Invisible Island, The

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Group
Classroom
Second Grade Guided Reading Plan - WB
Reading Instructor
Text
Day ____
Student
Amount to read
Chapter 1 &2
Teaching Points
Text/level O
The Invisible Island
Book
Introduction
Read the introduction to the students. Ask them
to predict what they think might happen in this
story. Also have the students look on the map.
(2.3.5)
2-3 stopping
places/
Comprehension
checks
Pg. 9 What was interesting about the way Ruth Rose
dressed? (She only wore one color.)
Using words from the book describe the setting of the
river? (Use description on page 5)
How does Nate’s pebble turn into a nickel? (His mother
sneaks in a replaces the pebble with a nickel if he
keeps his room clean.)
Pg. 15 How are the kids going to find out who’s $100
dollar bill that is? (They are going to go to Ron’s
Bait Shop and ask Mr. P who has been out near the
river.
2-3 stopping
places/
Comprehension
checks
Pg. 20 What was Ruth Rose’s idea for the
lost money? (Leave a note a the bait
shop) Why did she not say how much
money she found? (Then everyone would
call and say they lost money.)
Pg.25 Why Ruth Rose really happy after
she left the police station? (If no know
claimed the money she would be able to
keep it.)
Fast Finishers
Practice with a partner reading the pages Fast Finishers
using appropriate changes in voice and
expression. (2.1.6)
Have student pick at least five words and
think of synonyms for those words and
write them in their journals.
Lets look at the map. Why do you think the
author would include this in his book? These
helps us determine the setting of the book.
What is the setting of a book? How would this
map help you determine the setting of each
chapter? Compare the setting of this book to
another book you have read. (2.3.1)
Voc. muffled (Intro)
Day ____
Date
Student
Text
Amount to read Text/level O
Chapter 3
The Invisible Island
Teaching Points Review what the word synonyms means.
Have students write the word run or walk
in their journals. Point out the sentences
which use the words trooped, squishing,
and trudged in chapter three and talk
about how these are synonyms for the
word walk or run. These words explain
how someone moves around. (2.1.7)
Book
In this next chapter, Ruth Rose begins to
Introduction
think of ideas of how to find the person
who lost the hundred dollars.
Group
Classroom
Second Grade Guided Reading Plan
Reading Instructor
Day ____
Student
Amount to read
Chapter 4
Teaching Points
Text/level
The Invisible Island (O)
Use context to understand word and
sentences meaning. Look at the word
calamine on page 27. By reading the
words around it, what do you think that
word means? What about the word dewy
at the bottom of page 27. (2.2.9)
Book
Introduction
In this chapter they three kids think it
is a good idea to go back to the island
and search for more treasure.
Pg. 29 Why does Josh keep scratching
himself? (poison ivy) Why were the
three kids going back to the island?
(They were looking for more money.)
Pg. 35 Why is Josh using his shovel to
poke at the boulder? (It is cover with
poison ivy)
What was interesting about the poison
ivy in the cave? (It was fake.)
2-3 stopping
places/
Comprehension
checks
Fast Finishers
Text
Use descriptive words from page 30 and
31 to draw a picture of the setting in
this part of the story.
Day ____
Date
Student
Text
Amount to read Text/level
Chapter 5 & 6
The Invisible Island (O)
Teaching Points Review why an author might use synonyms
for the words like look or run. (The
author uses synonyms to make his writing
more interesting. What are the synonyms
the author used for these words on page
41? (scrambled and stared) While you
read write down at least five synonyms
you might like to use in your writing.
(2.1.7)
Book
Predict: What do you think is in
Introduction
the slab of cement? (2.3.5)
2-3 stopping
places/
Comprehension
checks
Fast Finishers
Pg. 40 Why did the kids keep hitting the
cement box if they could not get it open?
(They wanted to see what was inside the box)
Pg. 44 Why did the kids leave the cement
box? (They heard a squeaking sound.) Why
did they take the time to put the poison ivy
back on the way they found it? (So no one will
know they were there)
Pg. 48 What is counterfeit money? (fake
money)
Look for synonyms the author used
instead of words like happy, angry,
scared, said ect…..
Group
Classroom
Day ____
Student
Amount to read
Chapter 7 & 8
Teaching Points
Text/level
The Invisible Island (O)
Book
Introduction
Second Grade Guided Reading Plan
Reading Instructor
Text
Sometimes, especially when you are reading a
mystery, it is hard to keep track of what is
going on within the story. One thing to do is
write the important things that happened in
the beginning, middle, and end of the
chapter. After reading chapter sever, thing
about what happened in the beginning,
middle, and end of this chapter. Use this
graphic organizer to help you. (2.2.5)
Voc. snazzy (59)
In the next two chapters, the kids will try to
figure out the identity of the counterfeiter.
It may be someone they know!
Day ____
Date
Student
Text
Amount to read Text/level
Chapter 9 & 10 The Invisible Island (O)
Teaching Points What is the definition of fantasy? (not
real) What is the definition of reality?
(real) After reading most of this story,
do you think this story is reality or
fantasy? What are some clues you used
to make your decisions? (2.3.6)
Voc. devilishly (73)
Book
Introduction
Think about some of the clues Ruth Rose,
Dink, and Josh have already collected. Have
students take turns discussing the clues.
2-3 stopping
places/
Comprehension
checks
Pg. 70 Why would Ruth Rose’s plan to get into the
house not work? (She wanted to sell Girl Scout
cookies but the boys would not be selling cookies.)
Why did Mr. Bent write Mr. P a check? (The check was
for painting his boat green.)
At the end of this chapter, the kids see Mr. Bent. Why
are they now sure that he was at the vault? (He had
poison ivy all over his arms and legs.)
Pg. 76 How did the kids get the Bents to come into the
garage? (Josh pounded on the bottom of a pail with
a hammer.) What was the plan to get the Bents to the
Island? (Ruth Rose wrote with chalk on the floor.)
2-3 stopping
places/
Comprehension
checks
Pg 54 Why do the kids think that the guy in the boat
could not see their faces? (If they could not see his
face then he could not see theirs)
Who does Josh think was in the boat? (Mr. P.) Why?
(He bought calamine lotion and the other day when
they saw him he did not have poison ivy)
Pg. 60 Why do you think the kids went to see Mr. Holly
to ask about the license plate? (Mr. Holly works at
the gas station and would see a lot of cars and
license plates.)
Why is the location of the Bent’s house a clue? (It is
located on a river.)
Fast Finishers
When students are finished reading
Fast Finishers
chapter seven, they need to complete the
BME graphic organizer. (2.2.5)
Using voc. from previous lessons, write
the words muffled, snazzy, and
shrubbery in three separate sentences.
Group
Classroom
Second Grade Guided Reading Plan
Reading Instructor
Day ____
Student
Amount to read
Chapter 11
Teaching Points
Text/level
The Invisible Island (O)
Amount to read Text/level
Do you think there plan will work? Why?
Have students write their predictions in
their journals. Make sure they have correct
capitalization and punctuation. Have
students discuss their ideas together. (2.3.5)
This is the last chapter of the book. Lets
hope that Ruth Rose, Josh, and Dink can
solve this mystery before it is too late.
Teaching Points
Pg. 87 Why did Mr. P buy Mr. Bent the
calamine lotion? (He is just a nice guy
and was doing Mr. Bents a favor.)
Why did Mr. P paint the Bent’s boat?
(The Bents were afraid the kids would
recognize the boat again.)
Why did Josh keep the Bent’s dog? (The
dog did not have a place to stay
because his owner will be in prison.)
Rewrite the end of the story. Pretend
the book ended at Chapter 10. How
would your story end? What would be
different? Write the new ending in your
journal. (2.3.2)
2-3 stopping
places/
Comprehension
checks
Book
Introduction
2-3 stopping
places/
Comprehension
checks
Fast Finishers
Text
Day ____
Date
Book
Introduction
Fast Finishers
Student
Text
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