3 The Bears Ride in Style - Houghton Mifflin Harcourt

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Number of Words: 738

Characteristics of the Text Genre • Realistic fi ction

Text Structure • Third-person narrative • Organized chronologically• Problem presented on second page

Content • Successful girls’ soccer team • Need to raise money for travel to state championship game

Themes and Ideas • Children can take responsibility for solving problems.• Determination, persistence, and creative thinking are rewarded.• Hard work leads to success and personal satisfaction.

Language and Literary Features

• Conversational language• Split dialogue

Sentence Complexity • Lots of dialogue• Some simple sentences• Compound and complex sentences with phrases. Example: When I was your age, I was a

pretty good soccer goalie myself, and I was the captain of my team.Vocabulary • Many sports and soccer terms, some of which might not be familiar; Examples: referee,

whistle, league, championship, goalie, uniforms, sports sectionWords • Many challenging multisyllable words such as sponsoring, contacted, politely, celebration

Illustrations • Realistic illustrations support the text.Book and Print Features • Thirteen pages of text, illustrations on eleven pages

• Two pages of all text© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

L E S S O N 3 T E A C H E R ’ S G U I D E

The Bears Ride in Styleby Jane Bingley

Fountas-Pinnell Level MRealistic Fiction Selection SummaryMolly’s soccer team, the Bears, is the best in the league. They have a chance to play in the state championship, but cannot afford to pay for the trip. Molly calls a meeting, and the players agree to fi nd a sponsor. After many disappointments, a motorcycle store comes forward——and provides a decorated bus for the team.

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afford – to be able to pay for something, p. 3

block – the section of a street between two other streets, p. 6

contacted – got in touch with, p. 8

customers – people who buy things at a store, p. 6

earn – to get money, praise, or respect from others as a result of efforts or actions, p. 4

fi gure – to decide or to solve, p. 4

raise –a way to collect money, p. 3

spreading – something that is stretching out or expanding, p. 12

Target Vocabulary

The Bears Ride in Style by Jane Bingley

Build BackgroundHelp students connect to the text by using their experience with sports teams. Build interest by asking questions such as the following: What sports do you like to play? How does it feel to be part of a team? Read the title and author and talk about the bus pictured on the cover. Tell students that this story is realistic fi ction, so the characters are going to act like real people.

Introduce the TextGuide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

: Explain that this is a story about a girl named Molly and her soccer team, the Bears. As the story begins, the team has just won an important game. Suggested language: Turn to page 2. Here is a picture of Molly and her teammates. Read the last sentence: They had just won the most important game of the year. Look at the illustration. How do you think most of the girls feel? How do you think Molly feels?

Pages 3-4: Explain that on page 4 Molly tells her friend Ruthie that they need to figure out a way for their team to go to San Diego to play in the championship game. A trip like that costs a lot of money. Molly wants to raise money for the trip. She has fi gured out that one way to collect money is to fi nd a store in their town to help them.

Page 7: Look at the picture above Molly’s head. What does it tell you? What is Molly doing? What is she thinking? This kind of drawing is called a thought balloon. It can tell us a lot if we look at it carefully.

Page 8: Call attention to the illustration. Did Molly’s idea about the newspaper work? She contacted the paper and look what happened! Have you ever contacted an adult to ask a question or a favor?

Now turn back to the beginning of the story and read to fi nd out how the Bears get to ride in style.

2Grade 3© Houghton Mifflin Harcourt Publishing Company

Lesson 3: The Bears Ride in Style

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ReadHave students read The Bears Ride in Style silently while you listen to individual students read. Support their problem solving and fl uency as needed.

Remind students to use the Analyze/Evaluate Strategy from the last page of the book and to think and form opinions about what they read.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the book.Suggested language: How do you think Molly felt when she and her teammates saw the bus at Al’s Choppers? How would you feel?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Molly wants to fi nd a way for the Bears to get to San Diego.

• She takes responsibility for fi nding a way to get what the team needs.

• Parents and other players help, too.

• Molly’s idea works out, and this makes her very happy and proud.

• If you keep thinking and keep trying, you can solve big problems.

• It is satisfying to work at something and not give up easily.

• You shouldn’t judge people by how they dress.

• The dialogue in the story sounds very realistic, the way children really sound.

• The ending is a surprise because not only can the team go to San Diego in an amazing painted bus, there is also a special celebration for them and the whole town comes.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to choose a passage from the text to read aloud. Remind them

to pay attention to the punctuation and pause or raise their voices as people do when they really speak.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that some long words are formed by putting shorter words together. For example, the word newspaper on page 7 is a compound word, made by combining the words news and paper. Have students make a list of the compound words in the story, such as someone, motorcycle, and afternoon, then fi nd the shorter words within them, and discuss how the shorter words help in understanding each compound word’s meaning.




Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 3.8.

RespondingHave students complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillUnderstanding Characters

Target Comprehension Skill Remind students that noticing what a character

does and says in the story details can help them to understand the character. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

Molly really wants her team to get to the championship game. That’s one detail about her. She gets right to work thinking about the problem. First she calls a meeting. Her fi rst idea about the store doesn’t work out, so she tries another idea. I know people who are hard workers like Molly, and they have a lot of determination. I think I would like to have her on my team!

Practice the SkillHave pairs of students tell each other about a character from another story who solves a problem with hard work and determination.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story.

Assessment Prompts• Find the sentence on page 3 that shows how Molly is different from her teammates.

• In paragraph 2 on page 6, fi nd the word that means almost the same as groups.

• Tell one word that best describes Molly. Use details from the story to support your answer.




English Language DevelopmentReading Support Give English learners a “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group.

Idioms The story includes many idioms that might be unfamiliar. Explain the meaning of the expressions went bananas (page 2), and riding in style (page 14).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/Advanced

Speaker 1: Who are the Bears?

Speaker 2: a soccer team

Speaker 1: What did the Bears do?

Speaker 2: They won every game.

Speaker 1: Why did the Bears want to go to San Diego?

Speaker 2: for a big soccer game

Speaker 1: What was the team’s problem?

Speaker 2: They could not afford to go to San Diego for the championship game.

Speaker 1: Why did Molly think the Bears needed a sponsor?

Speaker 2: They needed a sponsor to help pay for the trip to San Diego.

Speaker 1: Why was Al’s Choppers a good sponsor for the Bears?

Speaker 2: Al and her friends decorated a special bus for the team, and they also planned a celebration and invited the town.

15

Details About Al

My Experience

What I Think

Al calls Molly to offer her help.

?

?

?

?

?

?

?

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RespondingTARGET SKILL Understanding

Characters What kind of person is Al? Copy the chart below. Fill in story details and your ideas about what Al is like.

Text to Self Many people helped Molly solve her problem. Write a personal narrative paragraph about a time someone helped you solve a problem. Don’t forget to describe your thoughts and feelings.

Write About It

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Read directions to students.

Critical ThinkingRead and answer the questions.

1. Think within the text Why did Molly want to raise money?

Molly wanted to raise money to pay for the trip to the championship game in

San Diego.

2. Think within the text Why did the Bears have trouble fi nding sponsors at fi rst?

Everyone was already sponsoring the Orange Grove Road Race.

3. Think about the text If you wanted to fi nd sponsors for your club or team, what kinds of stores would you call on? Why?

Possible response: I would call on neighborhood stores, such as the grocery

store, book store, or ice cream shop, because those are the stores where my

family and I do business.

4. Think beyond the text How do you think the soccer team felt when they learned that their sponsor was Al’s Choppers?

Possible response: They probably felt surprised that people at a motorcycle shop

were interested in a kids’ soccer team but happy to have the support.

Making Connections Imagine you are a member of the Bears soccer team. How would you show your thanks to Al’s Choppers for their support?

Write your answer in your Reader’s Notebook.

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 3, Unit 1: Good Citizens

Name Date

10

Lesson 3B L A C K L I N E M A S T E R 3 . 8

The Bears Ride in Style

Critical Thinking

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Name Date

The Bears Ride in StyleThinking Beyond the Text

Think about the question below. Then write your answer in one or two paragraphs.

When Molly is older, what do you think she will remember most about the championship game? Explain your answer.




Critical ThinkingRead and answer the questions.

1. Think within the text Why did Molly want to raise

money?

2. Think within the text Why did the Bears have trouble

fi nding sponsors at fi rst?

3. Think about the text If you wanted to fi nd sponsors

for your club or team, what kinds of stores would you call

on? Why?

4. Think beyond the text How do you think the soccer

team felt when they learned that their sponsor was Al’s

Choppers?

Making Connections Imagine you are a member of the Bears soccer team. How would you show your thanks to Al’s Choppers for their support?

Write your answer in your Reader’s Notebook.

Name Date

Lesson 3B L A C K L I N E M A S T E R 3 . 8

The Bears Ride in Style

Critical Thinking

7 Lesson 3: The Bears Ride in StyleGrade 3© Houghton Mifflin Harcourt Publishing Company


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037

Student Date Lesson 3

B L A C K L I N E M A S T E R 3 . 1 2

The Bears Ride in StyleRunning Record Form

The Bears Ride in Style • LEVEL M

8 Lesson 3: The Bears Ride in StyleGrade 3© Houghton Mifflin Harcourt Publishing Company

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

5

6

The next day the Bears and their parents met at Molly’s house.

They agreed they needed help raising money for the trip to San

Diego. They would go to sports stores and gyms around town

and ask if anyone would sponsor the team.

Molly and Ruthie went to Soccer Locker, a store on their block.

“The teams in your league are big customers of mine. They

buy all of their uniforms here,” said the owner. “I’d love to

sponsor the Bears.”

“Great!” shouted Molly and Ruthie.

“But we’re already sponsoring the Orange Grove Road Race,

so we can’t help you. I’m sorry.”

Comments: Accuracy Rate (# words read correctly/102 ×

100)

%

Total Self- Corrections


3 The Bears Ride in Style - Houghton Mifflin Harcourt

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