Jalapeño Bagels
Group Time
Reinforce Comprehension
SKILL DRAW CONCLUSIONS Ask students what it means to
draw a conclusion. (You use facts you read to come up with an idea.)
If necessary, review the meaning and provide a model. When you draw
a conclusion, you arrive at a decision that makes sense based on facts
you’ve read. For example, when you read the details that there’s flour
on the counter, the oven is warm, and the kitchen smells like bread,
you can draw the conclusion that someone is baking.
Write the text below on the board, and ask students to draw
conclusions as you read it.
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Megan ate a small bagel for breakfast and then ran to her soccer game. She played hard and scored two goals. After the game, she went straight to her ice-skating class. Before long, she felt weak. Her stomach was growling. |
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Then ask: Why was Megan weak? (She was very hungry.) What details helped you draw that conclusion?
BEFORE READING Have students retell what happened in the story
so far. Ask: What treats has Pablo considered bringing to his school
so far? Skim pp. 226–231 and model how to summarize. As I skim
these pages, I pick out the most important ideas. On p. 226, Pablo
agrees to help his parents at their bakery so he can decide what to
bring to school. On p. 227, he helps his mother make pan dulce. On
pp. 228–229, he helps her make empanadas de calabaza, On
p. 230, he helps her make chango bars, and on p. 231, he begins to
help his father make bagels. Remind students to summarize as
they read the rest of Jalapeño Bagels. STRATEGY Summarize
DURING READING Follow the Guiding Comprehension routine on
pp. 232–237. Have students read along with you while tracking print or do a choral reading. Stop every two pages to ask what has happened so far. Prompt as necessary.
- What things does Pablo help his father bake?
- What do Pablo’s father and mother make together?
AFTER READING What does this story tell you about ethnic foods? Reread with students for comprehension as needed. Tell them that tomorrow they will read “Foods of Mexico: A Delicious Blend,” an article that explains how Mexican foods developed.
Extend Comprehension
SKILL DRAW CONCLUSIONS Have students think of the dialogue between the characters and the details they learned about the family bakery. Ask students to draw two conclusions about the family and their bakery and to tell you the details that helped them draw those conclusions. (Possible conclusions: They are a loving family. They enjoy their work. The bakery is popular.)
STRATEGY SUMMARIZE Have students reread p. 226 and select the most important idea from it that they would include in a summary of the story so far. Discuss with them why details such as “It’s warm there” and “my mother wakes me up” are not important enough to include.
BEFORE READING Have students recall what has happened in the story so far. Remind them to draw conclusions and to summarize plot events as they read the remainder of the story.
CRITICAL THINKING/PROBLEM SOLVING Have students read
pp. 232–237 independently. Encourage them to think critically and solve problems. For example, ask:
- How does the author help you understand what each kind of food is like?
- How would you solve the problem of selecting a food from your culture to bring to your school?
AFTER READING Have students complete the Strategy Response Log activity (p. 236). Then have them decide what food from their family’s culture they would bring to a school International Day. Ask them to do research at home so that they can explain how it is made and to tell why they chose it.
AudioText
Jalapeño Bagels, pp. 232–237
Jalapeño Bagels, pp. 232–237