Rainy Day, Sunny Day
Level D/6
Rainy Day, Sunny Day Fiction
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies •• Analyze Story Elements •• Identify Sequence of Events Phonemic Awareness
•• Segmenting and blending sounds in words
Phonics
•• Long a •• Word family –ew
High-Frequency Words •• came, stopped, then
Concept Vocabulary
•• Clothes for different kinds of weather
Grammar/Word Study •• –ed ending (verbs)
Summary
•• Rabbit goes out on a rainy day and plays in the rain until it stops. She then plays in the sun, too.
B
00619_TG_RainyDay.indd 1
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/11/10 4:11:59 PM
Small Group Reading Lesson What Happens in Rainy Day, Sunny Day? What we predict might happen in the story
What we predict What happened will happen in the story next
The story might Rabbit will stay outside and be about a continue to play. rabbit and what she does on rainy days and sunny days.
Rabbit took off her rain clothes and went out to play in the sun.
Before Reading Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Ask them what they like to do on rainy days and sunny days. Help students compare and contrast rainy-day activities and sunny-day activities. Ask students which kind of weather they prefer and why.
Preview the Book Read the title and names of the author and illustrator to students. Ask: • What do you see on the cover? • What kind of day do you think it is going to be? Why?
Visual Cues • Look at the beginning letter or letters. (b in boots; sh in she) • Look for familiar chunks within the word. (win in window; sun in sunny) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“She put on her . . .”; “She took off her . . .”) Meaning Cues • Think about what makes sense in the sentence. • Look at the picture to confirm the meaning of the word.
2
Create an overhead transparency of the graphic organizer “What Happens in Rainy Day, Sunny Day?” (left) or copy the organizer on chart paper, leaving the columns blank. Ask students to predict, based on the cover, what might happen in the story. Write their ideas in the first column of the prediction chart. Preview the book with students, but do not show them the last three pages. Reinforce the language used in the text. For example, ask: What did Rabbit see when she looked out the window? Show students the spread on pages 12 and 13. Then talk about their first prediction. Ask them what they think will happen next in the story now that they have looked at the pictures. Write their predictions in the second column of the chart.
Set a Purpose for Reading Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out what happens next. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Rainy Day, Sunny Day
00619_TG_RainyDay.indd 2
© 2011 Benchmark Education Company, LLC
11/11/10 4:11:59 PM
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies After students have completed their reading, encourage them to share the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I saw that you tried to sound out the word breakfast. You looked at the beginning letters and then you checked the picture. That was good reading.
Build Comprehension Ask and Answer Questions Help students review the text content and relate it to what they already know by asking some or all of the following questions. • What happened in the story? Let’s write this in the third column of our chart. (Rabbit took off her rain clothes and went out to play in the sun. pp. 14–16) (Locate facts) • What made Rabbit think it was going to rain? (She saw the clouds coming. Rain comes from clouds, so clouds often mean that it will rain.) (Identify cause and effect/Draw conclusions) • What did Rabbit do when she thought it was going to rain all day? What does this tell you about her? (She put on her rain clothes and went out to play in the rain. Answers will vary. One possible answer: She is practical. She did not just sit inside and mope. She made the best of the situation.) (Summarize information/Infer character traits) • What is an activity that you can do outside on both rainy days and sunny days? (Answers will vary.) (Use creative thinking)
© 2011 Benchmark Education Company, LLC
00619_TG_RainyDay.indd 3
Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–9) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
Rainy Day, Sunny Day
3
11/11/10 4:12:00 PM
Small Group Reading Lesson
(continued)
Build Comprehension Identify Sequence
Teacher Tip Monitoring Comprehension •A re students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text. •A re students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. •C an students combine their background knowledge with information from the text to draw conclusions? If they are having difficulty, model how you would answer the question. •A re students’ answers to creative questions logical and relevant to the topic? •D o students’ completed graphic organizers reflect an ability to identify the sequence of events in a story? If students are having difficulty, provide more modeling.
4
Model Create an overhead transparency of the graphic organizer “Rainy Day, Sunny Day” on page 12 or copy the chart on the board. Help students recall what happened in the story. Model how to complete the chart. Use the following think-aloud. A story has events that usually happen in a certain order. To help me remember the story, I can use a graphic organizer like this one to record the main events in the order in which they happen. I ask myself, “What happened first?” On page 2 I see the first thing that happened: Rabbit woke up. I will write that in the box with the number 1: “Rabbit woke up.” Now let’s look for what happened next in the story. Practice and Apply Guide students as they identify the main events in the story and decide what to write in each box. If you think students can complete the chart independently, distribute copies of the graphic organizer and monitor their work. Allow students time to share their recorded information.
Rainy Day, Sunny Day 1
Rabbit woke up.
2
She got breakfast.
3
It began to rain.
4
Rabbit put on her rain clothes.
5
She played in the rain.
6
It stopped raining.
7
Rabbit took off her rain clothes.
8
She played in the sun.
Rainy Day, Sunny Day
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© 2011 Benchmark Education Company, LLC
11/11/10 4:12:00 PM
Interactive Writing Have students use the information from the graphic organizer to write sentences about events in the story. Say: Let’s look at our chart. It is a good summary of what happened in the story. Let’s think of a sentence we can write that tells about something that happened in the story. (Possible sentences include “It began to rain.” and “Rabbit played in the sun.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word and then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently Have students write their own sentences based on the story. Encourage them to articulate words slowly, use spaces between words, and write known words fluently.
√√
When students have completed their sentences, confer with them individually. Validate their knowledge of known words and letter/ sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Rabbit played in the rain.
Reread for Fluency Ask students to reread Rainy Day, Sunny Day independently. Then have them retell the story to a partner using the pictures to help them.
Connect to Home Have students read the take-home version of Rainy Day, Sunny Day to family members. Have them ask family members about their favorite rainy-day and sunny-day activities.
√√ √ √ √ √ √
√√ √√√ √ √ √ √
raddit plaed in thu rane.
Teacher Tip Modeling Fluency • Read sections of the book aloud to students to model fluent reading of the text. • Model using appropriate phrasing, intonation, volume, expression, and rate. • Have students listen to you read a portion of the text and then read it back to you.
Rainy Day, Sunny Day © 2011 Benchmark Education Company, LLC
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5
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Skills Bank Phonemic Awareness: Segmenting and blending sounds in words Tell students that you are going to play a game. You will say the sounds of a word and they are to blend the sounds and say the word. Say the word clouds by segmenting its sounds: /kl/ /ou/ /d/ /z/. Have students blend the sounds and say the word. Follow the same procedure with the following words from the book: rainy, sunny, day, woke, window, looked, put, ran, away, boots.
day play away tray
rain mail pain wait came take face made
Phonics: Long a Write the words day, rain, and came on the board. Read the words aloud with students. Ask them what vowel sound they hear in all three words. (long a) Ask them what letters make the long a sound in each word. (ay in day, ai in rain, a-e in came) Circle the long a patterns in the words. Have students brainstorm other words that have the long a sound. Write the words in random order on the board as students name them: for example, take, mail, play, pain, face, away, tray, wait, and made. Then draw three large circles on the board. Label each circle with one of the words day, rain, and came. Have volunteers choose a word from the list and write it in the circle with the word that has the same long a pattern.
Phonics: Word family –ew Write the word blew on the board. Say the word with students. Explain that the letter pattern ew makes the vowel sound in blew. Underline –ew. Point out that blew is one of many words in the –ew word family. Have students brainstorm other –ew words, such as chew, drew, flew, grew, knew, screw, stew, and threw. As students name the words, write them on the board. Then read the words together. Ask students what they notice about the words. (They rhyme.) Explain that because words in a word family have the same middle and ending sounds, they always rhyme. Have students choose two of the words and use them in a sentence.
He threw away the screw. A f ly f lew into the stew.
6
Rainy Day, Sunny Day
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© 2011 Benchmark Education Company, LLC
11/11/10 4:12:00 PM
High-Frequency Word Vocabulary Write the high-frequency words came, stopped, and then on the board. Say and spell the words with students. Then, blocking the board so that students cannot see, erase one letter from one of the words. Ask students to tell you which letter is missing. Together spell the word and include the missing letter. Replace the letter in the word on the board. Repeat the activity several times, removing letters from each of the words.
Concept Vocabulary: Clothes for different kinds of weather Discuss with students how the weather influences the kinds of clothes we wear. Ask them to brainstorm the clothes we wear in cold, hot, and rainy weather. Write the words on the board as students suggest them: for example, gloves, coats, hats, swimsuits, shorts, sandals, rain boots, rain hats, and raincoats. Make a threecolumn chart on the board. Label the columns “Hot Weather,” “Cold Weather,” and “Rainy Weather.” Read through the list of words with students. Ask volunteers to tell you which column the word belongs in, based on when we would typically wear that item of clothing.
came stopped then
Hot Rainy Cold Weather Weather Weather swimsuits
gloves
rain boots
shorts
hats
raincoats
sandals
coats
rain hats
Grammar/Word Study: –ed ending (verbs) Write the words rained, liked, and stopped on the board and read them aloud with students. Ask: What do you see at the end of all three words? (the ending –ed) Circle the –ed ending in each word. Remind students that we add –ed to the end of an action word when the action happened in the past. Write the base words rain, like, and stop under their –ed forms. Point to the word like. Ask: What happened to the word like when we added –ed to the end? Students should note that we dropped the final e before adding –ed. Point to the word stop. Ask: What happened to the word stop when we added –ed to the end? Students should note that we doubled the final consonant before adding –ed. Write the words talk, grab, smile, wait, pat, and race in a column on the board. Ask students to write the words on their papers and then write each word with –ed. When they have finished, write the –ed words on the board so that students can check their work.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-4108-0061-9
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Skills Bank Build Comprehension Analyze Story Elements ••Explain Create an overhead transparency of the graphic organizer “Rainy Day, Sunny Day” on page 9 or draw it on the board. Say: We are going to analyze story elements. That means we think about the characters, setting, and plot in a story. The characters are the people or animals that a story is about. The setting is the time and place in which a story happens. The plot is the events that happen in the beginning, middle, and end of a story. ••Model Say: Let’s start by analyzing the first story element. We will look at the characters in Rainy Day, Sunny Day. To analyze characters, I need to ask myself whom this story is about. Take a picture walk through the story and identify the animal in each picture. Say: I see that the only character in this story is Rabbit. In the Character box on the graphic organizer, write Rabbit. Then say: We know who the character is: Rabbit. Now we need to analyze her, or tell about who she is and why she acts the way she does. I think Rabbit is happy and playful because she can find something fun to do in any weather. Record this information in the Character box on the graphic organizer. ••Guide Say: Now let’s analyze another story element: setting. Where does the story take place? (Allow time for students to respond, assisting if needed.) Yes, the story takes place in and around Rabbit’s house. When does it take place? (Again allow time for students to respond.) The time is a day that is first rainy and then sunny. Record this information in the Setting box on the graphic organizer. ••Apply Remind students that the third story element is plot, or what happens at the beginning, in the middle, and at the end of the story. Ask students to work with a partner to analyze the plot of the story. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
8
Rainy Day, Sunny Day
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©2011 Benchmark Education Company, LLC
11/11/10 4:12:00 PM
Name _______________________________________________________ Date __________________
Rainy Day, Sunny Day Analyze Story Elements Character
Setting
Plot — Beginning
Plot — Middle
Plot — End
Rainy Day, Sunny Day ©2011 Benchmark Education Company, LLC
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Notes
10
Rainy Day, Sunny Day
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©2011 Benchmark Education Company, LLC
11/11/10 4:12:00 PM
Notes
Rainy Day, Sunny Day ©2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date __________________
Rainy Day, Sunny Day 1
2
3
4
5
6
7
8
© 2011 Benchmark Education Company, LLC
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Rainy Day, Sunny Day Fiction
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies •• Analyze Story Elements •• Identify Sequence of Events Phonemic Awareness
•• Segmenting and blending sounds in words
Phonics
•• Long a •• Word family –ew
High-Frequency Words •• came, stopped, then
Concept Vocabulary
•• Clothes for different kinds of weather
Grammar/Word Study •• –ed ending (verbs)
Summary
•• Rabbit goes out on a rainy day and plays in the rain until it stops. She then plays in the sun, too.
B
00619_TG_RainyDay.indd 1
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/11/10 4:11:59 PM
Small Group Reading Lesson What Happens in Rainy Day, Sunny Day? What we predict might happen in the story
What we predict What happened will happen in the story next
The story might Rabbit will stay outside and be about a continue to play. rabbit and what she does on rainy days and sunny days.
Rabbit took off her rain clothes and went out to play in the sun.
Before Reading Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Ask them what they like to do on rainy days and sunny days. Help students compare and contrast rainy-day activities and sunny-day activities. Ask students which kind of weather they prefer and why.
Preview the Book Read the title and names of the author and illustrator to students. Ask: • What do you see on the cover? • What kind of day do you think it is going to be? Why?
Visual Cues • Look at the beginning letter or letters. (b in boots; sh in she) • Look for familiar chunks within the word. (win in window; sun in sunny) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“She put on her . . .”; “She took off her . . .”) Meaning Cues • Think about what makes sense in the sentence. • Look at the picture to confirm the meaning of the word.
2
Create an overhead transparency of the graphic organizer “What Happens in Rainy Day, Sunny Day?” (left) or copy the organizer on chart paper, leaving the columns blank. Ask students to predict, based on the cover, what might happen in the story. Write their ideas in the first column of the prediction chart. Preview the book with students, but do not show them the last three pages. Reinforce the language used in the text. For example, ask: What did Rabbit see when she looked out the window? Show students the spread on pages 12 and 13. Then talk about their first prediction. Ask them what they think will happen next in the story now that they have looked at the pictures. Write their predictions in the second column of the chart.
Set a Purpose for Reading Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out what happens next. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Rainy Day, Sunny Day
00619_TG_RainyDay.indd 2
© 2011 Benchmark Education Company, LLC
11/11/10 4:11:59 PM
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies After students have completed their reading, encourage them to share the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I saw that you tried to sound out the word breakfast. You looked at the beginning letters and then you checked the picture. That was good reading.
Build Comprehension Ask and Answer Questions Help students review the text content and relate it to what they already know by asking some or all of the following questions. • What happened in the story? Let’s write this in the third column of our chart. (Rabbit took off her rain clothes and went out to play in the sun. pp. 14–16) (Locate facts) • What made Rabbit think it was going to rain? (She saw the clouds coming. Rain comes from clouds, so clouds often mean that it will rain.) (Identify cause and effect/Draw conclusions) • What did Rabbit do when she thought it was going to rain all day? What does this tell you about her? (She put on her rain clothes and went out to play in the rain. Answers will vary. One possible answer: She is practical. She did not just sit inside and mope. She made the best of the situation.) (Summarize information/Infer character traits) • What is an activity that you can do outside on both rainy days and sunny days? (Answers will vary.) (Use creative thinking)
© 2011 Benchmark Education Company, LLC
00619_TG_RainyDay.indd 3
Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–9) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
Rainy Day, Sunny Day
3
11/11/10 4:12:00 PM
Small Group Reading Lesson
(continued)
Build Comprehension Identify Sequence
Teacher Tip Monitoring Comprehension •A re students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text. •A re students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. •C an students combine their background knowledge with information from the text to draw conclusions? If they are having difficulty, model how you would answer the question. •A re students’ answers to creative questions logical and relevant to the topic? •D o students’ completed graphic organizers reflect an ability to identify the sequence of events in a story? If students are having difficulty, provide more modeling.
4
Model Create an overhead transparency of the graphic organizer “Rainy Day, Sunny Day” on page 12 or copy the chart on the board. Help students recall what happened in the story. Model how to complete the chart. Use the following think-aloud. A story has events that usually happen in a certain order. To help me remember the story, I can use a graphic organizer like this one to record the main events in the order in which they happen. I ask myself, “What happened first?” On page 2 I see the first thing that happened: Rabbit woke up. I will write that in the box with the number 1: “Rabbit woke up.” Now let’s look for what happened next in the story. Practice and Apply Guide students as they identify the main events in the story and decide what to write in each box. If you think students can complete the chart independently, distribute copies of the graphic organizer and monitor their work. Allow students time to share their recorded information.
Rainy Day, Sunny Day 1
Rabbit woke up.
2
She got breakfast.
3
It began to rain.
4
Rabbit put on her rain clothes.
5
She played in the rain.
6
It stopped raining.
7
Rabbit took off her rain clothes.
8
She played in the sun.
Rainy Day, Sunny Day
00619_TG_RainyDay.indd 4
© 2011 Benchmark Education Company, LLC
11/11/10 4:12:00 PM
Interactive Writing Have students use the information from the graphic organizer to write sentences about events in the story. Say: Let’s look at our chart. It is a good summary of what happened in the story. Let’s think of a sentence we can write that tells about something that happened in the story. (Possible sentences include “It began to rain.” and “Rabbit played in the sun.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word and then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently Have students write their own sentences based on the story. Encourage them to articulate words slowly, use spaces between words, and write known words fluently.
√√
When students have completed their sentences, confer with them individually. Validate their knowledge of known words and letter/ sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Rabbit played in the rain.
Reread for Fluency Ask students to reread Rainy Day, Sunny Day independently. Then have them retell the story to a partner using the pictures to help them.
Connect to Home Have students read the take-home version of Rainy Day, Sunny Day to family members. Have them ask family members about their favorite rainy-day and sunny-day activities.
√√ √ √ √ √ √
√√ √√√ √ √ √ √
raddit plaed in thu rane.
Teacher Tip Modeling Fluency • Read sections of the book aloud to students to model fluent reading of the text. • Model using appropriate phrasing, intonation, volume, expression, and rate. • Have students listen to you read a portion of the text and then read it back to you.
Rainy Day, Sunny Day © 2011 Benchmark Education Company, LLC
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Skills Bank Phonemic Awareness: Segmenting and blending sounds in words Tell students that you are going to play a game. You will say the sounds of a word and they are to blend the sounds and say the word. Say the word clouds by segmenting its sounds: /kl/ /ou/ /d/ /z/. Have students blend the sounds and say the word. Follow the same procedure with the following words from the book: rainy, sunny, day, woke, window, looked, put, ran, away, boots.
day play away tray
rain mail pain wait came take face made
Phonics: Long a Write the words day, rain, and came on the board. Read the words aloud with students. Ask them what vowel sound they hear in all three words. (long a) Ask them what letters make the long a sound in each word. (ay in day, ai in rain, a-e in came) Circle the long a patterns in the words. Have students brainstorm other words that have the long a sound. Write the words in random order on the board as students name them: for example, take, mail, play, pain, face, away, tray, wait, and made. Then draw three large circles on the board. Label each circle with one of the words day, rain, and came. Have volunteers choose a word from the list and write it in the circle with the word that has the same long a pattern.
Phonics: Word family –ew Write the word blew on the board. Say the word with students. Explain that the letter pattern ew makes the vowel sound in blew. Underline –ew. Point out that blew is one of many words in the –ew word family. Have students brainstorm other –ew words, such as chew, drew, flew, grew, knew, screw, stew, and threw. As students name the words, write them on the board. Then read the words together. Ask students what they notice about the words. (They rhyme.) Explain that because words in a word family have the same middle and ending sounds, they always rhyme. Have students choose two of the words and use them in a sentence.
He threw away the screw. A f ly f lew into the stew.
6
Rainy Day, Sunny Day
00619_TG_RainyDay.indd 6
© 2011 Benchmark Education Company, LLC
11/11/10 4:12:00 PM
High-Frequency Word Vocabulary Write the high-frequency words came, stopped, and then on the board. Say and spell the words with students. Then, blocking the board so that students cannot see, erase one letter from one of the words. Ask students to tell you which letter is missing. Together spell the word and include the missing letter. Replace the letter in the word on the board. Repeat the activity several times, removing letters from each of the words.
Concept Vocabulary: Clothes for different kinds of weather Discuss with students how the weather influences the kinds of clothes we wear. Ask them to brainstorm the clothes we wear in cold, hot, and rainy weather. Write the words on the board as students suggest them: for example, gloves, coats, hats, swimsuits, shorts, sandals, rain boots, rain hats, and raincoats. Make a threecolumn chart on the board. Label the columns “Hot Weather,” “Cold Weather,” and “Rainy Weather.” Read through the list of words with students. Ask volunteers to tell you which column the word belongs in, based on when we would typically wear that item of clothing.
came stopped then
Hot Rainy Cold Weather Weather Weather swimsuits
gloves
rain boots
shorts
hats
raincoats
sandals
coats
rain hats
Grammar/Word Study: –ed ending (verbs) Write the words rained, liked, and stopped on the board and read them aloud with students. Ask: What do you see at the end of all three words? (the ending –ed) Circle the –ed ending in each word. Remind students that we add –ed to the end of an action word when the action happened in the past. Write the base words rain, like, and stop under their –ed forms. Point to the word like. Ask: What happened to the word like when we added –ed to the end? Students should note that we dropped the final e before adding –ed. Point to the word stop. Ask: What happened to the word stop when we added –ed to the end? Students should note that we doubled the final consonant before adding –ed. Write the words talk, grab, smile, wait, pat, and race in a column on the board. Ask students to write the words on their papers and then write each word with –ed. When they have finished, write the –ed words on the board so that students can check their work.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-4108-0061-9
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Skills Bank Build Comprehension Analyze Story Elements ••Explain Create an overhead transparency of the graphic organizer “Rainy Day, Sunny Day” on page 9 or draw it on the board. Say: We are going to analyze story elements. That means we think about the characters, setting, and plot in a story. The characters are the people or animals that a story is about. The setting is the time and place in which a story happens. The plot is the events that happen in the beginning, middle, and end of a story. ••Model Say: Let’s start by analyzing the first story element. We will look at the characters in Rainy Day, Sunny Day. To analyze characters, I need to ask myself whom this story is about. Take a picture walk through the story and identify the animal in each picture. Say: I see that the only character in this story is Rabbit. In the Character box on the graphic organizer, write Rabbit. Then say: We know who the character is: Rabbit. Now we need to analyze her, or tell about who she is and why she acts the way she does. I think Rabbit is happy and playful because she can find something fun to do in any weather. Record this information in the Character box on the graphic organizer. ••Guide Say: Now let’s analyze another story element: setting. Where does the story take place? (Allow time for students to respond, assisting if needed.) Yes, the story takes place in and around Rabbit’s house. When does it take place? (Again allow time for students to respond.) The time is a day that is first rainy and then sunny. Record this information in the Setting box on the graphic organizer. ••Apply Remind students that the third story element is plot, or what happens at the beginning, in the middle, and at the end of the story. Ask students to work with a partner to analyze the plot of the story. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
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Rainy Day, Sunny Day Analyze Story Elements Character
Setting
Plot — Beginning
Plot — Middle
Plot — End
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Notes
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Notes
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