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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL The ants walk in line through the woods. They climb into a house and jump into a bowl of sugar. Two stay to eat sugar. Someone scoops them into coffee and almost drinks them. The ants climb into a toaster, into a sink, are blown out of an outlet, and go home.
Comprehension Check Critical Response
  1. Responses should include parts of the story from an ant's point of view. Author's Purpose
  2. The problem is that the ants
    are in danger. It is resolved
    when the other ants return for
    more sugar and the two bad
    ants follow them home. The
    ants learned to appreciate their
    own home and way of life.
    Target Skill Plot
  3. Responses should include a description of the ants in the disposal.Target Skill Visualize
  4. Responses should show an understanding of the words and plot. 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 Two Bad Ants.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and the Scoring Rubric for Retelling on p. 377 to assist fluent retelling.
If… students have difficulty retelling the story,
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 Have students identify and discuss key words and phrases in the prompt. (picture in the story, write about that picture, vivid words)
Strategies to Develop Word Choice
Have students
  • list details about the picture and choose the most interesting ones to use.
  • make a concept web for the five senses.
  • replace dull words with precise ones.
NO:   drinking coffee
YES: slurping coffee
NO:   dark places
YES: shadowy holes
For additional suggestions and rubric, see pp. 379g–379h.
Hints for Better Writing
  • Carefully read the prompt.
  • Use a graphic organizer to plan your writing.
  • Support your ideas with information and details.
  • Use words that help readers understand.
  • Proofread and edit your work.
Retelling: SUCCESS PREDICTOR
TEST PRACTICE
Look Back and Write Look back at pages 367–369 to find "a boiling brown lake," "a giant scoop," and "a cave." Write a note to tell the ants what these things really are.
Meet author and illustrator Chris Van Allsburg on page 415.
How does the author and illustrator make you see the world the
way ants see it? Read parts of the story to show what you mean. Think Like an Author
1.
The decision the ants make leads to a huge problem for them.
What is it, and how is it resolved? What do you think the ants
learned from their experience? Plot and Theme
2.
What picture did you have in your mind as you read page 373?
How did visualizing help you understand what you were reading? Visualize
3.
What might the two bad ants have to say about their adventure?
Write a journal entry. Use words from the Words to Know list. Vocabulary
4.
Open for Discussion You are a scientist tracking these two
bad ants. Tell everything you see them do in this story.
Reader Response
Write Now: Writing About a Picture
Prompt
Two Bad Ants describes the adventures of two ants.
Think about a picture in the story you find interesting.
Now write about that picture, using vivid words.
Writing Trait
Your word choice should help readers make pictures in their minds.
Different
kinds and lengths of sentences add variety to description.
Word choice includes exact nouns, strong verbs, and vivid adjectives.
Picture being described is identified.
Student Model
Use the model to help you write about a picture.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response uses pp. 367–369 of the selection to identify "a boiling brown lake," "a giant scoop," and "a cave" and to tell the ants what these things really are.
Example of a Top-Score Response The "giant scoop" that shoveled you up was really a spoon. The person used the spoon to scoop out sugar and dump it into a cup of coffee. That "boiling brown lake" was the hot coffee. The "cave" you were almost pulled into was the person's mouth.
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 Two Bad Ants, use Selection Tests, pp. 113–116.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 169–174.
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.