l 21 rico to the rescue - capstone library

L 21 Rico to the Rescue.indd 5-1 28/11/12 10:45 AM

BLM 1Name: Date:

BLM 2Name: Date:

• Summarizing:Askchildrentoretellandsummarizewhattheyhaveread.Ask,What were the main events?

• Askinferentialquestionssuchas:Why were the ducklings staying close to their mother? Why do you think the ducklings were hiding? Why do you think the ducklings were running away from Rico? Do you think Rico and Mom should have kept the ducklings?

After readingFocus on developing reading strategies that support childrenin gaining meaning. Return to passages of text that childrenfound difficult. Discuss and model specific reading strategies,such as visualizing, making connections, clarifying, questioning,summarizing, and inferring. Talk about how developing andusing strategies help readers to form understandings. Choosefromthefollowingactivities.

Comprehension CCSS RL.1, RL.2, RL.3 • Recall:Talkabouttheeventsofthestory.Ask,What happened

in the beginning/middle/end of the story?Encouragechildrentorecallandsequencetheevents.Drawsixboxesonasheetofpaperanddrawarrowspointingfromoneboxtothenext,sothatitlookslikeaflowchart.Asagroup,havechildrendrawpicturesintheboxestosequencetheeventsfromthestory.HavechildrencompleteBLM 1(page3),writinganddrawingeventsfromthetextinsequence.

• Inferring:Havechildrenrecalltheeventsofthestory.Ask,What did the characters do?DrawapictureofRicoontheboard.EncouragechildrentothinkofthingsthatRicodidandrecordthemnexttothedrawing.Ask,How do you think Rico felt at these parts of the story?Encouragechildrentousewordssuchas‘worried’,‘nervous’,or‘sad’.HavechildrencompleteBLM 2(page4),recallingeventsandwritinghowRicofelt.

Graphophonics CCSS RF.3

• Write‘they’re’and‘theyare’ontheboard,andshowhowtheapostropheiswritteninsteadoftheletter‘a’whenthewordsarejoined.Havechildrenfindanddiscussothercontractionsinthetext.

Extending vocabulary (individual words) CCSS RL.4, RF.3, L.5 • Identifyanddiscussinterestingorchallengingvocabularyinthetext.Encouragechildrentoworkoutmeaningsbyusingthesentencecontentandtouseadictionarytofindthemeaningofunknownwords.Askquestionsthatencouragechildrentoexploreandexplainthewordmeanings.

• Identify‘crept’anddiscusswhatsomeonewouldbedoingiftheywerecreeping.Havechildrencreeparound.

• Discuss‘cuddled’andencouragechildrentomodeltheactionofcuddling.Ask,Why would animals cuddle?

• Talkabout‘slid’andthemovementthatthiswordrefersto.Compare‘slid’tothemeaningofwordssuchas‘rolled’,‘fell,’and‘drop’.Ask,How would it have been different if Rico had jumped into the pool?Havechildrenbrainstormthingsthatcanslide.

• Discussthemeaningof‘waddled’andhavechildrenrole-playthemovementofwaddling.Ask,Why do you think some things

waddle? What other things waddle? Compare the meaning of ‘waddled’ with other movement words such as ‘trot’, ‘walk’, ‘run’, ‘gallop’, and ‘creep’.

• Synonyms:Discusshowsynonymsarewordsthathaveasimilarmeaning.Find‘frightened’inthetextandaskchildrentothinkofawordwithasimilarmeaning.Onpaper,listwordsfromthetextsuchas‘below’,‘little’,‘catch,’or‘good,’andhavechildrenbrainstormandrecordsynonyms.

Combining vocabulary for better understanding CCSS RL.4

• Identifyanddiscussinterestingphrasesinthetext.Talkabouthowsometimesreadersneedtounderstandthemeaningofindividualwordsandthenconnectthemwithotherwords/phrases.

• Find‘wildlifeshelter’.Askchildrentoarticulatewhat‘wildlife’means.Brainstormexamplesofwildlife.Discussthemeaningof‘shelter’.Havechildrendiscusswhatawildlifeshelterwouldbe.

Text conventions CCSS RL.5, L.2 • Quotation marks:Discussquotationmarks.Explainthattextbetweenquotationmarksiswhatacharactersays.Havechildrenidentifyquotationmarksinthetext.

• Table of Contents page:HavechildrenusetheTableofContentstofinddifferentchaptersinthetext.

• Chapters:Havechildrenidentifythechaptersinthetext.Encouragethemtotalkaboutthemainthingsthathappenedineachchapter.

Writing CCSS W.3

• Havechildrenshareanexperiencewheretheyhaverescuedsomething.Ask,What did you do during the rescue? Were you successful? Did you have any difficulties?Havechildrenwritearecountabouttheirrescue.Encouragethemtosequenceeventsusingtimeorderwords,suchas‘first’,‘then’,‘next’,and‘finally’.

English Language Learners CCSS RL.4, RF.3, L.5

• Lookatpicturesofducks.Encouragechildrentodescribetheducks,usingtermssuchas‘feathers’,‘bill’,and‘webbedfeet’.Havechildrendrawapictureofaduckandlabelthedifferentparts.Asagroup,talkaboutaduck’shabitat,behaviors,anddiet.Supportandpromotechildren’slanguagedevelopmentduringdiscussions.HavechildrencompleteBLM 3(page5),labelingtheduckpictureandwritingaboutducks.Ensurechildrenunderstandthemeaningof‘habitat’,‘diet’,‘behavior’,and‘appearance’.

Assessment CCSS RF.4

• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading

• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio

• CompleteOralReadingRecord(page6)

Main teaching focusComprehension:Recallingeventsfromastory;identifyingmaineventsfromastory.

Other teaching focusComprehension:Sequencingeventsfromastory.

Teacher’s noteChildrenrecalleventsfromthestoryandrecordsentencesintheboxes.Theyusethearrowsbetweentheboxestohelpsequencetheevents.Thentheydrawpicturesintheboxestomatchthesentences.

Story mapYou will need: colored pencils or crayons

• Write sentences in each box that explain events from the story. Sequence the events by following the arrows between the boxes.

• Draw pictures to match your sentences.

Main teaching focusComprehension:Inferringacharacter’sfeelingsinrelationtoeventsinatext.

Other teaching focusComprehension:Recallingeventsfromastory.

Teacher’s noteChildrenrecallandrecordeventsfromthestoryinthefirstcolumnofthetable.ThentheyinferandrecordinthemiddlecolumnhowthiswouldhavemadeRicofeel.Inthelastcolumn,theydrawanexpressiononRico’sface.

How did Rico feel?• Write things that Rico did or saw in the story.

• Write how these events would have made Rico feel. Explain why he would have felt this way.

• Draw the expression that Rico would have had on his face.

What did Rico do or see?

How would Rico have felt? Why?

What expression would he have?

BLM 1Name: Date:

BLM 2Name: Date:

Writing CCSS W.3

BLM 1Name: Date:

BLM 2Name: Date:

Writing CCSS W.3

l 21 rico to the rescue - capstone library

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