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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL I'm sure the empanadas de calabaza—the pumpkin turnovers—would pass my taste test. I love anything made with pumpkin.
Comprehension Check Critical Response
  1. Responses will vary but should identify the characters in the picture and what they are doing. Author's Purpose
  2. Yes, customers say Mama's pan dulce is the best, the challah is too beautiful to eat, and they come just for the turnovers.
    Target Skill Draw Conclusions
  3. Possible response: I think the most important part is when Pablo decides to choose jalapeņo bagels because it combines the culture of both of his parents. Target Skill Summarize
  4. Responses will vary but should
    show an understanding of the
    vocabulary words.
    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 Jalapeño Bagels.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and the Scoring Rubric on p. 239 to help 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—the answer to a question.
Strategies to Develop Focus/Ideas
Have students
  • brainstorm careers in small groups.
  • skim books or magazines for ideas.
  • practice answering a question directly.
NO: I haven't thought much about
jobs.
YES: I would like to be an art teacher.
For additional suggestions and rubric, see pp. 243g–243h.
Writer's Checklist
  • Focus Do all sentences help answer the question?
  • Organization Are ideas in a logical order such as giving the most important reason last?
  • Support Do details support the main idea?
  • Conventions Are grammar, punctuation, and spelling correct?
Retelling: SUCCESS PREDICTOR
Reader Response
Open for Discussion Take a tasting trip through Pablo’s
parents’ bakery. Which foods will get your taste test? Why?
1.
Pictures help the author by showing action. Find three
pictures in the story that show action. Tell about the
action in each picture. Think Like an Author
Is the family bakery successful? What details from the
story support your answer? Draw Conclusions
Summarize this story for a friend. What do you think is
the most important part? Why? Summarize
Imagine you are a food critic for the local newspaper.
Write a review of Pablo’s jalapeño bagels. Use words
from the Words to Know list and from the story. Vocabulary
4.
2.
3.
Look Back and Write Why does Pablo like to help at the
bakery? Look back at page 226. Use details from the story
to write two reasons.
Meet author Natasha Wing on page 411 and illustrator Antonio
L. Castro on page 420.
TEST PRACTICE
Write Now: Answer a Question
Prompt
Jalapeño Bagels describes a boy whose parents work in a bakery.
Think about the question, "What work do you want to do when you grow up?"
Now write an answer to the question.
When you answer a
question, focus clearly
on the information the
question asks for.
Support your ideas
with details and
examples.
Writing Trait
Student Model
Writer
states
main idea
in first
sentence.
Strong
supporting reasons
provide focus
on main idea.
Last
sentence
sums up
main idea.
Use the model to help you answer
a question.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response uses details from p. 226 of the selection to give two reasons why Pablo likes to help at the bakery.
Example of a Top-Score Response Pablo likes to help his parents at the bakery because it is warm and smells good. Some of the good smells come from pan dulce—a Mexican sweet bread.
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 Jalapeño Bagels, use Selection Tests, pp. 93–96.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 139–144.
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.