At Work with Mom 2233 · Decode words with short e Children can practice reading words with short e...
Transcript of At Work with Mom 2233 · Decode words with short e Children can practice reading words with short e...
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Unit 2 Week 1
Genre Realistic Fiction
GR I
Word Count 329
Lexile 330
ReadNote Taking Have children take notes as they
read. Encourage children to record:
• important ideas
• unfamiliar words
• any questions about text that they have
Children can also fi ll in a graphic organizer,
noting the important events for each section.
Reread
COLLABORATE
Discuss Notes Ask children to share
their questions. Then work with them
to go back into the text to fi nd evidence to
answer the questions. Discuss evidence
children cited in the text.
C hapter 1 (pages 2–3)
Sentence Structure Draw children’s
attention to the quotation marks on page 3.
Explain that the quotation marks signal that
a character in the story is speaking. Remind
children that dialogue is what the characters
say. Ask: What are Mom and Jen talking about?
Specifi c Vocabulary Point out the
phrase can’t wait on page 3. Ask: Based on what
you see, what you’ve read, and what you know,
what do you think can’t wait means?
Comprehension Check How do you think
Mom feels about her new offi ce? How can
you tell?
At Work with Mom
BEYOND LEVELBEYOND LEVEL
PAIREDREAD Tools for the School Nurse
RealisticFiction
by Arlene Blockillustrated by Jason Wolff
A
At Work
with Mom
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CLOSE READING
ESSENTIAL QUESTION What jobs need to be done in a community?
What Makes the Text Complex?
Foundational SkillsDecode words with short e Children can practice reading words with
short e spelled e and ea.
Structural Analysis Children can practice reading words with the
infl ectional ending -ed with no spelling change.
Access Complex TextSentence Structure Children will need to understand the use of
dialogue to comprehend the story.
Specifi c Vocabulary Children will need to understand vocabulary
relating to a doctor’s offi ce to comprehend the story.
AS
ReadHave children read “Tools for the School Nurse”
independently, taking notes as they read. Ask
what type of text “Tools for the School Nurse” is.
How can they tell?
Reread to Compare Texts
COLLABORATE
Have partners talk about what they
learned about the school nurse’s offi ce
in the nonfi ction text. Ask: How are a school
nurse’s tools diff erent from the ones in Mom’s
offi ce in the story? What do the photos show?
Chapter 2 (pages 4–5)
Phonics Say the word step. Have children
listen for the short e sound. Then have them
fi nd words on pages 4 and 5 with the short e
sound spelled e.
Specifi c Vocabulary Children may not
be familiar with the term “check up” on page 5.
Explain that a check up is an examination by a
doctor to see whether you’re healthy. Ask: Why
do you think kids are coming in for check ups?
Comprehension Check Why do you think
there are toys, books, and puzzles in the room
on page 4? Find text evidence to support your
answer.
Chapter 3 (pages 6–9)
Sentence Structure Look at the
dialogue on page 7. Help children understand
that the quotation marks separate the long
sentences that Ed is saying. Ask: What is Ed
explaining to Jen?
Phonics Explain that sometimes short e is
spelled ea as in the word bread. Ask children to
fi nd a word on page 9 with short e spelled ea.
Structural Analysis Explain that when -ed is
added to an action word, the meaning changes.
It shows that the action happens in the past.
Have children fi nd an action word with the -ed
ending.
Comprehension Check What does Ed do in
the doctor’s offi ce?
What job does Meg do in the doctor’s offi ce?
Find text evidence to support your answer.
Chapter 4 (pages 10–11)
Phonics Have children fi nd a word on page 10
with the short e sound spelled e.
Comprehension Check How did Miss Rex make
a mess? How does Jen use the bins to help?
PAIRED READ “ To o l s fo r t h e S c h o o l N u r s e”
Write About ReadingWAnalytical Writing
Ana W
In form Have
children compare the
two selections. Ask: How are
the jobs of a doctor and a
school nurse the same? How
are they diff erent? Have children use
evidence from the texts to support
their writing. Ask volunteers to share
their writing with the class.
Write About ReadingWAnalytical Writing
Ana W
Inform Have children write a
response to the text to address the
Essential Question. What jobs need
to be done in a doctor’s offi ce? Have
children use evidence from the text to
support their ideas.
Stev
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ix/S
omos
Imag
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Compare TextsHow is a school nurse like a doctor?
Genre Nonfiction
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BEYOND LEVEL At Work with Mom Unit 2 Week 1
Answer Key
C H A P T E R 1 Sentence Structure:
What are Mom and Jen talking about? Answer/Evidence Mom and Jen are talking about going to Mom’s new offi ce.
Specifi c Vocabulary:
Based on what you see, what you’ve read, and what you know, what do you think can’t wait means? Answer/Evidence I think can’t wait means “to be very excited about something.” On page 2, the text says “It is a big day.” Jen looks happy and excited in the pictures on pages 2–3.
Comprehension Check:
How do you think Mom feels about her new offi ce? How can you tell? Answer/Evidence I think Mom feels happy. She is smiling in the pictures on pages 2–3.
C H A P T E R 2Phonics:
Then have them fi nd words on pages 4 and 5 with the short e sound spelled e. Jen, step, yet, Rex, helps, when, check
Specifi c Vocabulary:
Why do you think kids are coming in for check ups? Answer/Evidence I think kids are coming in so Dr. Deb can examine them and help them stay healthy.
Comprehension Check:
Why do you think there are toys, books, and puzzles in the room on page 4? Find text evidence to support your answer. Answer/Evidence On page 4, the text tells that this is a room where people wait. I know that Dr. Deb helps kids. The toys, books, and puzzles in this room entertain kids who are waiting to see Dr. Deb.
C H A P T E R 3 Sentence Structure:
What is Ed explaining to Jen? Answer/Evidence Ed is explaining how he checks the kids before Dr. Deb does her exam.
Phonics:
Ask children to fi nd a word on page 9 with short e spelled ea. heads
Structural Analysis:
Have children fi nd an action word with the -ed ending. Answer/Evidence Page 9: fi xed
Comprehension Check:
What does Ed do in the doctor’s offi ce? Answer/Evidence Ed checks height and weight. He listens to a person’s heartbeat to see that it is strong. On page 6, I can see that Ed prepares the exam room for Dr. Deb’s patients.
What job does Meg do in the doctor’s offi ce? Find text evidence to support your answer. Answer/Evidence On page 8, I read that Meg operates an x-ray machine. She takes pictures of the inside of a person’s body. The pictures on pages 8 and 9 show the x-rays.
C H A P T E R 4 Phonics:
Have children fi nd a word on page 10 with the short e sound spelled e. yells, Jen, mess, empty, help, Rex
Comprehension Check:
How did Miss Rex make a mess? How does Jen use the bins to help? Answer/Evidence The box Miss Rex was carrying fell apart and things fell to the fl oor. Jen uses the bins to sort and store the items that fell.
W R I T E A B O U T R E A D I N GInform What jobs need to be done in a doctor’s offi ce? Have children use evidence from the text to support their ideas. Children’s responses will vary, but could include the jobs of receptionist (or greeter), nurse, doctor, and x-ray worker.
P A I R E D R E A DRead:
Have children read “Tools for the School Nurse” independently, taking notes as they read. Ask what type of text “Tools for the School Nurse” is. How can they tell? Answer/Evidence This text is nonfi ction. It shows real tools from a school nurse’s offi ce.
Reread to Compare Texts:
Have partners talk about what they learned about the school nurse’s offi ce in the nonfi ction text. How are a school nurse’s tools diff erent from the ones in Mom’s offi ce in the story? What do the photos show? Children’s responses will vary but should include that a school nurse uses bandages, a scale, a stethoscope, a thermometer, and a fi rst aid kit. The doctor’s offi ce includes an x-ray machine. The photos show the tools that a school nurse uses.
W R I T E A B O U T R E A D I N GInform Have children compare the two selections. How are the jobs of a doctor and a school nurse the same? How are they diff erent? Have children use evidence from the texts to support their writing. Ask volunteers to share their writing with the class. Children’s responses will vary but should include that both a doctor and a school nurse help you when you are sick. The two jobs are located in diff erent places, and a school nurse and a doctor have diff erent things they do when treating patients.