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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL I think they continued to work for Ben and earned enough money for the jacket and cap, and the chorizos too!
Comprehension Check Critical Response
  1. Students might mention
    personal experience with
    immigrants or a story involving
    her grandfather. Author's
    Purpose
  2. Francisco is determined and
    hard-working. He wants to help
    his family.
    Target Skill Character
  3. Possible response: stooped
    over the weeds, sweating,
    stretching. I understood how
    Francisco felt later when
    his grandfather told him they
    would have to do it again.
    Target Skill Visualize
  4. Look for actions that accurately
    show what the words mean.
    Target Skill Vocabulary
TEST PRACTICE Look Back and Write For test practice, assign
a 10–15 minute time limit. For assessment, see the Scoring Rubric at the right.
Retell
Have students retell A Day's Work.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and Scoring Rubric for Retelling on p. 193 to assist fluent retelling.
If… students have difficulty retelling the story,
Check Retelling Rubric
ELL
Check Retelling Have students use illustrations and other text features to guide their retellings. Let students listen to other retellings before attempting their own. See the ELL and Transition Handbook.
Write Now
Look at the Prompt Have students identify and discuss key words and phrases in the prompt. (rules for getting along, commands)
Strategies to Develop Sentences
Have students
  • find a list of rules and analyze how they are written.
  • write some commands that they hear or use every day.
  • replace weak verbs in their rules with stronger verbs.
NO:   See if your friends can come
over.
YES: Invite your friends over.
For additional suggestions and rubric, see pp. 197g–197h.
Hints for Better Writing
  • Carefully read the prompt.
  • Use a graphic organizer to plan your writing.
  • Support your ideas with information and details.
  • Use words that help readers understand.
  • Proofread and edit your work.
TEST PRACTICE
Look Back and Write On page 191 Ben says, "The important things your grandfather knows already." Explain what Ben means when he says that. Use details from the story.
Meet author Eve Bunting on page 408.
The author, Eve Bunting, has written more than a hundred stories.
How do you think she got the idea for A Day's Work? Think Like an Author
1.
What can you say about Francisco? What was he like? What words would you use to describe him? Character
2.
What picture did you have in your mind of Francisco and his grandfather working in the hot sun? How did that help you as you read? Visualize
3.
Imagine how Francisco felt at the end of the story. Write a journal entry as Francisco, use words from the Words to Know list. Vocabulary
4.
Open for Discussion What do you think happened to Francisco
and his grandfather the next day and the day after that and the day
after that?
Reader Response
Write Now: Rules
Prompt
A Day’s Work describes one rule for living and getting along with others.
Think about rules for getting along with
family members, friends, or neighbors.
Now write the rules as commands.
Writing Trait
Writing rules calls
for using one kind
of sentence—
commands.
Rules may
include
specific
details.
Rules are
written in a
numbered
list.
Student Model
Use the model to help you write your own rules.
Each rule is
the same kind
of sentence—
a command.
 
   
Close  
Scoring Rubric    Narrative Retelling
Rubric 4 3 2 1
Connections
Makes connections and generalizes beyond the text
Makes connections to other events, stories, or experiences
Makes a limited connection to another event, story, or experience
Makes no connection to another event,
story, or experience
Author's
Purpose
Elaborates on author's purpose
Tells author's purpose with some clarity
Makes some connection to author's purpose
Makes no connection to author's purpose
Characters
Describes the main character(s) and any character development
Identifies the main character(s) and gives some information about them
Inaccurately identifies some characters or gives little information about them
Inaccurately
identifies the characters or gives
no information about them
Setting
Describes the time and location
Identifies the time and location
Omits details of time or location
Is unable to identify time or location
 
Plot
Describes the problem, goal, events, and ending using rich detail
Tells the problem, goal, events, and ending with some errors that do not affect meaning
Tells parts of the problem, goal, events, and ending with gaps that affect meaning
Retelling has no sense of story
Selection Test To assess with A Day's Work, use Selection Tests, pp. 25–28.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 37–42.
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response will use details from the selection to explain what Ben means when he says, "The important things your grandfather knows already."
Example of a Top-Score Response Francisco and his grandfather get a job gardening, but they pull the ice plants rather than the weeds. Francisco's grandfather says they will work on Sunday to fix the problem. They will miss church and the basketball game. He will not take money from Ben until the work is done. Ben says, "The important things your grandfather knows already." He knows Francisco's grandfather is honest. He knows that he works hard and likes to do a good job.
For additional rubrics, see p. WA10.
Retelling Plan
  • Week 1 Assess Strategic Intervention
    students.
  • This week assess Advanced students.
  • Week 3 Assess Strategic Intervention students.
  • Week 4 Assess On-Level students.
  • Week 5 Assess any students you have not yet
    checked during this unit.
Use the Retelling Chart on
p. TR16 to record retelling.