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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL I think Ikarus and I would be friends. I would let him meet my friends so he wouldn't be lonely. At recess, we could play frisbee. Ikarus can fly after the frisbee when it goes really high.
Comprehension Check Critical Response
  1. Possible response: Peter Pan flies. I think authors write about flying because we all wonder about it. Author's Purpose
  2. People make fun of him.
    Target Skill Cause and Effect
  3. She knows what it's like when people make fun of you. On
    p. 26, she says that kids laughed at her too.
    Target Skill Answer Questions
  4. Possible response: As I walked down Main Street, I saw a young boy swooping and looping around while people glared at him. Slowly the boy drifted down, looking sad. The crowd giggled. 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 Wings.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and the Scoring Rubric for Retelling on p. 29 to assist fluent retelling.
If… students have difficulty retelling the selection,
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 Explain that each sentence in the prompt has a purpose.
  • Sentence 1 presents a topic.
  • Sentence 2 suggests students think about the topic.
  • Sentence 3 tells what to write—a poem about flying.
Strategies to Develop Organization/Paragraphs
Have students
  • read aloud other poems and note lines, stanzas, and rhyming patterns.
  • begin each idea in their poem on a new line and then arrange lines with related ideas into stanzas.
  • divide line breaks in ways that make sense.
For additional suggestions and rubric, see pp. 35g–35h.
Writer's Checklist
  • Focus Do all sentences stick to the topic of the poem?
  • Organization Are ideas clearly organized in lines and stanzas?
  • Support Do vivid details and images tell more about the
    idea of flying?
  • Conventions Are pronoun forms and spelling correct? Does the order of the lines make sense?
Retelling: SUCCESS PREDICTOR
TEST PRACTICE
Look Back and Write What should someone have said to Ikarus long ago? Look back at page 26. Use details from the selection in
your answer.
Meet author and illustrator Christopher Myers on page 414.
What other stories do you know in which people fly? What reasons might authors have for making up such stories? Think Like an Author
1.
When Ikarus Jackson is sad, his wings droop and his feathers drag. What causes Ikarus to feel so sad? Cause and Effect
2.
The main character is very brave to say, "Stop! Leave him alone!"
Why does she risk being kind to Ikarus? Where did you find the
answer? Answer Questions
3.
Pretend you are a newspaper reporter walking down the street as
Ikarus Jackson flies over. Write an account for your paper. Use
words from the Words to Know list and from the story. Vocabulary
4.
Open for Discussion If Ikarus came to your school, how would
you treat him? Tell a story about Ikarus and you.
Reader Response
Write Now: Poem
Wings describes a boy who can fly.
Think about what it would be like to fly.
Now write a poem about flying.
Prompt
Writing Trait
Many poems are
organized into lines
and stanzas. Often
words at the ends
of lines rhyme.
Student Model
Use the model to help you write your own
poem.
Vivid words help create pictures in
readers’ minds.
Rhyming words at
ends of lines
create rhythm,
or a musical
pattern.
This poem is
organized into
two stanzas.
Each stanza
has four lines.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response will use details from p. 26 and other parts of the selection to identify what someone should have said to Ikarus long ago.
Example of a Top-Score Response In the past, people made fun of Ikarus and said things that hurt his feelings. No one praised his flying. Someone should have told Ikarus that his flying was beautiful. Someone should have told him how special he was. Ikarus needed to know he was wonderful.
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
Retelling Plan
  • This week assess Strategic Intervention
    students.
  • Week 2 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.
Selection Test To assess with Wings, use Selection Tests, pp. 61–64.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 91–96.