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Unit 6 Week 4

Genre Realistic Fiction

GR M

Word Count 754

Lexile 440

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.

Chapter 1 (pages 2–5)

Phonics Say the word shrimp. Have children

listen for the three-letter blend at the

beginning of the word. Remind children that

when the three consonants are together, you

blend the sounds. Have children listen for the

three-letter blend shr. Then have children fi nd a

word on page 3 with the shr blend. If necessary,

remind children to look at the words in the

illustrations.

Then say the word throw. Have children listen

for the three-letter blend thr at the beginning

of the word. Then have children fi nd a word on

page 4 with the thr blend.

P atty Jumps!

BEYOND LEVELBEYOND LEVEL

PAIREDREAD How to Play Four Square

Realistic Fiction

by Sarah Hughes

illustrated by Gene Barretta

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115115Card

CLOSE READING

ESSENTIAL QUESTION What traditions do you know about?

What Makes the Text Complex?

Foundational SkillsDecode words with three-letter blends Children can practice

reading words with the three-letter blends thr and shr.

Structural Analysis Children can practice reading infl ectional

endings -ed and -ing.

Access Complex TextSentence Structure Children may not be familiar with the use of

italics and ellipses.

Connection of Ideas Children will need to make inferences and

make connections between details in the text to understand

the story.

AS

ReadHave children read “How to Play Four Square”

independently, taking notes as they read. Ask

what type of text “How to Play Four Square” is.

How can they tell?

Reread to Compare Texts

COLLABORATE

Have partners talk about the rules on

page 15. Ask: How many rules are there

in the game? How is jumping rope like four

square? Have partners share their fi ndings.

Chapter 1 (continued)

Structural Analysis Point out the word used

on page 3. Remind children that this word has

an infl ectional ending -ed, which means the

action happened in the past. Ask children to

fi nd a word ending in -ed on page 3.

Sentence Structure Point out the

sentence with an ellipsis on page 5. Explain

that an ellipsis can mean a brief pause. Ask:

Why do you think there is an ellipsis at the end

of Patty’s sentence?

C hapter 2 (pages 6–7)

Phonics Have children fi nd a word on page 6

with the thr blend.

Structural Analysis Remind children that

the infl ectional ending -ing means the action

is happening now. Sometimes you have to

change the spelling of a word to add -ing. Ask

children to fi nd words ending in -ing on these

pages.

Connection of Ideas Why do you

think Patty tells her friends to start to jump rope

without her?

Comprehension Check Explain that the

theme of a story is the big idea or message the

author wants to share. Usually, the author will

not tell you the theme. As you read, look for

clues that help you understand the theme. Ask:

What clues about the theme do you read on

these pages? Based on what you’ve read so far,

what do you think the theme might be?

Chapter 3 (pages 8–11)

Sentence Structure Point to the italics

on page 11. Explain that when a sentence is in

italics, it can signal that the words are a song or

a chant. Ask: When Patty starts to jump, why do

you think she needs a chant to help her?

PAIRED READ “ H ow t o P l ay Fo u r S q u a re”

Write About ReadingWAnalytical Writing

Ana W

Inform Have

children compare the

two selections. Ask: How can

games be traditions? Why do

some games have rules? Have

partners use evidence from both texts

to support their writing.

Write About ReadingWAnalytical Writing

Ana W

Inform Have children write a

response to the text using the

Essential Question. What tradition

does Patty learn about? What new

tradition does she start? Have them

use evidence from the text to support

their ideas.

How to Play

Four Square

Compare Texts Compare how different schoolyard games are played.

Genre How-to

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C H A P T E R 1Phonics:

Then have children fi nd a word on page 3 with the shr blend. shrub

Then have children fi nd a word on page 4 with the thr blend. three

Structural Analysis:

Ask children to fi nd a word ending in -ed on page 3. jumped

Sentence Structure:

Why do you think there is an ellipsis at the end of Patty’s sentence? Answer/Evidence I think that Patty is scared and the ellipsis shows that she does not know what to say when the kids ask her to jump.

C H A P T E R 2Phonics:

Have children fi nd a word on page 6 with the thr blend. throat

Structural Analysis:

Ask children to fi nd words ending in -ing on these pages. jumping, coming

Connection of Ideas:

Why do you think Patty tells her friends to start to jump rope without her? Answer/Evidence I think Patty is afraid to jump rope. She does not think she is good at it.

Comprehension Check:

What clues about the theme do you read on these pages? Based on what you’ve read so far, what do you think the theme might be? Answer/Evidence I think the theme might be about making new traditions and trying new things. On page 7, I read that no one knows exactly when the tradition of jumping rope started.

C H A P T E R 3Sentence Structure:

When Patty starts to jump, why do you think she needs a chant to help her? Answer/Evidence I think the jumping chant helps her remember what to do. It makes her feel better.

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. What tradition does Patty learn about? What new tradition does she start? Have them use evidence from the text to support their ideas. Children’s responses will vary, but could include that Patty learns that jump rope is an old tradition that started in Germany and England long ago. The new tradition is to jump rope at school as a fund-raiser.

P A I R E D R E A DRead:

Have children read “How to Play Four Square” independently, taking notes as they read. Ask what type of text “How to Play Four Square” is. How can they tell? Answer/Evidence This is a nonfi ction text. It describes the rules of how to play a real game.

Reread to Compare Texts:

Have partners talk about the rules on page 15. Ask: How many rules are there in the game? How is jumping rope like four square? Have partners share their fi ndings. Children’s responses will vary but could include that there are four main rules in Four Square. Both games can be played on the playground. Both games are fun to play with friends.

W R I T E A B O U T R E A D I N GInform Have children compare the two selections. Ask: How can games be traditions? Why do some games have rules? Have partners use evidence from both texts to support their writing. Children’s responses will vary but could include that games like jumping rope and four square can be traditions because people share them from long ago. Games like four square have rules so that you know who wins the game.

A nswer Key

BEYOND LEVEL Patty Jumps! Unit 6 Week 4