Co

py

righ

t © M

cGra

w-H

ill Ed

uca

tion

Genre Fantasy

GR J

Word Count 357

Lexile 320

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 evidence children found in the text.

Chapter 1 (pages 2–3)

Structural Analysis Point out the word

can’t on page 2. Explain that this word is a

contraction. A contraction is a shortened form

of two words. The apostrophe takes the place

of missing letters. Can’t is the contraction for

cannot. Have children point out two more

contractions with n’t on page 3.

Phonics Write and say the word gate. Have

children listen for the long a sound. Point out

the a_e spelling. Have children fi nd a word on

page 2 with the long a sound and a_e spelling.

Comprehension Check Have children look

at page 2. Ask: Is Uncle George arriving in the

morning or the afternoon? Have children cite

text evidence that supports their answer.

Uncle George Is Coming!

BEYOND LEVELBEYOND LEVEL

PAIREDREAD So Many Clocks!

Fantasy

by Lily Ryanillustrated by Dan McGeehan

FC_BC_CR14_LR_G1_U3W1_L18_BEY_119629.indd 2 2/15/12 5:02 PM

4343Card

CLOSE READING

ESSENTIAL QUESTION How do we measure time?

What Makes the Text Complex?

Foundational SkillsDecode words with long a Children can practice reading words with

the long a sound.

Structural Analysis Children can practice reading contractions

with not.

Access Complex TextGenre Children identify features of a fantasy story to help

understand the text.

Connection of Ideas Children will need to make inferences and

make connections between details in the text to understand how we

measure time.

AG

Unit 3 Week 1

ReadHave children read “So Many Clocks!”

independently, taking notes as they read. Ask

children what type of text “So Many Clocks!” is.

How can they tell?

Reread to Compare Texts

COLLABORATE

Have partners talk about the clocks on

pages 14 and 15. Ask: How do the

pictures help them to understand the texts?

Have partners share their fi ndings.

Chapter 2 (pages 4–5)

Genre Point to the pictures on pages 4

and 5. Ask: How do you know this is a fantasy

story? What clues do you get from the pictures?

Connection of Ideas Discuss the

diff erent types of clocks in this story and the

clocks children use or see every day. Ask: How

is the clock on this page like the clock on

page 3? How is it diff erent from the clock on

page 2?

Phonics Have children fi nd a word on page 5

with the long a sound and the a_e spelling.

Comprehension Check Why does Dad

suggest they have a snack instead of going to

meet Uncle George? Have children cite text

evidence that supports their answer.

Chapter 3 (pages 6–7)

Connection of Ideas Point to the

illustration and the text on page 7. Explain that

sometimes people measure time by noting

when a special event will occur. Ask: How are

Skip and his dad measuring time? Why does

Skip think the day was long?

Phonics Have children fi nd two more words

on page 6 with the long a sound and the a_e

spelling.

Chapter 4 (pages 8–9)

Connection of Ideas Read page 8

with children. Explain that Skip and his dad are

talking about how it feels to wait for the train

and watch the clock. Ask: What does Skip’s

dad mean when he says, “We can see the time

pass.”?

Comprehension Check Who do you think

is on the train that Skip sees on page 9? Have

children cite evidence from the text that helps

them make this inference.

Chapter 5 (pages 10–11)

Genre What happens on pages 10 and

11 that helps you understand that this story is a

fantasy?

PAIRED READ “S o M a ny C l o c k s ! ”

Write About ReadingWAnalytical Writing

Ana W

Inform Have

children look at the

clocks in both texts. Ask: How

do the characters and people

use clocks? Have partners use

evidence from the texts to support

their writing.

Write About ReadingWAnalytical Writing

Ana W

Inform Have children write a

response to address the Essential

Question. How do Skip and his

dad measure time? Have them use

evidence from the text to support

their ideas.

Compare TextsRead about kinds of clocks.

Genre Nonfiction

So Many So Many CCllocks! ocks!

13

001_016_CR14_LR_G1_U3W1_L18_BEY_119629.indd 13 3/11/12 4:02 PM

Co

py

righ

t © M

cGra

w-H

ill Ed

uca

tion

BEYOND LEVEL Uncle George is Coming! Unit 3 Week 1

C H A P T E R 1Structural Analysis:

Have children point out two more contractions with n’t on page 3. isn’t, don’t

Phonics:

Have children fi nd a word on page 2 with the long a sound and a_e spelling. late

Comprehension Check:

Is Uncle George arriving in the morning or the afternoon? Have children cite text evidence that supports their answer. Answer/Evidence He is arriving in the afternoon. On page 2, it says the time is 7:00 and that Skip has to go to school. Uncle George will arrive later at 4:45.

C H A P T E R 2Genre:

How do you know this is a fantasy story? What clues do you get from the pictures? Answer/Evidence The main characters in the story are animals. Skunks don’t talk. The pictures show skunks doing things that people do, such as wearing clothes and eating at a restaurant.

Connection of Ideas:

How is the clock on this page like the clock on page 3? How is it diff erent from the clock on page 2? Answer/Evidence The clock on page 3 has hands that move around a round face with numbers that tells the hour and minutes. The clock on page 2 has no hands and just shows numbers that tell the hour and minutes.

Phonics:

Have children fi nd a word on page 5 with the long a sound and the a_e spelling. ate

Comprehension Check:

Why does Dad suggest they have a snack instead of going to meet Uncle George? Answer/Evidence It’s too early to meet Uncle George. The text on page 4 says it’s 3:00. On page 2, it said that Uncle George was arriving at 4:45.

C H A P T E R 3Connection of Ideas:

How are Skip and his dad measuring time? Why does Skip think the day was long? Answer/Evidence Skip and his dad are waiting for the time when Uncle George will arrive. Skip is eager to see his Uncle George. He feels that he has been waiting a long time for his uncle to come.

Phonics:

Have children fi nd two more words on page 6 with the long a sound and the a_e spelling. hate, late

C H A P T E R 4Connection of Ideas:

What does Skip’s dad mean when he says, “We can see the time pass.”? Answer/Evidence Skip’s dad means that he can watch the hands on the clock in the train station move. Dad and Skip are waiting, eager for Uncle George to arrive.

Comprehension Check:

Who do you think is on the train that Skip sees on page 9? Have children cite evidence from the text that helps them make this inference. Answer/Evidence Uncle George is probably on the train. On page 9, Skip asks, “Where can Uncle George be?” Then he sees a train coming.

C H A P T E R 5Genre:

What happens on pages 10 and 11 that helps you understand that this story is a fantasy? Answer/Evidence Uncle George, a skunk, gets off the train. Skunks don’t travel on trains.

W R I T E A B O U T R E A D I N GInform Have children write a response to address the Essential Question. How do Skip and his dad measure time? Have them use evidence from the text to support their ideas. Children’s responses will vary but should include that Skip and his dad watch the clocks around town to measure the time until Uncle George arrives.

P A I R E D R E A DRead:

Have children read “So Many Clocks!” independently, taking notes as they read. Ask children what type of text “So Many Clocks!” is. How can they tell? Answer/Evidence It is nonfi ction. It gives facts and information about diff erent kind of clocks.

Reread to Compare Texts:

Have partners talk about the clocks on pages 14 and 15. How do the pictures help them to understand the texts? Have partners share their fi ndings. Children’s responses may vary but should include that the text talks about what clocks look like. The pictures show the numbers, hands, and diff erent kinds of clocks.

W R I T E A B O U T R E A D I N GInform Have children look at the clocks in both texts. How do the characters and people use clocks? Have partners use evidence from the texts to support their writing. Children’s responses may vary but should include the skunks use clocks to keep track of the time. They are waiting for the train and don’t want to be late. Clocks help people know what time it is.

Answer Key