26 Fairmount. L.3.5 Vocabulary Acquisition & Use. RF.3.3a Phonics & Word Recognition. W.3.8* Research to Build & Present Knowledge

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1 Guided Reading Memoir 760L 26 Fairmount Avenue Written and illustrated by Tomie depaola Key IDEA Tomie depaola, well-known author and illustrator, shares his childhood memories of his family s challenges as they wait to move from an apartment as they build their first and only house in Meriden, Connecticut. LITERACY STANDARDS Addressed in This Plan RL.3.3* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Determine which major events in a story are challenges and describe how characters respond or contribute to the challenge and how it changes the characters over time. *standard adapted from another grade RL.3.4 Craft & Structure Sessions 2, 3 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.5* MAIN FOCUS Craft & Structure Sessions 2, 3 Identify how the author describes characters, sets up major events across the story and uses events to establish the overall plot. *standard adapted from another grade L.3.4d Vocabulary Acquisition & Use Additional Instruction Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5 Vocabulary Acquisition & Use Additional Instruction Demonstrate understanding of word relationships and nuances in word meaning. RF.3.3a Phonics & Word Recognition Additional Instruction Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.4a Fluency Session 2 Read with sufficient accuracy and fluency to support comprehension. ISBN RL.3.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). RL.3.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2 3 text complexity band independently and proficiently. SL.3.1 Comprehension & Collaboration Sessions 1, 2, 3 Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. W.3.3 Text Types & Purposes Writing Task Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *standard adapted from another grade W.3.10 Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Mondo Bookshop Grade 3 1

2 Session 1 Text Selection: pp. 1 8 Learning Focus RL.3.3* Students read closely to determine which major events in the story are challenges for the depaola family and how Tomie and his family and friends respond to the challenge, citing text evidence to support their ideas. VOCABULARY RL.3.4 Introduce the word hurricane to students and invite them to share their understanding of it. Read together page 1 and look at the illustration. Clarify the word s meaning and compare it to the text and illustration. Key Idea: Text Selection In Chapter One, the author recounts the events of the hurricane of 1938 in his home town of Meriden, CT and describes how he, his family, and neighbors reacted and coped with the situation. Previewing the Text 5 minutes Read the title and author credit with students. Identify the text type and have students look at the family illustrations on the first two pages and then read the back cover. What do the book reviews on the back cover tell readers? This book is about Tomie depaola s world. One of the reveiwers is Tomie s friend and she says it was fun to read about him. Who can tell us who wrote this book? Tomie depaola and he illustrated it. This type of text is called a memoir. Can anyone share what a memoir is? It s when a person writes about his or her memories. Who has some ideas about what you think this book will be about? Tomie depaola s life when he was young in the 1930s COMPREHENSION SHARE Pay close attention to what challenges the characters are facing. Think about how the characters respond to the challenges in the story. Corrective Feedback Have students closely reread the first sentences to identify the main character and a challenge the character is facing. Encourage them to silently reread, stopping at key points to think and talk together about their understanding of characters and challenges. Reading the Text CLOSELY 10 minutes Explain the learning focus to students. Ask them to read page 1. What did you learn about Tomie? I learned that when Tomie was four and living in an apartment in Connecticut, there was a big hurricane. Who can say what might be challenging about a hurricane? Well, I know that a hurricane is a big storm. Hurricanes can be dangerous. People have to try and stay safe during a hurricane. One way to understand a story is to determine the events that are challenges for the characters and how the characters react to the challenges. That s what we re going to do in our reading today. Have students read pages 2 and 3. Check to see how they are doing with the application of the focus. Provide support if needed. Then have students read the first paragraph on page 4. As we read, let s pay attention to what Tomie experiences as he and his mom pick up his brother and some neighborhood children from school during the hurricane. What did Tomie see at school? Tomie saw a boy standing on the school steps, holding an umbrella get pulled into the air by the wind. He floated down to the bottom of the steps. How did Tomie feel on the ride home? scared; He and the other screaming children saw branches fall off trees, leaves fall on the car, and signs fall to the ground. If you are satisfied that students can apply the focus, set the reading assignment for the session. If you are not, prompt students to return to pages 2 4 to read and think through what is happening in the story. Students may not read the entire selection during the session fairmount avenue

3 Our work today is to keep thinking about which events are important and how the characters react to them. I wonder what challenges the storm will bring to Tomie and his family once they get back home? Let s read through page 8. DISCUSSING the Text 10 minutes Invite students to share what they learned about Tomie depaola at age 4 in 1938 and what challenges he, his family, and neighbors faced. Encourage them to provide key details from the text to support their statements. Remind students to speak clearly and use a tone of voice that all can hear. Who can share some of the challenges Tomie, his family, and neighbors faced in Chapter 1? a big hurricane How did Tomie s family and friends feel during the storm? Mrs. Crane was very scared. I thought Tomie s mother seemed calm and brave. What did everyone see and hear when the storm was finally over? There were leaves and branches all over; people talking and asking each other if they had electricity. Sirens wailing in the distance. How do you think Tomie felt about 1938? He thought it was a special year because of the hurricane and also because they started building a house at 26 Fairmount Avenue. Focus on the phrase eye of a hurricane on page 6. At one point, everything became calm. Dad explained that was the eye of the hurricane. What was Tomie looking for? a real eye up in the sky Let s have a close read of the second paragraph on page 6. Did the paragraph explain what the phrase might mean? Yes, the storm stopped for a moment; then the wind picked up and it started raining again. So, what do you think the eye of a hurricane is? a calm place at the center of the storm Confirm students good use of the focus and encourage them to keep it in mind whenever they read about characters responding to events and challenges. You did a good job determining some challenges the characters faced and how they responded. Remember to do this when you read other stories. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focus. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focus. CHOICE COMPREHENSION: EVENTS AND CHALLENGES E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to identify challenges the characters faced. Review students responses as you evaluate their mastery of the learning focus. SL.3.1 Discussion Collaborative discussion tip Keep track of who has participated in a discussion. Invite students who have not contributed to share what they remember in Chapter 1. RL.3.4 VOCABULARY Nonliteral Language ELL SUPPORT L.3.4 Vocabulary Support words and phrases such as brook, murky, made it, and pestered in context using the ELL vocabulary strategies in Getting Started. RL.3.3* COMPREHENSION Events & Challenges CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the questions: What challenges do the characters face? How do they respond? Use text evidence to support your answer. Review students collected evidence as you evaluate their mastery of the learning focus. W.3.8*, RL.3.3* WRITING Gather Information Mondo Bookshop Grade 3 3

4 Session 2 Text Selection: pp. 1 8 Learning Focuses RL.3.3*, RL.3.5*, RL.3.7 Students return to the text to read closely and to determine challenges and major events the characters face and how they respond, citing text evidence to support their ideas. Students will also identify how the author describes characters and major events. Students will use text and illustrations to demonstrate their understanding of characters and their challenges. ell support RL.3.7 Discussing the Text Ask questions at students language proficiency levels and provide the following sentence frames for student responses: B: This picture shows. I/A: This illustration helped me understand. TEACHER TIP Some students might be unfamiliar with The Wizard of Oz. Have another student provide a summary or explain the connection the author is making. Returning to the Text 5 minutes Ask students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading. What did we learn about a challenge Tomie and his neighbors and friends faced in the last session? They faced a hurricane. Who can talk about how the characters responded? Most were scared. Tomie s mom was calm and helped the others stay calm. Who has thoughts about how Tomie felt? He was scared. Reading the Text CLOSELY 10 minutes Explain the learning focuses. Invite students to reread pages 4 5. Check in to see how well they have understood the focuses. If you are satisfied that students can apply it, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan. Today as we read, in addition to thinking about major events and challenges and how characters respond to them, we re also going to think about how the author describes them and how they are illustrated. We read about the big hurricane that happened in 1938 when Tomie was four. We also learned that Tomie s family is building a house. How did Tomie describe the house they were building during the hurricane? He said people told his family that it was twisting and turning on its foundation just like Dorothy s house in the Wizard of Oz. What picture do you get in your mind from this comparison? I think of Dorothy s house spinning around and around inside the cyclone. Now let s look at the illustration on page 1. What do you think of the way Tomie depaola illustrated this part of the text? I think he made the house look just like I pictured it in my mind. Formative Assessment: Fluency Listen to each student read a portion of the text. Observe students fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading fairmount avenue

5 Discussing the Text 10 minutes Support a discussion in which students make observations about the events in the first chapter. Remind students to notice how Tomie depaola, the author and illustrator, uses descriptions and illustrations to tell about the challenges his family faces. I d like to hear about another event that Tomie saw during the hurricane. He saw a boy with an umbrella being lifted off the ground by the gusty wind and set back down. How did Tomie describe this event? He said the boy went up, up, up in the air and floated down the stairs just like Mary Poppins. Yes, he made another comparison to a book or movie. What picture did you get in your mind from the text? a boy using an umbrella like a parachute Who can share Tomie s reaction to this event? I think he was amazed because he says it was something he never forgot. What did you think of the illustration? I think it looked like the picture in my mind. I didn t like this illustration because I don t think it showed that the wind was very strong. Focus on the phrase the wind roared by like a freight train on page 6. Let s reread the last paragraph on page 6. Tomie s dad talks about the new house as they watch the storm. What words does the author use after Dad speaks at the bottom of page 6. as the wind roared by like a freight train What does this phrase mean? The wind made a roaring sound like the sound of a freight train passing by. How does this phrase help you picture in your mind what is happening? I can imagine how hard the wind is blowing and how loud it must sound. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note the session s learning focuses. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focuses. SL.3.1 discussion Collaborative TEACHER TIP Some students might be unfamiliar with Mary Poppins. Have another student provide a summary or explain the connection the author is making. RL.3.4 VOCABULARY Literal and Nonliteral Language Mondo Bookshop Grade 3 5

6 RF.3.4 FLUENCY Reread W.3.8*, RL.3.3* WRITING Gather Information CHOICE Fluency follow-up Fluency Practice Model how each rereading of a text builds understanding and strengthens fluency. Follow this procedure: 1) Reread several pages, noting specific examples of expression you missed previously and vocabulary that you now understand. 2) Ask partners to read the same text and discuss what they noticed about their own thinking during the reread. CHOICE Constructed Response: collect text evidence E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: What challenges do the characters face? How do they respond? Use text evidence to support your answer. Review students collected evidence as you evaluate their mastery of the learning focus fairmount avenue

7 Session 3 Text Selection: pp Key Idea: Text Selection In Chapter Two, Tomie describes how the hurricane affected the building of his family s house and readers learn about some special times he had with some of his relatives. Returning to the Text 5 minutes Explain that students will read the next chapter in 26 Fairmount Avenue, noticing major events or challenges the characters face, how the author describes characters and things that happen, and how illustrations help to explain the text. We learned how many of the characters behaved and reacted to the hurricane. We also saw how some illustrations showed how intense the storm was. Who can explain how the illustrations helped us better understand the text? They helped us see what damage a hurricane can do and how individual characters behave during such a challenging event. Learning Focuses RL.3.3*, R.3.5*, RL.3.7 Students return to the text to read closely and to determine challenges and major events the characters face and how they respond, citing text evidence to support their ideas. Students will also identify how the author describes characters and major events. Students will use text and illustrations to demonstrate their understanding of characters and their challenges. Reading the Text CLOSELY 10 minutes Review the learning focuses and invite students to read pages 9 and 10. Check to see how they are doing with application of the focuses as you have done previously. Then have students read pages 11 15, paying attention to important events in Tomie s life and how he describes them. Today as we read we are going to pay close attention to more of the important events in Tomie s life when he was young, how he describes them, and how the illustrations help us better understand the story. Who can find text evidence that shows how Tomie responds to having a house built? Tomie says it was really great watching the house being built. How can you tell that this is an important event for Tomie? He describes the details of how the foundation was made and how the floor and walls were built. vocabulary RL.3.4 Help students understand that some words and phrases as they are used in the text are figurative and meant to help the reader visualize what is happening in the story. Make sure students understand the literal meanings of the words as well. Discussing THE TEXT 10 minutes Facilitate a discussion that links three learning focuses. Guide them to determine what are major events and how the author describes the events and characters in the story. Have them look carefully at illustrations to see how they contribute to the text. What do we learn about 26 Fairmount Avenue in Chapter Two? Tomie tells about the steps in the process the builders used to build the house. The text says that Tomie thought watching these things happen was really great. Who can share what other characters feel about the new house? They are excited about it. How can you tell that visiting the relatives in Wallingford is important to Tomie? The text says that every Sunday when Tomie visited, he ran upstairs to be with Nana Upstairs. SL.3.1 discussion Collaborative teaching tip Students experiences and knowledge about growing up can help them build meaning about this book. Mondo Bookshop Grade 3 7

8 Who can talk about how the illustrations on pages help you better understand the text? Tomie looks excited as he runs upstairs. I can see how Tomie and Nana Upstairs look as they are each tied to their chairs. Nana Upstairs looks happy, too. Support students as they finish reading the text. You ll finish this book on your own. Tomie tells about an important event that happened to him in each chapter. As you read, find text evidence that shows how Tomie responds to each event. Pay attention to the words Tomie uses to tell about himself and how he feels. Also focus on what details Tomie chose to illustrate and how they contribute to the text. W.3.8*, RL.3.3* WRITING Respond to Question CHOICE constructed Response: WRITE TO SOURCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers the questions: What challenges do the characters face? How do they respond? Use text evidence to support your answer. CHOICE CLOSE READING OPTIONS E-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page independently and respond to the prompts (summarize author s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. Alternatively, you can use the completed blackline master for summative assessment. CHOICE Writing Task: Narrative W.3.3 WRITING Narrative E-RESOURCE Summative Assessment Review with students that each chapter in Tomie depaola s memoir related an event that was important to Tomie. Students will work independently to make up another chapter about Tomie and his house on 26 Fairmount Avenue. Remind them to review the text evidence they collected that helped them understand Tomie s character so they can make an educated guess about how Tomie would respond to a new event. Consider having students publish and display their stories with illustrations as a book. You have learned a lot about the events that happened to Tomie when he was young. Think about how he responded to each one. Then make up another event that might have happened to Tomie when he was young. Include descriptive words that tell about the event and how Tomie responded. Write a conclusion for the event fairmount avenue

9 CHOICE Additional Instruction WORD STUDY Antonyms Help students identify antonyms and clarify their meaning. Who can tell us what antonyms are? words that mean opposite things Let s look on page 2 for a set of antonyms. upstairs and downstairs Who can tell us the meanings of these words? In a house with two floors there is an upstairs, or second floor, and a downstairs, or first floor. Who can find some other pairs of antonyms either in the book or others you can think of? top/bottom; floated/sank; quiet/loud; messy/neat L.3.5 vocabulary Antonyms VOCabulary Using a Dictionary Help students develop vocabulary using a dictionary to determine the meaning of an unfamiliar word. Sometimes when you are reading, you need to learn the meaning of a word. You can try to use words that appear around the word to figure out the meaning. Where could you look if you wanted to learn the precise meaning? a dictionary On the back cover of the book, the first quote uses the word rollicking. Let s see if we can find the word in a dictionary. You can use an online dictionary and type in the unfamiliar word or you can use a dictionary in book form. Who can find the meaning of rollicking? jolly, lively, frolicking L.3.4d VOCABULARY Using a Dictionary word recognition Suffixes Focus on the word gently on page 13. Break down the word and guide students to use word parts to determine the meaning in context. Let s read the first paragraph on page 13. Find the word that has the suffix ly. gently What is the base word? gentle The suffix ly added to a word describes or shows a character s quality. What does the word gently tell us about Nana Downstairs? It shows that Nana Downstairs was doing something softly or not in a rough way. As you read, use your knowledge of suffixes to determine the meaning of a word and to provide a visual picture of a description. RF.3.3a PHONICS & WORD RECOGNITION Suffixes Mondo Bookshop Grade 3 9

10 Name Date Comprehension: Events and Challenges Identify a different challenge faced by each of the characters below. One challenge Tomie faced is One challenge Tomie s mom faced is One challenge Tomie s brother faced is One challenge Mrs. Crane faced is Mondo Publishing Score: fairmount avenue

11 Name Date Collecting Text Evidence What challenges or big events do the characters in the story face? How do they respond to them? Use this chart to collect evidence to support your answers to the questions above. Be sure to include page references. You might need more than one copy. Challenge or Event Characters Response Mondo Publishing Score: Mondo Bookshop Grade 3 11

12 Name Date Writing Task: Your First Draft Think about the challenges and events that Tomie depaola describes in 26 Fairmount Avenue. Think about the words and illustrations he used. Now write a short story about another event that might happen to young Tomie. Make sure your story has a beginning, middle, and conclusion. REMEMBER: A well-written story includes: Beginning: an interesting opening that grabs readers attention Middle: paragraphs that tell about the challenge or event and how Tomie responds Conclusion: closing paragraph that tells how the event or challenge comes to an end Mondo Publishing Score: fairmount avenue

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