Literacy Visualize/Analyze Character

Teacher’s Guide Grade K • Unit 2 Week

Benchmark TM 2 Literacy Visualize/Analyze Character

Unit 2/Week 2 at a Glance

Day Mini-Lessons ONE • Introduce the Book: What I Know About Web • Read the Book • Comprehension: Visualize/Analyze Character • Close Read: Analyze Character TWO • Retell Pages 2–13: Use an Analyze Plot Chart • Pages 14–24: Close Read: Analyze Character THREE • Retell the Story: Use an Analyze Plot Chart • Reread • Respond to the Story: Use Who Is Our Favorite Character? Organizer • Comprehension: Reflect on Analyze Character FOUR • Reread the Story: Build Fluency • Brainstorm Writing Ideas: Letter to the Big Bad Wolf • Develop Tier Two Vocabulary: Sound Words FIVE • Shared Writing to Sources: Use Character Analysis to Write a Letter to the Big Bad Wolf

® B enchmark e ducation c ompany Day One

Read-Aloud (10 minutes)

Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Visualize.” Use the sample read- aloud lessons and suggested titles in the Getting Started Guide.

Mini-Lessons (20 minutes)

Introduce the Book: What I Know About Web W.K.7, SL.K.1a, SL.K.1b, SL.K.6

Display a blank What I Know About Web (BLM 1) like the one shown here.

Say: Today we are going to begin a story that you may know. Who has heard Literary Fiction Big Book Texts for Close Reading, pages 21–33 a story about three pigs? I want you to close your eyes. Look around in your mind and tell me what you think or what you know when you hear the story Lesson Objectives title The Three Little Pigs. How would you answer these questions? • What characters do you see? Students will: • Where are they? • Build academic vocabulary and • What are they doing? concepts related to the story. Make cultural connections. Students from other countries may know stories • Learn/review concepts about print. that are as well known as The Three Little Pigs is here. Have them share • Visualize. popular story titles from their country. • Analyze characters. Model sentence frames. Support ELLs by modeling how you use the • Build oral language and vocabulary following sentence frames to tell about characters, setting, and what the through whole-group and partner characters are doing: discussion. I see . They are in . They are .

Related Resources Record students’ responses on the What I Know About Web. Say: Keep • What I Know About Web (BLM 1) these ideas in mind as we read the story. They will help you understand the • Analyze Character (BLM 2) characters, setting, and events in the story. • What Is the Character Like? (BLM 3) three pigs • Writing to Sources, page 9 straw house • BenchmarkUniverse.com What I Know About wooden house blow house down The Three Little Pigs

brick house huff and puff big bad wolf

Sample What I Know About Web Annotations (BLM 1)

Display the book The Three Little Pigs on an easel or use the interactive Make Content Comprehensible whiteboard version. for ELLs

Show students the book cover and invite them to name the characters. Beginning and Intermediate Point to and name the animals on the Ask: Who can point to the title of this book for me? That’s right. The title is cover. Turn to the inside front cover and right here. Read aloud the title as you point to each word. identify what each house is made of. Then point to the houses in random order and Say: Now point to the authors’ names on the cover. Read aloud the authors’ ask: What is this house made of? Students names. Point out that the story was retold by the authors. Explain that this can answer with a single word (“straw,” for means they used their own words to tell an old story. example) or use this frame to answer: This house is made of .

Say: There are two authors for this book. Display the back cover and point to All Levels the authors’ photographs. Read the short biographies. Say: The authors know If you have students whose first language a lot about children and have written many books. I think that means this is Spanish, share the English/Spanish book will be very good. cognate personality/la personalidad as you explain and model analyzing character. Read the Book RL.K.10, RF.K.4 Model the use of academic sentence First read. Invite students to listen and follow along as you read the complete frames to support ELLs’ vocabulary and language development. (See suggested story for their enjoyment. Be sure to emphasize with your voice the boldfaced sentence frames provided.) words and the repetition of the text.

Reread. Read the story again so that students can participate by joining in with Support Special Needs Learners the wolf’s “Little pig, little pig . . .” and “Then I’ll huff and I’ll puff . . .” lines. Throughout the week, use the following strategies to help students who have learning disabilities access the content Comprehension: Visualize/Analyze Character RL.K.3, RL.K.7, SL.K.1a, and focus on skills and strategies. SL.K.6 Spend additional time previewing and retelling the story. Encourage students Turn back to the cover and ask students to describe the illustration. to use illustrations to help them visualize what happened and understand the Explain: As I read a book, I try to understand the story characters and figure characters. out what they are like. I pay close attention to what they do and what they say. The characters in this book had quite a time, didn’t they? Read aloud the text more than once for students who would benefit from auditory Activate metacognitive strategies. Say: Last week we talked about how input. You can also play the e-book so that good readers visualize. I will show you how I visualize when I think about the students can listen and follow along as the characters in this book. text is read. Use the graphic organizer activities to build Model. Say: I see three pigs and a wolf on the cover. The pigs look worried. I students’ schema related to the book’s wonder how else they feel. I visualize what it is like to be worried. When I am content. worried I might also be scared. The pigs might be scared and worried. Validate and support students’ efforts to participate in instructional conversations Say: Look at the wolf. Does he look helpful or mean? Picture being there. and activities. What do you think the wolf is like? Use this frame: I think the wolf is .

Once upon a time, The first pig built his house of straw. there were three little pigs. Pages 2–13 They lived with their mother. Close Read: Analyze Character RL.K.3, RL.K.7, RL.K.10, RF.K.4, W.K.7, W.K.8, SL.K.2, SL.K.6

The second pig built Reread the text, pointing to the characters as you read about them. Stop at his house of sticks. various times after telling what the characters are doing and have students

One day the mother pig said, visualize the action. Use the prompts provided, or your own, to encourage “You are big now. You must build your own houses.” 2 3 discussion about what students visualize and what they think about the

The Three Little Pigs, pages 2–3 characters. Use the Analyze Character graphic organizer (BLM 2) to record character actions and traits that students suggest.

There, at the door, stood a big bad wolf. “Little pig, little pig, let me in,” Pages 2–4: said the wolf. Say: Look at the pigs as they say good-bye to their mother. Visualize a time you had to say good-bye to a family member. How did you feel? Use the illustrations. Think about how the pigs are alike and different. Did they use the same material to build their houses?

“No! No!” cried the first little pig. “Not by the hair One day the first little pig on my chinny, chin chin.” was making his dinner, “Then I’ll huff and I’ll puff Pages 5–8: when he heard a knock at the door. and I’ll blow your house in,” He peeped out of the window. said the big bad wolf. 5 6 Say: I’ll reread the pages. Visualize what is happening. Reread. Ask: Do you The Three Little Pigs, pages 5–6 think the first pig is smart? Do you think the wolf is mean? Why or why not? Let’s add what we think to our chart.

Then the wolf knocked at the door of the second little pig’s house. Pages 9–13: “Little pig, little pig, let me in,” said the wolf. Say: What do you think about that third little pig? Do you think the wolf has changed? Let’s write some of your ideas on our chart.

Connect and transfer. Say: We visualized to help us understand the characters. Use this strategy whenever you read or listen to a story. We’ll “No! No!” cried the second little pig. “Not by the hair on my chinny, chin chin.” keep using it as we reread the rest of The Three Little Pigs. “Then I’ll huff and I’ll puff So the wolf huffed and I’ll blow your house in,” and he puffed said the big bad wolf. and he blew the house in. 9 10

The Three Little Pigs, pages 9–10 Characters Actions Traits First Pig page 3 makes straw house works hard page 8 runs to brother’s house afraid Second Pig page 3 makes stick house works hard page 11 runs to brother’s house afraid Third Pig page 4 makes brick house works hard page 11 takes in his brothers kind, loves his brothers Wolf page 7 blows down straw house strong, mean page 11 blows down stick house strong, mean page 13 cannot blow down brick tired, sad house Sample Analyze Character Annotations (BLM 2)

Comprehension Quick-Check Small-Group Reading Instruction (60 minutes) Observe whether students are able to contribute identifying actions and Based on students’ instructional reading levels, select titles that provide character traits. If they have difficulty, use opportunities for students to practice analyzing characters. See the Leveled the following additional explicit instruction. Text Titles chart provided at the back of this Teacher’s Resource System. Say: Think about what the character is Use the before-, during-, and after-reading instruction provided in the doing. Visualize what is happening. Look carefully at the pictures. There are clues Teacher’s Guide for each text. in the pictures, too. What do the actions and pictures make you think about the character? Allow responses. Individual Student Conferences (10 minutes) If necessary, think aloud to model analyzing a character. For example, on Confer with individual students on their text selections and application of pages 6–7 you might say: I see that wolf strategies. Use the Individual Reading Conference Form on page 32 of Informal pointing to the pig. He is demanding that Assessments for Reading Development to help guide your conferences. the pig let him in. When the pig says no, the wolf blows down the house. That isn’t a nice thing to do. I can tell this wolf is very mean. Phonics Workshop (20 minutes) Encourage students to think very carefully about the clues and to make their own Select Benchmark Phonics StartUp Level 1 Lessons to review phonological character descriptions. awareness skills, letter recognition, and letter formation. Use your beginning of the year assessments to determine the appropriate lessons. Home/School Connection Ask students to draw a picture of one character. Have them work with a family member to name and describe the character in What Is the Character Like? (BLM 3).

BLM 3

Name Date What Is the Character Like?

Parent Instructions: Ask your child to name a character in the story The Three Little Pigs and tell you what the character is like. Talk about what the character did that shows what he is like. Help your child complete the sentences below to tell about the character. Then have your child draw a picture of the character.

This is ______.

______is ______.

What Is the Character Like? (BLM 3)

Read-Aloud (10 minutes)

Mini-Lessons (20 minutes)

Retell Pages 2–13 RL.K.2, RL.K.10, RF.K.4, SL.K.1a, SL.K.6

Say: Yesterday we read The Three Little Pigs and we reread the first half of the book to focus on the characters. Let’s take a few minutes to retell what happened in first half of the story. Raise your hand if you would like to share something that happened in the story, and I will call on you. Literary Fiction Big Book Texts for Close Reading, pages 21–33 Lead a discussion about the story events so far. Record students’ ideas on Lesson Objectives a simple Analyze Plot chart (BLM 4). Allow them to remember as much information as they can without prompting. If necessary, use the following Students will: questions to guide their retelling: • Retell story events. • Who are the characters in this story? • What happened at the beginning of the story? • Visualize and analyze characters • What do the little pigs do next? during reading. • What does the wolf do in the middle of the story? • Build oral language and vocabulary through whole-group discussion. Conduct a shared reading of pages 2–13, inviting students to read along with dramatic expression. Related Resources • Writing to Sources, page 9 Beginning: • Analyze Character (BLM 2) The pigs build houses of straw, sticks, and bricks. • Analyze Plot (BLM 4) • BenchmarkUniverse.com The wolf blows down the straw and stick houses.

Middle:

The pigs go into the brick house.

The wolf cannot blow down the brick house.

The wolf tries to get into the brick house by going down the chimney.

Sample Analyze Plot Annotations (BLM 4)

Pages 14–24 Make Content Comprehensible Close Read: Analyze Character During Reading for ELLs RL.K.1, RL.K.2, RL.K.3, RL.K.7, RL.K.10, RF.K.4, SL.K.1a, SL.K.1b, SL.K.2, SL.K.6, L.K.6 Beginning Invite ELLs to point to pictures in the book Say: Now we’ll reread the rest of The Three Little Pigs. We’ll talk more about as you retell each event. the characters as we read. Remember to visualize what is happening and look Encourage beginning ELLs to answer yes/ for picture clues to help you think about the characters and what they do. no questions about each event. Then repeat the correct answer. For example, Read each page aloud with dramatic expression. Stop at various times to allow ask: Is the wolf climbing up the ladder? students to visualize what is happening. Use the question prompts provided, After students answer, point to the picture or your own prompts, to encourage a discussion about what students visualize and say: Yes, the wolf is climbing up the and what they think about the characters. Add to the Analyze Character ladder. graphic organizer (BLM 2) to record additional character actions and traits on these pages. Intermediate and Advanced Model the use of academic sentence Pages 14–17: frames to support ELLs’ character analyses, Ask: At first, how do the pigs feel? How do they feel after they see the wolf? for example: What does the third pig suggest? What does this tell about him? This is . I see that he is . Pages 18–20: I think he is . Ask: What do you visualize the wolf is doing all this time? How do you think he feels? Why? Comprehension Quick-Check

Pages 21–24: Take note of which students can or cannot contribute character actions and traits to Ask: What new words can you use to describe the pigs and the wolf at the the discussion. Use the following additional end of the story? Is the wolf the same at the end of the story as he was in the instruction to reinforce how to analyze beginning? Why do you think so? characters based on visualizing and using picture clues. Connect and transfer. Say: We visualized and used picture clues to analyze, or describe, the characters. Understanding what the characters are like helps Reread several pages throughout the book and work with students to visualize the you understand the whole story. Remember to analyze the characters today text and look for picture clues that help during small-group reading instruction, too. them understand how the character feels or what the character is like. For example, Characters Actions Traits have students close their eyes and visualize First Pig the action as you reread pages 12–13. page 15 hears a thump and hides behind brother cowardly Have students share their visualizations. Second Pig Say: Now let’s look at the pictures. How page 15 hears a thump and hides behind brother cowardly do you think the wolf feels? What clues Third Pig helped you decide? page 15 hears a thump and stands in front of brothers afraid but brave page 17 says to put a pot of boiling water under the clever, smart chimney Wolf page 21 falls into the pot of water not smart, upset page 24 runs away afraid Sample Analyze Character Annotations (BLM 2)

Oral Language Extension During independent workstation time, Small-Group Reading Instruction (60 minutes) pair students to discuss the drawings they Based on students’ instructional reading levels, select titles that provide made last evening to tell about a character in the story. Ask students to tell about their opportunities for students to practice analyzing characters. See the Leveled character using these sentence frames: The Text Titles chart provided at the back of this Teacher’s Resource System. character I drew was . I think he is because . Tell students Use the before-, during-, and after-reading instruction provided in the you will ask about their conversation Teacher’s Guide for each text. during individual conference time.

Home/School Connection Individual Student Conferences (10 minutes) Have students take home a copy of Confer with individual students on their text selections and application of Analyze Plot (BLM 4) and retell The Three strategies. Use the Individual Reading Conference Form on page 32 of Informal Little Pigs to a family member who will write down their ideas. Assessments for Reading Development to help guide your conferences.

Phonics Workshop (20 minutes)

Select Benchmark Phonics StartUp Level 1 Lessons to review phonological awareness skills, letter recognition, and letter formation. Use your beginning of the year assessments to determine the appropriate lessons.

Read-Aloud (10 minutes)

Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Visualize.” Use the sample read-aloud lessons and suggested titles in the Getting Started Guide.

Mini-Lessons (20 minutes)

Retell the Story RL.K.2, SL.K.1a, SL.K.1b, SL.K.6, L.K.6

Say: Yesterday we finished reading The Three Little Pigs. Let’s take a few minutes to retell what happened in the story. First let’s review what we’ve already recorded on our Analyze Plot chart.

Literary Fiction Big Book Reread the events you recorded on the Analyze Plot chart yesterday. Then ask Texts for Close Reading, pages 21–33 students to continue their retelling. You may wish to revisit specific pages in the book or turn to the inside back cover of the big book to visually prompt Lesson Objectives students. Students will: Record students’ ideas on your Analyze Plot chart. Allow them to remember • Retell story events. as much information as they can without prompting. If necessary, use the following questions to guide their retelling: • Identify and vote on favorite • What did the wolf do when he could not blow down the brick house? characters. • What did the pigs do? • Reflect on analyzing characters. • What happened at the end of the story? • Build oral language and vocabulary through whole-group and partner discussion. Reread RL.K.10, RF.K.4 Related Resources Conduct a shared reading of the entire book, inviting students to chime in when they know the words, or assign specific repetitive lines to different • What I Know About Web (BLM 1) groups of students. For example, one group of students could deliver the line • Analyze Character (BLM 2) “Little pig, little pig, let me in,” while other students deliver the line “No! No! • Analyze Plot (BLM 4) Not by the hair of my chinny, chin, chin.” • Who Is Our Favorite Character? If time permits encourage students to reread the lines using appropriate (BLM 5) gestures to go along with them. • Writing to Sources, page 9 • BenchmarkUniverse.com

Make Content Comprehensible Respond to the Story RL.K.1, RL.K.3, SL.K.1a, SL.K.1b, SL.K.6 for ELLs Turn and talk. Invite students to pair up and tell each other who their favorite Beginning character in the story is and why. Make sure students understand that they are Invite ELLs to point to images in the book expected to talk in low voices and to listen carefully to their partners because as students retell events. they will be reporting on their partners’ favorite character in the story. Encourage ELLs to act out what happened in the story. As they act out events, use Bring students together after a few minutes. Call on various students to simple language to narrate the action: The share their partners’ favorite character and explain why it was their favorite third pig builds a brick house. The wolf character. climbs, huffs, and puffs.

Intermediate Invite students to vote on their favorite character. Tally votes on the Who Is Model the use of academic sentence Our Favorite Character? graphic organizer (BLM 5) to post in your classroom. frames to support ELLs’ retelling of the previous day’s reading, for example: Also invite students to revisit the What I Know About Web and add any new One event was when . ideas they have. At the end, .

All Levels Pair ELLs with fluent English speakers during partner discussions and activities.

Comprehension Quick-Check Take note of which students can or cannot retell the story. Ask the following questions to prompt their retelling: • What kind of house did the first little pig build? The second little pig? The third little pig? • What did the wolf do to each house? • How did the pigs trick the wolf? Use small-group reading time to model and guide practice of retelling the events in a story.

Home/School Connection Ask students to retell their favorite part of the story to a family member. Family members can ask students questions about the story and discuss the answers together.

BLM 5 Comprehension: Reflect on Analyze CharactersRL.K.3, SL.K.1a, SL.K.1b, Name Date Who Is Our Favorite Character? SL.K.6, L.K.6 Character Total Votes

Reread the actions and traits students named and you wrote on the Analyze First Little Pig Character graphic organizer. Discuss how the character traits were based on

what the characters said and did in the story. Second Little Pig

Connect and transfer. Say: Remember, good readers analyze, or describe, Third Little Pig characters as they read. They pay attention to what the characters say and do and think about what these actions tell them about the characters. Analyze Big Bad Wolf the characters every time you read and listen to a story.

Our favorite character is ______.

Benchmark Literacy • Grade K • Unit 2/Week 2 ©2010 Benchmark Education Company, LLC Small-Group Reading Instruction (60 minutes) Who Is Our Favorite Character? (BLM 5) Based on students’ instructional reading levels, select titles that provide opportunities for students to practice analyzing characters. See the Leveled Text Titles chart provided at the back of this Teacher’s Resource System.

Use the before-, during-, and after-reading instruction provided in the Teacher’s Guide for each text.

Individual Student Conferences (10 minutes)

Confer with individual students on their text selections and application of strategies. Use the Individual Reading Conference Form on page 32 of Informal Assessments for Reading Development to help guide your conferences.

Phonics Workshop (20 minutes)

Read-Aloud (10 minutes)

Mini-Lessons (20 minutes)

Reread the Story: Build Fluency RL.K.10, RF.K.4, SL.K.1a, SL.K.1b, SL.K.2, SL.K.6,

Tell students you are going to read the story again, and you would like them to pay careful attention to your voice. You will make the story exciting by putting expression into your voice, especially by using a different way to say the words of each character. Literary Fiction Big Book Texts for Close Reading, pages 21–33 After reading, invite students to comment on what they heard in your voice. Lesson Objectives Ask them how using expression helped them understand what the characters were like and how they felt. Students will: • Reread the big book to build Read the book again, inviting students to read along with you. Tell them to put fluency. expression into their voices, too. • Analyze characters after reading. • Develop Tier Two Vocabulary Brainstorm Writing Ideas: Letter to the Big Bad Wolf W.K.7, (sound words). W.K.8, SL.K.1a, SL.K.1b, SL.K.6, L.K.6

Related Resources Say: At the end of the story, the wolf ran away and the three pigs lived • Writing to Sources, page 9 happily ever after. Suppose the pigs decided to write a letter to the wolf. Think about what they might say in their letter. Let’s make a list of what they might • BenchmarkUniverse.com say. We will use our ideas tomorrow to write our letter.

Record students’ ideas about what the pigs could write in a letter to the wolf. As necessary, prompt students with questions like these: • What questions would they ask? • Would they want to tell the wolf about how they feel? Why or why not? • What would they want to tell the wolf about what they think about his behavior? • Would they forgive the wolf? • Would they ever want to see the wolf again?

Reread students’ ideas aloud. Tell them they will revisit their ideas tomorrow. Save your group brainstorm to refer to then. (See Day 5 for sample brainstorming list.)

Develop Tier Two Vocabulary: Sound Words W.K.7, SL.K.1a, SL.K.1b, Make Content Comprehensible L.K.6 for ELLs

All Levels Point out the wolf’s words on page 6 of The Three Little Pigs. (“Then I’ll huff Invite ELLs to use body language and and I’ll puff and I’ll blow your house in.”) gestures to act out one of the characters in the story. Have the others guess the Explain: The words huff and puff are words that suggest or express sounds. character. Writers use sound words to make their writing more interesting and to help readers hear in their mind just what the characters or actions sound like. Let’s Have students make sounds with you using an object or body part. Then describe look for other sound words in the story. what happened using a sound word, for example: Reread pages 8, 9, 14, 15, and 21, and guide students to identify other sound words in the story (slammed, knocked, whispered, bump, thump, splash). Stomp: Stomp your feet and have Record them on chart paper to serve as a Sound Words anchor chart. Point out students imitate your movement. that sound words can describe quiet sounds, as well as loud sounds. Say: Stomp, stomp, stomp! Listen to the sound we make when we stomp Invite students to act out and list other words that suggest sounds they hear our feet. (examples: boom, crash, swish, stomp, jingle). Add these to the anchor chart. Shh: Put your finger to your lip and say, Post the chart on a classroom wall to refer to later. “Shh.” Have students imitate the gesture. Say: When you want someone to be quiet you can use the sound “Shh.”

Small-Group Reading Instruction (60 minutes) Oral Language Extension Based on students’ instructional reading levels, select titles that provide During independent workstation time, opportunities for students to practice analyzing characters. See the Leveled display the inside back cover of the big Text Titles chart provided at the back of this Teacher’s Resource System. book and invite pairs of students to use the picture prompts to retell what happened in Use the before-, during-, and after-reading instruction provided in the the story. Remind them to talk about what Teacher’s Guide for each text. each character was like.

Vocabulary Quick-Check Individual Student Conferences (10 minutes) Observe whether students are able to identify sound words in the story. If Confer with individual students on their text selections and application of necessary, find the words and demonstrate strategies. Use the Individual Reading Conference Form on page 32 of Informal how the word sounds like the sound it Assessments for Reading Development to help guide your conferences. names. After naming words from the story and other common sound words, review them by demonstrating a sound and asking students to name the word and Phonics Workshop (20 minutes) point to it on the anchor chart.

Read-Aloud (10 minutes)

Revisit the week’s read-alouds to make text-to-text connections and provide opportunities for reader response. Use the suggested activities in the Getting Started Guide, or implement ideas of your own.

Mini-Lessons (20 minutes)

Shared Writing to Sources: Letter to the Big Bad Wolf W.K.5, W.K.7, W.K.8, SL.K.5 Say: Yesterday we had fun thinking about what the three pigs might say in a letter to the big bad wolf. Let’s reread some of our ideas.

Literary Fiction Big Book Reread the list of ideas students suggested. Lead a discussion about which Texts for Close Reading, pages 21–33 of these ideas the class would like to include in their letter. Guide students Lesson Objectives to agree on three ideas to include in the letter.

Students will: Say: Let’s pretend we are the three pigs. Let’s write a letter to the big bad wolf. What will we say? • Analyze characters to write a letter to the big bad wolf. As a group, decide on several ideas you will include in your letter. Ask students to suggest a question. Remind them that they can use sound words to tell Related Resources about actions. Prompt students as needed: • Writing to Sources, page 9 • What question can we ask about what the wolf did? • BenchmarkUniverse.com • What sound words can we use in our question? • How can we explain how the three pigs feel about the wolf?

Record students’ ideas on chart paper. Begin the letter with “Dear Big Bad Wolf,” and end it with an appropriate salutation from the pigs.

Reread the letter with students, inviting them to suggest ways the sentences could sound more like the three little pigs wrote it.

Model how writers edit and revise their work by checking spelling, punctuation, and grammar.

Invite students to create illustrations for the letter.

Display the completed shared writing and illustrations in your classroom or on a bulletin board in your school corridor for others to enjoy.

Connect and transfer. Say: We used a process that good writers use. We brainstormed ideas for writing our sentences and looked back to correct any mistakes. Use this process every time you write.

What will the pigs say in their Writing Model letter? • Why were you so mean? Dear Big Bad Wolf, • Will you be nice to us? • We think you are big and bad. We think you acted mean. • We don’t like it when you slam into You knocked down our the door and knock it down. houses. Can you be nice to • We would like to be friends. us? If you can, we would • Do you want to be friends? like to be friends. • We hope you never huff and puff at The Three Little Pigs our house again.

Sample Writing Ideas for Letter to Wolf

Small-Group Reading Instruction (60 minutes)

Based on students’ instructional reading levels, select titles that provide opportunities for students to practice analyzing characters. See the Leveled Text Titles chart provided at the back of this Teacher’s Resource System.

Use the before-, during-, and after-reading instruction provided in the Teacher’s Guide for each text.

Individual Student Conferences (10 minutes)

Phonics Workshop (20 minutes)

Name Date What I Know About Web

What I Know About The Three Little Pigs

Name Date Analyze Character

Characters Actions Traits

Name Date What Is the Character Like?

This is ______.

______is ______.

Name Date Analyze Plot The Three Little Pigs Parent Instructions: Ask your child to tell you about the story The Three Little Pigs. Help him or her record the ideas on the graphic organizer.

Beginning:

Middle:

End:

Name Date Who Is Our Favorite Character?

Character Total Votes

First Little Pig

Second Little Pig

Third Little Pig

Big Bad Wolf

Our favorite character is ______.