A D Ditional Lessons

Comprehension Skill Lessons Additional Objective: Summarize a text, including only important information Summarize Intervention/Remediation Summarize Materials Student Book Explain Write on the board without the underlining: Touch is an important sense. We use Explain Remind students that when they it to communicate with other people. A hug is one summarize, they should include only the way we communicate. Our sense of touch also important parts of a story. Details are interesting warns us of danger. It can tell us if something is hot, but do not belong in a summary. Read aloud sharp, or prickly. Read the text with students and Student Book page 542 and guide students to underline the key phrases that would help form begin summarizing. a summary. Say, A good summary would be: Touch Model Say, When I read, I look for the most is an important sense that we use to communicate important parts and keep track of them. On page and that also warns us of danger. 542, I’ll look for important parts to add to my Guided Practice Write on the board: The five summary. One important thing is that Emilio is going senses are sight, hearing, smell, taste, and touch. to get his library card. Another important thing is Do you know how your senses work? Messages that he’s afraid no one will understand his English. travel from your eyes, ears, nose, mouth, and skin Guided Practice On the board, draw a to your brain. These messages tell your brain what summarizing chart like the one on page 543 and is happening around you. Ask, What key phrases have students tell you what to write in it so far. would you want to include in a summary of this Then read aloud page 543. Ask, What important passage? things happened on this page? Is it important to Practice Have students choose a nonfiction describe the library? Is it important to include the article and write a summary for it. dialogue? Reverse Summary Game Constructive Feedback Materials index cards, marker, poster board, If students have difficulty identifying important masking tape events, have them ask themselves questions to find the main ideas in the story. Explain Tell students that they will write summaries of familiar stories and compile them into a reverse trivia game. Practice Have students tell you the important events that happened on page 543. Guided Practice Assign pairs of students several familiar stories to summarize. Have them write Constructive Feedback their summaries in 2 or 3 sentences on index cards. Compile the summaries. Attach them facedown If students have trouble summarizing, have to the poster board to create a game board. Have them evaluate their summaries by asking, Does students play a game in which they must ask a this summary tell too little? Does it include more question based on the “answer.” Have them choose details than it should? What do I need to add? a card. Read aloud the summary. Then have them What do I need to take out? respond with, What is (the title of the story)? Auditory Relationships T1 Comprehension Skill Objective: Make judgments about characters in text Make Judgments Intervention/Remediation Make Judgments Materials Student Book Explain Write on the board: Gina has a spelling test tomorrow. She has studied for it all evening. Explain Remind students that they learn about Now it is getting late, and she has fallen asleep the characters in a story by evaluating what they at her desk. Read the sentences with students. say and do. The characters’ actions, combined Explain that we can tell that Gina is a hard worker. with what students know from their own She falls asleep because she is really tired. We experiences, can help them make judgments can also tell that she wants to do well on the test about characters. Read the Narrator’s first speech because she has studied for it for a long time. on page 564 and ask students what judgment they can make about the princess’s character. Guided Practice Read aloud: Mrs. Sosa bought a gift for Hector. Hector likes surprises, and she does Model Say, I think that the princess is careless since not want him to know about the present before his she lost her golden ball. She also cried when she lost birthday next week. She begins to wrap the gift, the ball, so I think that she really likes the ball and and Hector walks in the room. She says, “Hi, Hector! might be spoiled. Could you come back in a minute, please?” Ask, Guided Practice Read to the end of page 564. What does Mrs. Sosa do that tells us that she is a Ask and discuss questions, such as, Is the princess kind person? Mrs. Sosa says “please” to Hector. What nice to the frog? Why or why not? What does it tell does this tell you about her character? Additional Lessons Additional you about the princess when she snatched the ball Practice Have students make a list of characters and scampered home? from stories in the Student Book that they think would make good friends. Have them explain Constructive Feedback each of their choices. Auditory If students have difficulty making judgments about characters, have them compare the Classroom Court character to a person they know and think of Materials text of a fairy tale with an obvious villain attributes they could give to that person. Explain Tell students they will conduct a mock Practice Read aloud the first column on page trial to make judgments about a character. 565. Have students tell what they know about the Guided Practice Read aloud a famous fairy characters of the King, the Frog, and the Princess tale with a villain. Tell students they will conduct from what they have read so far. a mock trial of the story’s villain. Organize students into two teams. Assign one team the Constructive Feedback role of prosecutor and the other team the role If students have trouble making judgments about of defender. Have students work together to act characters, have them list the characters’ actions out a trial, complete with evidence, charts, and and what they say. Then help them write character witnesses. Then have them adopt the role of jury, traits that describe those actions. review the evidence, and decide on the guilt or innocence of the villain. Auditory T2 Comprehension Skill Lessons Additional Objective: Distinguish between fact and opinion in text Fact and Opinion Intervention/Remediation Fact and Opinion Materials Student Book Explain Write on the board: Squirrels are pests that just look fluffy and cute. They chew wires Explain Remind students that facts are and wood. They drive my parents crazy. Our attic statements that can be proved to be true. sounds like a racetrack with all those squirrels An opinion is a belief that does not have to running around. Read the text with students. be supported by facts. Read aloud the first Tell them that the second sentence is the only paragraph on page 597. sentence that is a fact. It can be proved true by Model Say, The first sentence of this paragraph observing the squirrels. is a fact. It can be proved true by reading historical Guided Practice Ask students to discuss the accounts. The last sentence in this paragraph is an other sentences and have them circle the words opinion. The word never gives me a clue that this is and phrases that show that the sentences express something that the author believes. No one can prove opinions. (fluffy, cute, crazy, all, like a racetrack) what the sea captains of the past could imagine. Practice Have students make one statement Guided Practice Read aloud the first two of fact about a pet they have or know and one sentences in the second paragraph. Ask, Why do you statement of opinion. Auditory think the first sentence is an opinion? What word is a clue word that tells you this is something that someone True or False? believes? (many) How can you prove the information in the second sentence is true? (by looking in record Materials index cards, markers books) Is this a fact or opinion? (fact) Explain Tell students they will listen to statements and decide whether they are true Constructive Feedback or false. If students have trouble identifying facts, have Guided Practice Label several index cards them ask themselves if there is any way the with the words true and false. Distribute them statement can be proved, either by reading, randomly to some students. Have each student researching, observing, or asking someone. who is holding a card make up a statement based on whether his or her card reads true or false. Ask Practice Read aloud the first paragraph on page the rest of the class to identify the statement as 598. Have students listen for a statement of opinion true or false and explain their reasoning. Auditory and explain why they think it cannot be proved. Constructive Feedback If students are unable to identify opinions, frame and call attention to descriptive clue words, such as many, most, all, beautiful, fantastic, and so on, that signal statements of opinion. Relationships T3 Comprehension Skill Objective: Identify and analyze character traits Analyze Character Intervention/Remediation Character Materials Student Book Explain Write this passage on the board: Kari stood at the classroom door and looked at her new Explain Remind students that as they read, classmates. Her teacher said, “My name is Mrs. they should think about the characters’ traits. Raines. What is your name?” Kari was so frightened Analyzing how a character behaves helps a that she could only whisper her name.

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