Scott Foresman Reading Street

A Day’s Work
Group Time

Reinforce Comprehension

SKILL CHARACTER Have students tell what characters are.
(people in a story) How can you tell what a character is like? (by
what he or she says and does) If necessary, review the meaning
and provide a model. A character is a person in a story. I can tell
what kind of person a character is by what he or she says and does.
For example, if I read that a character takes the last three cookies
from a plate at a party even though others haven’t had any, I can
tell the character probably is selfish and thinks only of himself
or herself.

Ask students what they can learn about Ben from these details:


	The man grinned. “OK. I’m convinced. But I’m not Mr. Benjamin. Call me Ben.” “It will be hot. Your grandfather will need a hat.” He took a straw one from the van.

(Ben is friendly and caring.)

A Day’s Work, pp. 186–191

BEFORE READING Have students retell what has happened in the
story so far. Ask: How do you think Francisco looked and sounded
when he was trying to persuade Ben to hire them? Reread p. 182 and
model how to visualize Francisco. As I read, I try to picture Francisco
in my mind. I can see him pointing to his grandfather, showing Ben
his Lakers hat, and waving at his grandfather to come. I can hear the
determination in his voice. These things tell me he is determined and
a good salesman. Remind students to visualize as they read the rest
of A Day’s Work. STRATEGY Visualize

DURING READING Follow the Guiding Comprehension routine on
pp. 186–191. Have students read along with you while tracking the
print or do a choral reading. Stop every two pages to ask students
what has happened so far. Prompt as necessary.

What mistake did Francisco and his grandfather make?
What did Ben do when he looked at the work Francisco and his
grandfather did? Why did he react this way?
What did Francisco's grandfather offer to do when he found out they had made a mistake?

AFTER READING How does this selection show the importance of
doing the right thing? Reread with students for comprehension as
needed. Tell them that tomorrow they will read “What Is a Weed?”, an
e-mail that will help Francisco and his grandfather the next time they
go on a gardening job.

Extend Comprehension

SKILL CHARACTER Have students summarize what they know about Francisco’s character from reading A Day’s Work. To gain an even better understanding of his character, have them imagine, based on their summaries, what Francisco will be doing in ten or fifteen years. What kind of person is he? Have students support their ideas with examples from the selection.

STRATEGY VISUALIZE Have a volunteer reread p. 183 while others close their eyes. Ask students which words or phrases help them visualize Francisco, what he is doing, and how he is speaking. Ask questions such as:

How does Francisco look pushing the “big, tough guy” out of the van and thinking that he is tough?
How do you think Francisco says, “It is easy. . . . Flowers, roses, things like that”?

A Day’s Work, pp. 186–191

BEFORE READING Have students recall what has happened in the story so far. Remind them to think about the characters’ actions and words and to visualize as they read the remainder of A Day’s Work.

CRITICAL THINKING Have students read pp. 186–191 independently. Encourage them to think creatively. For example, ask:

How do the text and illustrations go together? Why do you think the author wanted artwork on certain pages? What art would you add?

AFTER READING Have students complete the Strategy Response Log activity (p. 190). Meet with them to discuss their reaction to the story. Then have students analyze the art in the story and find parts of the text they wish had been illustrated. Have them write the page number and a brief description of the art they feel is needed. Suggest they draw the appropriate art if they like.