R ainy Day Fun · R ainy Day Fun BEYOND LEVELBEYOND LEVEL PAIRED READ Let’s Stay Dry! Realistic Fiction by Donna Loughran illustrated by Colleen Madden RAINY FUN...
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Ask children to fi nd a compound word on page 2. grandfather
Connection of Ideas:
Why do you think Miguel and Sonia like the back room on a rainy day? Answer/Evidence I think that even on a rainy day, the back room is not too dark. It has windows on three sides.
How is the way Dina feels diff erent from how Miguel and Sonia feel? Use evidence from the text to support your answer. Answer/Evidence On page 3, I read that Dina is too shy to smile and that she just nodded. She is looking down at the ground and seems unhappy in the picture.
C H A P T E R 2Phonics:
Have children fi nd a word on page 5 with a silent letter in wr. wrote
Then ask them to fi nd two words on page 5 with a silent letter in kn. knows, know
Comprehension Check:
Why do you think Sonia wrote a story about tomatoes for school? Answer/Evidence Sonia wrote a story about tomatoes because they are from South America. Her family is from South America.
C H A P T E R 3Structural Analysis:
Ask children to fi nd a compound word on page 6. fl ashlight
Specifi c Vocabulary:
What is the author comparing the thunder to? Answer/Evidence The author is comparing the sound of the thunder to the roar of a lion.
Then have children fi nd and explain another simile in the same paragraph. Answer/Evidence The simile is “Rain danced on the roof like tiny feet.” The simile compares the sound of rain to the sound of little feet dancing.
Comprehension Check:
What do you think caused the lights to go out on page 6? Answer/Evidence The rain storm and the lightning made the lights go out.
C H A P T E R 4Phonics:
Have children fi nd a word on page 11 with a silent letter in gn. sign
Connection of Ideas:
At the end of the story, Grandpa says, “even the plants from other places are at home here now.” What do you think this means? How do you know? Answer/Evidence I think that Grandpa is really talking about Dina. She is from Greece and she is shy. Grandpa is saying that she will feel at home there soon.
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 did the weather aff ect Dina and her shyness? Have them use evidence from the text to support their ideas. Children’s responses will vary, but could include that the rainy weather caused the lights to go out while Dina was spending time with her new friends. It was exciting, and she liked being with them.
P A I R E D R E A DRead:
Have children read “Let’s Stay Dry!” independently, taking notes as they read. Ask what type of text “Let’s Stay Dry!” is. How can they tell? Answer/Evidence This is a nonfi ction text. It tells facts about people who live in rainy wet places.
Reread to Compare Texts:
Ask partners to fi nd evidence that shows how rain aff ects the lives of people in places that get a lot rain. Ask: How do people live in these rainy places? How is this nonfi ction selection like the story? Have partners share their fi ndings. Children’s responses will vary but could include that in some places people build their homes high so the water goes underneath. In other places, people use boats to move around. In the story, it also rains a lot.
W R I T E A B O U T R E A D I N G Inform Have children compare the two selections. Rainy weather can aff ect people diff erently. Compare the children in the story to the people who live in rainy places. Have partners use evidence from both texts to support their writing. Children’s responses will vary but could include that the children in the story had an exciting time when the lights went out. They had fl ashlights and scared each other. The rain aff ected them a short time. In the nonfi ction selection, people are aff ected all the time by rain. They have to build houses up high.