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Unit 6 Week 3

Genre Realistic Fiction

GR M

Word Count 549

Lexile 420

ReadNote Taking Have children take notes as they

read. Encourage children to record:

• important ideas

• unfamiliar words

• any questions about text that they have

Children can also fi ll in a graphic organizer,

noting the important events for each section.

Reread

COLLABORATE

Discuss Notes Ask children to share

their questions. Then work with them

to go back into the text to fi nd evidence to

answer the questions. Discuss evidence

children cited in the text.

Chapter 1 (pages 2–3)

Structural Analysis Remind children that a

compound word is made of two smaller words

that they may know. The two words come

together to make a brand new word. Children

should look for the smaller words to help them

understand the meaning of the longer word

as they read. Ask children to fi nd a compound

word on page 2.

Connection of Ideas Why do you think

Miguel and Sonia like the back room on a rainy

day?

How is the way Dina feels diff erent from how

Miguel and Sonia feel? Use evidence from the

text to support your answer.

R ainy Day Fun

BEYOND LEVELBEYOND LEVEL

PAIREDREAD Let’s Stay Dry!

Realistic Fiction

by Donna Loughranillustrated by Colleen Madden

RAINY

FUN

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111111Card

CLOSE READING

ESSENTIAL QUESTION How can weather aff ect us?

What Makes the Text Complex?

Foundational SkillsDecode words with silent letters wr, kn, and gn Children can

practice reading words with the silent letters in wr, kn, and gn.

Structural Analysis Children can practice reading compound words.

Access Complex TextSpecifi c Vocabulary The use of similes may be a challenge for

children.

Connection of Ideas Children will need to make inferences and

make connections between details in the text to understand

characters in the story.

AS

ReadHave children read “Let’s Stay Dry!”

independently, taking notes as they read. Ask

what type of text “Let’s Stay Dry!” is. How can

they tell?

Reread to Compare Texts

COLLABORATE

Ask partners to fi nd evidence that

shows how rain aff ects the lives of

people in places that get a lot rain. Ask: How do

people live in these rainy places? How is this

nonfi ction selection like the story? Have

partners share their fi ndings.

Chapter 2 (pages 4–5)

Phonics Remind children that some words

have silent letters, such as when wr, kn, or gn

appears. Explain that when the letters appear

together at the beginning of a word or syllable,

the fi rst letter is silent. Have children fi nd a

word on page 5 with a silent letter in wr.

Then ask them to fi nd two words on page 5

with a silent letter in kn.

Comprehension Check Why do you think

Sonia wrote a story about tomatoes for school?

Cha pter 3 (pages 6–7)

Structural Analysis Ask children to fi nd a

compound word on page 6.

Specifi c Vocabulary Remind children

that a simile compares two things using the

words like or as. Point out the simile “Thunder

roared like a lion,” in the fi rst paragraph on

page 6. Ask: What is the author comparing the

thunder to?

Then have children fi nd and explain another

simile in the same paragraph.

Comprehension Check Remind children that

a cause makes something happen. An eff ect is

what happens. Ask: What do you think caused

the lights to go out on page 6?

Chapter 4 (pages 8–11)

Phonics Have children fi nd a word on page 11

with a silent letter in gn.

Connection of Ideas At the end of the

story, Grandpa says, “even plants from other

places are at home here now.” What do you

think this means? How do you know?

PAIRED READ “ Le t ’s St ay D r y ! ”

Write About ReadingWAnalytical Writing

Ana W

Inform Have

children compare the

two selections. Rainy weather

can aff ect people diff erently.

Compare the children in the

story to the people who live in rainy

places. Have partners use evidence

from both texts to support their

writing.

Write About ReadingWAnalytical Writing

Ana W

Inform Have children write a

response to the text using the

Essential Question. How did the

weather aff ect Dina and her shyness?

Have them use evidence from the text

to support their ideas.

Compare Texts Read more about how the weather affects people.

Genre Nonfiction

How do we stay dry in the rain? We

wear special clothes and boots. We use

umbrellas.

13Anni

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C H A P T E R 1 Structural Analysis:

Ask children to fi nd a compound word on page 2. grandfather

Connection of Ideas:

Why do you think Miguel and Sonia like the back room on a rainy day? Answer/Evidence I think that even on a rainy day, the back room is not too dark. It has windows on three sides.

How is the way Dina feels diff erent from how Miguel and Sonia feel? Use evidence from the text to support your answer. Answer/Evidence On page 3, I read that Dina is too shy to smile and that she just nodded. She is looking down at the ground and seems unhappy in the picture.

C H A P T E R 2Phonics:

Have children fi nd a word on page 5 with a silent letter in wr. wrote

Then ask them to fi nd two words on page 5 with a silent letter in kn. knows, know

Comprehension Check:

Why do you think Sonia wrote a story about tomatoes for school? Answer/Evidence Sonia wrote a story about tomatoes because they are from South America. Her family is from South America.

C H A P T E R 3Structural Analysis:

Ask children to fi nd a compound word on page 6. fl ashlight

Specifi c Vocabulary:

What is the author comparing the thunder to? Answer/Evidence The author is comparing the sound of the thunder to the roar of a lion.

Then have children fi nd and explain another simile in the same paragraph. Answer/Evidence The simile is “Rain danced on the roof like tiny feet.” The simile compares the sound of rain to the sound of little feet dancing.

Comprehension Check:

What do you think caused the lights to go out on page 6? Answer/Evidence The rain storm and the lightning made the lights go out.

C H A P T E R 4Phonics:

Have children fi nd a word on page 11 with a silent letter in gn. sign

Connection of Ideas:

At the end of the story, Grandpa says, “even the plants from other places are at home here now.” What do you think this means? How do you know? Answer/Evidence I think that Grandpa is really talking about Dina. She is from Greece and she is shy. Grandpa is saying that she will feel at home there soon.

W R I T E A B O U T R E A D I N GInform Have children write a response to the text using the Essential Question. How did the weather aff ect Dina and her shyness? Have them use evidence from the text to support their ideas. Children’s responses will vary, but could include that the rainy weather caused the lights to go out while Dina was spending time with her new friends. It was exciting, and she liked being with them.

P A I R E D R E A DRead:

Have children read “Let’s Stay Dry!” independently, taking notes as they read. Ask what type of text “Let’s Stay Dry!” is. How can they tell? Answer/Evidence This is a nonfi ction text. It tells facts about people who live in rainy wet places.

Reread to Compare Texts:

Ask partners to fi nd evidence that shows how rain aff ects the lives of people in places that get a lot rain. Ask: How do people live in these rainy places? How is this nonfi ction selection like the story? Have partners share their fi ndings. Children’s responses will vary but could include that in some places people build their homes high so the water goes underneath. In other places, people use boats to move around. In the story, it also rains a lot.

W R I T E A B O U T R E A D I N G Inform Have children compare the two selections. Rainy weather can aff ect people diff erently. Compare the children in the story to the people who live in rainy places. Have partners use evidence from both texts to support their writing. Children’s responses will vary but could include that the children in the story had an exciting time when the lights went out. They had fl ashlights and scared each other. The rain aff ected them a short time. In the nonfi ction selection, people are aff ected all the time by rain. They have to build houses up high.

A nswer Key

BEYOND LEVEL Rainy Day Fun Unit 6 Week 3