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NARRATIVE 590L GUIDED READING ® MONDO BOOKSHOP GRADE 3 1 ISBN 978-1-62889-523-0 LITERACY STANDARDS ADDRESSED IN THIS PLAN KEY IDEA Cyril’s wish is to ride on a boat someday. He realizes his dream when he gets to ride on two different boats and then joins the KATS (Kids and the Sea) program to learn to sail. RL.3.3 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.4 Craft & Structure Sessions 1, 3 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.6 MAIN FOCUS Craft & Structure Sessions 2, 3 Distinguish their own points of view from that of the narrator or those of the characters. RL.3.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. RL.3.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. SL.3.2 Comprehension & Collaboration Sessions 1, 2, 3 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. L.3.4 Vocabulary Acquisition & Use Sessions 1, 2, Additional Instruction Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. L.3.4b Vocabulary Acquisition & Use Additional Instruction Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/ uncomfortable, care/careless, heat/preheat). RF.3.3c Phonics & Word Recognition Additional Instruction Decode multisyllable words. RF.3.4 Fluency Session 2 Read with sufficient accuracy and fluency to support comprehension. W.3.3 Text Types & Purposes Writing Task Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *Standard adapted from another grade W.3.10 Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Someday Cyril Written by Phillis Gershator and illustrated by Cedric Lucas

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Narrative590L

GuidedReadinG

®

Mondo Bookshop GRade 3 1

ISB

N 9

78-1

-628

89-5

23-0

LiteraCY StaNDarDS aDDreSSeD iN tHiS PLaN

KeY iDea Cyril’s wish is to ride on a boat someday. he realizes his dream when he gets to ride on two different boats and then joins the kaTs (kids and the sea) program to learn to sail.

rL.3.3 MaiN FOCUS Key ideas & Details Sessions 1, 2, 3 Describe characters in a story and explain how their actions contribute to the sequence of events.

rL.3.4 Craft & Structure sessions 1, 3 determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

rL.3.6 MaiN FOCUS Craft & Structure Sessions 2, 3 Distinguish their own points of view from that of the narrator or those of the characters.

rL.3.7 MaiN FOCUS integration of Knowledge & ideas Sessions 2, 3 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.

rL.3.10 range of reading & Level of text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

SL.3.2 Comprehension & Collaboration sessions 1, 2, 3 determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

L.3.4 vocabulary acquisition & Use sessions 1, 2, additional instruction determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

L.3.4b vocabulary acquisition & Use additional instruction determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

rF.3.3c Phonics & Word recognition additional instruction decode multisyllable words.

rF.3.4 Fluency session 2 Read with sufficient accuracy and fluency to support comprehension.

W.3.3 text types & Purposes Writing Task Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.8* research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *standard adapted from another grade

W.3.10 range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

someday Cyril

Written by phillis Gershator and illustrated by Cedric Lucas

GR_G3_SomedayCyril_LP_JO.indd 1 12/16/14 7:11 PM

2 SOMEDAY CYRIL

LearNiNg FOCUS rL.3.3

Students read closely and use text evidence to describe characters in the story and explain how the characters’ actions contribute to the sequence of events.

vOCaBULarY

rL.3.4 Focus on the phrase the motor choked up and died on page 18. Point out that the author is not using the literal meaning of the words choked up or died. Ask students what the phrase means based on the context of the page. (The motor stopped working.)

eLL SUPPOrt

L.3.4 vocabulary Support vocabulary such as van, raft, ferry, and boat in context using the ELL vocabulary strategies in Getting Started.

Corrective FeedbackHave students closely reread the title and pages 9–10 to discuss the characters. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

Session 1 Text selection: pp. 7–18

Key Idea: Text Selection Cyril takes his first boat ride on Uncle Elvin’s fishing boat, and he helps his father and Uncle Elvin spot fish. All goes well until the motor of the boat chokes up and dies.

PREVIEWING THE TEXT 5 minutesRead the book title, the author, and illustrator credits with students. Discuss the cover illustration and the back-cover blurb. Then discuss the contents page

Today we’ll read a book titled Someday Cyril. Let’s look at the picture on the front cover and then read the back cover. . . . Who do you think is pictured on the front cover?

a boy named Cyril

Who can tell me something about Cyril?

Cyril is eight-years old. He lives on an island. He wants to go on a boat.

Let’s turn to page 7 and look at the contents page. Today we will read the first two chapters in the book. Would you please tell me the names of those chapters?

“Too Busy” and “Boat Trip”

What do you think will happen to Cyril in these opening chapters?

The second chapter is titled “Boat Trip,” so I think Cyril will get to go on a boat.

READING THE TEXT CLOSELY 10 minutesExplain the learning focus to students. Ask them to read pages 9–10. Check to see how they are doing with application of the focus. Provide support if needed. Then have them read through page 18.

Today we are going to talk about the characters in Someday Cyril. We’ll talk about what they are like, why they act as they do, and how they feel. We’ll also tell how their actions help move events along in the story. Let’s start by reading pages 9–10. . . . Who can name the main character in the book?

Cyril

Can you tell me Cyril’s goal? What does he want more than anything?

Cyril wants to go on a boat.

Cyril has strong feelings when his parents say, “Maybe someday,” when they talk about a boat trip. Let’s discuss how Cyril feels, why he feels that way, and how he shows his feelings.

Cyril is upset. He thinks maybe and someday means no and never. The text says he grumbled and kicked a chair leg.

If you are satisfied that students can apply the learning focus, set the reading assignment. If not, have them reread pages 9–10 and answer the questions: Who is the main character? What is his goal? How does he feel about that goal?

Our work today is to continue to describe the characters in the book and talk about how their actions contribute to the sequence of events in the story.

GR_G3_SomedayCyril_LP_JO.indd 2 12/16/14 7:11 PM

Mondo Bookshop GRade 3 3

DiSCUSSiON tiP

So you can determine whether students understood a portion of a text read aloud, have them orally state the most important ideas in the passage.

L.3.4 vOCaBULarY Use Context

SL.3.2 DiSCUSSiON Collaborative

W.3.8*, rL.3.3 WritiNg gather evidence

rL.3.3 COMPreHeNSiON Describe Characters

COMPreHeNSiON SHare

Take notes about the characters in the story. Include what they do and how they feel. Also include some of their character traits.

DISCUSSING THE TEXT 10 minutesInvite students to discuss how characters contribute to the sequence of events in the first two chapters of the book. Encourage them to cite evidence from the text as they describe characters’ actions, feelings, and traits.

As we read Chapters 1 and 2, we learned about other characters besides Cyril. Who can name two important characters in these chapters?

Uncle Elvin, Papa

Listen carefully as I read aloud the words of Uncle Elvin, Papa, and Cyril on page 12. . . . Can you tell me what Uncle Elvin and Papa do to move events along at this point in the story?

They decide Cyril is old enough to go on Uncle Elvin’s boat. They ask Cyril if he would like to go on the boat.

Who can tell us how Cyril feels about going on the boat?

I think he feels excited. He shouts “Yes!” I think he feels unafraid because he secretly hopes they will be shipwrecked.

Cyril proves to be a good sailor. How does he help Uncle Elvin and Papa catch fish?

He spots a pelican that shows them where the fish are.

Let’s describe what Cyril is like based on what we know so far. What are his traits?

I think he’s smart because he uses a pelican to help find fish. I think he’s adventurous because he wants to be shipwrecked.

Help students determine the meaning of the term dog paddle on page 13.

Let’s look at page 13. What does Cyril tell Mama to try to convince her that he will be safe on Uncle Elvin’s boat?

He reminds her that he can dog paddle.

Now read the first sentence in the next paragraph. What had Cyril learned to do at Coki Beach?

He learned to swim.

Based on these context clues, what do you think the term dog paddle means?

The dog paddle is a swimming stroke. When you dog paddle, you keep your head above water and paddle like a dog that is swimming.

Confirm students’ good use of the learning focus and encourage them to keep it in mind whenever they read narrative fiction.

You identified characters in the story and described what those characters are like. You also told how the characters’ actions contributed to the sequence of events. Try to do this whenever you read stories with realistic characters.

E-RESOURCEE-RESOURCE Formative assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: DESCRIBE CHARACTERS E-RESOURCEE-RESOURCE Formative assessment Have students use the blackline master on page 10 to describe characters from the book. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEE-RESOURCEE-RESOURCE Formative/Summative assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: What do Cyril’s actions and point of view tell you about him? Review students’ collected evidence as you evaluate their mastery of the learning focus.

GR_G3_SomedayCyril_LP_JO.indd 3 12/16/14 7:12 PM

4 SOMEDAY CYRIL

LearNiNg FOCUSeS rL.3.3, rL.3.6, rL.3.7

Students read closely and use text evidence to distinguish their own point of view from those of the characters. They explain how the illustrations contribute to the text, and they continue to describe story characters and explain how their actions contribute to the sequence of events.

COMPreHeNSiON SHare

Pause from time to time as you are reading. Think about how the characters feel about events. What is their point of view? Then decide how you feel about events. Is your point of view the same as or different from the characters?

Session 2 Text selection: pp. 7–18

RETURNING TO THE TEXT 5 minutesAsk students to reflect on their reading in Session 1. Guide them to recall how they applied the learning focus to their reading.

Let’s review what we did in the last session.

We read the first two chapters of Someday Cyril and talked about the characters. We told how the characters’ actions affected the sequence of events, and we described what Cyril is like.

READING THE TEXT CLOSELY 10 minutesExplain the new learning focuses. Then invite students to reread pages 9–10. Check in to see how well they have understood the focuses. If you are satisfied that students can apply the new focuses, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

As we read today, we’ll continue to look for text evidence to help us describe characters and their actions. We’ll also think about the point of view of the main character in the story. Let’s start by rereading pages 9–10 . . . . What does the narrator help us understand about Cyril’s point of view?

The narrator tells us that Cyril wants to go on a boat more than anything. This helps us understand that Cyril thinks boating is fun and a good way to spend time.

What do you think of Cyril’s point of view?

Going out on a boat might be fun, but I think learning to sail a boat is an even better goal for Cyril to have.

Point out that illustrations can help students better understand an author’s words in a story. The illustrations can show many additional details about setting and characters.

Take a look at the illustration on page 8. Let’s talk about how the picture helps us understand both the setting for the story and the character of Cyril.

The drawing shows us what the setting of St. Thomas looks like. It helps us picture the water around Cyril’s home island. The illustration tells me that Cyril loves boats and wants to go on a boat more than anything.

How can you tell Cyril loves boats from the picture?

because he looks happy watching the boats on the water

This illustration supports what we read in the text.

Formative assessment: Fluency Listen to each student read a portion of the text. Observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.

GR_G3_SomedayCyril_LP_JO.indd 4 12/16/14 7:12 PM

Mondo Bookshop GRade 3 5

L.3.4 vOCaBULarY Use Context

SL.3.2 DiSCUSSiON Collaborative

DiSCUSSiON tiP

Have students summarize portions of the text that you read aloud.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students describe the main character’s point of view and distinguish it from their own. Remind students to find clues to the character’s point of view in the words and illustrations.

Let’s look back at page 13. Who will read aloud the last paragraph on the page for us? (Student reads aloud the paragraph.) Now listen carefully as I read aloud the conversation between Cyril and Uncle Elvin on pages 14 and 15. . . . Can anyone tell us what Cyril’s point of view is about being shipwrecked?

Cyril hopes the boat will be shipwrecked, so he must think being shipwrecked would be fun. His point of view is that being shipwrecked would be an exciting adventure.

Now compare Cyril’s point of view to your own point of view about being shipwrecked. Who would like to begin?

I don’t agree with Cyril’s point of view. I don’t think being shipwrecked would be fun. I think being shipwrecked would be scary and dangerous.

Talk with students about the illustration on page 16. Discuss how it reflects Cyril’s point of view about activities on the island, as well as his character.

Now let’s take a look at the picture on page 16. Who will tell us what this picture shows?

It shows Cyril on the small island where Uncle Elvin stopped the boat. It shows Cyril looking at the old campfire that he found. It shows Cyril dreaming of the pirate treasure that might be buried on the island.

What is Cyril’s point of view about the activities that once took place on the small island?

Cyril believes that pirates were once shipwrecked on the island and buried their treasure there.

Do you agree with Cyril’s viewpoint? Tell me why or why not.

I don’t agree. I think the shack might have belonged to someone who lived there long ago, but not to pirates. I think the campfire might have been made by other boaters who stopped at the island.

Now let’s talk about what Cyril’s point of view tells us about his character in general. What is Cyril like?

Cyril has a good imagination. He likes adventure. He likes excitement.

Discuss how Cyril’s action of spotting the pelican helps move events forward in the story.

We know that the actions of a character will often contribute to the sequence of events in a story. What does Cyril do on page 18 that helps move the events of the story forward?

Cyril notices a pelican. Cyril’s action alerts Uncle Elvin who says “Pelicans and fish go together” Cyril and the men then have a chance to fish for a while before they leave and the motor on the boat stops running.

Help students clarify the meaning of the word scrubby on page 17.

Let’s reread the second paragraph on page 17. . . . Who can tell us what grows on the small island where Uncle Elvin stopped?

“short, scrubby bush with tough leaves that only a goat could chew”

Which words in this paragraph help you understand what scrubby means?

short, bush, tough leaves

eLL SUPPOrt

r.L.3.3 Discussing the text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: The character, ___, is/does/thinks ___. I know because the author says ___.

GR_G3_SomedayCyril_LP_JO.indd 5 12/16/14 7:12 PM

6 SOMEDAY CYRIL

Who can give us a definition for scrubby?

Something that is scrubby is short and rough-looking.

Confirm students’ good use of the learning focuses and encourage them to keep the focuses in mind whenever they read narrative fiction.

You’ve described what characters in Someday Cyril are like and how their actions affect the events in a story. You’ve also distinguished your own point of view from the main character’s point of view in the story. How did you use the illustrations to help you better understand the author’s words?

I looked at the illustrations for clues to what the characters were doing or how they were feeling. I used the illustrations to help me picture the setting of the story.

Remember to think like this and use these skills whenever you read stories that include realistic characters.

E-RESOURCEE-RESOURCE Formative assessment: Comprehension Using the Quick Start Planner, note the session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focuses.

TEACHER’SCHOICE FLUENCY FOLLOW-UPFluency Practice Choose a portion of the text that includes dialogue between two or more characters. Model reading with accuracy and fluency to support comprehension. Use the appropriate expression and intonation to reflect character’s feelings. Have students read aloud the passage after you.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCEE-RESOURCE Formative/Summative assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: What do Cyril’s actions and point of view tell you about him? Review students’ collected evidence as you evaluate their mastery of the learning focus.

rF.3.4FLUeNCY

accuracy and Fluency

W.3.8*, rL.3.3WritiNg

gather evidence

GR_G3_SomedayCyril_LP_JO.indd 6 12/16/14 7:12 PM

Mondo Bookshop GRade 3 7

SL.3.2 DiSCUSSiON Collaborative

LearNiNg FOCUSeS rL.3.3, rL.3.6, rL.3.7

Students continue to read closely and use text evidence to describe characters in the story and how the characters’ actions contribute to the sequence of events. They continue to distinguish their own point of view from those of the characters and explain how the illustrations contribute to the text.

Key Idea: Text Selection Cyril goes for another boat ride on Pirates Day when he sails on a boat owned by the nephew of a friend. Cyril is a good sailor, and is even able to retrieve a rubber lifeboat that is about to drift away.

RETURNING TO THE TEXT 5 minutesReview the focuses that students learned and applied in previous sessions.

Let’s review what we did in the previous sessions. Who would like to begin?

We described characters and told about their actions. We talked about the main character’s point of view and talked about whether or not we agree with it. We used the illustrations in the book to help us better understand the setting and the characters.

READING THE TEXT CLOSELY 10 minutesInvite students to read pages 19–22. Check to see how they are doing with application of the focuses as you have done previously. Then have students read pages 23–31.

As we’ve been discussing the book Someday Cyril, we’ve been using the illustrations to help us understand the character of Cyril and the setting in which he lives. Let’s talk about the illustration on page 20. Who can tell me what the illustration shows?

It shows Cyril, Papa, and Uncle Elvin paddling with their hands and one oar after the boat runs out of gas. It shows the rough waters they had to paddle through.

What does this illustration help you understand about the character of Cyril?

Cyril does what he is told. He does not panic in difficult situations. He is a good person to have with you in an emergency.

Let’s continue to read about Cyril on pages 22–31.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion that links the three learning focuses. Remind students to use the text and the illustrations to learn about the setting, the characters, and their point of view.

Listen carefully as I reread page 22 . . . . How does Mama’s point of view about Cyril being late compare to Cyril’s own point of view?

Mama feels that Cyril could have been in danger. The text says she was worried. Cyril didn’t understand the fuss. He wasn’t worried. His point of view is that there was no danger.

Whose point of view do you most agree with?

I most agree with Cyril. He wasn’t in much danger and had a fun adventure.

Let’s take a look at the illustration on page 25. What does the picture tell us about Cyril’s feelings on Pirates Day?

He’s dressed as a pirate and smiling, so I think he’s excited about going on a boat on Pirates Day.

Session 3 Text selection: pp. 19–31

vOCaBULarY

rL.3.4 Have students find the nonliteral phrases on page 27 that describe how Cyril feels as he rides in Armand’s sailboat (“part of the sky and the water,” “like a flying fish,” and “like a bird skimming across the sea”). Ask students to describe what they visualize as they read those phrases.

teaCHer tiP

Encourage students to share their impressions of Cyril, Uncle Elvin, Papa, Mama, or Armand. Giving their opinion of the characters will show you how well students understand characters’ traits, feelings, and motivations.

GR_G3_SomedayCyril_LP_JO.indd 7 12/16/14 7:12 PM

8 SOMEDAY CYRIL

Now let’s look at the illustration on page 30. Who can tell us what this picture suggests about Cyril’s character?

Cyril looks determined but unafraid. Cyril is brave, determined, and a good swimmer.

Next let’s think about what Armand says about Cyril on page 31. How do his words affect Cyril?

Armand thanks Cyril, says Cyril used quick thinking, and calls Cyril a sailor. This makes him feel like a hero.

Do you agree with the viewpoint that Cyril “saved the day”?

I don’t think it was that important, but I agree that he did a brave thing and his actions helped Armand.

How do Cyril’s actions in these chapters help move events forward?

Each time Cyril goes out on a boat, he learns more about being a sailor. His experiences may help him to sail a boat himself one day.

Support students as they continue reading the rest of the book independently.

You’ll finish reading the book on your own. As you read, remember to continue to think about the characters’ actions, feelings, traits, and points of view. What else should you do?

use the illustrations to help me understand the characters and the setting

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE E-RESOURCEE-RESOURCE Formative/Summative assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate piece of paper that answers the question: What do Cyril’s actions and point of view tell you about him? Have students use the text evidence they collected to support their writing.

TEACHER’SCHOICE CLOSE READING OPTIONSE-RESOURCEE-RESOURCE Summative assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page independently and respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

W.3.8*, rL.3.3WritiNg

respond to Question

E-RESOURCEE-RESOURCE Summative assessment Review with students the elements of a narrative story. Then ask them to write a story in which Cyril takes another boat trip with Armand after learning to sail with the KATS program. Remind students to tell about events in order and to use the text evidence they collected about Cyril’s character to help them describe what Cyril does, how he feels, and what his point of view is in the story.

Cyril took his first boat trip with Uncle Elvin and his second trip on Armand’s sailboat. Then at the end of the book, Cyril joined the KATS program and began to learn to sail himself. Now imagine what might happen if Cyril went out on Armand’s boat again after learning to sail with KATS. Use the evidence that you collected about Cyril’s character and write a story telling what might happen. Use the planning sheet to plan your story. Then write the story on another sheet of paper or on the computer.

TEACHER’SCHOICE Writing Task: Narrative

W.3.3WritiNg Narrative

GR_G3_SomedayCyril_LP_JO.indd 8 12/16/14 7:12 PM

Mondo Bookshop GRade 3 9

WORD STUDYSuffix –or Discuss with students how the suffix –or affects word meaning.

Let’s turn to page 11 and find the word visitors. The word visit is the root word in visitor. Who can name the suffixes and the plural ending added to the word visit to form visitors?

the suffix –or and the plural ending –s

Now let’s find the word sailor on page 31. Who can name the root word and the suffix in the word sailor?

The root word is sail, and the suffix is –or again.

The words visit and sail are often used as verbs, or action words. How do the verbs visit and sail change when the suffix –or is added to them?

They change to nouns. The word that is formed becomes a naming word for the action. A visitor is someone who visits, and a sailor is someone who sails.

VOCABULARYCompound Words Help students clarify the meaning of compound words used in the book, such as shipwrecked (p. 13) and firecrackers (p. 26).

Compound words are words made up of two or more smaller words. Often the meaning of the smaller words can help us figure out the meaning of the compound word. Turn to page 13 in the book and find the word shipwrecked at the bottom of the page. Which words make up the compound word shipwrecked?

ship, wrecked

What happens when people are shipwrecked?

Their ship is wrecked, or it sinks. They have no ship. They are left stranded.

Now find the word firecrackers at the bottom of page 26. Let’s talk about this word, too. Can someone identify the words that make up this word and then tell us the meaning of firecrackers?

WORD RECOGNITIONDecode Multisyllable Words Focus on decoding multisyllable words from the text such as imaginary (p. 12) and silvery (p. 18).

Let’s look at the word imaginary on page 12. Say the word with me.

imaginary

Let’s break imaginary into syllables. Say the syllables with me.

i-mag-i-nar-y

How many syllables do you hear?

five

Let’s repeat with the word silvery on page 18. Let’s break silvery into syllables.

sil-ver-y

How many syllables do you hear?

three

TEACHER’SCHOICE Additional Instruction

L.3.4b vOCaBULarY Suffix

L.3.4 vOCaBULarY Compound Words

rF.3.3c WOrD reCOgNitiON Multisyllable Words

vOCaBULarY

Encourage students to separate a section of their notebooks to write groups of content-specific words from their reading. Have them write a brief definition of each word for reference.

GR_G3_SomedayCyril_LP_JO.indd 9 12/16/14 7:12 PM

10 SOMEDAY CYRIL

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Comprehension: Describe CharactersYou read about different characters in the book Someday Cyril. pick three characters and describe them using the chart below. Write the page numbers where you found your descriptions.

Character Name: Name: Name:

Trait or Characteristics

Feelings

actions

Score:

GR_G3_SomedayCyril_LP_JO.indd 10 12/16/14 7:12 PM

Mondo Bookshop GRade 3 11

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Collecting Text EvidenceWhat do Cyril’s actions and point of view tell you about him?

use this chart to collect evidence about Cyril. note the important things he does. Tell about his feelings and his point of view. also list Cyril’s traits, or what he is like as a person. include page numbers where you find information. use as many copies of the chart as you need.

Page(s) Cyril’s Actions, Feelings, Point of View, and Traits

Score:

GR_G3_SomedayCyril_LP_JO.indd 11 12/16/14 7:12 PM

12 SOMEDAY CYRIL

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Writing Task: Planning Your Storyat the end of the book, Cyril learns to sail with the kaTs program. Write a new story to tell what happens the next time Cyril goes out on armand’s boat after learning to sail with kaTs. use the evidence you collected about Cyril as you read Someday Cyril and the questions below to plan your story.

1. Who else will be in the story besides Cyril and armand? List the characters.

2. Where will Cyril and armand go on the boat?

3. What will Cyril’s point of view be?

4. What will happen in each part of the story? What will the characters do? how will they feel?

Beginning:

Middle:

end:

noTe: Write your response on a separate sheet of paper or on a computer. Remember to read your writing when you are done and make any necessary revisions.

Score:

GR_G3_SomedayCyril_LP_JO.indd 12 12/16/14 7:12 PM