help his mother and little sister survive. It’s a terrifying time to be Japanese in America. But one thing doesn’t change—the loyalty of Tomi’s buddies, the Rats.
Author Graham Salisbury
Introduction (See page for Japanese pronunciation and meaning guide.) On the cover you see two boys in a tree together. Looking at the picture, what nationality do you think the boys are? · Why are there so many planes on the cover? · What special marking is on the wings of the planes? · What does “blood-red sun” refer to? · Which historical event and eventual war is used as the setting for this story? · What do you think will happen to these two friends and their families after war is declared?
Chapter 1 Grandpa Joji was washing and hanging out to dry a huge Japanese flag in early September 1941. Tomi, who had his friend Billy with him, ran up the path and told Grandpa to take it down. People on their island thought there were too many Japanese there already. He told his grandpa that his papa was worried about what the Hawaiians and the haoles thought of them, and that there was a war going on. He took down the flag. Grandpa was angry and told him he was Japanese inside. Tomi said, “No, American!” Mama came out and wanted to know what was going on. When Tomi told her, his little sister peeked out behind Mama’s skirt. Mama told Grandpa he couldn’t do that, because they might lose the house if he did. Billy and Tomi sprinted onto the field where Grandpa kept his pigeons. Grandpa was a first generation Japanese immigrant and looked at things in the Japanese way—stern, obedient, honest, and just wanting to work as a fisherman. Our house was different from Billy’s. It was up on stilts four feet from the ground and had an iron roof. The only water for the house was caught from the roof gutters in a round water tank. Billy whispered and we moved off the trail. We saw Jake (Billy’s brother) and Keet Wilson peeking into Grandpa’s pigeons’ lofts with a stick in his hand.
Key Concepts: new Japanese vs. Old Japanese tradition, fear, allegiance
Vocabulary: Grandpa Joji, hysterically, haoles, anti-American, fish-scowl, Wakayama, criminy, ojii-chan, Nani-yo, Kimpatsu, freak of nature, wagged, sopping, Kuso, Mrs. Nakajio, khaki, sprinted, issei, inflexible, corrugated, Jake
Grade 5 Guided Reading 193 Bettendorf Community Schools 2001-2002
Chapter 2 Keet slapped the side of the lofts with the stick. Tomi wanted to pound him. Everyone was afraid of Keet because of his size and mean streak. Tomi, with Billy, walked up to Keet. Jake moved off to the side. Tomi asked him to stop. Tomi knew if he went after Keet the Wilson’s might fire his mom who was their maid and kick them out of their house. Billy grabbed Keet’s arm, but he shoved Billy to the ground. Jake pulled Keet off his brother. Keet told Tomi he had seen the flag and maybe he’d tell his dad. Keet opened the doors and all the pigeons flew away. Tomi knew they’d come back, so he put extra food in their cages. Once Tomi and Keet had been friends. He had even introduced Tomi to baseball and let him have one of his old gloves. Tomi thanked Billy for what he had done for him.
Key Concepts: bully, racism, friendship, honor/disgrace
Vocabulary: lofts, Keet Wilson, punk, fish boy, dog tags, tangled, humiliation, racers, Jap, slouched, Hana-Kuso, muffled, mainland, drilling, gamman
Chapter 3 Mr. Davis (Billy’s dad) drove Billy and Tomi to school. Billy had convinced his dad to let him go to Roosevelt School and not the private white school-Punahou. Next year he wanted to go to McKinley with his friends. It was nicknamed “Tokyo High,” because of the heavy Japanese population in attendance. Since Roosevelt didn’t have a baseball team, Billy and Tomi made one up with their friends—the Rats. Billy wanted to pitch someday for the NY Yankees. He was really good. At school, Rico the lizard and Mose were lounging on the grass. Rico was Portuguese, played first base, and was Mose’s cousin. Mose played center field. The two liked to show off and look tough, but were pretty smart and worked hard in school. Rico hated the army men because 6 drunken guys had tried to drag his sister Ester off. Mose, Rico, and Billy would stand by you—no matter what. Mose liked to tease Billy about being white and rich, but really liked him. He even bought Billy a new baseball for beating the Kaka’ako Boys team (all Japanese team). Billy was pleased with the gift. Tomi went to see Mr. Ramos after lunch to see if he could do his science project on pigeons. On the lawn Billy told Mose he really wanted to go on to school with them next year. Billy talked about the U.S. destroyer Greer that had been shot at by a German sub. Billy wondered if they’d go to war. But that was so far away—between Japan and China and also between Germany and France. Rico reminded Billy that the island had the army, air force, and marines. No one was going to attack them. Rico said the new aircraft at Pearl Harbor would protect them.
Key Concepts: the gang, friendship/appreciation, war or not?
Vocabulary: Mose and Rico Corteles, Mr. Davis, Punahou, Roosevelt School, Tokyo High, Mick Sluggers, the Rats and the Kaka’ako Boys, Portuguese, Ester, Mr. Ramos, gangster, chauffeur, fanatics, “Greer,” maneuvers, convoys, pursuit, cane fields, fighters, knuckle-ball
Grade 5 Guided Reading 194 Bettendorf Community Schools 2001-2002
Chapter 4 Mose and Rico walked Billy and Tomi to the bus stop. The two boys got off and went through the Wilson’s property to the house in the far corner. Tomi’s dog Lucky came out to greet them. Tomi was embarrassed by his room, so Billy waited outside. Billy thinks Lucky is going to have babies. Tomi told him he could have one if he wanted to. Billy followed Tomi into the house when Tomi went back in to get his glove. He asked about the butsudan and found out it was like an altar. Grandpa had Grandma’s picture there and prayed for her guidance. The boys played catch. Billy wanted to practice his curve ball. He was so good. After a while Grandpa told Tomi to go help his dad clean the fish now that he had returned from the fishing boat. Papa appeared and told Grandpa it could wait. Papa let out the high pigeons and watched them soar. He lay on the grass with the boys. Tomi remembered how he and Mama had met. Mama was a picture bride. She sailed from Japan to marry a sugar cane worker, but he died in a fight before she got there. When she got off the boat, there was no one there. She stayed with a fisherman for the night. Her story got around, and Papa asked the fisherman if he could meet her. Papa married her.
Key Concepts: inside Tomi’s house, ball practice, Papa and Mama
Vocabulary: Groucho Marx, stiff-legged, totami mat, furoshiki scarf, Katana, butsudan, incense, Emperor Hirohito, pop-fly, sickle, rickety, jagged, compare, high- fliers, sake, picture bride
Chapter 5 Papa got Tomi up. Grandpa was already up. It was 3:45 a.m. Billy was getting to go on this fishing trip. Papa’s helper, Sanji, said haoles were bad luck on the Taiyo Maru (Papa’s fishing boat). Billy’s dad let him bring along a pair of binoculars. Mama fixed rice and then poured a mixture of raw eggs and soy sauce over the eggs. Tomi dug in, but Billy had a hard time with the chopsticks. After breakfast they met Sanji in his old beat-up truck on the road. They loaded in bait, pigeons, and gear. Sanji told Billy he needed to stay on the sampan and not fall in the water. On the boat there was no shelter from the sun. Sanji was 19 and had a 3-year-old daughter. When Billy took out the binoculars later, everyone wanted to try them. Billy saw the P-40 tomahawk. Billy told Sanji there were so many more planes now than before because of the wars. Sanji reminded him there were no wars here.
Key Concepts: Billy’s first trip on the fishing boat, military build-up
Vocabulary: kerosene, Taiyo Maru, shoyu, Itadakimasu, slurping, tendons, Che, Gochisoh- sama, kiawe wood, sampan, Sanji, prop (on the boat), tiller, Ii-na, P-40 tomahawk
Grade 5 Guided Reading 195 Bettendorf Community Schools 2001-2002
Chapter 6 Their boat drifted to the school of aku. Tomi showed Billy to put the opelu on the hook. Both boys had something take their bait. Both got canvas gloves. Tomi was able to secure his line, but Billy couldn’t. Papa and Sanji were flipping akus over their heads and onto the deck and fish box. Tomi got Billy a stick to put in the side of the boat and wrap the line around to keep it from going deeper. Finally Tomi got his close to the surface—an ahi. Papa came closer to get the fish up and club it on the head and cut the gills. It was a yellow fin (tuna) maybe 80-85 pounds. Billy wanted to pull his up. It took 5 hours. It was twice the size of Tomi’s—another yellow fin. Everyone was too tired to fish anymore. They ate Mama’s bento. Around 3:00 or 4:00 a.m., Tomi saw Billy and Sanji looking at the moon through the binoculars. Sanji told Billy he was the first haole he had talked to and didn’t think he’d do anything but sit on this trip. When they got back, they sold everything except Billy’s yellow fin. Sanji got some and Billy, too. Papa was working on the fish when Keet and Mr. Wilson showed up. He said they were just surveying his property. Papa gave Mr. Wilson some of the fish. Tomi thought Keet might be okay—until the spying started...
Key Concepts: the catch, a bond between Sanji and Billy, Papa’s generosity
Vocabulary: noio, aku, opelu, skipjacks, thunked, ahi, gunwale, mallet, gills, bento, Musubi, ume, shoyu aku, tamagoyaki, magokoro, Portagee,averted
Chapter 7 Keet started sneaking around watching them by the pigeons, in the bushes by the house, and around the chicken house. Tomi was listening to the 1st of the World Series that October. He had convinced Grandpa’s good friend Charlie to let them listen to the game on his Zenith radio. Tomi and Billy had bet fifteen cents on the outcome. The first three games went well for Billy. The day of the fourth game, Tomi had to boil water and help Mom with the washing. Finally she let him go. Tomi walked through the tree and a bullet hit a tree a few feet in front of him. It was Keet and Jake. Keet was hitting “Nazis.” Jake wanted to leave. Tomi ran all the way to Charlie’s. Grandpa was listening to the police radio. When he went to the outhouse, the boys changed the channel to the World Series. After an exciting game, the Yankees won 7 to 4. When it was time to leave, it was pouring rain. On the way home, Tomi thought about how Grandpa came to live with them after Grandma died. He had come to be a fisherman like Papa before Tomi was born. Grandpa, Mama, or Papa could not be an American. Tomi was born in Hawaii and was a citizen. Grandpa was well respected in Japan, but very lonely when he came to the island. When he met Charlie he seemed to come back to his old self. Grandpa learned English from Charlie. Grandpa did what he wanted, no matter what.
Key Concepts: Keet’s sneakiness, the World Series, Grandpa’s program, Grandpa and Charlie’s friendship
Vocabulary: machete, Charlie, benshi, samurai, old black Zenith, World Series, scowled, yakyu, thwacked, creeping, humphed, crinkling, static, Ka’aka pohaku, groundouts, racked up, gawked, rattled
Grade 5 Guided Reading 196 Bettendorf Community Schools 2001-2002
Chapter 8 Tomi and Billy had gotten off the bus when a blue Cadillac sped toward them. Mr. Wilson told Tomi they were walking on thin ice and he wanted no Jap crap going on on his place. Tomi and Billy headed back to Tomi’s place. Grandpa was waving his huge Japanese flag back and forth and singing the Japanese national anthem. Tomi told Grandpa he couldn’t do that. Grandpa’s song was only part of the problem Tomi found out when Mama got home from work at the Wilson’s. She asked Tomi to read the article on the front page of the paper. The Germans had sunk an American ship—the USS Reuben James! Early the next morning Lucky started barking from under the porch. Grandpa sat up too. Under the porch a mongoose was trying to get at Lucky’s new puppies. When Grandpa got back in the house, he said the puppies should be drowned. Mama said Tomi could keep them if he could feed them, but when they were bigger he could only have one. When Tomi got home that night, Grandpa had made and put a chicken wire frame around Lucky. Billy came over and they stayed under the porch all afternoon. Billy picked the runt and called it Red. It would be his when it was ready. That night the two boys were up in the banyan tree watching night maneuvers. When Papa came home the next morning, Tomi read the article to him. He told them that a lot of people were starting to point fingers at them and wondered where their loyalties were if America and Japan got into a fight.
Key Concepts: Mr. Wilson’s threat, Grandpa’s patriotism, the puppies, Grandpa’s kindness, the USS Reuben James, trouble brooding
Vocabulary: stink eye, walking on thin ice, Jap crap, Kimigayo, scornfully, boastful, flicked, USS Reuben James, mongoose, clomped, twitched, banyan tree, massive, gawking, whisked, maneuvers, queasy
Chapter 9 Mr. Ramos asked Billy, Tomi, Mose, and Rico what they were doing for their science projects. Billy chose curve balls; Tony chose the pigeons; and the other two, volcanoes. After school the four of them walked to Kaka’ako. The buildings were squeezed together and laundry hung from the windows. Billy was quiet and trying not to be conspicuous. Everyone noticed his blond hair and light-colored face. Seven Japanese boys blocked their way. Rico and Mose pushed on past them. They blocked Billy’s way and wouldn’t let him through. Rico got in the guy’s face. After being pushed, Rico landed a good punch, and the big guy fell to the ground. A man came up yelling and the boys dispersed. The man recognized Billy as the pitcher. They told him they came to see their pitcher—heard he was huge. The gang stopped playing at the field until the man told his brother to keep going. The pitcher was called “the Butcher.” When he pitched, he wasn’t accurate. Billy wanted to help him, but the boys wouldn’t let him. The man told them a different way to go back.
Key Concepts: science projects, the gang, help, the Butcher
Vocabulary: loosely, acquaintances, strutting, ballahead, bugga, Butcher, babooze, Ichiro Fryita, centipede legs
Grade 5 Guided Reading 197 Bettendorf Community Schools 2001-2002
Chapter 10 Grandpa asked Tomi to take a can of eggs over to the Wilson’s. He heard two shots again—Keet and his .22. Grandpa still forced him to go. When Tomi got to their door, he heard Mr. Wilson yelling at Keet, then hit him and told him to get out. Tomi left the eggs and ran. Kimi wanted to see the puppies. She named one of the puppies Azuki Bean. They played with the puppies so long he forgot to let the birds fly. He’d have to do it in the morning. Billy met Tomi at Diamond grass around sunup. Tomi let the birds out. They heard a noise. It sounded like a faraway explosion. Planes raced low overhead. The boys climbed the banyan tree. The smoke was thick around Pearl Harbor. Billy was the first to see it was a real attack. The planes were all amber with a blood-red sun on the fuselage and under the wings—the symbol for Japan. The Japanese had attacked Pearl Harbor! Grandpa burst out waving the Japanese flag. Tomi got Grandpa out of the clearing, and Billy wadded up the flag. Mama had Kimi on the porch. She told them to bury the flag and the picture of the emperor right away. The boys ran to Charlie’s to see what he was picking up on the radio. Tomi thought of Papa out on the water.
Key Concepts: Keet’s vandalism, the bombing of pearl Harbor, Grandpa’s misunderstanding
Vocabulary: winced, speckled, cringed, vise, Azuki Bean, sparkles(n), drilled into, antsy, droning, fuselage, banked, ridge
Chapter 11 Charlie met Tomi and Billy and had them come in. They were scared to death. The radio announced the bombing. It told people to gather in extra water and stay off the streets. Another explosion rocked their house. Some place near the school had been hit. The radio announced the danger of shrapnel. Tomi had to get back home. By afternoon it was quiet— but what if they came back? Mama was working in the kitchen. Kimi was hiding in Mama’s closet crying. Tomi promised Kimi he’d get Azuki Bean. He saw the pigeons coming in—14 of them, 3 missing. Billy came over later. His dad was at the harbor and his mom had gone to the hospital to help. Grandpa came in with a bucket of eggs. Billy’s mouth dropped when he saw eight army men charging toward them with rifles and bayonets. Grandpa was polite. He bowed and told them he lived there. They wanted to know if someone here was signaling the parachuters with a Japanese flag. Everyone denied it. Charlie came over to tell them that the whole territory was under martial law. All windows needed to be blacked out. During the night the gunfire and explosions started again, but only for a few minutes. Grandpa was already gone from bed when Tomi got up in the middle of the night. Grandpa said he rattling sound was from jackhammers digging graves. Grandpa said there were lots of bodies. Tomi hadn’t thought of that.
Key Concepts: message on Charlie’s radio, the soldiers’ visit, fear
Vocabulary: droning, tinny, the real McCoy, antiaircraft fire, rivets, shrapnel, muso soup, cupped, Tamago, tramping, jackhammers
Grade 5 Guided Reading 198 Bettendorf Community Schools 2001-2002
Chapter 12 Three men came to Tomi’s house asking for Papa. Mama explained he was out fishing. He accused them of being spies and sending messages with the pigeons to the enemy. Tomi tried to tell them they were racers. The men had Grandpa and Tomi kill all the pigeons; they would not do it. When they were done, Grandpa told them they were American and spoke English! They wanted no trouble. After they left, Tomi and Grandpa dressed the birds so they could at least eat them. Grandpa went to the chicken coop to be alone, and Tomi went under the porch with Lucky. Mama wasn’t sure whether to go to the Wilson’s or not. When she did, they wouldn’t let her in. She went to the grocery store. The man said they were running out of food, and Mama could only get a little rice and six onions. People around them stared at them and would not go near them. They were no longer just a boy and his mom, but a Japanese boy and a Japanese mom. When they got home, they saw Keet spying on them.
Key Concepts: suspicion, fear, the birds, rationing, prejudice
Vocabulary: bolted up, strode, rock tight, plucked, stony look, parachutists, saboteurs, apprehended, infractions, harshly, cringed
Chapter 13 Tomi went out on Tuesday to go to school, but Charlie told them Billy’s family was gone helping out and that school had been canceled. Charlie walked him home and told Mama and Grandpa that the U.S. had declared war on Japan. He said the army was arresting some Italians and Germans, but mostly Japanese men. The army thought they helped plan the attack on Pearl Harbor. They accused the fishermen of taking fuel out to the subs. He said they were going to arrest Papa, language teachers, Japanese businessmen, and Buddhist priests. Charlie told them they had to stay close to home. People were getting nervous about the Japanese and were carrying around machetes and guns. He said the rumors going around were crazy. He said he could get what they needed. They had to stay inside, except for Tomi—he was just a kid. He told Mama to drop her Japanese speech, customs, greetings, and clothes. He said the curfew was sundown to sunrise. Mama said they’d go through the house and bury anything that might give them trouble. That’s exactly what they did. After Tomi buried everything under the house, Jake and Keet caught Tomi washing the mud off his hands. Keet heckled him. Jake tried to stop him and the two boys got in a fight. Jake won. He apologized to Tomi and told him Keet told the police about the birds. Just before the sun went down, Grandpa got on the bike and rode off. He was gone all night. In the morning, he came back to say that Papa was in jail and Sanji was dead. The American planes shot at the boat, because it had no American flag. Papa had gotten a bullet in his leg. They sunk the boat.
Key Concepts: effects of the bombing, hatred of Japanese, Charlie’s friendship, rumors and warnings, news of Papa
Vocabulary: Buddhist priests, machete, rumors, ammunition, incense, kimono, katana, butsudan, snickered, sympathizers, curfew, ticks
Grade 5 Guided Reading 199 Bettendorf Community Schools 2001-2002
Chapter 14 Kimi started asking about Papa—she hadn’t seen him for 2 weeks. Two of the birds came back. They went in to tell Mama. Just before Christmas, Grandpa and Tomi were out in the back building more chicken coops. Grandpa was trying to increase egg production, so they’d have more to sell. Mrs. Wilson hadn’t asked Mama to come back, but at least Mr. Wilson hadn’t thrown them out. Grandpa told Tomi Billy had come to look for him. Tomi put a string on Red and took him over to Billy’s house. Billy and Jake were digging a bomb shelter. Billy told Tomi that Jake was through with Keet. He had wanted to quit school and join the army, but his dad wouldn’t let him. Tomi told Billy about Papa and Sanji. Billy said he hadn’t come around, because he had lied about Grandpa’s flag. He said he figured out Grandpa was scared and was signaling. He said he’d do it again if he had to. He asked Billy if he’d gotten his required ID card yet. He told him the main reason for them was to identify a body if they had another attack. The boys went to play ball. Billy said he heard about the birds and how they were killed. They played catch like old times.
Key Concepts: bomb shelter, Red, the lie, renewed friendship
Vocabulary: mainland, Hato, poppo, cooed, crook of my arm, bomb shelter, zigzagged, camouflaged uniform, smirked
Chapter 15 Tomi felt he had to see Papa. He got on Grandpa’s old bike and was met by Mose and Rico. They asked if he was okay, and if they had arrested Papa and Grandpa. He told them Grandpa was okay, but explained what happened to Sanji, his papa, and the boat. He also told them about the pigeons. All three boys went down to the police station to find out about Papa. On the way, they saw some of their destruction and talked about the gas rationing. At the station, Tomi pushed and pushed until he found out his papa was on Sand Island. When he got home, Mama sent him to look for Grandpa. Tomi found Grandpa and Charlie near the jungle. Grandpa showed Tomi the Katana. Grandpa said his country disgraced him. Tomi did not tell him about Sand Island.
Key Concepts: friendship, news of Papa, disgrace
Vocabulary: immigration, rationed, kerosene, gas mask, trench, picks, Japs, Sand Island, vigorously, Rhode Island Reds, Katana(review)
Grade 5 Guided Reading 200 Bettendorf Community Schools 2001-2002
Chapter 16 A couple of days later, Billy came over with his dad’s binoculars. His dad had given them to him for Christmas. Tomi’s family had no money for Christmas. The two boys went to the banyan tree to look at Pearl Harbor. The Arizona had burned for 3 days. Tomi’s mom called for him. They were going downtown to see Sanji’s family. Billy went along, too. They lived on the third floor of a very old building. Sanji’s wife’s mother answered the door. Mama offered her eggs. They all sat down in the cramped smelly room. Soon Reiko came in with her daughter Mari and their groceries. She was surprised to see Mama, Tomi, and especially Billy. Billy let Mari use the binoculars. The two women talked. When it was time to go, Billy gave Mari the binoculars. He didn’t understand how indebted Reiko would be to him for this gift, so he took the bananas as payment. On the bus Mama told Billy how nice he was, and that he was welcome any time in their home.
Key Concepts: Christmas presents, visit to Sanji’s family, kindness
Vocabulary: Mari, Reiko, Arizona, v-shaped wakes, Colt. 45, Coleman lantern, tact, creaky, indebted
Chapter 17 Tomi told Grandpa about Sand Island, and how he wanted to go find Papa. Grandpa said they’d shoot Tomi. The next morning Tomi told Grandpa he was going to see Rico. Instead he walked to the harbor. All around the water were barbed-wire barricades and guards. Sand Island was across the harbor. When Tomi approached, the two guards told him to go away. Tomi headed back, but rain cut loose. Tomi took cover under an arched concrete bridge. From the bridge he could see Sand Island and no barbed wire. He decided he could swim across. Half way he got tired, but finally did make it. He hid in some weeds. The camp was nothing more than a barbed wire enclosed yard of sand with tents. Beyond that, there was a white building and a couple of smaller buildings. As he got closer, he realized there were two fences ten feet apart. A friend of Papa’s, that Tomi recognized, went into one of the pyramid- shaped tents. Tomi got his attention and told him who he was looking for. The man told him to stay low or the guard would shoot him. Papa came back with him. He looked awful. Papa told him to lay low until nightfall. He told him to tell Mama not to worry. Papa moved to a stool not facing Tomi, but guarding his hiding place. Tomi fell asleep, but woke when it was getting dark. Papa was gone. Tomi headed back, but paced his swimming. He was okay until he heard a chugging sound—a tugboat. Tomi had to dive down to the bottom to keep from being chewed up by the propeller. When he could no longer hold his breath, he come up gasping. He finally neared the bridge and pulled himself up. He fell asleep exhausted. Some time later he was awakened by a kick, a flashlight in his eyes, and a bayonet at his throat.
Key Concepts: daring decision, Papa, near disaster, caught
Vocabulary: shikata ga nai, barricades, convoy, propellers, shreds, sprawl, thicket, scowl, weary, twitch, sprinted, churning
Grade 5 Guided Reading 201 Bettendorf Community Schools 2001-2002
Chapter 18 An MP was standing over Tomi. He got his ID and told him he had been swimming. He gave him a warning and put him in a jeep to take him home, so no one would shoot him. When Tomi got home, Grandpa didn’t believe him that he had swum that far out. After Tomi had gone to his bedroom and Grandpa was gone, Mama brought him some food. She told him they weren’t mad, just worried about him. They needed him now that Papa was gone, and Grandpa had had the stroke. On New Year’s Day, Billy showed up to play catch. For the first time Tomi let him see his room. They walked over to Mose’s house, and Rico was there, too. They picked up the other boys. Mose asked Tomi about his dad. Tomi told him about Sand Island. The boys thought he had a lot of guts. When they got to Coral Street, Mose told Billy and Tomi to go on down. Five punks appeared and surrounded them. Then Mose, Rico, and the Rats headed down the street with two bats. The punks moved. The Kaka’ako Boys were waiting for them to play. Ichiro came over to talk to the boys and asked about Tomi’s father. His had not been arrested because he was needed at the tuna packers. Rico liked Ichiro, the leader of the opposing team. As Billy got ready, Tomi noticed the five punks and seven more sat down on the grass. They had 3 bats—but not for playing.
Key Concepts: MP’s kindness, the Rats, the set-up, start of the game
Vocabulary: frogman, cupped, sampan, thwacked, Usotsuki, dread, punks, cringed, Ichiro Fujita, the Butcher
Chapter 19 Billy was pitching like a champ, but so was the Butcher. The game went on with nothing happening until the top of the 8th. Butcher hit a home run, but Billy struck out the next three. It was the Rats’ turn to bat. Rodney got struck out. Tough Boy got hit on the arm with Butcher’s pitch, and he went after him. Everyone ran out to the field. When Butcher apologized, he had a squeaky girl-like voice. Tough Boy said he didn’t want it to happen again. Butcher said if it did, he could hit him. Both boys grinned. Tough Boy walked to first. Billy got a hit to first, and Tough Boy went to third. Randy popped a fly for the first out. Tough Boy stole to home plate. It was tied 1-1. Kaleo was afraid of Butcher’s wild pitches and ended up striking out. Rico got a hit. Billy ran all the way home, and Rico got to 3rd. The punk kids had thrown the ball back in, so the Rats called it a cheat. Tomi popped up the next ball and the inning was over: 2-1. Billy was so mad. When the Rats came up for the last time, Mose went down on a foul. Maxey got two strikes and then Butcher pitched 2 more wild shots, and Maxey went to first. Next Billy got hit on the foot with Butcher’s pitch. Billy went to first and Maxey to second. Rodney struck out—two outs now. Tough Boy was next. Butcher pitched too high. Hamamoto yelled at Butcher, but called him Gayle. Tough boy rattled the pitcher by calling him Gayle. The next pitch got a strike. The next was a home run. Maxey and Billy came home. Tough Boy didn’t even bother to run. The game was over and the Rats went crazy. As the Rats started to leave, the punks surrounded them. A fight started, but suddenly stopped. The Kaka’ako Boys came over. The gang walked away. Rico told Ichiro he owed him one. Ichiro said to forget it—that was for the cheat...
Key Concepts: the game, the cheat, the win, favor returned
Vocabulary: Hamamato, Gayle, two-fingered sign, strutting, three-pitch strike out, smug, sissies, beaned, shrugged, glared, fly ball, outfielder, infield, the cheat, homer, foul tip, batter’s box, heckling, razor eyes
Grade 5 Guided Reading 202 Bettendorf Community Schools 2001-2002
Chapter 20 Tomi’s attitude improved and he slept well for 3 nights. On the fourth night he had terrible nightmares, so Grandpa woke him up. The next morning Grandpa told him to look on the porch. There was a 5 gallon gasoline can full of kerosene left by Mr. Davis. Tomi took eggs over to Billy’s house. Mama intended to share the kerosene with Sanji’s family. In the afternoon, Billy and Red came over. They collected 14 more eggs to sell. Mama had also asked him to get Grandpa to relax. Tomi told Grandpa he would clean the coops and sell the eggs later. Right now they needed a batter. Grandpa laughed because he thought they were kidding. Grandpa finally got up to bat. With the 1st pitch Grandpa swung too soon. The second one, Grandpa smacked about five feet away. Grandpa started jumping up and down. He dropped the bat and strutted back over to Kimi. Lucky came out on the field with the four pups chasing her—dragging the Japanese flag. Grandpa helped chase the dogs. Billy and Tomi finally got hold of the flag and buried it under some rocks. Early the next morning Grandpa got on the bike to find out about the Japanese they were sending from Sand Island to the mainland. Tomi and Kimi collected eggs to trade at the grocery store. Mama asked Tomi to go to Charlie’s to find out about school. A knock at the door—it was Mrs. Wilson. She wanted Mama to come back to work. She said the Davis’s had come to her and Mr. Wilson on Mama’s behalf. She asked if Mama could come today. Mama agreed. Grandpa came back at sundown and said the men were already gone to the mainland.
Key Concepts: helping Grandpa relax, a new side of Grandpa, the Davis’ two kind acts, Mrs. Wilson’s visit, Grandpa’s news
Vocabulary: lurked, scurried, bolted up, creaked, Laurel and Hardy, in your behalf,
Chapter 21 Billy and Tomi walked down to see Mose and Rico. On the way home they saw a black car parked in the Wilson’s driveway. Tomi heard Mama screaming. Two men were taking Grandpa away, and Mama was trying to pull him back. Kimi was screaming on the porch. Tomi ran over to try to keep the men from putting their hand over Grandpa’s mouth. The men shoved Tomi into the weeds and Grandpa into the car and drove off. Tomi thought Keet had done this. He banged on the door. Billy pulled him off the porch. At home Kimi was sobbing. Mama said the FBI came and got Grandpa, but didn’t tell why. That night Mama told Tomi that when she first came, things were worse. She had survived that, and they would survive now. She told him to find work to bring in a little money. Kimi would take care of the chickens and sell eggs. She would continue to work for Mrs. Wilson. Mama told Tomi that Mrs. Wilson was a good woman and was just afraid before. She had even given them the meat they had last week. Mama asked Tomi to soothe Kimi and get her to stop crying. The next day Tomi went to Charlie to find out where the katana was hidden. Tomi told him about the FBI taking Grandpa. He led Tomi to the katana. When Tomi took it out for the second time, Keet saw him. A bullet whizzed over Tomi’s shoulder. Tomi put down the katana as Keet demanded. Keet fired on it twice. Tomi picked it up. The bullets had nicked the handle. Tomi slowly backed into the jungle. Keet threatened to tell his dad. Tomi stood up to him. Keet cocked the rifle, but walked away. Tomi almost passed out.
Key Concepts: Grandpa’s arrested, the katana, truth about Mrs. Wilson, Tomi stands up to Keet
Vocabulary: FBI, snarled, loomed, samurai sword, futon, grimacing, burlap
Chapter 22
Grade 5 Guided Reading 203 Bettendorf Community Schools 2001-2002
Near the end of January, they got a postcard from Papa. It had been addressed in care of the Wilson’s. There was no return address. Papa asked Grandpa to take care of the boat. He asked Tomi to take care of the pigeons, find a job to help Mama, and help Sanji’s family. So much had changed that Papa didn’t know about. Mama decided it was time to teach Kimi how to make rice—she was five years old now. Early one morning, Billy came over and said school had started again. Mama shooed Tomi off to school and said she’d take Kimi to work with her. Mr. Davis told Tomi that Papa had been sent to Crystal City, Texas. He said he didn’t know about Grandpa yet, but would keep trying to find out. Mr. Davis told Tomi’s family if they needed anything to ask him for help. Roosevelt School was really different. Some of the teachers and half the seniors had enlisted. The navy had put barbed wire around the school, because they were using it as a barracks. Each kid had a gas mask slung over his shoulder. Rico told Tomi they were looking for workers at the pineapple fields. Tomi figured he could do that on Saturday, sell eggs after school, still go to school, and get a job in the summer. In Mr. Ramos’ class a lot of kids were missing. Some had to go to work to support their family. A lot of bad things had happened. The class talked about the reason for war and the struggle for power. Mr. Ramos said they wanted the power to make their own choices. After school the boys went down to see if they could find Papa’s boat. It was sitting on a bed of mud with the roof of the deckhouse an inch or so under the water line. It had bullet holes in it. Tomi thought about Papa and Sanji. After a while they headed home. Billy told the boys his dad was going to let him stay next year. It was his choice. A few weeks later Reiko and Mari showed up with some crayfish in a bucket. Tomi took Mari and Kimi out to the chicken coop to show Mari how to collect eggs. After supper Tomi decided he would oil the katana and tell Kimi why it was so important. Papa and Grandpa would be so proud.
Key Concepts: Papa’s postcard, back to school, Mr. Davis’ news, reflections, Billy’s news, Reiko’s visit
Vocabulary: censor, beamed, shooed, barracks, army-colored, passionately, forged, murmured, deckhouse, creamed, surging, whoop
Grade 5 Guided Reading 204 Bettendorf Community Schools 2001-2002
Japanese Vocabulary in Under the Blood Red Sun
Japanese Pronunciation Meaning Word Kimpatsu Key m pot sue With yellow hair Nani-yo Naw knee yo What? Che Chee Shucks! (expletive) Haoles A white (person) Ojii-chan Ogee chon Grandfather Kuso Coo so (expletive) Issei Ees say At the same time Hana-Kuso Hona coo so Snot Totami mat Toe tommy mat Rice mat Katana Ko to no (short o) Japanese sword Furoshiki scarf Fu (long u) row she key Square of cloth used for wrapping Butsudan Boots sue don Buddhist altar Shoyu Show you Soy sauce Itadakimasu Ee ta da key moss I am about to partake. (meal prayer) Gochisoh-sama Go chee so sama Thank you for this meal. Il-na Ee naw Good Nioi Knee oh ee Scent or smell Aku O (short o) koo Evil Opelu O (long o) pe roo Ahi O (short o) he Bento Ben toe Box lunch, lunch from home—usually rice and pickled vegetables Musubi Moo sue be Triangular shaped rice bowl Ume Oo may Plum Sho’yu aku Show you o (short o) koo Tamagoyaki Tama go yah key Egg dish Magokoro Ma go (long o) core o Sincerity, heart and soul (long o) Benshi Ben she Yakyu Yak you Baseball Samurai Som moo ri Japanese warrior Kimigayo Key me ga yo National anthem Azuki Bean A zoo key bean Red bean Miso soup Me sew soup Soup-soy block with gravy-usually breakfast Shikata ga mai She caught ta gam my Cannot be helped Usotsuki Oo (long) sew tsuit key liar
Grade 5 Guided Reading 205 Bettendorf Community Schools 2001-2002
Genre Fantasy Authors of fantasies must blend together some traits that are real and some traits that are make-believe. As you read fantasy stories, keep these characteristics in mind:
· The major events could not happen according to science as we know it today.
· The setting is or resembles a realistic place.
· The characters may solve problems by using magic or impossible strategies.
· The characters are believable and act in ways that make sense in a fantasy situation.
Grade 5 Guided Reading 206 Bettendorf Community Schools 2001-2002
Literary Techniques
CONFLICT: the result of opposing forces; may be internal (a person again self) or external (a person against another person, society, an idea, nature, or fate)
FORESHADOWING: a hint of what is to come
POINT OF VIEW: a standpoint or perspective on the story
CHARACTERIZATION: creating believable characters and developing relationships between characters such as:
· PROTAGONIST—the central character in the conflict
· ANTAGONIST—a character in conflict with the protagonist (may be an abstract force such as nature or society; may be the villain)
· DYNAMIC CHARACTER—one who changes during the story
· STATIC CHARACTER—one who does not change
· ROUND CHARACTER—a fully developed character
· FLAT CHARACTER—a character not fully developed
Grade 5 Guided Reading 207 Bettendorf Community Schools 2001-2002
The Lion, the Witch and the Wardrobe
Synopsis Four English schoolchildren find their way through the back of a wardrobe into the magic land of Narnia and assist Aslan, the golden lion, to triumph over the White Witch, who has cursed the land with eternal winter.
Author C.S. Lewis in his time was a teacher, a scholar, a public speaker, a writer, a friend, a man of simple tastes; above all, he was a man surrendered to God. His legacy is a rich one: in his books we find a winsome and creative personality who was unswerving in his commitment to orthodoxy, and whose tremendous intellect was wedded not only to his reason but to a powerful imagination (for it was in his flights of literary fantasy that his deepest perceptions of God were birthed). This book is a finely crafted introduction to the character and works of a man who was a true “defender of the faith” both in his creation of Aslan and the Land of Narnia and in his non-fiction apologia.
Amazon.com “The Chronicles of Narnia is a true masterpiece of the world's literature, and I have never met anyone who has read any of the seven volumes and feels otherwise. This is one of the very few sets of books that should be read three times: in childhood, early adulthood, and late in life.
In brief, four children travel repeatedly to a world in which they are far more than mere children, and everything is far more than it seems. Richly told, populated with fascinating characters, perfectly realized in detail of world and pacing of plot, and profoundly allegorical, with continual threading of the timeless issues of good and evil, and faith and hope. Very Highest Recommendation.”
Introduction Explain to the students that this is a fairy tale. What do they already know about fairy tales? Look at the cover. Does it remind them of any stories they may have already heard or read? Give students several minutes to look at the table of contents or have them read through the chapter titles as an independent pre-reading activity. Using that information and the cover illustration, write three predictions about what will happen in this book. Review predictions, validate, reject, or revise as you move through the book.
Grade 5 Guided Reading 208 Bettendorf Community Schools 2001-2002
Reading
Chapter 1: Lucy Looks into a Wardrobe (Pages 1-10) The four children, Peter, Susan, Edmund, and Lucy are sent from London during the air- raids to the huge home of an old Professor who lives in the heart of the country. When the children gather in the girls’ room that night, Peter announces that he thinks it is a great place to stay; no one will mind what they do. The next morning a heavy rain falls so the children decide to explore the enormous house. Eventually, Lucy stays behind in one room to investigate a large wardrobe. When she opens it, she discovers several long fur coats. As she steps in further to feel the coats, she finds another row of coats behind the first, and then a third row behind the second. She moves further in and finds herself in the middle of a wood at nighttime and it is snowing. Lucy is a little frightened, but also quite inquisitive. When she wanders further in, she meets a Faun who looks like a man from the waist up, but a goat from the waist down.
Key Concepts: separation, curiosity
Vocabulary: “fallen on our feet,” wireless, Blue-Bottle (a variety of fly),
Chapter 2: What Lucy Found There (Pages 11-24) The Faun’s name is Tumnus and he tells Lucy that he has never met a Son or Daughter of Adam and Eve before, a human. He tells her she is in the land of Narnia and invites her for tea. He takes her to his home which is a cave. There are books on the shelves: The Life and Letters of Silenus, Nymphs and Their Ways, Men, Monks, and Gamekeepers, Study in Popular Legend, and Is Man a Myth? After they have tea, Tumnus tells Lucy tales of life in the forest and then plays his flute for her. She finally tells him she must leave, and he begins sobbing. He finally tells her that he is a bad, bad Faun; he has taken service under the White Witch. She is the one who keeps it winter all the time. His job is to kidnap a child and turn him or her over to the White Witch. Lucy tries to console him, but finally realizes that she is the kidnapped child. She tells him he surely must let her go and he tells her he will; that he didn’t know what Humans were like. They hurry back through the woods to the place where first they met and Lucy can see the light from the wardrobe door. They part and she hurries back through the wardrobe door and slams it shut.
Key Concepts: adventure, magic, remorse
Vocabulary: Tumnus, Narnia, Cair Paravel, melancholy, Spare Oom (spare room), War Drobe (wardrobe), Nymphs, Dryads, Silenus, Bacchus, jollification
Grade 5 Guided Reading 209 Bettendorf Community Schools 2001-2002
Chapter 3: Edmund and the Wardrobe (Pages 25-34) Lucy tells the others she is all right; she is back now. The children don’t have any idea what she’s talking about. When she shows them the wardrobe, all they see is an ordinary wardrobe with hooks on its solid back. The weather is beautiful the next several days, but Lucy is miserable because she knows she is telling the truth. To make it worse, Edmund makes fun of her. On the next wet day, the children decide to play hide-and-seek. Lucy decides to go to the wardrobe for just one more look. As soon as she steps inside she hears footsteps. It is Edmund. He has followed her. He slams the wardrobe door shut. He calls out to Lucy, but soon finds himself in a snow-covered wood. He calls to Lucy again (for now he realizes that her imaginary country is not imaginary at all), but there is no answer even though he shouts an apology. He is just ready to try and find his way back when he hears bells. He waits and watches while a sledge pulled by white reindeer and driven by a fat dwarf pull into view. Riding in the sledge is a great lady who, when she sees Edmund, asks him what he is and scolds him for not properly addressing the Queen of Narnia.
Key Concepts: truth, discovery
Vocabulary: batty, hoax
Chapter 4: Turkish Delight (Pages 35-45) At first Edmund is frightened of the Queen, but when she learns he is a human boy who has come to the land through a door, she invites him to sit with her on the sledge. She provides him with a hot drink by dropping one drop from a small bottle onto the snow. She then asks him what he likes to eat. He tells her Turkish Delight. Once again, she drops one drop from the magic bottle onto the snow and produces a box with several pounds of Turkish Delight inside. The Queen questions Edmund and he tells her about his family, how his sister had been here before and met a Faun. She tells him she would like him to bring all of his brothers and sisters to her house where she could give him more Turkish Delight (what he ate was enchanted causing him to want more and more and more). She asks him if he would like to be the Prince, but first he must bring back his brothers and sisters. She shows him the way back home and the way to her house when he comes back. As the Queen drives off, Lucy calls his name and comes toward him. She had been having lunch with Mr. Tumnus. Then Lucy tells Edmund about the White Witch who can do all kinds of horrible things and has made a magic so that it is always winter in Narnia. Because of his enchantment from the Turkish Delight, Edmund doesn’t tell Lucy that he has met the White Witch. He doesn’t feel well at all.
Key Concepts: enchantment, temptation, evil
Vocabulary: dominions, mantle, Turkish Delight (jellylike cubes covered with powdered sugar), inquisitive, courtiers, nobles, snappishly
Grade 5 Guided Reading 210 Bettendorf Community Schools 2001-2002
Chapter 5: Back on This Side of the Door (Pages 47-57) When Lucy and Edmund find the others, Lucy tells them that she and Edmund have been to the country in the wardrobe. But when Peter asks Edmund, he denies it and says they have just been pretending. Lucy leaves crying and Peter accuses Edmund of being spiteful and mean to Lucy. Susan and Peter decide to talk to the Professor about Lucy in the morning. When they do, he asks them which of the two, Lucy or Edmund, is usually the more truthful. He then walks them through a lesson of logic and explains how what Lucy said could be truthful. He then suggests they all mind their own business. Things are better for awhile. The old house is a novelty and from time to time, people ask for tours. Mrs. Macready warned the children the first night they were not to get in her way when she was showing the house. That’s what caused all of the children to find themselves hiding in the wardrobe several mornings later.
Key Concepts: betrayal, logic
Vocabulary: snigger, spite, logic, probability
Chapter 6: Into the Forest (Pages 59-68) Suddenly, the four children find themselves feeling cold and wet. As they look around, there are coats on one side and snow-covered trees on the other. Peter at once apologizes to Lucy. Susan suggests they each put on one of the coats. After all, the whole country is in the wardrobe so they wouldn’t be stealing them. Edmund lets it slip that he has been here before when he asks if they shouldn’t be bearing more to the left to get to the lamppost. Edmund feels their disgust with him and thinks of revenge, which is, of course, the seed that had already been planted by the White Witch. Peter suggests that Lu be the leader and she suggests they visit the Faun. When they arrive at his home they find it in shambles along with a note telling visitors that the former occupant of the house has been charged with High Treason. He has been arrested and is awaiting trial. Even though the children are frightened and hungry, they agree that they must do something to help the Faun, because he is in trouble because of Lu. Lucy sees a brilliantly colored Robin, the first bird she’s ever seen in Narnia, and asks him if he can show them where Tumnus is. He flies a short distance away; the children follow. That pattern is repeated. Edmund then privately raises the issue with Peter whether they should be following the Robin; whether the Faun or the Queen is on the good side.
Key Concepts: revenge, righteousness
Vocabulary: camphor, occupant, premises, High Treason, Chatelaine of Cair Paravel, harboring, fraternizing, Maugrim, larder
Grade 5 Guided Reading 211 Bettendorf Community Schools 2001-2002
Chapter 7: A Day With the Beavers (Pages 69-82) The Robin flies away and the children find themselves in the company of a Beaver. Using hand signals, he tells the children to be quiet and to follow him. He leads them to a secluded place and then speaks to them, telling them they must be quiet because even some of the trees will betray them to her. Edmund asks how they know he is a friend. That’s when he shows them Lucy’s handkerchief that she left with Mr. Tumnus on her first visit (When Mr. Tumnus knew he was going to be arrested, he gave it to Beaver, asking him to watch for the children.). Then, he draws them in closer and tells them that “they say Aslan is on the move.” Even though the children don’t know Aslan, at once it takes on enormous meaning to each of them. Edmund’s is horror; Peter’s, bravery and adventure; Susan’s, sensual; and Lucy’s, anticipation. The Beaver leads them to a valley through which a river flows (if it hadn’t been frozen) and on which has been built a beautiful dam. Everything looks as if the freezing occurred instantly. Edmund notices the two hills the Queen described to him earlier and thinks evil thoughts. Beaver introduces them to Mrs. Beaver who is sewing, but who has started dinner (the children are starving). Beaver and Peter go out to catch some fish. Soon a delicious meal has been prepared. They all eat their fill and have tea and marmalade roll for dessert. Then, Mr. Beaver suggests they get to business.
Key Concepts: rescue, kindness
Vocabulary: gum boots, oilskins, trowels, mortar, marmalade
Chapter 8: What Happened After Dinner (Pages 83-94) Mr. Beaver tells them that Mr. Tumnus has been taken to her House and most likely will end up a statue like many before him. The children want to rescue him, but Mr. and Mrs. Beaver tell them the only one who can do so is Aslan. Aslan is the King, the Lord of the whole wood, and when he returns (though he hasn’t been there for years), all will be right again. Aslan is a lion. Mr. Beaver goes on to explain that he is to take them to meet Aslan. The four children are needed to fulfill the prophecy that once two Daughters of Eve and two Sons of Adam sit on the four thrones of Cair Paravel, it will be the end of the reign of the White Witch and the end of her life. Even though she looks like a human, she is not. That’s why the four children are all in such danger. Lucy suddenly notices that Edmund is gone. They run outside to hunt for him. Mr. Beaver explains, though, that he has gone to betray them. At once, the children know it to be true. Mr. Beaver could tell by the way he looked that he had eaten her food before. The group then figures out how long Edmund has been gone and how much he heard. They know they must leave immediately.
Key Concepts: knowledge, courage
Vocabulary: stratagem, treacherous
Grade 5 Guided Reading 212 Bettendorf Community Schools 2001-2002
Chapter 9: In the Witch’s House (Pages 95-107) Edmund had stayed and listened to what Mr. Beaver said, but had very quietly slipped away to go to the Queen because he wanted more Turkish Delight and to pay Peter back for calling him a beast. He tried to convince himself that the Queen wouldn’t do anything really bad to the others, and he did want to be Prince and eventually King. After leaving, he was soon wet, cold, and bruised. He only kept going because of what he imagined he would be able to have and do when he was King. At last he arrived at the Queen’s House. He circled round to the front gates only to be frightened at the sight of an enormous lion. Then he sees the lion staring at a little dwarf. Finally, he realizes that they are all statues. Dozens and dozens of statues sit in the courtyard. When he finally reaches the theshold of an open door, he sees a great wolf, which he thinks is also a statue. Instead, the wolf asks who is there. Edmund replies that he is a Son of Adam and that he had met the Queen the other day and that his brothers and sisters are very close—in the Beavers’ house. The wolf takes him to the White Witch. Edmund then tells her about the plan to meet Aslan. The Queen orders her sledge, without the bells.
Key Concepts: hurt, hatred
Vocabulary: centaur, Maugrim, stammered
Chapter 10: The Spell Begins to Break (Pages 109-120) Back at Beavers’ house, they are preparing to leave, but Mrs. Beaver insists they take food for the journey. The others think they should just leave. She says that they’ll have to stay under cover and go a different way anyway if they’re to make it at all. They begin walking single file until, after a long time, Mr. Beaver leads them into a little hole in the bank almost hidden under the bushes where he announces that they must all get a few hours’ sleep. They fall asleep almost instantly, but are awakened at last by the sound of jingling bells. Mr. Beaver scrambles out to see which way the Witch’s sledge went only to discover that it is Father Christmas. He tells them he’s finally gotten in; that Aslan is on the move; and that the Witch’s magic is weakening. Then he tells them about their presents. Mrs. Beaver is to have a new sewing machine and Mr. Beaver is to have his dam finished and all repairs made. Peter receives a shield and a sword which Father Christmas indicates he may soon need. Susan receives a bow and a quiver full of arrows and a little ivory horn to summon help. Lucy receives a little bottle and a small dagger. The contents of the bottle will restore her or any of her friends if they are hurt. Before heading on, they all have tea which Father Christmas left for them.
Key Concepts: miracles, Christmas
Vocabulary: plaguey, frowsty
Grade 5 Guided Reading 213 Bettendorf Community Schools 2001-2002
Chapter 11: Aslan Is Nearer (Pages 121-133) Meanwhile, Edmund is not faring so well at the House of the White Witch, being given only dry bread and water—not Turkish Delight. When her sledge is ready, the White Witch orders Edmund to come along and gives Maugrim orders to kill whoever he finds at the Beavers’ house and to take care of the humans should he happen upon them. Edmund is miserable riding in the sledge with no coat; he tries to console himself with the thought that all this must be a dream. Hours later, the Queen orders the dwarf to stop when they come upon a family of squirrels, two satyrs, a dwarf, and an old dog-fox having a party. The Fox tells her that Father Christmas gave the things to them. The Queen turns them all to stone. As they drive on, Edmund finally feels sorrier for someone else than himself. Soon Edmund notices that it is not as cold as it had been and that the snow is wetter. Soon patches of green grass begin to appear and the sledge can no longer move. The Witch declares they will now walk. As they walk, they begin to see flowers and birds until at last the Dwarf announces that this is Spring and surely Aslan’s doing. The Witch threatens to kill whoever says that name again.
Key Concepts: change, Spring
Vocabulary: repulsive, sulkily, vermin, gluttony, self-indulgence, councillor
Chapter 12: Peter’s First Battle (Pages 135-145) Spring also happens where the Beavers and the children are. At last they arrive at the Stone Table where they see Aslan and a crowd of creatures. The children are at once both awed and afraid. Finally, Peter draws his sword in salute and tells Aslan, “We have come.” Aslan welcomes them and they are calm. The girls are taken to the pavilion to be cared for and Aslan takes Peter to see where he will be King—Cair Paravel of the four thrones. Just then, they hear Susan’s horn. Peter races to the pavilion in time to see Susan race toward a tree and swing herself up followed by a huge gray beast—a wolf. Aslan tells the others to back off—that Peter must win his spurs. Peter does just that, killing the wolf with his sword. Aslan then sends the other creatures after another wolf with the command to rescue the fourth Son of Adam. He then tells Peter he has forgotten to clean his sword. Peter blushes and then wipes it on the grass. Aslan then has him kneel and with Peter’s sword dubs him Sir Peter Wolf’s-Bane.
Key Concepts: battle, triumph
Vocabulary: pavilion, rampant, centaurs, fidgets
Grade 5 Guided Reading 214 Bettendorf Community Schools 2001-2002
Chapter 13: Deep Magic from the Dawn of Time (Pages 147-158) The Witch finally stops in a dark valley and confers with the dwarf. Edmund lays face down not caring about anything except that he not be made to walk any further. They prepare to kill him when the wolf who has escaped rushes in. The Witch has him summon all her people—the Ghouls, Boggles, Ogres, Minotaurs, Cruels, Hags, Specters, and the people of the Toadstools—to fight. After the wolf leaves, they tie Edmund to a tree and the Witch prepares to cut off his head. Just then, Aslan’s creatures arrive and rescue Edmund. Unfortunately, in the confusion, they lose the dwarf and the Witch. The Witch had turned the dwarf into a boulder and herself into a stump at just the moment the knife was knocked out of her hand. The next morning, the other children are told that Edmund has been rescued. The Witch requests safe passage to speak with Aslan. He grants her request. She reminds him of the Deep Magic: that every traitor belongs to her as her lawful prey and that for every treachery she has a right to a kill. Edmund is a traitor. If the Law is not followed, all Narnia will be overturned and perish in fire and water. Then the Witch and Aslan speak privately. Aslan then announces that the matter has been settled; that the Witch has renounced the claim on Edmund’s blood.
Key Concepts: atonement, the Law
Vocabulary: renounced
Chapter 14: The Triumph of the Witch (Pages 159-170) Aslan then announces they will move to the Fords of Beruna. As they journey to the new camp, Aslan explains to Peter what his part of the campaign will be. The last part of the journey, Aslan seems sad and distracted. Late that night, Susan and Lucy can’t sleep and are worried about Aslan. They decide to try and find him. They spot him leaving camp and follow him. He turns and sees them and then they walk with him putting their hands into his great mane. As they approach the Stone Table, he tells them they must not be seen. He moves forward. Around the Table are all the Witch’s people. Aslan allows them to bind him and shear him and taunt him. He is muzzled and then carried to the Stone Table. The Witch whets her knife, mocks Aslan one last time, and then kills him.
Key Concepts: justice, courage
Vocabulary: campaign, gibber, rabble, whet
Grade 5 Guided Reading 215 Bettendorf Community Schools 2001-2002
Chapter 15: Deeper Magic From Before the Dawn of Time (Pages 171-182) The girls hear the Witch call the others to finish the war now that the Cat is dead. The creatures stream past the girls’ hiding place. After they pass, the girls minister to Aslan and take off the muzzle. They try to untie the bindings as well, but the knots are too tight. They spend the night crying. As dawn comes, so do lots and lots of mice who have come to nibble away the cords. The sunlight brings a noble look to Aslan again. Finally, the girls realize how cold they are and decide to walk a bit. They stand on the hill looking toward the sea when they hear a great noise. They turn around to find Aslan as alive as ever. He tells them there is a magic deeper still than the Deep Magic that says that if a willing victim who has committed no treachery is killed in a traitor’s stead, the Table will crack and Death itself will start working backward. In pure joy, Aslan and the girls romp together until the girls no longer feel tired or hungry. At last, Aslan gives a great roar and tells the girls to climb on his back. They have far to go. He carries them swiftly and surely to the Witch’s home and when they arrive, he leaps over the walls and the girls tumble onto the courtyard.
Key Concepts: resurrection, caring
Vocabulary: skirling, incantation
Chapter 16: What Happened About the Statues (Pages 183-194) Aslan begins breathing on all the statues in the courtyard and slowly they come to life. Then all of them move into the castle so that not one statue will be missed. Lucy finds Mr. Tumnus who is overjoyed to see her once he is returned to life. Aslan asks the giant he has returned to life to open the gates to the castle. After several bangs from his huge club, the gates crack. The towers come down next followed by a good bit of the wall on each side. Aslan tells them the work is not yet over; they must find the battle. The smaller creatures are carried by the larger ones to the battle site. Once there, Lucy sees Peter fighting the Witch. The girls tumble off Aslan’s back and he roars into battle. The Witch is obviously surprised to see him. All the other creatures rush in to help the small band.
Key Concepts: life, good and evil
Vocabulary:
Grade 5 Guided Reading 216 Bettendorf Community Schools 2001-2002
Chapter 17: The Hunting of the White Stag (Pages 195-206) The battle soon ends. Most of the Witch’s company was killed in the first onslaught or fled when they saw the Witch was dead. Peter tells Aslan that Edmund is the hero. He never stopped fighting and had the good sense to bring his sword down on her wand instead of going for her, thus stopping her from turning any more people into statues. However, he was terribly wounded. It is then that Aslan reminds Lucy of her gift from Father Christmas. She pours a few drops into Edmund’s mouth. Aslan then tells her there are others that are wounded as well. She tends the others and when she returns she sees Edmund looking better than he had since his first term at that horrid school. Aslan makes him a knight. The next morning they march to the castle of Cair Paravel and the following day Aslan crowns them all. Sometime during the celebration that followed, Aslan slipped away, for after all he has other countries to attend to. The two Kings and two Queens governed Narnia well. Later, Tumnus brought news that the Great Stag had returned, the one who would grant you wishes if you caught him. So, a great hunting party was organized. They happen upon an iron post with a lantern atop and debate whether to go on or not, feeling that it may change their lives. However, King Peter reminds them that they have never before avoided that which was unknown. With that, they decide to move forward and in just a bit they have returned to the wardrobe among the coats. When they emerge, they are Peter, Susan, Edmund, and Lucy in their old clothes on the same day and the same hour of the day on which they had all gone into the wardrobe to hide. When the children tell the Professor why four of the coats are missing from the wardrobe, he tells them they wouldn’t be able to go back and get them by the same route anyway. He also tells them that once a King of Narnia, always a King of Narnia and that they may meet others who have been there, too. They’ll know by odd things they say—even their looks.
Key Concepts: victory, healing
Vocabulary: scepters, revelry, remnants, alliance, Consorts, quarry, signification
Grade 5 Guided Reading 217 Bettendorf Community Schools 2001-2002
Comprehension Skills Summarizing and Predicting Have students summarize each chapter in a learning log and predict what will happen next.
Noting Details Have the students complete an attribute chart for major characters or have them make a character map for one or more of the characters.
Connecting · Have students write about a situation or event in which they experienced some of the same feelings as one of the characters. · Have students write an essay telling how they responded to the book, whether the ending was satisfying to them, if the story was logical, when they laughed or cried, etc.
Drawing Conclusions · Write an essay defending or condemning the actions of Edmund. · Write an explanation of the Professor’s attitude. · Compare and contrast various components of the real story and the fantasy story within the book. · Explain why Aslan had to die. · Explain why Edmund was able to fight in the final battle against the White Witch. · Explain the consequences of betrayal.
Grade 5 Guided Reading 218 Bettendorf Community Schools 2001-2002
Summary Log for
The Lion, the Witch and the Wardrobe
Name Date
Chapter or Date Pages What I Learned/What I Think Will Happen Next Summary:
Prediction:
Summary:
Prediction:
Summary:
Prediction:
Summary:
Prediction:
Summary:
Prediction:
Grade 5 Guided Reading 219 Bettendorf Community Schools 2001-2002
Comparison Chart for The Lion, the Witch and the Wardrobe
Name Date This book has both a real life component and a fantasy component. Use the following chart to identify each.
Real Objects Fantasy Objects
Real Characters Fantasy Characters
Real Characters on the Side of Fantasy Characters on the Side Good of Good
Grade 5 Guided Reading 220 Bettendorf Community Schools 2001-2002
Real Characters on the Side of Fantasy Characters on the Side Evil of Evil
Real Setting Fantasy Setting
Real Plot Fantasy Plot
Real Problem Fantasy Problem
Grade 5 Guided Reading 221 Bettendorf Community Schools 2001-2002
Attribute and Proof Chart for The Lion, the Witch and the Wardrobe
Turn your paper on its side and list six of the characters from The Lion, the Witch and the Wardrobe. Check each of the Life Skills listed that the character demonstrates. Then give an example from the book of the character demonstrating that skill.
Character’s Name
Caring
Example
Common Sense
Example
Responsibility
Example
Initiative
Example
Perseverance
Example
Grade 5 Guided Reading 222 Bettendorf Community Schools 2001-2002
Grade 5 Guided Reading 223 Bettendorf Community Schools 2001-2002