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Comprehension Genre Fantasy Is a Story with Invented Characters, Settings, MAIN SELECTION Or Other Elements That Could Not Exist in Real Life

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Comprehension Genre Fantasy Is a Story with Invented Characters, Settings, MAIN SELECTION Or Other Elements That Could Not Exist in Real Life Comprehension Genre Fantasy is a story with invented characters, settings, MAIN SELECTION or other elements that could not exist in real life. • The Cricket in Times Square • Skill: Theme Analyze Story Structure PAIRED SELECTION Theme • “The Chance of a Lifetime” As you read, fill in your Theme Map. • Text Feature: Advertisement SMALL GROUP OPTIONS • Differentiated Instruction, 1ZcS pp. 717M–717V 1ZcS 1ZcS BVS[S Read to Find Out Comprehension What happens when a country cricket winds up in a big city? GENRE: FANTASY Have a student read the definition of Fantasy on Student Book page 692. Students should look for animal characters that can speak. STRATEGY ANALYZE STORY STRUCTURE 692 Remind students that authors of fiction organize stories in various ways. The author of a fantasy story can help readers understand the theme by using a particular structure. D]QOPcZO`g Vocabulary Words Review the tested vocabulary words: SKILL eavesdropping, scuffling, wistfully, jumble, logical, THEME acquaintance, and scornfully. Remind students that to identify the theme of a story, they should look Story Words Students may be unfamiliar with these words. for clues that tell them what message Pronounce the words and give meanings as necessary. about life the author is trying to cricket (p. 694): an insect, similar to a grasshopper, that makes a noise express. at night brook (p. 696): a small stream liverwurst (p. 696): a sausage made with ground liver forlornly (p. 701): sadly leery (p. 707): cautious, distrustful 692 Main Selection Main Selection Student pages 692–693 Preview and Predict Ask students to read the title, preview the illustrations, and make predictions about the selection. Do they think the animals get along well together? Why? Have students write about their predictions and anything else they want to know about the story. Set Purposes FOCUS QUESTION Discuss the “Read to Find Out” question on Student Book page 692. Remind students to look for the answer as they read. Point out the Theme Map in the Student Book and on Practice Book page 195. Explain that students will fill it in as they read. Read The Cricket in Times Square Use the questions and Think Alouds to support instruction about the 693 comprehension strategy and skill. On Level Practice Book 0, page 195 As you read The Cricket in Times Square, fill in the Theme Map. Clue If your students need support If your students can read the Clue to read the Main Selection, Main Selection independently, use the prompts to guide have them read and complete comprehension and model the graphic organizer. Remind Clue how to complete the graphic them to use appropriate organizer. Encourage students strategies for different purposes. to read aloud. Clue If your students need an alternate selection, choose the Leveled Readers that match their instructional level. Clue Theme 27=1 C 2 / How does the information you wrote in the Theme Map help you to BSQV\]Z]Ug analyze the story structure of The Cricket in Times Square? Story available on Listening Library Audio CD Approaching Practice Book, A, page 195 Beyond Practice Book, B, page 195 The Cricket in Times Square 693 Main Selection Student page 694 Chester Tucker Mouse had been watching the Bellinis and listening Develop to what they said. Next to scrounging, eavesdropping on human beings was what he enjoyed most. That was one of the reasons he 1 lived in the Times Square subway station. As soon as the family Comprehension 2 disappeared, he darted out across the floor and scooted up to the newsstand. At one side the boards had separated and there was 1 MONITOR AND CLARIFY: READ AHEAD a wide space he could jump through. He’d been in a few times before—just exploring. For a moment he stood under the three- In the first paragraph, Tucker Mouse legged stool, letting his eyes get used to the darkness. Then he says being able to eavesdrop is one jumped on it. of the reasons he lives in the Times “Psst!” he whispered. “Hey, you up there—are you awake?” Square subway station. How might There was no answer. “Psst! Psst! Hey!” Tucker whispered again, louder this time. reading ahead help you think of other From the shelf above came scuffl ing, like little feet feeling reasons why a mouse would want to their way to the edge. “Who is going ‘psst’?” said a voice. live in a subway station? (Answers will “It’s me,” said Tucker. “Down here on the stool.” A black head, with two shiny black eyes, peered down at him. vary. Students may note that they can “Who are you?” read ahead to look for other clues “A mouse,” said Tucker, “Who are you?” about what Tucker likes, where he lives, “I’m Chester Cricket,” said the cricket. He had a high, musical who lives with him, and what his daily voice. Everything he said seemed to be spoken to an unheard melody. activities are.) “My name’s Tucker,” said Tucker Mouse. “Can I come up?” 694 &-- Clarify Check students’ comprehension of the story. Ask, Who is the first character we meet in the story? Where does he live? Explain that Times Square is a place in New York City. Make sure students understand what a subway station is and that Tucker Mouse lives below the street. Ask, What does he like to do? Discuss the actions of Tucker Mouse with students. Write Psst on the board and explain it. Check that students understand words and phrases such as human beings, newsstand, three-legged stool, peered, and melody. 694 Main Selection Student page 695 Develop Comprehension 2 STRATEGY CONTEXT CLUES Find the word darted on page 694. What do you think it means? Use paragraph clues to check your prediction. (The phrases out across the floor and scooted up are context clues. In this sentence, darted must mean “ran very quickly in one direction.”) g7b;Obb EV S`a Vocabulary Research cites that there is a cumulative advantage phenomenon in reading. The very students who are reading well and who have good vocabularies will read more, learn more word meanings, and read better. 695 Donald R. Bear Go to www. macmillanmh.com The Cricket in Times Square 695 Main Selection Student page 696 “I guess so,” said Chester Cricket. “This isn’t my house anyway.” Tucker jumped up beside the cricket and looked him all over. “A cricket,” he said admiringly. “So you’re a cricket. I never saw Develop one before.” “I’ve seen mice before,” the cricket said. “I knew quite a few back in Connecticut.” Comprehension “Is that where you’re from?” asked Tucker. “Yes,” said Chester. “I guess I’ll never see it again,” he 3 GENRE: FANTASY added wistfully. “How did you get to New York?” asked Tucker Mouse. To make the events in a fantasy story “It’s a long story,” sighed the cricket. more believable, an author might “Tell me,” said Tucker, settling back on his haunches. He include details that are found in the loved to hear stories. It was almost as much fun as eavesdropping— real world. What is realistic about the if the story was true. “Well it must have been two—no, three days ago,” Chester story so far? (Crickets and mice are Cricket began. “I was sitting on top of my stump, just enjoying the found in real life. Times Square and weather and thinking how nice it was that summer had started. I live Connecticut are real places. Chester’s inside an old tree stump, next to a willow tree, and I often go up to the roof to look around. And I’d been practicing jumping that day home in the tree stump is realistic.) too. On the other side of the stump from the willow tree there's a What about the story could happen brook that runs past, and I’d been jumping back and forth across it 3 only in a fantasy? (Mice cannot to get my legs in condition for the summer. I do a lot of jumping, understand what people are saying. you know.” “Me too,” said Tucker Mouse. “Especially around the Mice and crickets cannot speak.) rush hour.” “And I had just fi nished jumping when I smelled something,” Chester went on, “liverwurst, which I love.” “You like liverwurst?” Tucker broke in. “Wait! Wait! Just wait!” 696 Cross–Curricular Connection TIMES SQUARE AND BROADWAY Tell students that New York City’s Times Square is the site of the Broadway theater district, where for over a hundred years actors and musicians have been entertaining people. Invite students to share any knowledge or experiences they have had with theatrical performances. They might also compare a live performance with a movie. D]QOPcZO`g Have students review newspaper or radio ads for theatrical productions and movies. Then have them create advertising Find the sentence that contains the word posters for productions they might have seen or learned wistfully . Use wistfully in a sentence that about. Encourage them to use quotations from reviews shows its meaning. (Possible answers: I and other persuasive text and illustrations or downloaded spoke wistfully everytime I remembered photographs and images. Have the class establish criteria for the good old days.) judging the effectiveness of the posters. They should explain the cultural perceptions that advertisements play upon. 696 Main Selection Student page 697 In one leap, he sprang down all the way from the shelf to the fl oor and dashed over to his drain pipe. Chester shook his head as he watched him go. He thought Tucker was a very excitable person—even for a mouse.
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