TimeWarp Plus Primary - Voyager Sopris Learning

Primary Sampler

TimeWarp™ PlusK-9 Summer Reading Intervention System

TimeWarp Plus Primary 06 4/26/06 2:12 PM Page 2

TimeWarp Plus Primary Sampler2

The TimeWarp™ Plus Reading Intervention System immerses students in exciting readingadventures to build essential reading skills that can prevent learning loss and prepare themfor the coming year. TimeWarp Plus is a balanced, research-based reading program thatmoves students from learning to read to reading to learn.

TimeWarp Plus offers four hours of daily reading instruction in the five essentialcomponents of reading focused around exciting, adventure-based themes and hands-onlearning experiences. The four-week series works as both a motivational enrichment programfor students already reading at grade level to avoid summer learning loss, and a powerfulintervention program to help struggling students master critical reading skills.

Each daily lesson begins with Fluency instruction designed to improve students’ readingpace, accuracy and expression. Students then progress to a Targeted Word Study lesson,incorporating such skills as word study, spelling, passage reading and comprehension,fluency, and vocabulary.

Later in the day, students are grouped into three learning teams, based on their reading levelsas determined by the VIP assessment, a highly predictive measure of literacy skills that iscompletely equivalent to DIBELS™. Students complete activities independently and in smallgroups while rotating through two learning stations and the teaching station. Teachers areable to differentiate instruction as they work with small, same-ability groups at two levels ofdifficulty: Challenge Level A or Challenge Level B. These Challenge lessons are composedof four segments:

• Fluency• Instructional Reading• Phonological Awareness (K-3)• Decoding and Word Recognition (4-9)• Alphabetic Principle (K-3)• Word Analysis and Spelling (4-9)

Teachers may continue with additional response and practice activities, allowing students toexpress themselves through writing and the creation of theme-related projects. To confirmtheir students’ continued learning growth, teachers and administrators have the option toadminister brief, ongoing progress monitoring assessments and view the results online.

IntroductionIntroduction



Targeted Skills and ObjectivesTargeted Skills and ObjectivesPHONEMIC AWARENESSIdentifies and produces rhymesBlends soundsSegments words into soundsManipulates individual phonemes

PHONICSIdentifies lettersProduces letter sounds and letter-sound combinationsDemonstrates letter-sound knowledgeReads sight wordsReads connected textDecodes with increasing accuracy and automaticity

COMPREHENSIONIdentifies main ideaPredicts and verifies outcomesDraws conclusionsCompares and contrastsIdentifies cause and effectSummarizes textDistinguishes fact and opinionMakes inferencesSequences eventsInterprets graphic sourcesIdentifies story elementsUses retellings to demonstrate understandingRelates reading experiences to real lifeConnects ideas and themes across textsReads a variety of text

VOCABULARYLearns meanings of new wordsApplies strategies to determine meanings of new wordsAnalyzes word parts (affixes, roots,word families, compounds)Recognizes synonyms and antonymsCategorizes words using common attributes

FLUENCYReads with automaticityReads with increasing accuracyReads with increasing independenceSkims and scans for informationReads with prosody (expression)Increases reading ratePractices fluency in a variety of settings

WRITINGWrites to respond to textWrites in complete sentencesWrites for a purposeUtilizes the writing processUses conventions of writingIdentifies parts of speechTakes and compiles notes

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DESTINADESTINATIONTIONInvestigate ancient Egyptian cuisine.

ITINERARITINERARYYChoral read the poem “Dining in Style by the Nile.”

Learn the strategy of asking questions when reading.

Read about ancient Egyptian foods.

Play Ancient Egyptian Bingo.

Create ancient Egyptian food collages.

Read independently, and write about and illustrate a setting.

Participate in teacher-directed Challenges.

Use a semantic map to categorize nouns.

BABACKGROUNDCKGROUNDOne hieroglyphic inscription was translated “be joyful and make merry.”Murals that have survived from ancient Egyptian times depict elaboratebanquets and festivals. The favorable climate and agricultural techniquesof Egypt made food more plentiful than in many other areas of theworld. The principal crops of ancient Egyptian farmers were grains. The grains were used to make bread, the Egyptian staple, and beer, theeveryday drink of ancient Egyptians. Vegetables were also common.Onions, leeks, cabbage, lettuce, and cucumbers were enjoyed by ancient Egyptians. Available fruits included figs, dates, grapes, andpomegranates. Honey helped to pacify the early Egyptian’s sweet tooth.Meat was rarely included on the menu and was mostly eaten by the rich.Beef, lamb, goat, antelope, ducks, geese, and fish were among the meatsavailable. Wealthy ancient Egyptians also enjoyed wine with their meals.

ADVENTUREADVENTUREORGANIZERORGANIZER

ACTIVATOR• Uses basic capitalization and

punctuation when writing• Participates in shared or

independent reading

INSTRUCTIONAL FOCUS• Asks relevant questions

about information• Uses graphic sources to gather and

interpret information and ideas• Distinguishes rhyming words from

non-rhyming words

LEARNING STATIONS• Labels items in the environment• Draws and discusses visual images

based on what is described and/or readin texts

CHALLENGE LEVEL A• Uses fix-up strategies such as

rereading, searching for clues, readingahead, and self-questioning to makemeaning of text

• Applies letter-sound correspondencesto begin to read

CHALLENGE LEVEL B• Identifies facts and details• Uses fix-up strategies such as


RESPONSE ANDPRACTICE• Creates graphic sources to gather and

organize information• Spells previously read or studied

words correctly• Identifies and categorizes words into

groups with common attributes• Uses correct forms of nouns

when writing

DEBRIEFER• Communicates ideas and information

clearly to others

TIMEWTIMEWARP EGYPTARP EGYPT

Adventure 11 4


PREPPREPARAARATIONTIONWrite the Daily Oral Language sentences (with errors) from theActivator on the chalkboard.

Read pages 12 and 13 in AppleSeeds: Children of Ancient Egypt, andpractice the Think-Aloud in Step B of the Instructional Focus.

Optional: Write the poem “Dining in Style by the Nile” (page 26 of theVoyager Adventure Book) on chart paper to use for shared reading.

Optional: Re-create Transparency 6 (Semantic Map) on chart paper.

Optional: Prepare an ancient Egyptian taste test. See the ConceptExtension below.

Optional: Make an ancient Egyptian food collage as a model for Voyagers.See the instructions for Learning Station 1 and the following sketch.

CONCEPT EXTENSIONCONCEPT EXTENSIONDeepen Voyagers’ understanding of ancient Egyptian foods byconducting a taste test. Provide toothpicks and some of the followingfoods in small pieces for tasting: bread, cheese, nuts, lentils (canned),lettuce, onions, cucumbers, dates, and beans (canned).

INSTRUCTIONALMATERIALS• AppleSeeds: Children of Ancient

Egypt magazines• The Adventures of Tut and Cat books• The Travels of Tut and Cat books• Voyager Adventure Books• Word Sort Cards• Transparency 6 (Semantic Map)• markers• crayons• letter tiles• glue• scissors• construction paper• Team Leader badges

MATERIALS TO COLLECT• transparency pen• plastic dinner plateOptional:• chart paper• erasers• paper plates• toothpicks• bread• cheese• nuts• lentils (canned)• lettuce• onions• cucumbers• dates• beans (canned)• can opener• spoon

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THE ADVENTURE BEGINSTHE ADVENTURE BEGINS

AACTIVCTIVAATTOROR

A. Write the following Daily Oral Language sentences on the chalkboard. Read each sentence aloudas Voyagers follow along. Ask Voyagers to find the mistakes and discuss the corrections to bemade. Erase the mistakes and make the corrections on the chalkboard.

1. what Did ancient Egyptians et (What did ancient Egyptians eat?)

2. will thee Time Trackers like their fod (Will the Time Trackers like their food?)

B. After corrections have been made, read the Daily Oral Language sentences aloud together. Haveyou wondered what Sid, Sam, Alex, and Dan are eating while they are in ancient Egypt? Wewill discover what they are eating in this Adventure.

C. Distribute the Voyager Adventure Books. Have Voyagers turn to the poem “Dining in Style by theNile” on page 26. Read the poem aloud as Voyagers follow along. Then choral read it several times.

D. Use your pencil to circle each type of food in the poem. (bread, vegetables, cheese, fish, garlic,onions, honey, cucumbers, beans, lettuce, antelope, figs, goose) Which ancient Egyptian foodsseem unusual to you? (antelope—a deer-like animal; figs—a pear-shaped fruit; goose)

INSTRUCTIONAL FOCUSINSTRUCTIONAL FOCUS

A. Distribute AppleSeeds: Children of Ancient Egypt. Use the Table of Contents to find the article“Pass the Bread, Please!” (page 12)

Note to TeacherThink-Alouds are a teacher modeling technique used periodically in TimeWarp. In a Think-Aloud,a teacher reads aloud a portion of text and stops intermittently to verbalize the thought processes aneffective reader uses. Each Think-Aloud focuses on one or more reading strategies.

Adventure 11 6

Bread and vegetables,Cheese and fish,Ancient Egyptians’Favorite dish!

Garlic and onions,Honey from the bees,Ancient EgyptiansUsed in recipes.

Cucumbers, beans,Lettuce in a row,Ancient Egyptians,How did your gardens grow?

Antelope, figs,And meals of goose,Ancient Egyptians hadMuch to choose!

Dining in Style by the Nile


B. Model the Think-Aloud below using “Pass the Bread, Please!” as Voyagers follow along inAppleSeeds.

Strategy: Good readers ask themselves questions as they read.

What did children eat in ancient Egypt? Did their parents make them finish their vegetablesbefore dessert? Was there any candy? Did kids have peanut butter and jelly sandwiches 4,000years ago?

No one knows for sure if kids in ancient Egypt had to eat all of their vegetables. Do writingsfrom ancient Egypt talk much about food? But there are clues in the ruins of tombs and oldhouses that answer a lot of other questions. What kinds of clues did they find in tombs and oldhouses? Families in ancient Egypt grew their own food. They planted beans, lentils, onions, leeks,cucumbers, and other crops. Farmers often took heads of “sacred lettuce” to temples to thank thegods for a good harvest. Does “sacred” mean special and holy like it did when Tut talked aboutthe sacred ibis? I think it does, because the farmers took the “sacred lettuce” to the temples.

Fruit trees were everywhere. Children picked their own dates, figs, and pomegranates forafternoon snacks. What are dates, figs, and pomegranates? They must be kinds of fruitbecause the text mentioned fruit trees and children picking the fruit for snacks.

The world’s first beekeepers were Egyptians. Hives were kept in large pottery jars. Fearlessbeekeepers simply brushed the bees aside to collect the honeycombs. Didn’t the bees try to stingthem? The honey was stored in covered containers. Children must have enjoyed dipping theirfingers in these bowls for a sweet treat.

Perhaps they put honey on their bread, too. In ancient Egypt, children ate bread at every meal.Why did they eat so much bread? In fact, bread was ancient Egypt’s main food. There werehundreds of kinds of bread in many different shapes and sizes. Some recipes used fruits, garlic, ornuts to flavor the loaves.

Eating bread caused some problems, though. What kinds of problems could bread cause?Bits of desert sand and stones often got into the dough. Scientists have discovered that mostEgyptian mummies have worn and missing teeth. They believe the Egyptians wore their teethdown while chewing on their bread. That was a problem!

So what did ancient Egyptian children eat instead of peanut butter and jelly sandwiches? It’s asimple recipe, but probably not one you’ll want to try at home. Children cut thick slabs of bread,spread garlic on top, and then piled on raw onions. Yummy . . .? Did Egyptians have strongstomachs to eat like that? Maybe that’s why they chewed mint leaves to sweeten their breath! Do mint leaves do the same thing as breath mints do?

C. Ask Voyagers the following questions:• What did I show you that good readers do? (Good readers ask themselves questions as

they read.)• How does asking questions help you read? (It helps readers think about what they are

reading. It helps them guess what the writer will “say” next.)• What was the main idea of “Pass the Bread, Please!”? What was it mostly about? (foods

that ancient Egyptians ate)

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D. Lead Voyagers in a shared writing activity using Transparency 6 (Semantic Map) or chart paper.Name a food that ancient Egyptians ate. Record responses on the semantic map. See theexample below.

E. Read the completed semantic map aloud together.

F. Have Voyagers turn to page 6 in the Voyager Adventure Book, erase the words written earlier, andrandomly write one word in each square. They may choose any of the nine food words from thesemantic map. As Voyagers write, distribute letter tiles to be turned letter-side down and used asAncient Egyptian Bingo markers.

G. Read the sentences below. Have Voyagers decide which food words would fit in the blank in eachsentence, and cover the word with a letter tile if it is written on their Bingo boards. The firstVoyager to cover three in a row wins. Play several times, mixing the order of the sentences.

1. was Ancient Egypt’s main food. (Bread)2. are a type of fruit that rhymes with pigs. (Figs)3. is a type of food that rhymes with please. (Cheese)4. is a deer-like animal. (Antelope)5. are a type of food that rhymes with huts. (Nuts)6. were caught in the Nile River. (Fish)7. are small peas. The word begins with l and has a t in the middle. (Lentils)8. Ancient Egyptian children spread on bread. (garlic or onions)9. Farmers took heads of “sacred ” to the temples. (lettuce)

10. A is a bird larger than a duck. (goose)11. is made by bees. (Honey)12. are like onions and rhyme with squeaks. (Leeks)13. are long, green vegetables. (Cucumbers)14. are a type of fruit that rhymes with hates. (Dates)15. are a type of food that rhymes with teens. (Beans)16. are a type of fruit that begins with p. (Pomegranates)

Adventure 11 8

brea

dle

ttuce

figs

onio

ns

chee

se

goos

e lentils

fish

nutsleeks

antelope

honeygarlic

cucumbers

dates

beans

pomegranates

Ancient EgyptianFoods


LEARNING STLEARNING STAATIONSTIONS

Group Voyagers into three learning teams based on their reading levels. Each team will rotate throughthe three Learning Stations.

CHALLENGE LEVEL ACHALLENGE LEVEL A

Fluency (5 minutes)1. Distribute one sheet of drawing paper to each learning team member. Tell Voyagers to write as

many words as they can in 2 minutes.2. Prompt Voyagers who need help with words they may know, such as he, me, she, and we.3. Draw lines through any words spelled incorrectly. 4. Have Voyagers turn to page 7 in the Voyager Adventure Book.5. Have Voyagers copy each correctly spelled word under the corresponding letter of the alphabet.6. Pair Voyagers to read their lists of words they know.

Phonological Awareness (5 minutes)1. We will play a word game. Listen to the word I say, seep.

I will take away the first sound /ssssss/ and put the sound /k/ in front.Now the word is keep.

2. Listen to the word I say, read.Let’s take away the first sound /rrrrrr/ and put the sound /llllll/ in front.Now the word is lead.

3. Now it’s your turn to change some words. Say the word keep. Take away the /k/ and put/wwwwww/ in front. What is the word now? (weep)

4. Say the word meet. Take away the /mmmmmm/ and put /ffffff/ in front. What is the wordnow? (feet)

5. Say the word leaf. Take away the /llllll/ and put /b/ in front. What is the word now? (beef)6. Say the word he. Take away the /h/ and put /mmmmmm/ in front. What is the word now? (me)7. Say the word we. Take away the /wwwwww/ and put /b/ in front. What is the word now? (be)8. Say the word she. Take away the /sh/ and put /ffffff/ in front. What is the word now? (fee)

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SSTTAATIONTION 11(Team Leader Facilitated)

Voyagers will create collages resemblingplates of ancient Egyptian food. Provide paperplates or a plastic dinner plate for Voyagers totrace, scissors, glue, pencils, constructionpaper, and markers. Voyagers should labeleach “food” on their plates. Have them referto the semantic map.

SSTTAATIONTION 33(Teacher Directed)

Choose Challenge Level A or B, with or without adaptation, based on the learning teams’instructional needs. Challenge Level A is less difficult than Challenge Level B. Lessons andadaptations follow.


Voyagers will read independently in theReading Station. Team Leaders will distributedrawing paper, pencils, and crayons. Afterreading, Voyagers illustrate and write aboutthe setting of the story. Explain that thesetting is where the story takes place.


Instructional Reading (15 minutes)1. Distribute The Adventures of Tut and Cat. Have Voyagers use the Table of Contents to find the

starting page of “A Day With Tut and Cat.” (page 19)2. Have Voyagers choral read pages 19–24. What is the story mostly about so far, or what is the

main idea? (Tut and Cat walk to school and meet unfriendly animals along the way.)3. Lead a picture walk of pages 25–34 using the following questions:

On page 25, what does Cat do while Tut works at school? (sleeps) What letter blend do youhear at the beginning of sleeps? (sl) Find the word sleeps. How many times do you see it onpage 25? (three)Where are Tut and Cat on page 26? What is the setting? (outside the school)What happens on page 27? (Tut works and Cat sleeps.)What happens on page 28? (Tut and Cat walk home and meet the bug again.)What do you predict will happen next? (They will meet the same animals they met on the wayto school.)Look on pages 29–30. Was your prediction correct? Why? (Yes, Tut and Cat meet the snake andthe bull.)What do you notice on page 31? (Mr. Bird flies away.)What happens on page 32? (Tut and Cat have supper.)What does Tut do on page 33? (Tut plays with Cat.) There is a compound word on page 33. What is it? (bedtime)How does the story end on page 34? (Tut goes to sleep.)

4. Have Voyagers read pages 25–34 silently or in soft voices. Move around the circle and listen toeach Voyager read at least one page. Listen for corrections Voyagers make.

5. After reading, draw attention to one or two corrections Voyagers made. For example, you mightsay, I heard Juanita do something that good readers do. On page 27, Juanita read, “Tut and Catgot back . . .” but then she corrected herself and read, “Tut and Cat go back . . .” Juanita, how didyou know the word should be go? (Possible answer: Go does not have a t at the end.)

Alphabetic Principle (5 minutes)1. Distribute a set of letter tiles to each pair of Voyagers.2. Voyagers select the letters b, e, e, f, m, p, and t.3. Follow the dialogue below to have Voyagers make long e words.

Let’s make words that have the long e vowel sound.First make the word be.Add one letter to make the word bee, like the insect.What should you do to make beet, like the vegetable?Change the ending letter to make beep. Change the ending letter to make beef.Use three of the letters in beef to make fee.Add one letter to make feet.Change the beginning letter to make meet.Use two of the letters in meet to make me.What other words can you write with these letters? (pet, met)

Adventure 11 10

ADAPTADAPTAATIONTIONThe Phonological Awareness segment may be made more difficult by askingVoyagers to create their own transformations of words. For example, a Voyagermight say Meet. Take away /mmmmmm/, and put /b/ in front. Now the word isbeet. The Instructional Reading segment may be made more difficult byskipping Step 3.


CHALLENGE LEVEL BCHALLENGE LEVEL B

Fluency (5 minutes)1. Distribute one sheet of drawing paper to each learning team member. Tell Voyagers to write as

many words as they can in 2 minutes.2. Prompt Voyagers who need help with words they may know, such as he, me, she, and we.3. Draw lines through any words spelled incorrectly. 4. Voyagers turn to page 7 in the Voyager Adventure Book.5. Have Voyagers copy each correctly spelled word under the corresponding letter of the alphabet.6. Pair Voyagers to read their lists of words they know.

Phonological Awareness (5 minutes)1. Write o on the chalkboard. What letter is this? What sound does short o make? (/o/)2. Read the following list of words. After each word, ask Voyagers if the word has the short o vowel

sound: mop, nap, tot, top, cot, Dan, Sid, cost, rob, boy.3. Read the following lists of words. After each list, ask Voyagers which word has the short o vowel

sound: gate, add, egg, dog (dog); clot, tell, sun, lid (clot); pit, task, take, pot (pot); cool, fur,pond, goat (pond).

4. I will stretch some short o words. Listen to the sounds and tell me what the word is./koood/. Say the word. (cod)/booog/. Say the word. (bog)/sssooop/. Say the word. (sop)/dooot/. Say the word. (dot)/pooot/. Say the word. (pot)/mmmoood/. Say the word. (mod)/plllooot/. Say the word. (plot)/sssoood/. Say the word. (sod)/mmmooommm/. Say the word. (mom)/pooog/. Say the word. (pog)

Instructional Reading (15 minutes)1. Have Voyagers turn to page 19 in The Travels of Tut and Cat. We will reread the story “Our Trip to

the Great Pyramid” with partners. Have partners take turns rereading pages of the story on pages19–26. As they read, circulate and listen to individuals read a page or two. Allow 3 seconds of wait timeif a Voyager stops or makes an error. Correct by saying the word. Ask the Voyager to repeat the word,then reread the sentence correctly.

2. After reading, ask:• What is the title of the story? (“Our Trip to the Great Pyramid”)• Who are the characters? (Tut, Cat, and the guide)• Who is the main, or most important, character? (Tut)• Where does the story take place? (at the Great Pyramid in Giza)• Why did Tut and Cat go to Giza? (to visit the Great Pyramid and learn more about it)• What problems did Tut have while he was there? (He got hungry. He became sad when he

thought about tomb robbers stealing from Khufu.)• How were the problems solved? (They ate a snack, and the guide explained that Khufu was in

the Land of the Dead and did not need anything he might have left in the tomb.)

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ADAPTADAPTAATIONTIONIn the Phonological Awareness and Alphabetic Principle segments, ensureVoyagers understand the meaning of the words they say and create. EnglishLanguage Learners may be able to decode or encode words without knowingthe meanings. Have them use the words in sentences or illustrate them.


Alphabetic Principle (5 minutes)1. Distribute a set of letter tiles to each pair of Voyagers.2. Voyagers select the letters a, i, m, n, o, p, r, t, and t.3. Follow the dialogue to have Voyagers make short o words.

Let’s make words with the short o sound. Make the word mop.Change the beginning letter to make the word top.How would you make pot? How would you make rot? not? tot? tom?What other words can you make with these letters? (pair, pain, paint, rain, pram, pin)

4. We will use all of our letters to make a mystery word.Give Voyagers clues until they solve the mystery word important.The mystery word begins with i.The mystery word has the smaller word ant at the end.The smaller word port comes before ant.The mystery word describes the kind of people who were made into mummies.

RESPONSE AND PRARESPONSE AND PRACTICECTICE

A. Read the semantic map completed in the Instructional Focus aloud together.

B. What kind of words are the food names? I’ll give you a hint: It is the name for words thatare people, places, or things. (nouns)

C. Look on the Word Wall. Do you see other nouns? Identify the nouns on the Word Wall.

D. Pair Voyagers with Pathfinders and give each pair a sheet of manila paper, a marker, pencils, and aset of Word Sort Cards.

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ADAPTADAPTAATIONTIONThe Instructional Reading segment may be made less difficult by havingVoyagers choral read or follow along as you read aloud. In the AlphabeticPrinciple segment, Voyagers may work with partners to make the words.


E. Work with your Pathfinder to make a semantic map that shows 10 nouns from the Word SortCards. Write Nouns in the circle. Write the nouns on the lines. Look on both sides of eachcard. Model on the chalkboard if necessary. See the answers in the following diagram.

DEBRIEFERDEBRIEFER

A. Have each Voyager share and read from their Egyptian food collages. Save the collages to displayat the Celebration in Adventure 20.

B. Let each Voyager have a turn to name a different noun.

C. Ask Voyagers what they will share with their families about today’s TimeWarp Adventure.

SuggestionsTell your family what ancient Egyptians ate.Take turns naming nouns with a family member.

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sand

peop

le

Nouns

mot

her

brea

kfas

t

children

friend

school

family

catsteacher




FLUENCY INSTRUCTION:• Combines research-proven strategies with engaging expository and narrative passages for

immediate, measurable results on the Reading Connected Text assessment

• Improves students’ rate, accuracy and expression on increasingly difficult text throughrepeated readings

• Informs students of their personal reading growth through regular timed readings

TARGETED WORD STUDY:• Provides explicit instruction in the five essential components of reading

• Provides summer school teachers the option to differentiate instruction for studentsperforming markedly below grade level

• Uses a systematic scope and sequence to introduce phonic elements in isolation

• Teaches students to access meaning from the printed word more easily throughfoundational instruction in decoding

• Provides daily reading passages for students to practice comprehension strategies

READING CONNECTED TEXT MEASURE:• Provides teachers with a highly accurate and easy-to-administer, one-minute assessment

for measuring reading growth

• Offers an assessment that is completely equivalent to the DIBELS Oral Reading Fluencymeasure

• Enables teachers to benchmark their students at the beginning and end of summer todemonstrate learning growth

• Provides critical information teachers need to group students, differentiate instruction,and measure their students’ response to the summer intervention

TimeWarp PlusAdded ComponentsTimeWarp PlusAdded Components


Fast Read1. Write the following words on the board: owned, beauty, raised, doctors, hero, gorillas,

gently, chimps, and tools.

2. Choral read the words. Assist with unfamiliar words and meanings as needed.

3. Do a quick read of the words by increasing the pace as students read the words again.

4. Have individuals quick read one or two words.

Introduce1. Today’s passage is “A Gentle Gorilla.” It is about a gorilla who helped a little boy.

2. Activate prior knowledge about zoo exhibits. • Have you ever been to a zoo? What did you see?• Describe the animals’ homes. (Encourage students to describe exhibits that mimic

the animals’ native environment, particularly those without cages.)

Choral Read1. Now let’s read “A Gentle Gorilla” together. Is everyone ready to begin?

2. Read the passage aloud with students.

Comprehension and Vocabulary Review1. Ask students to identify words that were unfamiliar to them. Review each word, its

pronunciation, and its definition with students.

2. Select a student. In your own words, tell me what you learned by reading “A GentleGorilla.”

3. Ask a different student to build on the first student’s response. If needed, use the prompt:What did Binti Jua do that surprised the people at the zoo?

Read with a Partner1. Place students in pairs. Have students read the passage aloud, alternating paragraphs.

Point out the star at the beginning of each paragraph. Explain to students that thisindicates that the readers should switch roles. The first partner begins by reading the firstparagraph. The second partner reads the second paragraph, and so on.

2. Remind students to assist their partners with difficult words as needed.

3. Monitor students’ pacing and accuracy as they complete the partner reading.

Lesson 11

TimeWarp Plus16


Lesson 11

A Gentle Gorilla It was a warm summer day in 1996. Many people were

visiting the zoo. One of them was a 3-year-old boy. The grouphe was with went to see the gorillas.

The boy was excited. He climbed on the rail to get a goodlook at the gorillas. He slipped and fell down into the gorillas’home. What would happen?

People tried to get to the boy. A gorilla named Binti Juagot to him first. “What will she do?” people wondered. Theywere afraid the big gorilla would hurt the little boy.

Binti Jua didn’t hurt the boy. She picked him up gently.She took the boy to a door. It was the door the zoo workers used.

Some say Binti Jua took the boy there because she knewthe boy was a person. She knew a zoo worker would come to thedoor. She knew a person could take care of the boy.

A zoo worker did take the boy from the door. Binti Juahad saved him. The boy went to a hospital, and now he is fine.

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1. Have students turn to Lesson 11in the Student Book. Direct themto line 1 in Box A. We’ll reviewthe sound of these letters. Thesound for these letters is /ai/.(as in pay) What is the soundthese letters make? (/ai/)Review the remaining sounds.

2. Direct students to line 2. Let’s read words with the /ai/ sound. First, say thesound for the letters that are underlined, then read the word. Touch theunderlined letters in the word. What is the sound for these letters? (/ai/) What isthe word? (day) Repeat with the remaining words. Call on individuals to read oneor two words.

3. Direct students to line 3. Let’s read these words with the sounds that we alreadyknow. What is the first word? (reel) Have students choral read the remainingwords. Call on individuals to read one or two words.

To Correct:• Tell students the correct sound, then ask them to repeat the sound.• Say the word that was missed, then have students repeat the word.

1. Direct students to Box B. The words in this box are irregular words. We can’tuse the sounds we know to read every word. Spell and read the underlined wordsfor students. Now you spell and read the underlined words.

2. Let’s review the words in the box that you already know. Have students choralread the words. Have individuals spell and read one or two words.

To Correct:Immediately say the correct word. Have students repeat the word, then spell theword and read it.

Irregular Words 5 minutes

Phonics 5 minutes

bean

wheat

zoom

scoot

Lesson 11

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1. Direct students to Box C. We use the sounds we hear in a word to spell the word.Write the first word with students. The word is bean. What letters make the /ea/sound? (ea) Say the sounds in the word bean. Write the word on line 1. Havestudents spell wheat, zoom, and scoot.

2. Have students read the words, then say the letter sounds for the words as you writethe words. Have students check and correct any misspelled words.

1. Have a student read the title, “AGood Day to Fish.” How wouldyou describe a day that is agood one to fish? (The sun isout. The sea is calm. It is notcold. The fish are biting.) As youread, look for the word bay. Abay is an area in the sea that isclose to the shore. Havestudents read the passage withyou for accuracy. If studentshave difficulty reading thepassage, instruct them to rereadit before you ask thecomprehension questions.

To Correct:Stop the readers. Say the word. Have students repeat the word and reread thesentence.

2. After reading the passage, ask the comprehension questions.• Why is Dad’s hat a good luck hat? (When he wears it, he catches a lot

of fish.)• Why is Ray so loud today? (He is excited about going fishing.)• Why did Dad tell Ray he had to be quiet at the bay? (He doesn’t want Ray to

scare the fish away.)• Can a hat really help someone catch fish? Explain. (Answers will vary.)

Have students reread the passage or a section of the passage with a partner and checkeach other for reading errors. Monitor and correct for speed and accuracy as needed.

Spelling 5 minutes

Passage Reading and Comprehension 10 minutes

Fluency 5 minutes

Lesson 11

Targeted Word Study19


DESTINADESTINATIONTIONExamine the life of a Roman soldier.

ITINERARITINERARYYAnalyze Roman military defense maneuvers.

Continue to explore the duties and training of Roman soldiers.

Create a replica of a Roman legionary’s shield.

Read silently a text of choice.

Participate in Teacher-directed Challenges.

Write about life from a Roman soldier’s perspective.

BABACKGROUNDCKGROUNDIn the days of the early republican army, it was a citizen’s duty toprotect Rome. Any man between 17 and 46 years of age could be calledon to serve. There were daily training sessions in which everyonepracticed swimming, running, jumping, javelin throwing, and fencing.Three times each month, soldiers marched 18 miles at a forced pace of4 to 5 miles per hour. Soldiers were beaten severely if they misbehaved.

By 100 B.C., in the days of the latter republican army, most soldierswere full-time professionals because the army had to control Rome’sdistant enemies. The uniforms were similar in appearance depending on the weather, but a wide array of weapons was used.

ADVENTUREADVENTUREORGANIZERORGANIZER

ACTIVATOR• Uses conventions of writing• Listens critically to evaluate and

interpret what is heard

INSTRUCTIONAL FOCUS• Uses fix-up strategies such as


• Identifies the explicit and implicitmain idea

• Uses graphic sources to gather andinterpret information and ideas

LEARNING STATIONS• Draws and discusses visual images

based on what is described and/or read in texts

• Selects reading material to meetindividual needs

CHALLENGE LEVEL A• Reads instructional-level text fluently• Identifies and categorizes words into

groups with common attributes• Identifies parts of speech

CHALLENGE LEVEL B• Reads instructional-level text fluently• Identifies and categorizes words into

groups with common attributes• Identifies parts of speech• Spells previously read or studied

words correctly

RESPONSE ANDPRACTICE• Writes for a purpose

DEBRIEFER• Responds to text through discussion,

asking and answering questions, andrelating events to personal experiences

TIMEWTIMEWARP ROARP ROMEME

Adventure 7 22


PREPPREPARAARATIONTIONBring old newspapers for the art activity in Learning Station 1. Arrangethe workspace in a way that allows for maximum time on task andminimum clean up.

Prepare Mystery Message 4.

MANAGEMENT TIPMANAGEMENT TIPLook for leadership potential in every Voyager, and provideopportunities for developing leadership skills. Recognize and supportVoyagers who demonstrate good leadership skills. Develop a procedurefor Team Leaders to use when your assistance is needed during theLearning Stations. Also, find time to allow Voyagers to reflect on whatthey observe or learn from their experiences as Team Leaders.

INSTRUCTIONALMATERIALS• TimeWarp Rome Anthology books• Voyager Adventure Books• Transparency 4 (Main Idea Map)• Mystery Message 4• Team Leader badges• Student Letter Squares• paintbrushes• tagboard• yarn• yellow and red paint

MATERIALS TO COLLECT• newspapers• paper fasteners• story elements chart from

Adventure 6, Challenge Level B

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THE ADVENTURE BEGINSTHE ADVENTURE BEGINS

AACTIVCTIVAATTOROR

A. Write the following sentences on the board or chart paper. AskVoyagers to find the mistakes, then discuss corrections to bemade.

1. Only citizens wore robes call togas (Only citizens worerobes called togas.)

2. The roman army was verry powerful. (The Roman armywas very powerful.)

B. Direct attention to the scroll containing MysteryMessage 4. Allow Voyagers to study the message.

C. Have Voyagers brainstorm ideas about what the messagemeans. Lead them to interpret the message as anillustration of a Roman shield used by soldiers in theRoman army. Tell Voyagers they will find out more about it later in the Adventure.

INSTRUCTIONAL FOCUSINSTRUCTIONAL FOCUS

A. Share what you have learned about the Roman army. Refer to the following chart for possible responses.

Adventure 7 24

People

• cavalry• auxiliary troops• emperor’s foes• builders• guards• foot soldiers

Duties

• fighting• protecting other

soldiers• building Hadrian’s

Wall• standing guard• building camps

Weapons or Tools

• javelin (long spearwith pointed end)

• kit (used to carrytools)

• palisade stake(wooden stake)

• turf cutter (tool fordigging trenches)

• mess tin (heldsoldier’s food)

• dagger (small knife)• horse (carried

soldier)• tent (where soldier

slept)• spear (wooden stake

with knife point)• shield (protected

soldiers from spearsand daggers)

Army Life

• many months of travel

• danger of wildanimals and thieves

• missing familymembers

• many hard jobs to do

• had to serve a long time

Salve,

Vale


B. Have Voyagers return to “Don’t Let Your Babies Grow Up to Be Roman Soldiers” on pages 24–30of the TimeWarp Rome Anthology book. Reread the story with your Pathfinder. Monitor asVoyagers read.

C. Discuss the story:• We learned a number of things about the Roman army the first time we read this story.

What else is it really about? (It is the story of a family that came back together after thefather had been away serving in the Roman army.)

• How did the father feel about serving in the Roman army? (He missed his family, butunderstood that he had to serve. It was expected of him as a Roman citizen.)

• Who was Titus? What was he like? (Titus was the man’s son. He was young and verycurious. He wanted to be a soldier like his father.)

• Why was the man’s horse named Jupiter? (His wife would not let him name the boy Jupiter.)

D. Direct Voyagers’ attention to the last three paragraphs on page 29 and have them reread silently.

E. This part of the story tells about something that groups of soldiers did with their shields.What did they do? (They held them like one big tortoise shell.) Imagine what they must havelooked like. Turn to page 24 in your Voyager Adventure Books. Let’s read more about thearmy and see what else there is to know about this tortoise trick the army used.

Note to TeacherThink-Alouds are a teacher modeling technique used periodically in TimeWarp. In a Think-Aloud,a teacher reads aloud a portion of text and stops intermittently to verbalize the thought processesan effective reader uses. Each Think-Aloud focuses on one or more reading strategies.

F. Have Voyagers follow along as you read the text and Think-Aloud. Emphasize that good readersuse specific strategies to understand what they read. Explain the strategy modeled in this Think-Aloud, then demonstrate.

Strategy: Good readers use fix-up strategies such as rereading, searching for clues, readingahead, and self-questioning to make meaning of text.

The title of this text is “War Tricks.” What do war and tricks have to do with one another?I’ll keep reading to see if the paragraphs explain. The Roman army was greatly responsible forthe growth of the empire. They captured many lands and expanded its borders. When they movedon the enemy, they did a special trick. It was called “the tortoise.” That says it right away. Thetext tells about things the Roman army did to win wars. It uses the word tricks to describewhat they did. They held their shields high above their heads. The shields made a kind of shell.That makes sense. A tortoise is like a turtle. I’ve seen a turtle before. It has a shell. Theshields were probably hard like a shell. They even look like sections of a tortoise shell in theillustration. The men on the outside held their shields in front and on the sides of their bodies.They were protected from enemy spears. The Roman soldiers had other tactics, too. Tactics is aword I’m not sure about. I will look to see if other words are used in its place as I keepreading. One was called “the orb.” It was a defensive trick. This sounds like a tactic is the samething as a trick. Let me reread and see how tactic sounds in the place of trick. It was adefensive tactic. When surrounded by the enemy, they formed a circle with shields raised. Themen inside the circle shot arrows at their foes behind the protection of the shields. Another tacticor trick was “the wedge.” The soldiers formed a V shape. Then, they moved like the tip of anarrow to break up the enemy line. These tricks served the Roman army well. With them, theRoman soldiers fought off many enemies. They led the empire to greatness. Now, I’ll read it again.

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G. Display Transparency 4 (Main Idea Map). Review the definition of main idea (what the text ismostly about). Looking for facts and details can help tell what the main idea is.

H. Discuss important facts or ideas from the passage and record them in the spaces on thetransparency as Voyagers write them on page 25 of the Voyager Adventure Book. Explain thatfacts may be written as phrases or complete sentences. Write the main idea in the circle.

I. Facts and details in a passage support the main idea, just as Roman shield tricks supportedsoldiers in battle. Have Voyagers turn to page 26 in the Voyager Adventure Books to practicedetermining main idea.

LEARNING STLEARNING STAATIONSTIONS

Group Voyagers into three learning teams based on their reading levels. Each team will rotate throughthe three Learning Stations.

Adventure 7 26


Voyagers create a Roman legionary’s shieldusing Roman colors and symbols. Refer topage 28 of the Voyager Adventure Book.

SSTTAATIONTION 33(Teacher Directed)

Choose Challenge Level A or B, with or without adaptation, based on the learning teams’instructional needs. Challenge Level A is less difficult than Challenge Level B. Lessons andadaptations follow.


Voyagers read independently and complete thereading log in the Voyager Adventure Book onpage 29.

Tricks of the Roman Army

the tortoise the orb

Detail Detail

the wedge arrows,shields, spears

Detail Detail

Main Idea


CHALLENGE LEVEL ACHALLENGE LEVEL A

Fluency (5 minutes)1. Write the following words from the story “Life with Theo” on the board: girl, city, kitten, path,

mother, Theo, rooms, water, spout, pool, people.2. Have Voyagers choral read the words with fluency.

Phonological Awareness (5 minutes)1. Say the words broom and doom. What sounds do you hear alike in both of these words? (/oom/)

Write oom on the board. The letters oom sound like /oom/.2. Have Voyagers give other words that end in -oom. (Possible responses: boom, loom, zoom,

gloom, room) 3. Recognizing word endings, such as -oom, helps you read words.

Instructional Reading (15 minutes)1. Briefly review the part of “Life with Theo” that Voyagers read from page 7 of the TimeWarp Rome

Anthology. (Theo wakes up and races into the kitchen as the sun rises. She licks honey and goatmilk from the breakfast table and then bathes herself. When she hears her family, she leaves thekitchen, finds her vegetable, and takes it to the city to give to her friend.)

2. What do you wonder about the rest of the story? Where is Theo going? Who will she see?Keep these questions in mind as you read pages 8 and 9. Listen to individuals read. If a Voyager mispronounces a word, wait 3 seconds. Then, pronouncethe word and have Voyagers repeat after you.

3. Review the meaning of a noun. (a part of speech that names a person, place, idea, or thing)4. What do the words on the board have in common? (They are all nouns.) Have Voyagers

determine which kind of noun each word on the board is.

Alphabetic Principle (5 minutes)1. Place one bag of Student Letter Squares in the center of the table.2. Voyagers take turns choosing a letter from the bag and calling out a noun that begins with

the letter.3. Voyagers must tell the categories their nouns belong in. Write responses on the board.

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person

girlmotherpeople

place

roomscity

thing

kittenpathspoutpoolwaterTheo

ADAPTADAPTAATIONTIONThis lesson can be made more difficult by asking Voyagers to choose a letterand call out a noun for each category that begins with the letter chosen in theAlphabetic Principle segment.


CHALLENGE LEVEL BCHALLENGE LEVEL B

Fluency (5 minutes)1. Have Voyagers open to page 79 in the TimeWarp Rome Anthology. 2. Review the meaning of fluency. (reading with speed, accuracy, and expression) 3. Model reading the last paragraph for fluency. 4. Have each Voyager choose a sentence from page 79 to read with fluency.

Phonological Awareness (5 minutes)1. Say the words look and took. What sounds do you hear alike in both of these words? (/ook/)

Write ook on the board. The letters ook sound like /ook/.2. Have Voyagers give other words that end in -ook. (Possible responses: crook, cook, shook,

book, brook) 3. Recognizing word endings, such as -ook, helps you read words.

Instructional Reading (15 minutes)1. Briefly review page 79 and the first half of page 80 of “The Tatiana Doll” in the TimeWarp

Rome Anthology.2. Have Voyagers read the rest of page 80 and all of page 81. 3. Discuss the following questions:

• Did the bird take Tatiana to a better place? Why or why not? (Possible answers: Yes, shewas away from her stepmother. No, she was away from her father. No, the fairies could not protect her.)

• How do you predict the story will end?4. You identified story elements in the last Adventure. Let’s see what information changed as

the story continued. Record the story elements on the chart created in the previous lesson.Discuss how they changed as the story progressed. Keep the chart to be reused in Adventure 9.

Adventure 7 28

ADAPTADAPTAATIONTIONIn the Instructional Reading segment, clarify the meanings of the wordson the board before reading the assigned pages. Discuss the words usingthe illustrations.

Title

“The Tatiana Doll”

Setting

several days at thefairies’ crystal villa

Characters

Tatiana, thestepmother, the bird,the fairies, the witch

Problem

Tatiana’s stepmothertried to hurt her.Tatiana was tricked.

Solution

The fairy motherrescued Tatiana andbrought her back tolife. She promisednot to disobey again.


Alphabetic Principle (5 minutes)1. Distribute paper and pencils. 2. Review the sound of -ook. 3. Call out the following words for Voyagers to spell: took, book, cook, rook, shook,

brook, nook.

RESPONSE AND PRARESPONSE AND PRACTICECTICE

A. Distribute notebook paper to each Voyager.

B. Review the elements of a friendly letter and model one on the chalkboard. (date, greeting, body,closing, and signature) Put yourselves in the shoes of a Roman soldier who is writing a letterto family members back home. You have not seen your family for many years.

C. Have Voyagers write letters describing their experiences as Roman soldiers. Tell them to bemindful of punctuation, spelling, capitalization, and word usage. The following information shouldbe included in the letters:• What is your job at present?• What do you hear, see, and do?• How do you feel about your experiences?

D. Have Voyagers roll up their letters like scrolls, exchange them with one another, and read them aloud.

DEBRIEFERDEBRIEFER

A. What are some advantages and disadvantages of serving in the Roman army for 20 to 25 years?

B. If you met a Roman soldier, what question would you ask him?

C. Ask Voyagers what they will share with their families about today’s TimeWarp Adventure.

SuggestionsTell your family the meaning of the word tortoise as it applies to the Roman army.Explain details about the lives of the Roman soldiers.Describe your shield to your family.

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ADAPTADAPTAATIONTIONThis lesson can be made less difficult by calling out a list of words and havingVoyagers help sort them according to those that contain -ook. A possible list:shook, shack, shake, book, back, buck, boot, crook, look, lock, took, tick, nook,knock, spoon. List the words on the board under the headings Examples andNon-Examples.




FLUENCY INSTRUCTION:• Combines research-proven strategies with engaging expository and narrative passages for

immediate, measurable results on the Reading Connected Text assessment

• Improves students’ rate, accuracy and expression on increasingly difficult text throughrepeated readings

• Informs students of their personal reading growth through regular timed readings

TARGETED WORD STUDY:• Provides explicit instruction in the five essential components of reading

• Provides summer school teachers the option to differentiate instruction for studentsperforming markedly below grade level

• Uses a systematic scope and sequence to introduce phonic elements in isolation

• Teaches students to access meaning from the printed word more easily throughfoundational instruction in decoding

• Provides daily reading passages for students to practice comprehension strategies

READING CONNECTED TEXT MEASURE:• Provides teachers with a highly accurate and easy-to-administer, one-minute assessment

for measuring reading growth

• Offers an assessment that is completely equivalent to the DIBELS Oral Reading Fluencymeasure

• Enables teachers to benchmark their students at the beginning and end of summer todemonstrate learning growth

• Provides critical information teachers need to group students, differentiate instruction,and measure their students’ response to the summer intervention

TimeWarp PlusAdded ComponentsTimeWarp PlusAdded Components


Lesson 7

Introduce1. Today’s passage is “A Wonderful Singer.” It tells the story of Stevie Wonder.

2. Ask questions to activate prior knowledge about Stevie Wonder.• Have you ever heard Stevie Wonder’s music?• Stevie Wonder is a singer. What instruments do you think he plays?

Choral Read1. Now let’s read “A Wonderful Singer” together. Then I will ask a few questions about

the passage, and we will discuss any words you did not know. Let’s begin.

2. Read the passage aloud with students, maintaining appropriate pacing and intonation. Asyou choral read, mark any words that were unfamiliar to students to discuss afterreading.

Comprehension and Vocabulary Review1. Ask students to identify words that were unfamiliar to them. For example: sight (ability

to see) and in addition to (besides). What other words did you find difficult to read orunderstand? Write two to three additional words on the board as students identify them.

2. Review each word, its pronunciation, and its definition with students.

3. Select a student. In your own words, tell about Stevie Wonder’s life.

4. Ask a different student to build upon the first student’s response. If needed, provide theprompt: What were some of the instruments he learned to play?

Read with a Partner1. Place students in pairs. Have one student read the first half of the passage. Point out the

star at the beginning of the third paragraph. Explain that this indicates the halfway pointwithin the passage. Tell the second student to follow along as the first reads. Instructstudents to correct any mistakes immediately.

2. Have students switch roles. Ask the second partner to read the second half of thepassage. Remind students to assist their partners with difficult words as needed.

3. Monitor students’ pacing and accuracy as they complete the partner reading.

Timed ReadingHave student pairs reread “A Wonderful Singer” in a 1-minute timed reading. Refer to theprocedure in the Getting Started.

TimeWarp Plus32


Lesson 7

A Wonderful SingerRight after Stevie Judkins was born in 1950, he lost his

sight. Stevie was blind, but he learned to make music. He learnedto play the piano when he was 7. He soon learned to play thedrums too. He could play three instruments by the time he was9. When Stevie was 11, he made his first record. Then hechanged his name to “Little Stevie Wonder.”

Stevie had a hit record by the time he was 12. After that, hedropped the “Little” from his name. He was only 15 when hewrote and sang “Uptight (Everything’s Alright).”

Stevie made records of songs that he wrote and sanghimself. But, that wasn’t all. He also played almost all theinstruments himself too. Stevie had a big hit with “You Are theSunshine of My Life.” His biggest hit was “I Just Called To SayI Love You.”

In addition to all hismusic, Stevie wanted tohonor an important man.He wanted Martin LutherKing Jr.’s birthday madeinto a holiday. He workedhard to make it happen.The first Martin LutherKing Jr. Day was in 1986.Stevie sang for thepresident on that day.

100

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100110121133146149154158162166170175180184190194198

Fluency33


A. Have students turn to Lesson 7in the Student Book. Directstudents to lines 1 and 2 in BoxA. Choral read the words in eachrow. Call on individuals to read arow of words.

B. Direct students to lines 3 and 4.Let’s read these words together. First, say the sound for the letters that areunderlined, then read the word. Touch the letter combination in the word. What isthe sound for these letters? What is the word? Repeat with remaining words. Callon individuals to read the words in the row.

To Correct:• Tell students the correct sound, then ask them to repeat the sound.• Say the word, then have students repeat the word.

A. Direct students to Box B. The words in this box are irregular words. We can’talways use the sounds we know to read these words. Spell and read theunderlined word for students. Ask students to spell and read the underlined wordwith you.

B. Ask students to spell then read each word in the box. Spell the word. What is theword? Choral read the list of words. Call on individuals to spell and read one ortwo words.

To Correct:Immediately say the correct word. Have students repeat the word, then spell theword and read it.

A. Direct students to Box C. Write person on the board. Read this word. Spell person.I’ll cover the word. Now spell person. Repeat with been, nothing, and even. Erasethe words from the board.

B. Now it’s time to write the words we spelled aloud. Write the word person on thefirst line. Have students write the remaining words on the lines provided in Box C.

C. Write the words on the board as students check their work. If a spelling erroroccurs, tell students the letters, then have them repeat with the correct spelling.Have students write the word correctly.

Irregular Words 5 minutes

Phonics 5 minutes

Spelling 5 minutes

person

been

nothing

even

Lesson 7

TimeWarp Plus34


A. Call on a student to read the title.Have students read the story withyou for accuracy. If students havedifficulty reading a section,instruct them to reread the sectionbefore asking the comprehensionquestions.

To Correct:Stop the readers. Say the word.Have students repeat the wordand reread the sentence.

B. Stop after each section in thestory to ask the comprehensionquestions.

Section 1: How was thegrasshopperdifferent from the ants? (The grasshopper spent the summer playing,while the ants spent it getting ready for winter.) What did the antsmean by “sadder days are ahead”? (The grasshopper was going tohave a hard time because he had not prepared for winter.)

Section 2: What happened to the grasshopper when winter arrived?(He became cold and hungry.) How do you think the grasshopper feltwhen he thought about the ants and the food they had stored away?(He might have felt excited or happy that they might share with him.)

Section 3: How did the story end? (The ants shared their food with him, and hewent to find a place to eat.) What lesson did the grasshopper learn atthe end of the story? (to always prepare for the days ahead)

Have students reread the story or a section of the story with a partner and check eachother for reading errors. Monitor and correct for speed and accuracy as needed.

Passage Reading and Comprehension 10 minutes

Fluency 5 minutes

Lesson 7

Targeted Word Study35


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