Prereading Strategies

	Use information from the text to draw conclusions.
	Use the conclusions you have drawn from the text to summarize it.

GENRE STUDY

Realistic Fiction

Jalapeño Bagels is an example of realistic fiction. Explain that realistic fiction is a made-up story that can be set in a real place.

PREVIEW AND PREDICT

Have students preview the selection title as well as the illustrations. Then discuss the topics or ideas students think this selection will cover. Encourage students to use lesson vocabulary as they talk about what they expect to learn.

Predict Predict what Pablo will do at the bakery. Students will monitor their comprehension of the selection in the Strategy Response Log activity on
p. 231.

SET PURPOSE

Read the first page of the selection aloud to students. Have them consider their preview discussion and tell what they hope to find out as they read.

Remind students to draw conclusions about the text as they read and then use these conclusions to summarize the story.

STRATEGY RECALL

Students have now used these before-reading strategies:

preview the selection to be aware of its genre, features, and possible content;
activate prior knowledge about that content and what to expect of that genre;
make predictions;
set a purpose for reading.

Remind students that, as they read, they should monitor their own comprehension. If they realize something does not make sense, they can regain their comprehension by using fix-up strategies they have learned, such as:

use phonics and word structure to decode new words;
use context clues or a dictionary to figure out meanings of new words;
adjust their reading rate—slow down for difficult text, speed up for easy or familiar text, or skim and scan just for specific information;
reread parts of the text;
read on (continue to read for clarification);
use text features such as headings, subheadings, charts, illustrations, and so on as visual aids to comprehension;
make a graphic organizer or a semantic organizer to aid comprehension;
use reference sources, such as an encyclopedia, dictionary, thesaurus, or synonym finder;
use another person, such as a teacher, a peer, a librarian, or an outside expert, as a resource.

After reading, students will use these strategies:

summarize or retell the text;
answer questions they or others pose;
reflect to make new information become part of their prior knowledge.

AudioText

"Jalapeño Bagels"
by Natasha Wing

Student Edition
Unit 5, pp. 224–237

Realistic fiction tells about events that could happen in real life. Does anything in this Selection Snapshot remind you of an event from your own life?

Pablo's school is having an International Day on Monday, and all the children are bringing something from their culture. Mama tells Pablo he can bring a treat from the family's bakery. He can come to the bakery on Sunday and help Mama and Papa bake. Then he can choose a treat for International Day. Pablo thinks this is a good idea.
Early Sunday morning, the family walks to the bakery. First, Pablo and Mama make pan dulce. Mama makes the best Mexican sweet bread. After all the ingredients are mixed, Mama and Pablo knead the sweet bread dough. Then they form rolls and loaves and put them in the oven. Pablo thinks about taking pan dulce to school for International Day.
Then Mama and Pablo make pumpkin turnovers, another Mexican treat. People come to the bakery just to buy Mama's delicious turnovers. Pablo thinks of taking them to school. Pablo helps Mama make chango bars. He puts extra chocolate chips into the dough so the batch of chango bars will be extra special. He thinks about taking chango bars to school.
Then Pablo helps Papa. He is making challa, using Bubbe's recipe. Bubbe is the Yiddish word for Grandmother, and challa is a Jewish braided bread. Pablo thinks about taking the braided bread to school.
Then Papa begins to make bagels. He rolls the dough into a long rope. He cuts it into pieces and connects the ends of the pieces so they look like doughnuts. The dough is allowed to rise. Papa boils the bagels, sprinkles them with toppings, and puts them in the oven. Pablo likes to eat them with cream cheese and jam. Papa likes to eat lox with them, but Pablo does not like fish with his bagels. Pablo thinks about taking bagels to school for International Day.
Mama and Papa work together to make one kind of treat—jalapeño bagels. Mama cuts the jalapeño peppers. She puts them and bits of dried red peppers into the dough Papa makes. Then they form and cook the bagels.
Mama tells Pablo that he must decide what treat to take to school. They need to set it aside so no one buys it. Pablo looks at the wonderful Mexican treats. He looks at the delicious challa and bagels. It's a hard decision. Then he makes up his mind.
"I will take jalapeño bagels to school for International Day. They are a mixture of two great cultures, just like me!"



	Close
	Activate Prior Knowledge Encourage students to discuss what it would be like to live with parents who have different cultural backgrounds. Ask what advantages and disadvantages this might present. Consider having students read the selection summary in English or in students’ home languages. See the Multilingual Summaries in the ELL Teaching Guide, pp. 166–168.

"Jalapeño Bagels"by Natasha Wing

"Jalapeño Bagels"
by Natasha Wing