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BEFORE READING
Target Skill SKILLS
 STRATEGIES IN CONTEXT
Sequence Summarize
Skills Trace
OBJECTIVES
Test
Selection Test:
1–4, 9–12, 89–92; Benchmark Test: Units 1, 5
Reteach/
Review
TE: 4.1 39b, 87b, 97, TR12, TR14; 4.5 531, 551, 581b, TR14 PB: 36, 206, 216
TE: 25, 27, 73, 77, 567, 571
PB: 3, 7, 8, 23, 27, 28, 223, 227, 228
Practice
TE: 4.1 18–19,
66–67; 4.5
560–561
Introduce/
Teach
Target Skill Sequence
Target Skill Determine a sequence of events.
Target Skill Use sequence to summarize.
INTRODUCE
Ask students to name things the class did yesterday or earlier in the day at school. Write three or four of these activities out of sequence. Then ask students to put the listed events in order from the first thing that happened to the last.
Have students read the information on p. 18. Explain the following:
  • Identifying the sequence, or order, of events in a story can help you understand what you are reading.
  • Summarizing main events and noting their order as you read can help you remember important information.
Use Skill Transparency 1 to teach sequence and summarize.
TEACH
1
SKILL Discuss why the first class mentioned is not the first event on the graphic organizer.
Think Aloud MODEL The graphic organizer shows the events in the order they occurred that day. The first class mentioned in the story is the fourth grade. Mr. Egan tells them what happened when the kindergarteners visited the library earlier that day. Because the fourth-grade class came to the library after the kindergarten class, it is not the first event in the graphic organizer.
2
STRATEGY Use the sequence of events to summarize what Mr. Egan said.
Think Aloud MODEL Mr. Egan read Stellaluna, a story about a bat, to kindergarteners. The kids started pointing and yelling "Stellaluna!" because they saw a real bat in the library. Mr. Egan caught the bat and brought it outside, and the kindergarteners made paper bats.
PRACTICE AND ASSESS
3
SKILL Clue words: this morning
4
STRATEGY Mr. Egan was reading a story about a bat to a kindergarten class when they saw a real bat in the library. He caught the bat, and the kids made paper bats. Mrs. Koch's fourth-grade class saw the paper bats hanging in the library, and Mr. Egan told them what happened that morning.
WRITE Have students complete
steps 1 and 2 of the Write activity. You might consider using this as a whole-class activity.
Monitor Progress
then… use Practice Book p. 3 to provide additional practice.
If… students are unable to complete Write on p. 18,
Target Skill Sequence
1
4
3
2
Because of Winn-Dixie
Comprehension
Strategy
Summarize
Skill
Sequence
Skill
Sequence
Events in a story occur in a certain order,
or sequence. The sequence of events can
be important to understanding a story.
Sometimes events in a story are told out
of sequence. Something that happened
earlier might be told after something that
happened later.
Going Batty
Skill Which grade is mentioned first in the
story? Why do you
suppose it is not the
first event on your
graphic organizer?
were paper. “What’s with all the bats?” they asked Mr.
Egan, the librarian.
     Mrs. Koch’s fourth-grade class walked down the
hall to the library, just as they did every afternoon.
At the door, their mouths dropped open. Hanging
everywhere were bats—upside-down, little black bats.
It took a few seconds before they realized the bats
Main Event
Main Event
Main Event
Main Event
Skill What time
word clues tell you
that Mr. Egan is
going to tell about
events that happened
earlier in the day?
Strategy
Strategy: Summarize
Good readers summarize. As they read, they
pause to sum up the important ideas or events.
This helps them remember the information.
As you read a story, note the main events.
After you read, ask yourself what the main
events were and in what order they occurred.
     “The day started quietly enough. I checked in some
books and shelved new ones. Then a kindergarten
class arrived for Story Hour. They sat in a circle while
I began reading Stellaluna. You remember that story,
don’t you? It’s about a little fruit bat. Well, suddenly the
children yelled, ‘Stellaluna! It’s Stellaluna!’ I love it when
kids get excited about a story, but this was ridiculous!
Then I saw they were pointing up. Somehow a little bat
had gotten into the library! It was darting all over.
Luckily, I was able to trap it in a box and take it outside.
The kids all made paper bats to take its place.”
     Mr. Egan laughed. “We had some excitement this
morning.” He went on to explain.
Strategy See if
you can summarize
what Mr. Egan told
the fourth graders.
Be sure to give the
events in order.
Write
Use your graphic organizer to
write a summary of the story.
Include only the main events.
2.
Read “Going Batty.” Make a
graphic organizer like the one
above to put the main events in
order. Start with “Kindergarten
class goes to Story Hour.”
1.
Strategy Now
summarize the day’s
events in the library,
not in the order in
which you read about them but in the order
in which they actually happened.
    The fourth graders looked around the room hopefully.
But there were no bats—no real ones, anyway. They all
sighed. Sometimes little kids have all the luck.
 
   
Close  
Access Content
Beginning/Intermediate For a Picture It! lesson on sequence, see the ELL Teaching Guide, pp. 1–2.
Advanced The title of the text on p. 19 is an idiom. Before students read
"Going Batty," have volunteers tell what it means to "go batty." (act crazy)
Discuss the title's humorous play on words, which emphasizes a crazy
event involving real bats getting into the library.
Target Skill Sequence Demonstrate the process for completing the graphic organizer
on p. 18. Draw the time line on the board and number the tick marks on it
from 1 to 4. Explain that students will write the main events that happened
first, second, third, and fourth in the numbered spaces from left to right. Help students complete the numbered time line.
ELL
Strategic Intervention
Practice Book
Practice Book p. 3
with | without Answers