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DURING READING
Guiding Comprehension
1 Recall Details • Literal
Why does Pablo like helping at the bakery?
It's warm and everything smells good.
Monitor Progress
then… use the skill and strategy instruction on
p. 227.
If… students are unable to draw conclusions about the text,
Target Skill Draw Conclusions
2Target Skill Draw Conclusions
• Inferential
Where do Pablo and his parents live in relationship to the bakery?
They live down the street from the bakery.
3 Cause and Effect • Critical
Why do Pablo's parents go to the bakery so early in the morning?
They want to bake everything before the customers arrive so that it will be fresh.
Target Skill SKILLS
STRATEGIES IN CONTEXT
Draw
Conclusions
TEACH
  • Explain that to draw a conclusion means to reach a decision that makes sense after you think about the facts you have read.
  • Tell students that they should be able to back up a conclusion with information from the selection.
  • Model drawing a conclusion on
    p. 226.
Think Aloud MODEL The story doesn't say where Pablo's family lives, but does give clues. In the last paragraph on p. 226, Pablo's mother awakens Pablo early to go to work. The next sentence states that they walk down the street (from their home) to the bakery. Therefore, I conclude that the bakery is just down the street from their home.
PRACTICE AND ASSESS
Ask students what country they think is Pablo's mother's homeland. (Mexico) Ask students how they reached this conclusion. (Possible response: Pablo's mother makes Mexican sweet bread at the bakery. Also, the words panaderia and pan dulce are Spanish words.)
Dialogue
Point out that on pp. 226–227 and throughout the selection, the characters speak mainly in English. However, they also use words from their native languages. Mama uses the Spanish words for the baked goods she makes, and Papa uses the Yiddish words for the baked goods he makes. Pablo knows these words and several others. Therefore, the story dialogue represents the three cultures that make up Pablo's family. Have students find words from the Spanish and Yiddish languages and use them in sentences.
EXTEND SKILLS
Jalapeño Bagels

"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!"

From Jalapeño Bagels. Copyright © 1996 by Natasha Wing. Reprinted with permission of Atheneum Books for Young Readers, Simon & Schuster Children's Publishing Division. All rights reserved.

Copyright © Pearson Education.

 
   
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Extend Language Point out to students that this story takes place in the present tense. Pablo does not tell how things happened in the past but how they are happening right now. This makes readers feel as if they are experiencing events as they are actually occurring. Ask students to name several present tense verbs on pp. 226–227. (Possible responses: ask, is, wakes, like, help, walk, turns, gets, shapes, slides, tell.)
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