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