spark’s toys 8833 - stroopers education · ana w inform have children compare both texts. have...
TRANSCRIPT
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Unit 5 Week 1
Genre Fantasy
GR K
Word Count 474
Lexile 390
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 car. Remind children
that when a is followed by r, the two letters
together can make the sound as in the word
car. Then have children fi nd words in this
chapter with the r-controlled vowel sound
spelled ar.
Specifi c Vocabulary Point to the fi rst
sentence on page 5. Ask: What does squeaked
mean? How does Mrs. King feel when she steps
on a toy that squeaks? How can you tell?
Spark’s Toys
BEYOND LEVELBEYOND LEVEL
PAIREDREAD Sorting Fruit
Fantasy
by Nora Carsonillustrated by Kristin Varner
b C
Spark’s ToysSpark’s Toys
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CLOSE READING
ESSENTIAL QUESTION How can we classify and categorize things?
What Makes the Text Complex?
Foundational SkillsDecode words with the r-controlled vowel ar Children can practice
reading words with ar.
S tructural Analysis Children can practice reading contractions
with not.
Access Complex TextSpecifi c Vocabulary The use of unfamiliar language may be a
challenge for children.
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 “Sorting Fruit”
independently, taking notes as they read. Ask
what type of text “Sorting Fruit” is. How can
they tell?
Reread to Compare Texts
COLLABORATE
Ask partners to discuss sorting.
Ask: What are some diff erent ways
you can sort fruit? How does this compare to
how Spark sorts his toys? Have partners share
their fi ndings.
Chapter 1 (continued)
Comprehension Check Remind children that
point of view is the way a character thinks or
feels. Ask: How does Spark feel about his toys?
Why is it hard for Spark to put his toys away?
Cha pter 2 (pages 6–7)
P honics Have children fi nd a word on page 6
with the r-controlled vowel sound spelled ar.
Structural Analysis Point out the word
couldn’t on page 7. Explain that this word is a
contraction. A contraction is a shortened form
of two words. The apostrophe takes the place
of a missing letter or letters. Have children
point to the apostrophe. Explain that couldn’t
means “could not.” Have children fi nd another
contraction with not on the page.
Connection of Ideas Remind children
that titles, including chapter titles, can give
readers clues as to what the text or sections
of text will be about. Have children reread the
chapter title: “Spark’s Favorite Toy.” Ask: How
does the chapter title relate to what Spark liked
to play with around the house?
Comprehension Check How does Spark feel
about his boxes? How do you know?
Chapter 3 (pages 8–11)
Connection of Ideas Review with
children that authors don’t always say things
directly in the text. Ask: How is the big surprise
also a little surprise?
Specifi c Vocabulary Point to the word
sorted on page 10. Explain that when you sort,
you put similar things together. Ask: What did
Spark sort? Why did he need to sort?
Comprehension Check How does Mrs. King
feel about Rose? What does she expect?
How does Spark feel at the end of the story?
How do you know?
PAIRED READ “S o r t i n g Fr u i t ”
Write About ReadingWAnalytical Writing
Ana W
Inform Have
children compare
both texts. Have them explain
how both selections describe
diff erent ways to sort or
classify. Have partners use evidence
from the texts to support their writing.
Write About ReadingWAnalytical Writing
Ana W
Inform Have children write a response
to the text using the Essential
Question. How does Spark classify his
toys? Have them use evidence from
the text to support their ideas.
Compare TextsHow can we sort things?
Genre Nonfiction
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BEYOND LEVEL Spark’s Toys Unit 5 Week 1
Answer Key
C H A P T E R 1Phonics:
Then have children fi nd words in this chapter with the r-controlled vowel sound spelled ar. Spark, yarn
Specifi c Vocabulary:
What does squeaked mean? How does Mrs. King feel when she steps on a toy that squeaks? How can you tell? Answer/Evidence A toy that squeaks makes a loud sound. Mrs. King is scared or surprised when she steps on the duck. The duck makes a sound. I can see the sound lines in the picture.
Comprehension Check:
How does Spark feel about his toys? Why is it hard for Spark to put his toys away? Answer/Evidence Spark really likes his toys. He plays with balls and yarn. It is hard for Spark to put his toys away because he wants to play with them. He is too busy playing to clean up.
C H A P T E R 2Phonics:
Have children fi nd a word on page 6 with the r-controlled vowel sound spelled ar. large, Spark
Structural Analysis:
Have children fi nd another contraction with not on the page. didn’t
Connection of Ideas:
How does the chapter title relate to what Spark liked to play with around the house? Answer/Evidence The chapter title is “Spark’s Favorite Toy.” In this chapter I learned that what Spark likes to play with the most are boxes.
Comprehension Check:
How does Spark feel about his boxes? How do you know? Answer/Evidence Spark likes boxes a lot. When he says, “this is the life,” he means that he could stay in a box and play or sleep all the time.
C H A P T E R 3Connection of Ideas:
How is the big surprise also a little surprise? Answer/Evidence The big surprise is that Mrs. King brought home a little kitten. A kitten is a baby cat.
Specifi c Vocabulary:
What did Spark sort? Why did he need to sort? Answer/Evidence Spark sorted his toys into boxes. He needed to put his toys away to make room for Rose.
Comprehension Check:
How does Mrs. King feel about Rose? What does she expect? Answer/Evidence Mrs. King wants to take care of Rose. She expects Spark to help care for Rose and to make room for the kitten’s things.
How does Spark feel at the end of the story? How do you know? Answer/Evidence Spark feels happy. I know because the text says he likes to play with Rose, and that he could play with his toys in a box when Rose was sleeping.
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. How does Spark classify his toys? Have them use evidence from the text to support their ideas. Children’s responses will vary but should include that Spark sorts his toys into boxes. He sorts them by size.
P A I R E D R E A DRead:
Have children read “Sorting Fruit” independently, taking notes as they read. Ask what type of text “Sorting Fruit” is. How can they tell? Answer/Evidence It is a nonfi ction selection about how to sort fruit. There are photos of real fruit.
Reread to Compare Texts:
Ask partners to discuss sorting. Ask: What are some diff erent ways you can sort fruit? How does this compare to how Spark sorts his toys? Have partners share their fi ndings. Children’s responses will vary but could include that you can sort by color, by shape, and how a fruit feels. Spark sorts his toys diff erently, by size.
W R I T E A B O U T R E A D I N GInform Have children compare both texts. Have them explain how both selections describe diff erent ways to sort or classify. Have partners use evidence from the texts to support their writing. Children’s responses will vary but should include that in the story, Spark uses boxes to sort his toys by their size. In the nonfi ction selection, it shows how to sort fruit by color, shape, or feel.