Guided Reading Narrative 390L Grandpa at the Beach Written by Rob Lewis Key IDEA Grandpa, Finley, Mom, and Dad go on a vacation to the beach. Students will read two of the three short stories about Grandpa and Finley s adventures as they explore a scary beach house, have a sticky picnic, and relax at a cove by the sea. LITERACY STANDARDS ADDRESSED IN THIS PLAN ISBN 978-1-62889-156-0 RL.3.3 RL.3.4 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Craft & Structure Sessions 1, 2 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.6 MAIN FOCUS Craft & Structure Sessions 2, 3 Distinguish their own points of view from that of the narrator or those of the characters. RL.3.7 RL.3.10 SL.3.1 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). 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. Comprehension & Collaboration Sessions 1, 2, 3 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. L.3.1.e Conventions of Standard English Additional Instruction Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. L.3.5 Vocabulary Acquisition & Use Sessions 3, Additional Instruction Demonstrate understanding of figurative language, word relationships and nuances in word meanings. RF.3.3a RF.3.4b W.3.3 Phonics & Word Recognition Additional Instruction Identify and know the meaning of the most common prefixes and derivational suffixes. Fluency Session 2 Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 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
Session 1 Text Selection: pp. 5 20 Learning Focus RL.3.3 Students read closely to describe the story characters and explain how their actions contribute to the sequence of events using text evidence for support. VOCABULARY RL.3.4 Point out the phrase play a trick on page 11. Ask students what they think it means based on the context. Discuss that the phrase means to do something that will fool someone or be a joke. Key Idea: Text Selection In the first short story, Grandpa, Finley, Mom, and Dad are driving to the beach. Grandpa tells a monster story to cheer everyone up. Then Grandpa and Finley try to scare each other at the beach house. PREVIEWING THE TEXT 5 minutes Read the title and author credit with students. Invite students to study the illustration and read the back cover text. I m curious about the illustration on the front cover. It doesn t look like the beach. It looks like lightning in the background, and the characters look startled or scared. Read the back cover quietly to yourselves. Who do you think is on the cover? Grandpa is on the right, and Finley s on the left. Let s share what we learned about the story. Grandpa, Finley, Mom, and Dad go to the beach on vacation. But things don t go the way they planned. This doesn t tell us about the storm we see on the cover, so let s read to find out what happens. ELL SUPPORT L.3.4 Vocabulary Support vocabulary such as beach house, door handle, or front door in context using the ELL vocabulary strategies in Getting Started. READING THE TEXT CLOSELY 10 minutes Explain the learning focus for students. Ask them to read pages 5 7. Check to see how they are doing with the application of the focus. Provide support if needed. Then have them read the rest of the selection. As we read today, we ll think about what the characters are like, why they act as they do, and how they feel. We ll also look at how a character can affect events. The first page of the story brings us right into the story. Let s share what s happening so far. Grandpa, Finley, Mom, and Dad are in a car. They re going to the sea for a vacation, but it s raining hard so everyone is gloomy. Finley is afraid it s going to rain the whole time. They don t want the rain to ruin their vacation. So who tries to change the gloomy feelings? Grandpa does. He says he ll tell a story to cheer them up. Is that what he does? Yes, he tells a scary story about a monster. I m not sure that would make me feel better. Maybe it will turn out to be a funny story. Have students read pages 8 10 and apply the learning focus. Let s share what we know about Grandpa so far. He likes to tell stories. I think he likes to play with Finley. He s not a serious grandpa. I think they have fun together. That s a good description of Grandpa s character. Let s continue to read to learn more about Grandpa and Finley. 2 Grandpa at the Beach
If you are satisfied that students can apply the focus, have them finish reading the first story. If not, have students reread pages 5 20 to think about the characters and their traits. DISCUSSING THE TEXT 10 minutes Invite students to think about what happens in the first story and how a character can contribute to the sequence of events. Encourage them to cite evidence from the text as they describe a character s traits, motivations, or feelings. Also, encourage students to build on the ideas their classmates share in the discussion. As we read The Beach House, we learned about the characters, especially Grandpa. Who would like to share what they learned? Grandpa has fun playing with Finley. They like to play tricks on each other. Grandpa won t admit that he was scared by what happened, but he was scared. How do you know that Grandpa was scared? The text on page 18 says he and Finley were scared. Dad says he s sorry for scaring them when he sees them trembling. What really scared Grandpa and Finley? Grandpa started it with his scary story. They were thinking about that story in the house, so they were ready to be scared by a monster when Dad came in, and they didn t know who it was. Focus on the word banged on page 6. When Grandpa tells his scary story in the car, he carefully chooses the words he uses. What does he say the monster with bat wings does at the door? banged on it Let s think of other words for banged. knocked, tapped If Grandpa had used one of these words, what would the story be like? It wouldn t sound so scary. As we read, let s look for how words are used. Confirm students good use of the focus and encourage them to keep it in mind whenever they read realistic fiction. You paid close attention to the story and were able to describe what Grandpa was like. Then you used that information to explain how Grandpa s actions affected the major events. When you read other realistic fiction books, try to do that again. 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. Corrective Feedback Have students closely reread the title and pages 5 7 to identify and describe the characters. Encourage them to silently reread, stopping at key points to think and talk together about their understandings. S.L.3.1 DISCUSSION Collaborative DISCUSSION TIP As students discuss the characters, make sure they express their ideas clearly and build on what others say. L.3.5 VOCABULARY Nuances in Meaning COMPREHENSION SHARE Take notes or make a word web about the characters in a story. Include what they look like and their traits. Also include some of the things they do and why they do them. CHOICE COMPREHENSION: DESCRIBE CHARACTERS E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to describe characters they have read so far. Review students answers as you evaluate their mastery of the learning focus. RL.3.3 COMPREHENSION Describe Characters 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 question: Why does Grandpa act the way he does? Review students collected evidence as you evaluate their mastery of the learning focus. W.3.8*, RL.3.3 WRITING Gather Evidence Mondo Bookshop Grade 3 3
Session 2 Text Selection: pp. 5 20 LEARNING FOCUSES RL.3.3, RL.3.6, RL.3.7 Students return to text to reread to distinguish their point of view from that of the characters. At the same time, students will continue to cite text evidence that helps them describe a character and explain that character s impact on events. Finally, students will explain how illustrations help to establish a story s setting. ELL SUPPORT RL.3.3 Discussing the Text Ask questions at students language proficiency levels and provide the following sentence frames for student responses: The setting is. I know because the author says. happens in the story. 4 Grandpa at the Beach 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. Let s review our discussion from the last session. We read and talked about the first story in the book. We told what we learned about Grandpa as a character and how his actions affected what happened in the beach house. When we look for evidence that tells us what a character is like, and why he or she acts and feels a certain way, we can better understand and appreciate what happens in a story. READING THE TEXT CLOSELY 10 minutes Explain the learning focuses for this session. Invite students to reread page 17. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 3 of this lesson plan. Together let s reread page 17. We re still looking for evidence that helps us describe the characters and their actions and feelings. This time, we re also thinking about the characters points of view and how the illustrations tell us more about characters and the setting. Let s talk about what happens on page 17. Grandpa and Finley are in the beach house. There s a loud bang on the front door. From whose point of view are we seeing what is happening? from Grandpa and Finley s point of view in the house Do we, as readers, know who is at the door? No. We know only what Grandpa and Finley know. Finley thinks it s Mom and Dad, but Grandpa says they have a key so they wouldn t be banging on the door. Who does the author say is at the door? the monster with bat wings; the monster that was in Grandpa s story Explain that readers can also get clues from the illustrations that help them learn more about characters, setting, and events in a story. Now look at the illustration on page 17. What do you see? It s a big black shape at the door. It looks like what the author said, the monster with bat wings. Now think about where Grandpa and Finley are. Is their point of view the same as yours? No, because they re upstairs. They hear the bang, but they don t see what s at the door like we do. They may think it s the monster, but the author actually says it s the monster. How does the illustration add to the feeling or mood of the setting? The setting from inside the beach house is a lot scarier when you see the dark shape looking so big at the door. Let s check again on the character s point of view as compared to yours. Grandpa and Finley feel scared because of what they hear. I feel scared because I can see the monster too.
Do you know who the monster is before the closet door opens? No, my point of view is the same as Grandpa s and Finley s. I find out it s Dad at the same time they do. 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. DISCUSSING THE TEXT 10 minutes Facilitate a discussion in which students describe a character s point of view about events in the story as distinguished from their own points of view. Remind students to get information from the text and from the illustrations. Also, encourage students to build on the ideas their classmates share in the discussion. Let s reread pages 12 16. Who can tell us what happens on these pages? Grandpa and Finley try to get into the beach house. Then they try to scare each other. Why are they doing that? What is their motivation? I think it s all because of that scary story Grandpa told in the car. From what you know about Grandpa, describe what he s feeling that leads him to act like this. Finley scared him, even though Grandpa said he wasn t scared, so he wants to play the same kind of trick on Finley in return. In these four pages, how does Grandpa s point of view compare to your own point of view of what s happening? Grandpa doesn t know that Finley went into the house and made that strange noise, but I know it s Finley playing a trick. Then I know what Grandpa is planning because I read about him finding the flour. How do you feel about what he s doing? I don t think he should try to trick Finley in this strange place; I like that they play tricks on each other; I like that Grandpa likes to have fun. The illustrations help us to imagine the setting. How did they make you feel? The picture on page 16 showed me what Grandpa did with the flour. I thought of how dark it was outside, and that it s lighter inside on pages 14 and 15. But then the pictures got darker and spookier on pages 18 and 19 when the monster came. Direct students attention to the phrase we re not scared on page 9. I noticed that Grandpa and Finley often say that they are not scared. Let s look together at page 9. Based on the context, do you think they are scared or not? On page 9, I think they are scared because they stay in the car. Why do you think the characters would say they are not scared when they actually are? I think saying they are not scared is sort of showing how they actually are scared. I think they don t want anyone else to know they are scared. Interesting. So sometimes the actual meaning of a word or phrase is different from the real meaning intended by the author. Confirm students good use of the focuses and encourage them to keep them in mind whenever they read narrative fiction. Remind them that the illustrations are as much a part of the story as the words. SL.3.1 DISCUSSION Collaborative COMPREHENSION SHARE Pause from time to time as you are reading. Think about how the characters feel about events. Think about what the narrator s point of view is. Then decide how you feel similar or different from the characters and narrator? RL.3.4 VOCABULARY Context Mondo Bookshop Grade 3 5
TEACHING TIP Encourage students to make connections to their own lives while they read stories. This will help them gain insight into the main characters motivations. You have done a good job expressing your ideas and describing what one of the main characters is like and how his actions are the basis for story events. You also distinguished your point of view from a character s point of view of what happens in the story. You knew what the author told you compared to what the character knew. How did you use the illustrations to understand the story? The illustrations showed me that it was a dark, stormy night. There were lots of shadows and strange noises shown by the big words. The pictures made the place seem scary, so I was ready for something scary to happen. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note the session s learning focus. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focus. RF.3.4b FLUENCY Expression W.3.8*, RL.3.3 WRITING Gather Evidence CHOICE FLUENCY FOLLOW-UP Fluency Practice Invite students to reread the dialogue between Grandpa and Finley and the author s description of events on pages 17 20. Have them practice reading with expression, taking cues from the punctuation and the italicized words. Model reading with expression for one of the characters if needed. 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: Why does Grandpa act the way he does? Review students collected evidence as you evaluate their mastery of the learning focuses. 6 Grandpa at the Beach
Session 3 Text Selection: pp. 35 48 Key Idea: Text Selection After arguing with Grandpa about who will use the air mattress on the beach, Finley leaves to explore the cove. What he brings back has a great effect on Grandpa s dream. RETURNING TO THE TEXT 5 minutes Explain that students have read the story about the beach house, discussed what they learned about the character of Grandpa, and distinguished their points of view of the story from Grandpa s point of view. As we discussed what we knew about Grandpa, we also focused on the illustrations to see how they depicted characters and the setting, and how this added to the mood of the story. How does studying the illustrations help you understand the story? The illustrations show where the characters are, what it is like in that place, and how this setting affects how the characters feel and what they do. Today, we re going to read another story about Grandpa and use what we know about him to explain his actions. We ll see how his point of view of events differs from ours, and use the illustrations to understand the setting. LEARNING FOCUSES RL.3.3, RL.3.6, RL.3.7 Students read a new story and use what they have learned to explain how that character s actions contribute to events. They express their points of view of the story and distinguish it from the character s point of view. Simultaneously, students use illustrations and text evidence to demonstrate their understanding of the characters and the setting. READING THE TEXT CLOSELY 10 minutes State the learning focuses. Invite students to read pages 35 39. Check to see how they are doing with application of the focuses as you have done previously. Then have students read the rest of the story, noting the point of view and the illustrations. I see that Grandpa and Finley have a problem. They both want to lay on the air mattress. How do you know Grandpa is pretending to be old and creaky? You can see him hunched over in the picture. The words on page 36 say he s pretending to be old and creaky. He s acting because I know he s not really creaky. In the first story, he climbed stairs and jumped out of a closet. I remember that story. How does Grandpa act when Finley brings back the things he collected? He doesn t look at them, like they re not important. He just says they re nice, but he doesn t know what they are. VOCABULARY L.3.5 Introduce the phrase like floating on a cloud on page 40. Have a discussion with students about how this phrase does not mean that Grandpa is actually on a cloud. Ask students to work with partners to discuss what this phrase in the story means. DISCUSSING THE TEXT 10 minutes Facilitate a discussion that links the three learning focuses. Remind students to use both the text and illustrations to learn about the setting, the characters, and their points of view. What are the last words Grandpa says to Finley before he falls asleep? The sea can be dangerous. Let s share how this affects what happens. Grandpa turns these words into a dream where he is in danger on the sea. What do we know that Grandpa doesn t know? that he s having a dream and the monster is really the things from Finley s pail Our point of view is different from Grandpa s. How do the illustrations help you know this? SL.3.1 DISCUSSION Collaborative DISCUSSION TIP You can keep discussions interesting if you vary the people students collaborate with; have small group, partner, whole group discussions; or vary the number of people in a group. Mondo Bookshop Grade 3 7
I can see what Finley picked up and how similar they are to what Grandpa dreams about. Use what you know about Grandpa to explain why he decided to explore. He felt Finley played another trick on him, so he s going to go find something for a trick of his own. He didn t like Finley seeing him wake up so scared. Support students as they continue to look for details in the text and illustrations that help them understand the events, the characters, and their points of view. As students discuss their ideas with the class, remind them to build on others ideas. As you finish the book on your own, think about what you have learned about the characters, especially Grandpa. Why is it important to share your ideas with others about the characters, their points of view versus your own, and the setting as shown in the illustration? Others may talk about things that I didn t think of. That gives me new ways to think about the characters and the story so I understand it better. Listening carefully and building on others ideas gives you a better understanding of what you read. 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 question: Why does Grandpa act the way he does? Have students use the text evidence they collected to support their writing. 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 8 Grandpa at the Beach E-RESOURCE Summative Assessment Review with students the elements of a story. Talk about the narration, the events, and the words that explain how a character feels. Invite students to continue the story at the end of The Air Mattress by writing what happens when Grandpa leaves Finley with the air mattress to go explore the cove. Students will work independently to write their narratives. Ask students to include an illustration that shows details of the setting and the character s actions. You ve been reading about what happened to Grandpa and Finley at the beach house and at the cove. You ve collected evidence about the character of Grandpa as you read to help you write your own story after Grandpa leaves Finley with the air mattress to go exploring. Work with a partner to review the evidence you have gathered. Think about Grandpa s point of view and your own as you write the story. What do you as the author know that Grandpa doesn t? Then describe the events in order of what Grandpa does. Draw an illustration to show more details about the setting and to enhance the story s mood. You ll be writing this story on your own.
CHOICE Additional Instruction WORD STUDY Inflectional Endings Draw students attention to the word paddled. The word appears on page 41. Guide students to determine its meaning in the book. Let s read page 41. The word paddled appears on this page. How is this word used in the sentence? It s an action word. Let s look at the ending and share what -ed means. It shows that the action happens in the past. If you take off the -ed ending, the word is paddle, which means the action happens in the present. Can you find other words that end in -ed and show an action happening in the past? Yes, banged on page 6, turned on page 7, stomped on page 8, and others. L.3.1.e CONVENTIONS OF STANDARD ENGLISH Inflectional Endings VOCABULARY Figurative Language Focus on the phrase like floating on a cloud on page 40. Let s read this phrase on page 40.... This is an example of a simile. Can anyone tell us what a simile is? Yes, it s a type of descriptive language where two things are compared. In a simile, two things are compared using the words like or as. What is compared here? the mattress and a cloud What does this simile help you understand? Grandpa was not actually on a cloud. The mattress felt soft and fluffy like a cloud. L.3.5 VOCABULARY Figurative Language WORD RECOGNITION Derivational Suffixes Focus on the word gloomy on page 5. This book contains several words that have derivational suffixes. Let s look at the word gloomy. Let s find the root word and tell what it means. gloom, darkness What suffix was added to the word gloom? -y Who can share what the word means now? It describes something that is dark and depressing. Yes, adding the suffix -y to words makes them adjectives, which describe what something looks or feels like. Look for other words in the story with the suffix -y. scary, creaky, slimy RF.3.3a WORD RECOGNITION Derivational Suffixes Mondo Bookshop Grade 3 9
Name Date Comprehension: Describe Characters You read about different characters in the book Grandpa at the Beach. Pick three characters and describe them using the chart below. Write the page numbers where you found your descriptions. Character Name: Name: Name: Trait or Characteristics Feelings Actions Mondo Publishing Score: 10 Grandpa at the Beach
Name Date Collecting Text Evidence Why does Grandpa act the way he does? Use this chart to collect evidence to describe Grandpa s motivations, or reasons, for acting the way he does. Write actions Grandpa took, why you think he acted that way, and details from the book and the page references where you found those details. Grandpa s actions Why I think Grandpa acted that way... Description in the book that shows this... Mondo Publishing Score: Mondo Bookshop Grade 3 11
Name Date Writing Task: Your Narrative First Draft Think about Grandpa s character as you review the evidence you have collected. Think back to what he says to Finley when he wakes up from his dream. Write a story that tells what happens when he explores the cove. REMEMBER: A well-written narrative: describes what a character does, says, and feels tells events in order shows the character s point of view Mondo Publishing 12 Grandpa at the Beach Score: