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Unit 6 Week 2

Genre Nonfiction

GR M

Word Count 470

Lexile 540

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 fill 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 find evidence to answer the questions. Discuss evidence children cited in the text.

Chapter 1 (pages 2–3)

Phonics Say the word chalk. Have children listen for the variant vowel /ô/. Explain that /ô/ can be spelled different ways. Have children find a word on page 3 with /ô/ spelled al.

Structural Analysis Remind children that some vowels work in teams. Vowel teams such as ea, oo, and ou always stay together in a syllable. They are a team and cannot be split up. This can help children know how to pronounce unknown words. Have children find words on pages 2 and 3 with vowel team syllables.

Comprehension Check How do you think the girl feels about her mother? How do you know?

Helping Me, Helping You!

BEYOND LEVEL

Nonfiction

PAIREDREAD Poetry

by Cynthia Moloney

Program: CR14 Component: LR H-PrintPDFVendor: SRM Grade: 1

FC_BC_CR14_LR_G1_U6W2_L28_BEY_119645.indd 3 2/24/15 1:30 PM

107Card

Close Reading

essential Question Who helps you?

What Makes the Text Complex?

Foundational SkillsDecode words with variant vowel /ô/ Children can practice reading words with variant vowel /ô/ spelled augh and al.

Structural Analysis Children can practice reading words with vowel team syllables.

Access Complex TextConnection of Ideas Children will need to make connections between various text features to understand the selection.

Sentence Structure Children may be unfamiliar with the use of dashes.

ReadHave children read “Fire!” Ask what type of text

“Fire!” is. How can they tell?

Reread to Compare Texts

COLLABORATE

Have partners talk about the poem on

pages 14 and 15. What description

words does the poem use to tell about the fi re?

Have children read the poem aloud. How are

the poem and the nonfi ction selection similar?

Have partners share their fi ndings.

Chapter 1 (pages 4–6)

Phonics Have children fi nd words on pages

4–6 with /ô/ spelled al and augh.

Connection of Ideas Point to page 4.

Have children identify the text features on this

page. Ask: How does the information in the

sidebar relate to the topic? Why do you think

the author included this sidebar on this page?

Comprehension Check How do you think the

girl and her dad feel about helping each other?

How do you know?

C hapter 2 (pages 7–8)

Structural Analysis Remind children that

vowel teams stay together in the same syllable.

Have children fi nd words on page 7 with vowel

team syllables.

Sentence Structure Point out that

punctuation can be a signal in a story. Ask: In

the second paragraph on page 7, why do you

think the author uses a dash in the sentence?

Phonics Have children fi nd a word on page 8

with /ô/ spelled al.

Comprehension Check Why do you think

the author chose to include a dentist and a

librarian in this chapter?

Chapter 2 (pages 9–10)

Phonics Have children fi nd a word on page 9

with /ô/ spelled al.

Connection of Ideas How do you think

sitters are neighborhood helpers?

Comprehension Check Remind children

that when authors write a book, they think

about what they want you to learn. Authors

use words, pictures, and captions in nonfi ction

selections to teach you things. An author

wants to help you understand the purpose

or meaning of the selection. Ask: How do the

words, pictures, and captions on page 10 help

you understand the author’s purpose?

PAIRED READ “ Fi re ! ”

Write About ReadingWAnalytical Writing

Ana W

Inform Have

children write about

how the poem shows people

helping. Ask: How does the

nonfi ction selection show

families helping? Have partners use

evidence from both 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 using the

Essential Question. Who helps us in

our life? Have them use evidence from

the text to support their ideas.

Compare TextsRead more about firefighters.

Genre Poetry

FIRE!

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C H A P T E R 1 P A G E S 2 3 Phonics:

Have children fi nd a word on page 3 with /ô/ spelled al. walks

Structural Analysis:

Have children fi nd words on pages 2 and 3 with vowel team syllables. people, our, team, about, breakfast, school, goes, reading, books, stories

Comprehension Check:

How do you think the girl feels about her mother? How do you know? Answer/Evidence I think the girl likes her mother because on page 3 she says her mother is the “best ever.”

C H A P T E R 1 P A G E S 4 6 Phonics:

Have children fi nd words on pages 4–6 with /ô/ spelled al and augh. also, ball, taught, caught, always, all, fall

Connection of Ideas:

How does the information in the sidebar relate to the topic? Why do you think the author included this sidebar on this page? Answer/Evidence The information in the sidebar is about other family helpers. I think the author included this sidebar here because this chapter tells about family helpers.

Comprehension Check:

How do you think the girl and her dad feel about helping each other? How do you know? Answer/Evidence I think they like helping each other. On page 5, I read that they cook together. They both are smiling in the picture.

C H A P T E R 2 P A G E S 7 8 Structural Analysis:

Have children fi nd words on page 7 with vowel team syllables. neighborhood, tool, clean, your, teeth, keep, mouth, healthy, year, eat, sweets, too, though

Sentence Structure:

In the second paragraph on page 7, why do you think the author uses a dash in the sentence? Answer/Evidence The dash means that I should pause while I am reading the sentence. It shows that the last phrase should be said with more emphasis.

Phonics:

Have children fi nd a word on page 8 with /ô/ spelled al. always, also

Comprehension Check:

Why do you think the author chose to include a dentist and a librarian in this chapter? Answer/Evidence I think the author included the dentist and the librarian because they’re helpers in many neighborhoods.

C H A P T E R 2 P A G E S 9 1 0 Phonics:

Have children fi nd a word on page 9 with /ô/ spelled al. talk

Connection of Ideas:

How do you think sitters are neighborhood helpers? Answer/Evidence I think sitters are neighborhood helpers because they help keep children safe and healthy in their neighborhoods.

Comprehension Check:

How do the words, pictures, and captions on page 10 help you understand the author’s purpose? Answer/Evidence The author wants me to think about people who help. The pictures show fi refi ghters and builders. They keep us safe and keep themselves safe at work.

W R I T E A B O U T R E A D I N GInform Have children write a response to the text using the Essential Question. Who helps us in our life? Have them use evidence in the text to support their ideas. Children’s responses will vary, but should include that in life, our family members such as mothers, fathers, brothers, and grandmothers help us. Out in the world, people like dentists, librarians, and fi refi ghters help us.

P A I R E D R E A DRead:

Have children read “Fire!” Ask what type of text “Fire!” is. How can they tell? Answer/Evidence This selection is a poem. The lines are short and some of the end words rhyme.

Reread to Compare Texts:

Have partners talk about the poem on pages 14 and 15. What description words does the poem use to tell about the fi re? Have children read the poem aloud. How are the poem and the nonfi ction selection similar? Children’s responses will vary, but should include that some description words in the poem are: loud bells, engines screaming, ladders stretching, orange fl ames, and gushing water. Both selections tell about people who help.

W R I T E A B O U T R E A D I N GInform Have children write about how the poem shows people helping. How does the nonfi ction selection show families helping? Have partners use evidence from both texts to support their writing. Ask volunteers to share their writing with the class. Children’s responses will vary, but should include that in the poem, fi refi ghters are helping by putting out a fi re. They work hard. In the nonfi ction selection, the mother makes breakfast and walks her daughter to school; the brothers play together; and the father cooks, fi xes things, and teaches his daughter how to ride a bike.

A nswer Key

BEYOND LEVEL Helping Me, Helping You! Unit 6 Week 2