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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL I'll be Hare because he has more speaking parts, and I like to act in front of people. We'll have to figure out which parts are necessary, and which parts we can cut out, so it isn't too long. This'll be fun!
Comprehension Check Critical Response
  1. Responses will vary; for
    accuracy, check the students'
    details against the page they
    are describing. Author's
    Purpose
  2. Possible response: Hares are
    thought to be tricky, wily, smart
    creatures who must be quick
    on their feet in order to survive.
    Target Skill Author's Purpose
  3. Responses will vary.
    Target Skill Predict
  4. Responses will vary; check
    that students have used details
    from the story as well as words
    from the word list in their
    comparisons.
    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 Tops and Bottoms.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and the Scoring Rubric for Retelling on p. 247 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. (event, creative people, feature story)
Strategies to Develop Voice
Have students
  • read and discuss feature stories and identify the author’s voice in each.
  • list voices a feature story writer might use, such as amusing, serious, or lighthearted.
  • brainstorm images and figures of speech.
NO: Matt wanted to be an actor.
YES: Matt was a budding Tom Hanks.
For additional suggestions and rubric, see pp. 249g–249h.
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.
Retelling: SUCCESS PREDICTOR
TEST PRACTICE
Look Back and Write Bear and Hare both had problems. Were their problems solved at the end of the story? How? Look back to the end of the selection. Use details from the selection to write your answer.
Meet author and illustrator Janet Stevens on page 415.
Janet Stevens must have had fun making the pictures. Pretend you can step into one of the pictures. Look around. Tell everything you see, smell, and hear. Think Like an Author
1.
Why do you think the author chose to use the hare as the main character in this story? Author's Purpose
2.
Did you predict that Bear would get nothing after the first harvest? How did that prediction help you with your next prediction? Predict
3.
Bear and Hare are very different from each other. Make a Venn diagram to show how they are alike and different. Label the circles Bear and Hare. Label the middle section Both. Use words from the Words to Know list and from the story to fill in your diagram. Vocabulary
4.
Open for Discussion Bear and Hare—what a pair! Get together with a partner and act out the story to retell it. Act out the story twice, until it's a done deal!
Reader Response
Write Now: Feature Story
Prompt
In Tops and Bottoms, a character
uses his creativity to get ahead.
Think about an event that happened because of one or more creative people.
Now write a feature story about the
event and the person.
A strong, lively voice
will both inform and
entertain your readers.
Writing Trait
Student Model
Student Model
Question at beginning engages readers.
Details and
word choice
contribute to
lively,
interested
voice.
Last
sentence
echoes first
sentence to
emphasize
main idea.
Use the model to help you write your own
feature story.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response will use details from the selection to tell whether Bear and Hare's problems were solved.
Example of a Top-Score Response Hare's problem is solved after he buys back all his land. He gets money by tricking Bear out of his vegetables and selling them. Bear's problem is also solved. He learns that he can't sleep through the whole growing season. He has to work to grow his own crops.
For additional rubrics, see p. WA10.
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 Tops and Bottoms, use Selection Tests, pp. 33–36.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 49–54.
Retelling Plan
  • Week 1 Assess Strategic Intervention students.
  • Week 2 Assess Advanced students.
  • Week 3 Assess Strategic Intervention students.
  • This week 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.