Week. Literacy. Teacher s Guide Grade K Unit 2. Visualize/Analyze Character. Benchmark. Unit 2/Week 2 at a Glance. Mini-Lessons

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1 TM Teacher s Guide Grade K Unit 2 2 Week Benchmark Literacy Visualize/Analyze Character Unit 2/Week 2 at a Glance Day ONE TWO Mini-Lessons Introduce the Book: What I Know About Web Read the Book Comprehension: Visualize/Analyze Character Close Read: Analyze Character Retell Pages 2 13: Use an Analyze Plot Chart Pages 14 24: Close Read: Analyze Character THREE Retell the Story: Use an Analyze Plot Chart Reread Respond to the Story: Use Who Is Our Favorite Character? Organizer Comprehension: Reflect on Analyze Character FOUR Reread the Story: Build Fluency Brainstorm Writing Ideas: Letter to the Big Bad Wolf Develop Tier Two Vocabulary: Sound Words FIVE Shared Writing to Sources: Use Character Analysis to Write a Letter to the Big Bad Wolf B e n c h m a r k e d u c a t i o n c o m p a n y

2 Day One Read-Aloud (10 minutes) Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy Visualize. Use the sample readaloud lessons and suggested titles in the Getting Started Guide. Mini-Lessons (20 minutes) Introduce the Book: What I Know About Web W.K.7, SL.K.1a, SL.K.1b, SL.K.6 Display a blank What I Know About Web (BLM 1) like the one shown here. Literary Fiction Big Book Texts for Close Reading, pages Lesson Objectives Students will: Build academic vocabulary and concepts related to the story. Learn/review concepts about print. Visualize. Analyze characters. Build oral language and vocabulary through whole-group and partner discussion. Related Resources What I Know About Web (BLM 1) Analyze Character (BLM 2) What Is the Character Like? (BLM 3) Writing to Sources, page 9 BenchmarkUniverse.com Say: Today we are going to begin a story that you may know. Who has heard a story about three pigs? I want you to close your eyes. Look around in your mind and tell me what you think or what you know when you hear the story title The Three Little Pigs. How would you answer these questions? What characters do you see? Where are they? What are they doing? Make cultural connections. Students from other countries may know stories that are as well known as The Three Little Pigs is here. Have them share popular story titles from their country. Model sentence frames. Support ELLs by modeling how you use the following sentence frames to tell about characters, setting, and what the characters are doing: I see. They are in. They are. Record students responses on the What I Know About Web. Say: Keep these ideas in mind as we read the story. They will help you understand the characters, setting, and events in the story. wooden house straw house three pigs What I Know About The Three Little Pigs blow house down brick house big bad wolf huff and puff Sample What I Know About Web Annotations (BLM 1) 2

3 Day One Display the book The Three Little Pigs on an easel or use the interactive whiteboard version. Show students the book cover and invite them to name the characters. Ask: Who can point to the title of this book for me? That s right. The title is right here. Read aloud the title as you point to each word. Say: Now point to the authors names on the cover. Read aloud the authors names. Point out that the story was retold by the authors. Explain that this means they used their own words to tell an old story. Say: There are two authors for this book. Display the back cover and point to the authors photographs. Read the short biographies. Say: The authors know a lot about children and have written many books. I think that means this book will be very good. Read the Book RL.K.10, RF.K.4 First read. Invite students to listen and follow along as you read the complete story for their enjoyment. Be sure to emphasize with your voice the boldfaced words and the repetition of the text. Reread. Read the story again so that students can participate by joining in with the wolf s Little pig, little pig... and Then I ll huff and I ll puff... lines. Comprehension: Visualize/Analyze Character RL.K.3, RL.K.7, SL.K.1a, SL.K.6 Turn back to the cover and ask students to describe the illustration. Explain: As I read a book, I try to understand the story characters and figure out what they are like. I pay close attention to what they do and what they say. The characters in this book had quite a time, didn t they? Activate metacognitive strategies. Say: Last week we talked about how good readers visualize. I will show you how I visualize when I think about the characters in this book. Model. Say: I see three pigs and a wolf on the cover. The pigs look worried. I wonder how else they feel. I visualize what it is like to be worried. When I am worried I might also be scared. The pigs might be scared and worried. Say: Look at the wolf. Does he look helpful or mean? Picture being there. What do you think the wolf is like? Use this frame: I think the wolf is. Make Content Comprehensible for ELLs Beginning and Intermediate Point to and name the animals on the cover. Turn to the inside front cover and identify what each house is made of. Then point to the houses in random order and ask: What is this house made of? Students can answer with a single word ( straw, for example) or use this frame to answer: This house is made of. All Levels If you have students whose first language is Spanish, share the English/Spanish cognate personality/la personalidad as you explain and model analyzing character. Model the use of academic sentence frames to support ELLs vocabulary and language development. (See suggested sentence frames provided.) Support Special Needs Learners Throughout the week, use the following strategies to help students who have learning disabilities access the content and focus on skills and strategies. Spend additional time previewing and retelling the story. Encourage students to use illustrations to help them visualize what happened and understand the characters. Read aloud the text more than once for students who would benefit from auditory input. You can also play the e-book so that students can listen and follow along as the text is read. Use the graphic organizer activities to build students schema related to the book s content. Validate and support students efforts to participate in instructional conversations and activities. 3

4 Day One Once upon a time, there were three little pigs. They lived with their mother. The first pig built his house of straw. Pages 2 13 Close Read: Analyze Character RL.K.3, RL.K.7, RL.K.10, RF.K.4, W.K.7, W.K.8, SL.K.2, SL.K.6 2 One day the mother pig said, You are big now. You must build your own houses. The second pig built his house of sticks. The Three Little Pigs, pages 2 3 One day the first little pig was making his dinner, when he heard a knock at the door. He peeped out of the window. The Three Little Pigs, pages 5 6 Then the wolf knocked at the door of the second little pig s house. Little pig, little pig, let me in, said the wolf. 5 6 There, at the door, stood a big bad wolf. Little pig, little pig, let me in, said the wolf. No! No! cried the first little pig. Not by the hair on my chinny, chin chin. Then I ll huff and I ll puff and I ll blow your house in, said the big bad wolf. 3 Reread the text, pointing to the characters as you read about them. Stop at various times after telling what the characters are doing and have students visualize the action. Use the prompts provided, or your own, to encourage discussion about what students visualize and what they think about the characters. Use the Analyze Character graphic organizer (BLM 2) to record character actions and traits that students suggest. Pages 2 4: Say: Look at the pigs as they say good-bye to their mother. Visualize a time you had to say good-bye to a family member. How did you feel? Use the illustrations. Think about how the pigs are alike and different. Did they use the same material to build their houses? Pages 5 8: Say: I ll reread the pages. Visualize what is happening. Reread. Ask: Do you think the first pig is smart? Do you think the wolf is mean? Why or why not? Let s add what we think to our chart. Pages 9 13: Say: What do you think about that third little pig? Do you think the wolf has changed? Let s write some of your ideas on our chart. No! No! cried the second little pig. Not by the hair on my chinny, chin chin. Then I ll huff and I ll puff and I ll blow your house in, said the big bad wolf. 9 So the wolf huffed and he puffed and he blew the house in. 10 Connect and transfer. Say: We visualized to help us understand the characters. Use this strategy whenever you read or listen to a story. We ll keep using it as we reread the rest of The Three Little Pigs. The Three Little Pigs, pages 9 10 Characters Actions Traits First Pig page 3 page 8 makes straw house runs to brother s house works hard afraid Second Pig page 3 page 11 Third Pig page 4 page 11 Wolf page 7 page 11 page 13 makes stick house runs to brother s house makes brick house takes in his brothers blows down straw house blows down stick house cannot blow down brick house Sample Analyze Character Annotations (BLM 2) works hard afraid works hard kind, loves his brothers strong, mean strong, mean tired, sad 4

5 Day One Small-Group Reading Instruction (60 minutes) Based on students instructional reading levels, select titles that provide opportunities for students to practice analyzing characters. See the Leveled Text Titles chart provided at the back of this Teacher s Resource System. Use the before-, during-, and after-reading instruction provided in the Teacher s Guide for each text. Individual Student Conferences (10 minutes) Confer with individual students on their text selections and application of strategies. Use the Individual Reading Conference Form on page 32 of Informal Assessments for Reading Development to help guide your conferences. Phonics Workshop (20 minutes) Select Benchmark Phonics StartUp Level 1 Lessons to review phonological awareness skills, letter recognition, and letter formation. Use your beginning of the year assessments to determine the appropriate lessons. Comprehension Quick-Check Observe whether students are able to contribute identifying actions and character traits. If they have difficulty, use the following additional explicit instruction. Say: Think about what the character is doing. Visualize what is happening. Look carefully at the pictures. There are clues in the pictures, too. What do the actions and pictures make you think about the character? Allow responses. If necessary, think aloud to model analyzing a character. For example, on pages 6 7 you might say: I see that wolf pointing to the pig. He is demanding that the pig let him in. When the pig says no, the wolf blows down the house. That isn t a nice thing to do. I can tell this wolf is very mean. Encourage students to think very carefully about the clues and to make their own character descriptions. Home/School Connection Ask students to draw a picture of one character. Have them work with a family member to name and describe the character in What Is the Character Like? (BLM 3). BLM 3 Name Date What Is the Character Like? Parent Instructions: Ask your child to name a character in the story The Three Little Pigs and tell you what the character is like. Talk about what the character did that shows what he is like. Help your child complete the sentences below to tell about the character. Then have your child draw a picture of the character. This is. is Benchmark Education Company, LLC What Is the Character Like? (BLM 3) 5

6 Day Two Read-Aloud (10 minutes) Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy Visualize. Use the sample readaloud lessons and suggested titles in the Getting Started Guide. Mini-Lessons (20 minutes) Retell Pages 2 13 RL.K.2, RL.K.10, RF.K.4, SL.K.1a, SL.K.6 Literary Fiction Big Book Texts for Close Reading, pages Lesson Objectives Students will: Retell story events. Visualize and analyze characters during reading. Build oral language and vocabulary through whole-group discussion. Related Resources Writing to Sources, page 9 Analyze Character (BLM 2) Analyze Plot (BLM 4) BenchmarkUniverse.com Say: Yesterday we read The Three Little Pigs and we reread the first half of the book to focus on the characters. Let s take a few minutes to retell what happened in first half of the story. Raise your hand if you would like to share something that happened in the story, and I will call on you. Lead a discussion about the story events so far. Record students ideas on a simple Analyze Plot chart (BLM 4). Allow them to remember as much information as they can without prompting. If necessary, use the following questions to guide their retelling: Who are the characters in this story? What happened at the beginning of the story? What do the little pigs do next? What does the wolf do in the middle of the story? Conduct a shared reading of pages 2 13, inviting students to read along with dramatic expression. Beginning: The pigs build houses of straw, sticks, and bricks. The wolf blows down the straw and stick houses. Middle: The pigs go into the brick house. The wolf cannot blow down the brick house. The wolf tries to get into the brick house by going down the chimney. Sample Analyze Plot Annotations (BLM 4) 6

7 Day Two Pages Close Read: Analyze Character During Reading RL.K.1, RL.K.2, RL.K.3, RL.K.7, RL.K.10, RF.K.4, SL.K.1a, SL.K.1b, SL.K.2, SL.K.6, L.K.6 Say: Now we ll reread the rest of The Three Little Pigs. We ll talk more about the characters as we read. Remember to visualize what is happening and look for picture clues to help you think about the characters and what they do. Read each page aloud with dramatic expression. Stop at various times to allow students to visualize what is happening. Use the question prompts provided, or your own prompts, to encourage a discussion about what students visualize and what they think about the characters. Add to the Analyze Character graphic organizer (BLM 2) to record additional character actions and traits on these pages. Pages 14 17: Ask: At first, how do the pigs feel? How do they feel after they see the wolf? What does the third pig suggest? What does this tell about him? Pages 18 20: Ask: What do you visualize the wolf is doing all this time? How do you think he feels? Why? Pages 21 24: Ask: What new words can you use to describe the pigs and the wolf at the end of the story? Is the wolf the same at the end of the story as he was in the beginning? Why do you think so? Connect and transfer. Say: We visualized and used picture clues to analyze, or describe, the characters. Understanding what the characters are like helps you understand the whole story. Remember to analyze the characters today during small-group reading instruction, too. Characters Actions Traits First Pig page 15 hears a thump and hides behind brother cowardly Second Pig page 15 hears a thump and hides behind brother cowardly Third Pig page 15 page 17 Wolf page 21 page 24 hears a thump and stands in front of brothers says to put a pot of boiling water under the chimney falls into the pot of water runs away Sample Analyze Character Annotations (BLM 2) afraid but brave clever, smart not smart, upset afraid Make Content Comprehensible for ELLs Beginning Invite ELLs to point to pictures in the book as you retell each event. Encourage beginning ELLs to answer yes/ no questions about each event. Then repeat the correct answer. For example, ask: Is the wolf climbing up the ladder? After students answer, point to the picture and say: Yes, the wolf is climbing up the ladder. Intermediate and Advanced Model the use of academic sentence frames to support ELLs character analyses, for example: This is. I see that he is. I think he is. Comprehension Quick-Check Take note of which students can or cannot contribute character actions and traits to the discussion. Use the following additional instruction to reinforce how to analyze characters based on visualizing and using picture clues. Reread several pages throughout the book and work with students to visualize the text and look for picture clues that help them understand how the character feels or what the character is like. For example, have students close their eyes and visualize the action as you reread pages Have students share their visualizations. Say: Now let s look at the pictures. How do you think the wolf feels? What clues helped you decide? 7

8 Day Two Oral Language Extension During independent workstation time, pair students to discuss the drawings they made last evening to tell about a character in the story. Ask students to tell about their character using these sentence frames: The character I drew was. I think he is because. Tell students you will ask about their conversation during individual conference time. Home/School Connection Have students take home a copy of Analyze Plot (BLM 4) and retell The Three Little Pigs to a family member who will write down their ideas. Small-Group Reading Instruction (60 minutes) Based on students instructional reading levels, select titles that provide opportunities for students to practice analyzing characters. See the Leveled Text Titles chart provided at the back of this Teacher s Resource System. Use the before-, during-, and after-reading instruction provided in the Teacher s Guide for each text. Individual Student Conferences (10 minutes) Confer with individual students on their text selections and application of strategies. Use the Individual Reading Conference Form on page 32 of Informal Assessments for Reading Development to help guide your conferences. Phonics Workshop (20 minutes) Select Benchmark Phonics StartUp Level 1 Lessons to review phonological awareness skills, letter recognition, and letter formation. Use your beginning of the year assessments to determine the appropriate lessons. 8

9 Day Three Read-Aloud (10 minutes) Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy Visualize. Use the sample read-aloud lessons and suggested titles in the Getting Started Guide. Mini-Lessons (20 minutes) Retell the Story RL.K.2, SL.K.1a, SL.K.1b, SL.K.6, L.K.6 Say: Yesterday we finished reading The Three Little Pigs. Let s take a few minutes to retell what happened in the story. First let s review what we ve already recorded on our Analyze Plot chart. Reread the events you recorded on the Analyze Plot chart yesterday. Then ask students to continue their retelling. You may wish to revisit specific pages in the book or turn to the inside back cover of the big book to visually prompt students. Record students ideas on your Analyze Plot chart. Allow them to remember as much information as they can without prompting. If necessary, use the following questions to guide their retelling: What did the wolf do when he could not blow down the brick house? What did the pigs do? What happened at the end of the story? Reread RL.K.10, RF.K.4 Conduct a shared reading of the entire book, inviting students to chime in when they know the words, or assign specific repetitive lines to different groups of students. For example, one group of students could deliver the line Little pig, little pig, let me in, while other students deliver the line No! No! Not by the hair of my chinny, chin, chin. If time permits encourage students to reread the lines using appropriate gestures to go along with them. Literary Fiction Big Book Texts for Close Reading, pages Lesson Objectives Students will: Retell story events. Identify and vote on favorite characters. Reflect on analyzing characters. Build oral language and vocabulary through whole-group and partner discussion. Related Resources What I Know About Web (BLM 1) Analyze Character (BLM 2) Analyze Plot (BLM 4) Who Is Our Favorite Character? (BLM 5) Writing to Sources, page 9 BenchmarkUniverse.com 9

10 Day Three Make Content Comprehensible for ELLs Beginning Invite ELLs to point to images in the book as students retell events. Encourage ELLs to act out what happened in the story. As they act out events, use simple language to narrate the action: The third pig builds a brick house. The wolf climbs, huffs, and puffs. Intermediate Model the use of academic sentence frames to support ELLs retelling of the previous day s reading, for example: One event was when. At the end,. Respond to the Story RL.K.1, RL.K.3, SL.K.1a, SL.K.1b, SL.K.6 Turn and talk. Invite students to pair up and tell each other who their favorite character in the story is and why. Make sure students understand that they are expected to talk in low voices and to listen carefully to their partners because they will be reporting on their partners favorite character in the story. Bring students together after a few minutes. Call on various students to share their partners favorite character and explain why it was their favorite character. Invite students to vote on their favorite character. Tally votes on the Who Is Our Favorite Character? graphic organizer (BLM 5) to post in your classroom. Also invite students to revisit the What I Know About Web and add any new ideas they have. All Levels Pair ELLs with fluent English speakers during partner discussions and activities. Comprehension Quick-Check Take note of which students can or cannot retell the story. Ask the following questions to prompt their retelling: What kind of house did the first little pig build? The second little pig? The third little pig? What did the wolf do to each house? How did the pigs trick the wolf? Use small-group reading time to model and guide practice of retelling the events in a story. Home/School Connection Ask students to retell their favorite part of the story to a family member. Family members can ask students questions about the story and discuss the answers together. 10

11 Day Three Comprehension: Reflect on Analyze Characters RL.K.3, SL.K.1a, SL.K.1b, SL.K.6, L.K.6 Reread the actions and traits students named and you wrote on the Analyze Character graphic organizer. Discuss how the character traits were based on what the characters said and did in the story. Connect and transfer. Say: Remember, good readers analyze, or describe, characters as they read. They pay attention to what the characters say and do and think about what these actions tell them about the characters. Analyze the characters every time you read and listen to a story. BLM 5 Name Date Who Is Our Favorite Character? Character Total Votes First Little Pig Second Little Pig Third Little Pig Big Bad Wolf Our favorite character is. Small-Group Reading Instruction (60 minutes) Based on students instructional reading levels, select titles that provide opportunities for students to practice analyzing characters. See the Leveled Text Titles chart provided at the back of this Teacher s Resource System Benchmark Education Company, LLC Who Is Our Favorite Character? (BLM 5) Use the before-, during-, and after-reading instruction provided in the Teacher s Guide for each text. Individual Student Conferences (10 minutes) Confer with individual students on their text selections and application of strategies. Use the Individual Reading Conference Form on page 32 of Informal Assessments for Reading Development to help guide your conferences. Phonics Workshop (20 minutes) Select Benchmark Phonics StartUp Level 1 Lessons to review phonological awareness skills, letter recognition, and letter formation. Use your beginning of the year assessments to determine the appropriate lessons. 11

12 Day Four Read-Aloud (10 minutes) Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy Visualize. Use the sample read-aloud lessons and suggested titles in the Getting Started Guide. Mini-Lessons (20 minutes) Reread the Story: Build Fluency RL.K.10, RF.K.4, SL.K.1a, SL.K.1b, SL.K.2, SL.K.6, Literary Fiction Big Book Texts for Close Reading, pages Lesson Objectives Students will: Reread the big book to build fluency. Analyze characters after reading. Develop Tier Two Vocabulary (sound words). Related Resources Writing to Sources, page 9 BenchmarkUniverse.com Tell students you are going to read the story again, and you would like them to pay careful attention to your voice. You will make the story exciting by putting expression into your voice, especially by using a different way to say the words of each character. After reading, invite students to comment on what they heard in your voice. Ask them how using expression helped them understand what the characters were like and how they felt. Read the book again, inviting students to read along with you. Tell them to put expression into their voices, too. Brainstorm Writing Ideas: Letter to the Big Bad Wolf W.K.7, W.K.8, SL.K.1a, SL.K.1b, SL.K.6, L.K.6 Say: At the end of the story, the wolf ran away and the three pigs lived happily ever after. Suppose the pigs decided to write a letter to the wolf. Think about what they might say in their letter. Let s make a list of what they might say. We will use our ideas tomorrow to write our letter. Record students ideas about what the pigs could write in a letter to the wolf. As necessary, prompt students with questions like these: What questions would they ask? Would they want to tell the wolf about how they feel? Why or why not? What would they want to tell the wolf about what they think about his behavior? Would they forgive the wolf? Would they ever want to see the wolf again? Reread students ideas aloud. Tell them they will revisit their ideas tomorrow. Save your group brainstorm to refer to then. (See Day 5 for sample brainstorming list.) 12

13 Day Four Develop Tier Two Vocabulary: Sound Words W.K.7, SL.K.1a, SL.K.1b, L.K.6 Point out the wolf s words on page 6 of The Three Little Pigs. ( Then I ll huff and I ll puff and I ll blow your house in. ) Explain: The words huff and puff are words that suggest or express sounds. Writers use sound words to make their writing more interesting and to help readers hear in their mind just what the characters or actions sound like. Let s look for other sound words in the story. Reread pages 8, 9, 14, 15, and 21, and guide students to identify other sound words in the story (slammed, knocked, whispered, bump, thump, splash). Record them on chart paper to serve as a Sound Words anchor chart. Point out that sound words can describe quiet sounds, as well as loud sounds. Invite students to act out and list other words that suggest sounds they hear (examples: boom, crash, swish, stomp, jingle). Add these to the anchor chart. Post the chart on a classroom wall to refer to later. Small-Group Reading Instruction (60 minutes) Based on students instructional reading levels, select titles that provide opportunities for students to practice analyzing characters. See the Leveled Text Titles chart provided at the back of this Teacher s Resource System. Use the before-, during-, and after-reading instruction provided in the Teacher s Guide for each text. Individual Student Conferences (10 minutes) Confer with individual students on their text selections and application of strategies. Use the Individual Reading Conference Form on page 32 of Informal Assessments for Reading Development to help guide your conferences. Phonics Workshop (20 minutes) Make Content Comprehensible for ELLs All Levels Invite ELLs to use body language and gestures to act out one of the characters in the story. Have the others guess the character. Have students make sounds with you using an object or body part. Then describe what happened using a sound word, for example: Stomp: Stomp your feet and have students imitate your movement. Say: Stomp, stomp, stomp! Listen to the sound we make when we stomp our feet. Shh: Put your finger to your lip and say, Shh. Have students imitate the gesture. Say: When you want someone to be quiet you can use the sound Shh. Oral Language Extension During independent workstation time, display the inside back cover of the big book and invite pairs of students to use the picture prompts to retell what happened in the story. Remind them to talk about what each character was like. Vocabulary Quick-Check Observe whether students are able to identify sound words in the story. If necessary, find the words and demonstrate how the word sounds like the sound it names. After naming words from the story and other common sound words, review them by demonstrating a sound and asking students to name the word and point to it on the anchor chart. Select Benchmark Phonics StartUp Level 1 Lessons to review phonological awareness skills, letter recognition, and letter formation. Use your beginning of the year assessments to determine the appropriate lessons. 13

14 Day Five Read-Aloud (10 minutes) Revisit the week s read-alouds to make text-to-text connections and provide opportunities for reader response. Use the suggested activities in the Getting Started Guide, or implement ideas of your own. Mini-Lessons (20 minutes) Shared Writing to Sources: Letter to the Big Bad Wolf W.K.5, W.K.7, W.K.8, SL.K.5 Say: Yesterday we had fun thinking about what the three pigs might say in a letter to the big bad wolf. Let s reread some of our ideas. Literary Fiction Big Book Texts for Close Reading, pages Lesson Objectives Students will: Analyze characters to write a letter to the big bad wolf. Related Resources Writing to Sources, page 9 BenchmarkUniverse.com Reread the list of ideas students suggested. Lead a discussion about which of these ideas the class would like to include in their letter. Guide students to agree on three ideas to include in the letter. Say: Let s pretend we are the three pigs. Let s write a letter to the big bad wolf. What will we say? As a group, decide on several ideas you will include in your letter. Ask students to suggest a question. Remind them that they can use sound words to tell about actions. Prompt students as needed: What question can we ask about what the wolf did? What sound words can we use in our question? How can we explain how the three pigs feel about the wolf? Record students ideas on chart paper. Begin the letter with Dear Big Bad Wolf, and end it with an appropriate salutation from the pigs. Reread the letter with students, inviting them to suggest ways the sentences could sound more like the three little pigs wrote it. Model how writers edit and revise their work by checking spelling, punctuation, and grammar. Invite students to create illustrations for the letter. Display the completed shared writing and illustrations in your classroom or on a bulletin board in your school corridor for others to enjoy. Connect and transfer. Say: We used a process that good writers use. We brainstormed ideas for writing our sentences and looked back to correct any mistakes. Use this process every time you write. 14

15 Day Five What will the pigs say in their letter? Why were you so mean? Will you be nice to us? We think you are big and bad. We don t like it when you slam into the door and knock it down. We would like to be friends. Do you want to be friends? We hope you never huff and puff at our house again. Writing Model Dear Big Bad Wolf, We think you acted mean. You knocked down our houses. Can you be nice to us? If you can, we would like to be friends. The Three Little Pigs Sample Writing Ideas for Letter to Wolf Small-Group Reading Instruction (60 minutes) Based on students instructional reading levels, select titles that provide opportunities for students to practice analyzing characters. See the Leveled Text Titles chart provided at the back of this Teacher s Resource System. Use the before-, during-, and after-reading instruction provided in the Teacher s Guide for each text. Individual Student Conferences (10 minutes) Confer with individual students on their text selections and application of strategies. Use the Individual Reading Conference Form on page 32 of Informal Assessments for Reading Development to help guide your conferences. Phonics Workshop (20 minutes) Select Benchmark Phonics StartUp Level 1 Lessons to review phonological awareness skills, letter recognition, and letter formation. Use your beginning of the year assessments to determine the appropriate lessons. 15

16 BLM 1 Name Date What I Know About Web What I Know About The Three Little Pigs

17 BLM 2 Name Date Analyze Character Characters Actions Traits

18 BLM 3 Name Date What Is the Character Like? Parent Instructions: Ask your child to name a character in the story The Three Little Pigs and tell you what the character is like. Talk about what the character did that shows what he is like. Help your child complete the sentences below to tell about the character. Then have your child draw a picture of the character. This is. is.

19 BLM 4 Name Date Analyze Plot The Three Little Pigs Parent Instructions: Ask your child to tell you about the story The Three Little Pigs. Help him or her record the ideas on the graphic organizer. Beginning: Middle: End:

20 BLM 5 Name Date Who Is Our Favorite Character? Character Total Votes First Little Pig Second Little Pig Third Little Pig Big Bad Wolf Our favorite character is.