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Genre Fantasy
GR H
Word Count 319
Lexile 330
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
the questions they have about the text.
Then work with them to go back into the text
to fi nd evidence to answer the questions.
Discuss text evidence children cited.
Chapter 1 (pages 2–3)
Phonics Point to the word is in the fi rst
paragraph on page 2. Say it aloud. Have
children listen for the short i sound. Then have
them fi nd at least one other word on pages 2
and 3 with the short i sound.
Specifi c Vocabulary Point out the
fi rst sentence on page 2. Children may not be
familiar with the term harvest. Explain that
harvest is the time of year when fruits and
vegetables are picked. Point to the word ripe
in the second paragraph. When the apples are
ripe, then it is harvest time. Say: Look at the
pictures and reread the text. What clues tell you
that it is harvest time?
Harvest Time
BEYOND LEVEL
CLOSE READING
ESSENTIAL QUESTION What is it like where you live?
What Makes the Text Complex?
Foundational SkillsDecode words with short i Children can practice reading words
with the short i sound.
Structural Analysis Children can practice reading words with
double fi nal consonants.
Access Complex TextSpecifi c Vocabulary The use of unfamiliar vocabulary may be a
challenge for children.
Connection of Ideas Children will need to make inferences and
connections between details in the text to understand where people
live.
AS
BEYOND LEVEL
by Erin Matthewsillustrated by Roberta Collier Morales
PAIREDREAD Where We Live
Fantasy
FC_BC_CR14_LR_G1_U1W2_L14_BEY_119688.indd 3 2/1/12 12:40 AM
77Card
Unit 1 Week 2
ReadHave children read “Where We Live”
independently, taking notes as they read. Ask
children what type of text “Where We Live” is.
How can they tell?
Reread to Compare Texts
COLLABORATE
Ask partners to discuss what they
learned about where people live in
“Where We Live.” Ask: How do the places
compare to the farm in Harvest Time?
Chapter 1 (continued)
Comprehension Check What details do you
notice about the characters on pages 2 and 3?
Chapter 2 (pages 4–6)
Phonics Have children reread pages 4 and 5.
Say: Find at least two words on these pages
with the short i sound.
Structural Analysis Point out the word sell on
page 4. Have children identify the double l at
the end of the word. Explain that some words
end with a double consonant like ll in sell. Then
have them fi nd at least one other word on
page 4 that ends with a double consonant.
Connection of Ideas The animals think
their corn, pumpkins, and apples are “nice.” Ask:
Why do you think it is important that the fruits
and vegetables are “nice” for the market? What
does that tell you about what the weather is
like where the animals live?
Comprehension Check Reread the chapter
title with children. Ask: How are the characters
helping each other?
Chapter 3 (pages 7–8)
Structural Analysis Have children fi nd a word
on page 7 that ends with a double consonant.
Comprehension Check What problem do
the characters have on page 8? Why is this a
problem?
Chapter 4 (pages 9–11)
Phonics Have partners search Chapter 4 and
make a list of all the short i words they can fi nd.
Connection of Ideas Have children
recall the animals’ problem. Ask: Who do they
ask for help? If necessary, explain that in real
life, beavers chew through wood and make
dams. Ask: Why is Beaver the right kind of
animal to fi x the bridge? Find text evidence to
support your answer.
PAIRED READ “ Wh e re We L i ve”
Write About ReadingWAnalytical Writing
Ana W
Inform Have
children compare the
two selections. Ask: How are
they the same? How are they
diff erent? 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. What is it like
where the animals in this story live?
Have children use evidence from the
text to support their ideas.
(r) N
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Bank
/Get
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ages
, (b)
Ala
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/Ala
my
Compare Texts Read about where some children live.
Genre Nonfiction
13
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C H A P T E R 1Phonics:
Have children listen for the short i sound. Then have them fi nd at least one other word on pages 2 and 3 with the short i sound. it’s, pig, pick, pumpkins
Specifi c Vocabulary:
What clues tell you that it is harvest time? Answer/Evidence On pages 2 and 3, I see a farm. Fruits and vegetables grow on farms. I also see apples, pumpkins, and corn in the picture. I read that the animals are picking. It must be harvest time.
Comprehension Check:
What details do you notice about the characters on pages 2 and 3? Answer/Evidence The animals are picking corn, pumpkins, and apples just like humans would. Pig is picking the corn, Goose is picking the pumpkins, and Dog is picking the apples.
C H A P T E R 2Phonics:
Find at least two words on these pages with the short i sound. Pig, this, is, pumpkins, it, will
Structural Analysis:
Then have them fi nd at least one other word on page 4 that ends with a double consonant. will, well
Connection of Ideas:
Why do you think it is important that the fruits and vegetables are “nice” for the market? What does that tell you about what the weather is like where the animals live? Answer/Evidence The animals want the fruits and vegetables to be nice so that they will sell at the market. The fruits and vegetables are nice, so the weather must be good for growing them.
Comprehension Check:
How are the characters helping each other? Answer/Evidence All of the animals are picking for their trip to the market. On page 5, the goose is picking pumpkins. On page 6, the pig picks corn and the dog picks apples.
C H A P T E R 3Structural Analysis:
Have children fi nd a word on page 7 that ends with a double consonant. fi ll
Comprehension Check:
What problem do the characters have on page 8? Why is this a problem? Answer/Evidence On page 8, I see the broken bridge. Now the characters will have a problem getting their fruits and vegetables to market.
C H A P T E R 4Phonics:
Have partners search Chapter 4 and make a list of all the short i words they can fi nd. Pig, is, it, river, bridge, did, pumpkins
Connection of Ideas:
Who do they ask for help? Why is Beaver the right kind of animal to fi x the bridge? Find text evidence to support your answer. Answer/Evidence The animals ask Beaver for help. Beaver can help the animals get to market by building a dam or bridge. On page 9, I see Beaver chewing through wood. He may be fi xing the bridge.
W R I T E A B O U T R E A D I N GInform What is it like where the animals in this story live? Have children use evidence from the text to support their ideas. Children’s responses may vary but should include that the characters in the story live on a farm in the country.
P A I R E D R E A DRead:
Have children read “Where We Live” independently, taking notes as they read. Ask children what type of text “Where We Live” is. How can they tell? Answer/Evidence This is nonfi ction. Real children tell details of where they live.
Reread to Compare Texts:
Ask partners to discuss what they learned about where people live in “Where We Live.” Ask: How do the places compare to the farm in Harvest Time? Children’s responses may vary but should include that the people in “Where We Live” live in a city, a town, and the country. The photos show drawings of where the children live. In the story, the animals live in the country on a farm.
W R I T E A B O U T R E A D I N GInform Have children compare the two selections. How are they the same? How are they diff erent? Have partners use evidence from the texts to support their writing. Children’s responses may vary but should include that the animals live in the country, but the children live in a city, a town, and the country.
Answer Key
BEYOND LEVEL Harvest Time Unit 1 Week 2