by Rowan Obach 2.4.20 illustrated by Marilee Harrald-Pilz...• Fox needs to be rescued from a hole....

by Rowan Obachillustrated by Marilee Harrald-Pilz

HOUGHTON MIFFLIN

1032750

2.4.20

HOUGHTON MIFFLIN

Online Leveled Books

Level: I

DRA: 16

Genre:Fantasy

Strategy:Monitor/Clarify

Skill:Compare and Contrast

Word Count: 282


Copyright © by Houghton Mifflin Company. All rights reserved.

No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system without the prior written permission of Houghton Mifflin Company unless such copying is expressly permitted by federal copyright law. Address inquiries to School Permissions, Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116.

Printed in the U.S.A.

ISBN-13: 978-0-547-02683-1ISBN-10: 0-547-02683-8

1 2 3 4 5 6 7 8 9 BSF 15 14 13 12 11 10 09 08

2

Lion and Bear heard a sound.

“Help!” someone yelled.

“Someone is in trouble,” said Lion.

“Where are they?” asked Bear.

Lion Bear

2_026831_FR4_5BL_TwoHeroes.indd 22_026831_FR4_5BL_TwoHeroes.indd 2 12/4/07 3:22:04 PM12/4/07 3:22:04 PM

3

They looked and looked.

Then they heard a voice call,

“Down here!”

Lion and Bear saw a hole.

They looked down and saw Fox.

He looked very sad.

Fox


�

“I am trying to get out,” said Fox.

“I’ve been jumping and jumping,

but I am still stuck in this hole.

My feet are very sore.

I sprang up very high.

But I could not get out!

Can you help me?”

�

Lion stepped forward

and looked at Fox.

“I’m the best helper

because I’m the bravest,” he said.

Brave

�

Then Bear stepped forward

and looked at Fox.

“I’m the best helper

because I’m the strongest,” she said.

Strong

�

Lion and Bear looked

at each other.

Then they looked at the hole.

“It’s deep and dark down there,

and I’m afraid to go down,”

said Bear.

“I am brave,” said Lion.

“I’m not afraid to go.

But I’m not strong enough

to lift Fox.”

Hole

�

“I am strong,” said Bear.

“I will lift Fox.”

Lion and Bear worked

together to get Fox out.

Lion went down into the hole

and tied a rope around Fox.

Then Bear pulled on the rope

to lift Fox.

Rope

�

Fox was very happy

to get out of the hole.

“I needed someone brave,

and I needed someone strong.

I depended on both of you,” he said.

Lion climbed out of the hole

and stood next to Fox.

Happy

Fox pointed to Lion.

“You are very brave,” Fox said.

“You are a hero.”

Fox pointed to Bear.

“You are very strong!” Fox said.

“You are a hero.

Thank you both for saving me.”

Two heroes10

11

RespondingTARGET SKILL Compare and Contrast

How are Bear and Lion alike? How are they

different? Copy the chart below. Compare

and contrast Bear and Lion. Bear Lion

strong brave?

Text to Text Write three or four sentences about another story you have read about

heroes. Give the name of the story and

the name of the hero. Tell how the hero

helped someone. Write a beginning

sentence that makes the reader want to

keep reading.

Write About It

Both


12

dependedexercisegazinghero

overlookedsorespringsstudied

TARGET VOCABULARY

TARGET SKILL Compare and Contrast Tell how two things are alike or not.

TARGET STRATEGY Monitor/Clarify Find ways to figure out what doesn’t make

sense.

GENRE A fantasy is a story that could not happen in real life.



HOUGHTON MIFFLIN

1032750

2.4.20

HOUGHTON MIFFLIN


Level: I

DRA: 16

Genre:Fantasy



Word Count: 282

Number of Words: 282

L E S S O N 2 0 T E A C H E R ’ S G U I D E

Two Heroesby Rowan Obach

Fountas-Pinnell Level IFantasySelection SummaryWhen Fox falls in a hole, he needs a strong, brave hero to help get him out. Bear is strong, but not brave. Lion is brave, but not strong. Together, they are strong and brave, and together, these two heroes pull Fox out of the hole.

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30309-3 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09

If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Characteristics of the Text Genre • Fantasy

Text Structure • Problem described on fi rst page• Episodic plot

Content • Strong, brave heroes• Rescues

Themes and Ideas • Working together is often the best way to solve problems.Language and

Literary Features• Fantasy: animals talk like people• Conversational language•. Similar to a fable without the explicit lesson stated at the end

Sentence Complexity • Many short sentences• Some longer, compound sentences: “I’ve been jumping and jumping, but I am still stuck

in this hole.”Vocabulary • Most words in oral vocabulary

• Some words relating to heroism: strong, brave, hero, savingWords • One and two syllable words

Illustrations • Illustrations support the text. • Clear illustrations showing characters’ emotions

Book and Print Features • Nine pages of text; illustrations on every page• No paragraphs; each sentence begins at left margin• Some two-line sentences

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

2_303093_BL_LRTG_L20_TwoHeros.indd 1 11/3/09 11:31:46 PM

Target Vocabulary

depended – needed help, p. 9exercise – physical activity

that helps you be strong and healthy

gazing – looking at something for a long time

hero – someone admired for being brave or good, p.10

overlooked – didn’t notice something

sore – painful or tender, p. 4

springs – moves upwards or forwards suddenly, p. 4

studied – spent time learning

Two Heroes by Rowan ObachBuild BackgroundHelp children talk about the idea of a hero by asking questions such as the following: What is a hero? How does someone become a hero? Read the title and author and talk about the cover illustration. Point out that the story is fantasy. The main characters are animals, but they act a lot like people.

Introduce the TextGuide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

Page 2: Explain that this is a story about a fox that can’t get out of a deep hole. Draw attention to the third sentence on the page. Suggested language: Turn to page 2. Let’s read the third line: “Someone is in trouble,” said Lion. You can see Lion and Bear with their hands on their ears. What are they listening to?

Page 4: Point out the highlighted words: sore and sprang and draw attention to the illustration. Poor Fox. He fell in a hole. He kept trying to spring up, but he never sprang high enough to get out. Now his feet are sore. With hurt feet, how do you think he’ll get out?

Pages 5–6: Draw attention to the labels on both pages and make sure children know what brave and strong mean. Then point out the superlative forms (bravest/strongest) on each page.

Page 7: Point out the expressions on the animals’ faces. How do Lion and Bear feel now? How can you tell?

Now turn back to the beginning of the story and read to fi nd out how Fox gets out of the hole.

2 Lesson 20: Two HeroesGrade 2© Houghton Mifflin Harcourt Publishing Company

2_303093_BL_LRTG_L20_TwoHeros.indd 22_303093_BL_LRTG_L20_TwoHeros.indd 2 7/30/09 8:53:29 AM7/30/09 8:53:29 AM

ReadAs the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.

Remind children to use the Monitor/Clarify Strategy to fi nd ways to fi gure out what doesn’t make sense.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story. Suggested language: What do you think about how Bear and Lion worked together? Have you ever worked together with a friend to solve a problem?

Ways of ThinkingAs you discuss the text, help children understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Fox needs to be rescued from a hole.

• Bear is strong enough to pull Fox out, but isn’t brave enough to go down into the hole.

• Lion is brave enough to go down in the hole, but isn’t strong enough to pull Fox out.

• Together they rescue Fox.

• You can solve problems by working together.

• Everyone needs help sometimes.

• Everyone has some positive traits but no one is perfect.

• The language sounds realistic, even though animals are talking.

• The characters are animals, but they act and feel like people.

• The writer’s attitude toward these characters is that they can be successful if they can learn to work together.

• Traditional tales like this one can teach lessons.


Choices for Further Support• Fluency Invite children to choose a passage from the text to act out. Remind them

to pay attention to punctuation so that the characters sound natural, the way people really talk.

• Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind children that the ending –est can be added to a base word to make comparisons: add –est to brave to get bravest. Ask children to fi nd words ending in –est in the story. Then have them add other words ending in –est to their list.



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 20.7.

RespondingHave children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillCompare and Contrast

Target Comprehension SkillTarget Comprehension Skill Remind children that when they compare and

contrast they tell how two things are alike or not. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

In some ways, Lion and Bear are different. Bear is strong, but afraid, and Lion is brave, but not very strong. In other ways, Lion and Bear are alike. Both want to help Fox get out of the hole he is in. Both are heroes because they work together to save Fox.

Practice the SkillHave children compare and contrast two characters in another story.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story.

Assessment Prompts• What did Lion and Bear learn about being heroes?

• What does the word depended mean in the following sentence? “I depended on both of you,” he said.



Read directions to children.

Think About ItRead and answer the questions.

1. How are Lion and Bear heroes?

2. What kind of story is Two Heroes?

3. What does this story teach you?

Making Connections Draw one or more pictures to show about a time when you worked with other children to help someone else.

Draw your answer in your Reader’s Notebook.

Name Date

Grade 2, Unit 4: Heroes and Helpers

Lesson 20B L A C K L I N E M A S T E R 2 0 . 7

Two HeroesThink About It

Think About It

English Language DevelopmentReading Support Give English learners a “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group.

Vocabulary Help children understand the meaning of this phrase on page 4: I am still stuck in this hole.

Oral Language DevelopmentCheck children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What does Fox fall into?

Speaker 2: a hole

Speaker 1: How do Fox’s feet feel?

Speaker 2: sore

Speaker 1: What do Lion and Bear use to get Fox out?

Speaker 2: a rope

Speaker 1: Where is Fox?

Speaker 2: He is in a hole.

Speaker 1: How does Fox feel when he gets out of the hole?

Speaker 2: He is very happy.

Speaker 1: What does Fox need to get out of the hole?

Speaker 2: He needs someone strong and brave.

Speaker 1: Who is strong and who is brave?

Speaker 2: Bear is strong and Lion is brave.



Name Date

Two HeroesThinking Beyond the Text

Write a paragraph answering the following question:

What do you think that the three animals learned from how Fox’s problem was solved? Use details from the story in your answer.




1. How are Lion and Bear heroes?

2. What kind of story is Two Heroes?

3. What does this story teach you?

Making Connections Draw one or more pictures to show about a time when you worked with other children to help someone else.

Draw your answer in your Reader’s Notebook.

Name Date Lesson 20

B L A C K L I N E M A S T E R 2 0 . 7

Two HeroesThink About It



1413657

Student Date

Two HeroesRunning Record Form

Lesson 20B L A C K L I N E M A S T E R 2 0 . 1 1

Two Heroes • LEVEL I

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat1

Word told Tcat 1

page Selection Text Errors Self-Corrections

8

9

“I am strong,” said Bear.

“I will lift Fox.”

Lion and Bear worked

together to get Fox out.

Lion went down into the hole

and tied a rope around Fox.

Then Bear pulled on the rope

to lift Fox.

Fox was very happy

to get out of the hole.

“I needed someone brave,

and I needed someone strong.

I depended on both of you,” he said.

Comments: Accuracy Rate (# words read

correctly/66 × 100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Corrections)

1:



by Hannah Coneillustrated by Valeria Cis

HOUGHTON MIFFLIN

1032207

2.4.20

HOUGHTON MIFFLIN


Level: J

DRA: 18

Genre:Fantasy



Word Count: 736



All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be addressed to Houghton Mifflin Harcourt School Publishers, Attn: Permissions, 6277 Sea Harbor Drive, Orlando, Florida 32887-6777.

Printed in China

ISBN-13: 978-0-547-02378-6ISBN-10: 0-547-02378-2

1 2 3 4 5 6 7 8 0940 18 17 16 15 14 13 12 11

If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.


2

It was summer vacation. Mekea, Raj, and Diana were having fun. They all lived on the same street. They had known each other since kindergarten. They knew everything about each other. Or did they?

2_023786_FR4_5OL_Superheroes.ind2 22_023786_FR4_5OL_Superheroes.ind2 2 12/4/07 3:20:43 PM12/4/07 3:20:43 PM

3

On Monday morning, Mekea’s alarm clock rang. She stretched out her arm to shut it off …and stretched …and stretched! Her alarm clock was across the room, but she was able to stretch her arm to reach it.

“I have a super power,” thought Mekea.


4

On Monday morning, Raj woke up. He looked for his sneakers. He saw them way under the bed.

“I’ll have to move the bed to get them,” he thought. He bent down and lifted the bed …with one hand! What strength!

“I have a super power!” he thought.


5

Diana woke up at her house. “Where is the special shirt I want to wear?” she thought. “Did I hang it in the closet?”

She went to the closet. But before she opened the door, she saw her shirt …right through the closed door! She had x-ray vision!

“This must be a super power,” thought Diana.


6

The three friends met on the street corner. They looked at each other, but no one said a word about what happened.

“Will they discover my super power?” they each thought. “What will they think if they know about it?”

7

Mekea, Raj, and Diana walked down the street. They saw a boy gazing sadly up into a tree.

“What’s the matter?” Diana asked.“My kite is stuck in this tree,” answered

the boy. He pointed up into the branches.

8

“Maybe I can help,” offered Mekea.“Are you going to climb the tree?” the boy

asked.Mekea smiled. “Not exactly.” She stretched

her arm. It stretched up and up and up until she grabbed the kite. She handed it to the boy.

“Wow! You’re a hero! You’re a superhero! Thanks,” said the boy.

9

Raj and Diana studied Mekea’s arm, but they were too surprised to say anything. The friends walked toward the park. Then, they saw a girl looking underneath a parked car.

“Can you help me?” she asked. “My toy truck rolled under this car, and I can’t reach it.”

10

Raj said, “Let me see what I can do.” He bent down and grabbed the car. Then,

he sprang up and lifted the car high over his head.

“You can get your toy now,” he told the girl.“Thanks,” the girl said.She picked up her toy and waved as she ran

down the street. Raj put the car down.

11

Diana looked at Raj. “Have you been doing a lot of exercise, Raj? Are your arms and legs sore from lifting that car?” she asked.

He replied, “No, it’s just this super power I have! Just like your arm that can spring out, Mekea. I guess we’re both superheroes!”

Diana didn’t say anything about her X-ray vision. The friends walked toward the park. Then, they heard a girl calling out, “Comet! Where are you?”

12

Diana asked, “What’s wrong?”The girl replied, “My puppy is missing. She

ran out of the house and now I can’t find her.”“I can help,” said Diana. She looked

through the fence. “Your puppy is right behind this fence,” she said.

“Thanks!” said the girl as she ran to find her puppy.

“Wow!” said Mekea. “You’re a superhero, too. We’re the three superheroes! I wonder who else we can help?”

The three friends ran down the street to the park.

Mekea, Raj, and Diana had a busy day helping people. At the end of the day, they walked back to the street corner.

“People really depended on our super powers today,” said Raj.

“I don’t know how we overlooked them for so long,” Diana said.

“I feel kind of strange,” said Mekea.Then she tried to stretch her arm. It only

went its usual length. Raj tried to use his strength to lift a heavy rock. He couldn’t do it. Diana tried her X-ray vision on a van. She couldn’t see inside it.

13

“It looks like our superhero days are over,” said Diana, sadly.

“That’s okay,” Raj said. “We can find other ways to help people.”

“I’m sure we can,” added Mekea.The friends each turned toward their own

home. But secretly, they wondered what would happen when they woke up in the morning. Maybe their superhero days were over. Or maybe they weren’t …

14


15


Copy the diagram below. Use the diagram

to compare how two of the story

characters are alike and how they are

different.

? ??

Text to Text Write a few sentences about

another book where the characters help

people. Include a beginning sentence that

will make the reader want to keep

reading.

Write About It

Mekea Both Diana


16



sense.




TARGET VOCABULARY



HOUGHTON MIFFLIN

1032207

2.4.20

HOUGHTON MIFFLIN


Level: J

DRA: 18

Genre:Fantasy



Word Count: 736



Superheroes to the Rescueby Hannah Cone

Fountas-Pinnell Level JFantasySelection SummaryWhen Mekea, Raj, and Diana wake up one morning, they fi nd they each have a super power. The three friends spend the day being superheroes and helping people. Though their superpowers disappear at the end of the day, they realize that with or without super powers, they can still help people.






Text Structure • Easy-to-follow episodic plot• Third person narrative

Content • Super powers and superheroes• Rescues

Themes and Ideas • Helping people, with or without super powers• Working together to solve problems

Language and Literary Features

• Fantasy: Characters have impossible super powers• Conversational language• Story told from several points of view

Sentence Complexity • Some parenthetical expressions for emphasis: What strength!; Or did they?• Some longer, complex sentences: But secretly, they wondered what would happen when

they woke up in the morning.Vocabulary • Some words relating to super powers: x-ray vision, strength, superhero

Words • Some multisyllable words: kindergarten, discover, underneath, exercise• Some words with complex letter-sound relationships: special, vision• Compound words: superhero, underneath

Illustrations • Illustrations support the text.Book and Print Features • Thirteen pages of text; illustrations on every page

• Some sentences starting in middle of line, carrying over two lines© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

2_304656_OL_LRTG_L20_Superheroes.indd 1 1/6/10 12:23:50 AM

Target Vocabulary

depended – needed help, p. 13exercise – physical activity that

helps you become strong and healthy, p. 11

gazing – looking at something for a long time, p. 7

hero – someone who is admired for doing something brave or good, p. 8

overlooked – didn’t notice something, p. 13

sore – painful or tender, p. 11

springs – moves upwards or forwards suddenly, p. 11

studied – spent time observing carefully, p. 9

Superheroes to the Rescue by Hannah ConeBuild BackgroundBuild interest in this story by asking questions such as the following: What is a super power? What super power would you like to have? Read the title and author and talk about the cover illustration. Point out that the story is fantasy, so things that happen couldn’t happen in real life.


Page 2: Explain that this is a story about three friends, Mekea, Raj, and Diana, who have known each other since kindergarten. Draw attention to the last two sentences on the page.Suggested language: Turn to page 2. Listen to the last two sentences: They knew everything about each other. Or did they? Why do you think the author added that last sentence?

Pages 4 and 5: Draw attention to the illustrations on these pages. Each of the friends wakes up and discovers he or she has a super power. Use the illustrations on pages 4 and 5 to predict some of the super powers the friends might have.

Page 7: Turn to page 7. Why do you think the boy in the picture is gazing sadly at his kite?

Page 8: Draw attention to the illustration. Why do you think the boy called Mekea a hero?

Now turn back to the beginning of the story and read to fi nd out what happens to the three superheroes.

2 Lesson 20: Superheroes to the RescueGrade 2© Houghton Mifflin Harcourt Publishing Company

2_304656_OL_LRTG_L20_Superheroes.indd 2 11/4/09 5:49:03 PM

ReadAs the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.


Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story.Suggested language: How do you think the friends felt, waking up with super powers? How do you think they felt when they lost them?



• Mekea, Raj, and Diana each wake up one morning with a super power.

• They use their super powers all day to help people

• At the end of the day, they lose their super powers, at least temporarily.

• You can help people, with or without super powers.

• By working together, you can solve problems.

• The language sounds realistic, even though the characters have super powers.

• Uncertainty is shown with ellipses.


Choices for Further Support• Fluency Invite children to choose a passage from the text to read aloud. Remind them

to pay attention to phrasing so that the meaning is clear and the characters sound natural.


• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind children that contractions used in a dialogue can make a conversation sound true to life. For example, when the three friends meet the boy with the kite, Diana asks: “What’s the matter?” Have children make a list of the contractions used in the dialogue of this story.






Target Comprehension Skill Remind children that when they compare and

contrast they tell how two things are alike or not. Model the skill, using this “Think Aloud”:

Think Aloud

Raj and Diana are alike in some ways. They both discover they have super powers. They both use their super powers to help other people. But they are different, too. Raj’s super power is great strength, while Diana’s super power is x-ray vision.

Practice the SkillHave children compare and contrast two characters from another story to understand how they are alike and how they are different.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story.

Assessment Prompts• What did the three friends learn about super powers?

• On page 13, what does the word depended mean?





1. What super power does each child have?

One child can stretch her arm really far. Another child is

very strong. The other child has x-ray vision.

2. Do you think the children will get their super powers back when they wake up again? Why?

Possible response: I think that it’s possible because the

last line of the story is “Or maybe they weren’t . . . ”

3. Why do you think the three friends do not tell each other about their super powers at fi rst?

Possible response: They may have thought their friends

would not believe them.

Making Connections Think about what it would be like to have a super power. What super power would you want? How would you use it to help people?

Write your answer in your Reader’s Notebook.


Name Date

10

Superheroes to the Rescue

Think About It


Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

2_246222RTXEAN_L20_LR_CT.indd 10 11/20/09 8:03:33 PM

First Pass

English Language DevelopmentReading Support Check regularly on children’s oral reading to determine accuracy,fl uency, and comprehension.

Vocabulary Explain that the word superhero is a compound word, made up of twoparts: super, meaning greater or outstanding, and hero, meaning a person who does something very brave or special.



Speaker 1: What can Mekea stretch?

Speaker 2: her arm

Speaker 1: What did Raj lose under his bed?

Speaker 2: a shoe

Speaker 1: What kind of vision does Diana have?

Speaker 2: x-ray vision

Speaker 1: How long have Mekea, Raj, and Diana been friends?

Speaker 2: They’ve been friends since kindergarten.

Speaker 1: Where is the little boy’s kite stuck?

Speaker 2: The kite is in a tree.

Speaker 1: What super powers do the three friends have?

Speaker 2: Mekea can stretch her arm, Raj can lift heavy things, and Diana has x-ray vision.

Speaker 1: What do the three superheroes discover at the end of the day?

Speaker 2: They have lost their super powers.



Name Date

Superheroes to the RescueThinking Beyond the Text

Write a paragraph answering the following question:

How do you think the three friends felt when they lost their super powers at the end of the day? Use details from the story to support your answer.


2_304656_OL_LRTG_L20_Superheroes.indd 62_304656_OL_LRTG_L20_Superheroes.indd 6 7/30/09 10:03:16 AM7/30/09 10:03:16 AM


1. What super power does each child have?

2. Do you think the children will get their super powers back when they wake up again? Why?

3. Why do you think the three friends do not tell each other about their super powers at fi rst?

Making Connections Think about what it would be like to have a super power. What super power would you want? How would you use it to help people?


Name Date


Think About It




1413799

Student Date Lesson 20

B L A C K L I N E M A S T E R 2 0 . 1 2

Superheroes to the Rescue LEVEL J Running Record Form


Behavior Code Error



®cat

0

Omission —cat 1

Behavior Code Error



Insertion the

cat1

Word told Tcat 1


2

3

4

It was summer vacation. Mekea, Raj, and

Diana were having fun. They all lived on the

same street. They had known each other since

kindergarten. They knew everything about

each other. Or did they?

On Monday morning. Mekea’s alarm clock

rang. She stretched out her arm to shut it off

. . .and stretched . . .and stretched! Her alarm

clock was across the room, but she was able to

stretch her arm to reach it.

“I have a super power,” thought Mekea.

On Monday morning, Raj woke up. He

looked for his sneakers.



%


(# errors + # Self-Corrections/ Self-Corrections)

1:


2_304656_OL_LRTG_L20_Superheroes.indd 8 2/11/10 12:04:21 AM

by Winston Whiteillustrated by Mary Peterson

HOUGHTON MIFFLIN

1032024

2.4.20

HOUGHTON MIFFLIN


Level: L

DRA: 24

Genre:Fantasy



Word Count: 1,104




Printed in China

ISBN-13: 978-0-547-02139-3ISBN-10: 0-547-02139-9

1 2 3 4 5 6 7 8 0940 18 17 16 15 14 13 12 11



Daisy inched her chair closer to Cho.“Have you heard the latest news?” whispered

Daisy.“No, what is it?” Cho asked.Daisy spoke in a low voice. “The superhero

struck again. An elephant escaped from the zoo yesterday. Suddenly the superhero swooped down, scooped up the elephant, and carried it back to the zoo.”

“Wow!” said Cho. “I wish we knew who this superhero was.”

“Shhh,” Daisy warned. “Here comes Ms. Diller.”

The girls stopped talking as their teacher walked by.

2

2_021393_FR4_5AL_Mysterious.indd2 22_021393_FR4_5AL_Mysterious.indd2 2 12/4/07 3:20:03 PM12/4/07 3:20:03 PM

3

The whole class was talking about the superhero’s most recent rescue. In the past month, the superhero had also stopped a terrible landslide and a roaring flood.

The landslide happened after a rainstorm. The dirt on a steep hill had started sliding toward the town. The superhero quickly placed giant tree trunks at the bottom of the hill. This quick thinking had saved the town from being swallowed in mud.

4

Soon after the landslide, a dam had burst. Water began pouring into the town! The superhero rolled a huge boulder in front of the dam until it could be repaired. This quick thinking had saved the town from floating away in the rushing water.

The townspeople were grateful, but they were also very curious. Who was this mysterious person? No one had gotten a close look at the amazing hero. All they knew was that the superhero wore a black mask and a green cape.

5

Cho and Daisy walked home after school.“Do you think we can find out who the

superhero is?” asked Cho.“I’m not sure,” said Daisy. “We’ll have to be

really good detectives and find clues that other people have overlooked.”

Cho suggested that they start by visiting the zoo to look for clues. Just as they were leaving for the zoo, they heard some more news. The superhero had been seen at the radio station tower. A baby hawk was trapped at the top and couldn’t fly down. The superhero sprang into action and rescued the bird.

6

Cho and Daisy went to the radio station. They stood gazing up at the top of the tower.

“The superhero must have legs like springs to be able to jump up there,” said Cho.

The girls studied the scene carefully but did not find a single clue. Their search was over for the day.

7

Every day, Daisy and Cho listened for news of a new sighting. They heard that the superhero had plucked a plane from the sky when its landing gear broke. So they went to the airport, but they found no clues.

Then they heard that the superhero had stopped a bus whose brakes had failed. So they went to the bus station. But they still found no clues.

“We’re really getting some exercise, aren’t we?” said Daisy.

“My legs are sore from walking all over town. Do you think we’ll ever find out who the superhero is?” Cho asked.

8

One day, the girls heard that the superhero had been at the park. A park ranger was trapped under a fallen tree. The superhero arrived on the scene and pulled the heavy tree off of the ranger. Cho and Daisy rushed to the park. But the superhero was gone.

“This is getting frustrating. We never find anything,” said Cho glumly.


9

“We need a plan,” Daisy said. “We need to get the superhero to come and rescue us so we can take a closer look.”

“Rescue us? We won’t do anything dangerous, will we?” said Cho nervously.

“Of course not,” answered Daisy. “I have an idea. We can climb up a tall tree. Then we can call for help to get down. When the superhero comes, we’ll take a good look and see if we can figure out who it is.”

10

The success of their plan depended on convincing the superhero that they needed help. They would have to climb a very tall tree, and they would have to shout loudly enough for the superhero to hear them. Then the superhero would locate them in the tree and rescue them.

Daisy and Cho climbed a tall tree in Cho’s backyard.

“This should be high enough,” said Daisy, sitting down on a sturdy branch. Cho sat next to her. “Now we need to get the attention of the superhero.”

11

“Help, help,” the girls called loudly. “We need help to get down from this tree.”

Mrs. Wilson, Cho’s neighbor, heard the girls yelling. She looked out her window and saw Cho and Daisy high up in the tree.

She shouted out the window, “Hang on, girls. I’ll call the fire department right away. They’ll bring a ladder truck to help you get down. Just hang on until they get here.”


12

“No, no, no,” muttered Daisy. “We don’t want the fire department. We want the superhero.”

“Our plan isn’t working,” moaned Cho.The girls could hear the fire truck’s siren

screeching in the distance. Help was on the way.“What will we do now?” Cho asked.“We’ll have to let the fire department rescue

us, and then think of another plan,” Daisy replied with a sigh.


13

Just as the fire truck got close, Daisy and Cho heard a whooshing sound. The superhero flew into the tree, grabbed one girl under each arm, and floated down to the ground. She placed each girl down gently. Then she flew off into the clouds. Daisy and Cho looked at each other in astonishment.

“Did you get a close look at the superhero?” asked Daisy.

Cho said, “Yes! Was that who I think it was?”“We can’t be sure yet,” said Daisy. “But I think

I know where we might find a clue.”


14

Daisy and Cho got to school early the next day. They stepped inside their empty classroom.

“Daisy, look over there in the closet!” exclaimed Cho.

Inside Ms. Diller’s closet, the girls spied a green cape hanging on a hook. Daisy and Cho grinned at each other. They had discovered the identity of the superhero!

“And we thought Ms. Diller was just an ordinary teacher!” said Daisy.

They smiled at each other. Now that they knew the answer they would keep it a secret. Ms. Diller was the best teacher ever!

15


Copy the Venn diagram below. Think of

ways in which Daisy and Cho are the same

and different from the superhero. Write

words in the diagram to compare and

contrast them.

? ?went up a tree

Text to Text What other superheroes have

you read about? Write a paragraph that

describes another superhero. Compare

and contrast that superhero to the one in

the story. Use a beginning that makes the

reader want to read more.

Write About It

Daisy and Cho Both The Superhero


16



TARGET VOCABULARY

dangerousidentitymysterious

ordinaryterrible

EXPAND YOUR VOCABULARY



sense.




HOUGHTON MIFFLIN

1032024

2.4.20

HOUGHTON MIFFLIN


Level: L

DRA: 24

Genre:Fantasy



Word Count: 1,104

Number of Words: 1,104


The Mysterious Superheroby Winston White

Fountas-Pinnell Level LFantasySelection SummaryA superhero is helping people all over town, but no one knows who the amazing person is. Daisy and Cho decide to fi nd out. After fi nding no clues at rescue scenes, they realize that by getting rescued themselves, they might be able to get a closer look. They climb a tree, yell for help, and are rescued by the superhero—their teacher.






Text Structure • Easy-to-follow episodic plot• Third-person narrative

Content • Super powers and superheroes• Rescues• Detectives and mysteries

Themes and Ideas • Using super powers to help people • Solving mysteries


• Fantasy: Characters have impossible super powers• Conversational language• Story told from several points of view

Sentence Complexity • Some short sentences for emphasis: “Rescue us?”• Some longer, complex sentences: “When the superhero comes, we’ll take a good look and

see if we can fi gure out who it is.”Vocabulary • Some words relating to detectives: detectives, clues, mysterious

Words • Some multisyllable words: exercise, astonishment, frustrating, convincing• Compound words: superhero, landslide

Illustrations • Illustrations support the text.Book and Print Features • Thirteen pages of text; illustrations on every page

• Some sentences starting in middle of line, carrying over two or three lines• Variety in layout


2_302980_AL_LRTG_L20_Superhero.indd 1 11/3/09 7:17:38 PM

Expand Your Vocabulary

dangerous – unsafe, risky, p. 9identity – the fact of being the

same person or thing as claimed, p. 14

mysterious – impossible to understand, p. 4

ordinary – regular or usual, p. 14

terrible – very bad, p. 3

The Mysterious Superhero by Winston WhiteBuild BackgroundHelp children imagine what it would be like to have a superhero in their town. Build interest by asking a question such as the following: What is a superhero? Read the title and author and talk about the cover illustration. Point out that the story is fantasy, with events that couldn’t happen in real life.


Page 2: Explain that a superhero is solving problems all over town, but no one knows who the person is. Two friends, Daisy and Cho, want to fi nd out. Draw attention to the fi rst two sentences on the page.Suggested language: Read the fi rst two sentences of this story: Daisy inched her chair closer to Cho. “Have you heard the latest news?” whispered Daisy. Daisy tells Cho about the superhero’s latest rescue and Cho wonders who the superhero could be. The girls decide to be detectives and fi nd out.

Page 4: Draw attention to the highlighted word: mysterious. Not much is known about the mysterious superhero. Look at the illustration. If you were a detective, what would you learn about the superhero from the picture?

Page 9: Turn to page 9. Daisy and Cho decide they’ll have to get rescued by the superhero to get a closer look. What might they do, that isn’t too dangerous, to get the superhero to rescue them?

Now turn back to the beginning of the story and read to fi nd out if the girls ever fi gure out the identity of the superhero.

2 Lesson 20: The Mysterious SuperheroGrade 2© Houghton Mifflin Harcourt Publishing Company

2_302980_AL_LRTG_L20_Superhero.indd 22_302980_AL_LRTG_L20_Superhero.indd 2 7/30/09 8:03:24 AM7/30/09 8:03:24 AM

ReadHave children read The Mysterious Superhero silently while you listen to individual children read. Support their problem solving and fl uency as needed.


Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story.Suggested language: Do you think Daisy and Cho were good detectives? Why or why not?



• Daisy and Cho want to know who the mysterious superhero is.

• Frustrated in their search for clues, the girls decide to try to get rescued themselves, to get a close look at the superhero.

• When they get rescued from a tree by the superhero, they realize she’s their teacher.

• By working together, you can solve mysteries.

• People are fascinated by superheroes.

• Thinking creatively is important for solving problems.

• The language sounds realistic, even though the book is a fantasy.

• Flashbacks give more information about past events.



to pay attention to punctuation to help with the pacing and intonation, so that the meaning is clear and the characters sound natural.


• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Have children choose words from the book that have prefi xes or suffi xes. Ask them to take each word apart to fi nd the base word: carefully/careful/care; closer/close; loudly/loud.






Target Comprehension SkillTarget Comprehension Skill Remind children that when they compare and

contrast they tell how two things are alike or not. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

Daisy and Cho both want to fi nd out about the mysterious superhero. This is one way that the two friends are alike. But they are also different. When Daisy has the idea to do something so they’ll get rescued, Cho is nervous about doing something dangerous. This is one way that the two friends are different.

Practice the SkillHave children compare and contrast Ms. Diller and Mrs. Wilson, the neighbor who calls the fi re department.

Writing Prompt: Thinking About the TextHave children write a response to the prompt on page 6. Remind them that when they think about the text, they pay special attention to the words, genre, literary and print features, and how the story is organized.

Assessment Prompts• Why do Daisy and Cho climb the tree?

• What does the word ordinary mean in this sentence? “And we thought Ms. Diller was just an ordinary teacher!” said Daisy.





1. Why do you think Daisy and Cho want to know who the superhero is?

2. Do you think Daisy and Cho make a wise decision to climb a tall tree to find the superhero? Why?

3. Who is the mysterious hero?

Making Connections Daisy and Cho decide to keep Ms. Diller’s secret. What would you do? Why?


Name Date



The Mysterious SuperheroThink About It

Think About It

English Language DevelopmentReading Support Make sure the text matches the child’s reading level. Language and content should be accessible with regular teaching support.

Vocabulary Explain that the word superhero is a compound word, made up of two parts: super, meaning greater or outstanding, and hero, meaning a person who does something very brave or special.



Speaker 1: What is the name of Daisy and Cho’s teacher?

Speaker 2: Ms. Diller

Speaker 1: What does the superhero rescue from the top of the radio tower?

Speaker 2: a hawk

Speaker 1: What do Daisy and Cho climb to be rescued?

Speaker 2: a tree

Speaker 1: Where is the park ranger trapped?

Speaker 2: The ranger is trapped under a tree.

Speaker 1: Why are Daisy and Cho walking all over town?

Speaker 2: They are looking for clues.

Speaker 1: Why does the superhero pluck the plane from the sky?

Speaker 2: The plane’s landing gear broke.

Speaker 1: What does Mrs. Wilson do when the girls yell for help in the tree?

Speaker 2: She calls the fi re department to help get them down.



Name Date

The Mysterious SuperheroThinking About the Text

Write a paragraph answering the following questions:

At the end of the story, Daisy and Cho figure out that their teacher is the superhero. How do you think they will act the next time they see their teacher? Why do you think that? Use details from the story in your answer.




1. Why do you think Daisy and Cho want to know who the superhero is?

2. Do you think Daisy and Cho make a wise decision to climb a tall tree to fi nd the superhero? Why?

3. Who is the mysterious hero?

Making Connections Daisy and Cho decide to keep Ms. Diller’s secret. What would you do? Why?


Name Date Lesson 20


The Mysterious SuperheroThink About It



1413632


B L A C K L I N E M A S T E R 2 0 . 1 3

Running Record Form

The Mysterious Superhero LEVEL L

The Mysterious Superhero

Behavior Code Error



®cat

0

Omission —cat 1

Behavior Code Error



Insertion the

cat1

Word told Tcat 1


7 Every day, Daisy and Cho listened for news of

a new sighting. They heard that the superhero had

plucked a plane from the sky when its landing gear

broke. So they went to the airport, but they found

no clues.

Then they heard that the superhero had

stopped a bus whose brakes had failed. So they

went to the bus station. But they still found no

clues.

“We’re really getting some exercise, aren’t we?”

said Daisy.

“My legs are sore from walking all over town.”



%

Total Self- Corrections



by Jessica Quiltyillustrated by Julie Downing

HOUGHTON MIFFLIN

1033086

HOUGHTON MIFFLIN


Level: I

DRA: 16Social StudiesStrategy:Monitor/Clarify

Word Count: 249

2.4.20 Build Vocabulary




Printed in China

ISBN-13: 978-0-547-02954-2ISBN-10: 0-547-02954-3

1 2 3 4 5 6 7 8 0940 18 17 16 15 14 13 12 11



An everyday hero is someone

you see every day.

An everyday hero is someone who

helps people.

2

2_000000_VR4_5BL_EverydayHero.in2 22_000000_VR4_5BL_EverydayHero.in2 2 12/4/07 3:19:28 PM12/4/07 3:19:28 PM

Do you know an everyday hero?

Would you like to be

an everyday hero?

3


4

A doctor is an everyday hero.

A doctor helps people

when they are sick.

He decides what medicine

they need to get better.


5

A doctor also tells people to eat

right so they can be healthy, and

to exercise so they can stay strong.

A doctor even cares for people who

are sore from too much exercise!

A firefighter is an everyday hero.

A firefighter helps people

when they are in danger.

She sprang up this ladder to help

people in a burning building.

She helps people

who are hurt on the street.

6

7

A firefighter also helps people before

they are in danger.

She teaches people

about fire safety.

She also makes sure you

don’t overlook the safety rules

in your school.


8

A police officer is an everyday hero.

She helps people when someone

has broken the law.

She catches criminals

who rob or steal.

She knows that people

depend on her to keep them safe.


9

A police officer also helps people

before someone has broken the law.

She reminds people of the rules.

She helps people

safely cross the street.


A teacher is an everyday hero.

A teacher has studied and

learned many things.

A teacher makes sure that

children are paying attention

and not gazing out the window!

A teacher wants you to be

an everyday hero, too!

10


11

Text to Text Have you read other books

about people who help other people?

Write a few sentences about one of these

people. Give it a beginning that makes

the reader want to keep reading.

Write About It

RespondingTARGET VOCABULARY Word Builder

What words describe a hero? Copy this

word web and put in more words.

hero

caring

kind strong



overlookedsoresprangstudied

TARGET VOCABULARY


sense.

I ran to the door and I tripped on

the floor! Now my foot is really _.

12


HOUGHTON MIFFLIN

1033086

HOUGHTON MIFFLIN


Level: I

DRA: 16Social StudiesStrategy:Monitor/Clarify

Word Count: 249

2.4.20 Build Vocabulary



Everyday Heroby Jessica Quilty

Fountas-Pinnell Level INonfictionSelection SummaryEveryday heroes are people we see everyday who help others. Examples of everyday heroes are doctors, fi refi ghters, police offi cers, and teachers, who teach children so that one day they too can become everyday heroes.





Characteristics of the Text Genre • Nonfi ction

Text Structure • Three to eight lines of text in the same position on each page • Focused on single concept with four examples

Content • Heroes • Community jobs• Helping people

Themes and Ideas • People you see everyday can be heroes.• People with everyday jobs help others.• Students can become everyday heroes, too.


• Clear language with simple descriptions • Writer talks directly to reader (second person)

Sentence Complexity • Many short sentences• Some longer compound sentences• Exclamations for emphasis: A teacher wants you to be an everyday hero, too!

Vocabulary • Some words relating to medicine, fi refi ghting, police work, and teaching: medicine, healthy, ladder, burning, criminals, steal, attention

Words • Some multisyllable words, such as medicine, fi refi ghter, criminals, attention• Primarily two- and three-syllable words

Illustrations • Illustrations support the text.Book and Print Features • Nine pages of text, illustrations on every page

• Sentences starting on left margin, some carrying over two or three lines© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

2_304847_BL_VRTG_L20_EverydayHero.indd 1 11/4/09 5:54:41 PM

Target Vocabulary

depended – to have needed someone’s help, p. 3

exercise – v. to do a physical activity to help you become strong and healthy, p. 5

gazing – looking at something for a long time, p. 10

hero – someone who is admired for doing something brave or good, p. 2

overlooked – v. to not have noticed or seen something, p. 7

sore – painful or tender, p. 5springs – suddenly moves

upwards or forwards, p. 6studied – to have spent time

learning about something,p. 10

Everyday Hero by Jessica QuiltyBuild BackgroundHelp children use their knowledge of community helpers to visualize the text. Build interest by asking a question such as the following: Who helps take care of people in our community? Read the title and author and talk about the cover illustration. Tell children that they will learn about real superheroes in this book.

Introduce the TextGuide children through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

Pages 2–3: Explain that this book is about people who help other people in the community. Suggested language: Look at the illustration on these pages. A person who helps someone else can be called a hero. Why are these people heroes?

Page 5: Explain that a doctor helps people. Have children fi nd the words exercise and sore: Doctors may remind you to exercise, and if you exercise too much, they can take care of your sore muscles. Have you ever exercised too much? How did your muscles feel?

Page 7: Firefi ghters can come to school to teach about fi re safety. What safety rules have you learned that you should never overlook?

Page 8: Draw attention to the illustration. What are some ways we depend on police offi cers?

Now turn back to the beginning of the book and read to learn all about everyday heroes.

2 Lesson 20: Everyday HeroGrade 2© Houghton Mifflin Harcourt Publishing Company


ReadAs the children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability.

Remind children to use the Monitor/Clarify Strategy and to fi nd ways to fi gure out what doesn’t make sense.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the text.Suggested language: Do you know any everyday heroes? How do they help people?



• Doctors, fi refi ghters, police offi cers, and teachers are everyday heroes because they help people every day.

• People with everyday jobs who help others are everyday heroes.

• Everyday heroes don’t just save people; they also teach people to stay safe.

• Children can be everyday heroes, too.

• Examples and illustrations explain and show why some people are everyday heroes.

• The author’s attitude is that people who help others in a community are heroes.

• The examples of everyday heroes are familiar because people do these jobs in every community.



to pay attention to punctuation, especially question and exclamation marks at the end of some sentences.


• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind children that longer words are often formed from shorter, familiar words. For example, the word everyday on page 2, is a compound word combining the words every and day. Shorter words can sometimes help with the meaning of longer words. Have children fi nd other examples of compound words in the book and tell what they mean. (fi refi ghter, overlook, someone)



Writing about ReadingVocabulary PracticeHave children complete the Vocabulary questions on BLM 20.1.

RespondingHave children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: sore)

Reading Nonfi ctionNonfiction Features: Illustrations Illustrations often add information that is not in the text. Have children look again at the illustration on pages 2 and 3. Ask what information they can learn from the picture. (jobs that everyday heroes do as well as the uniforms some of them wear) Sometimes illustrations can give information about feelings, too. Have children look at the picture on page 10. Ask how they think the teacher might feel about his job. (He seems to enjoy it.) Then have children choose an illustration in the book and tell what information they get from the picture.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6.

Assessment Prompts• What does the word sore mean in this sentence? A doctor even cares for people who

are sore from too much exercise!

• Which words on page 8 help the reader understand the meaning of the word depend?




Target VocabularyFill in each blank with the Target Vocabulary word thatbest completes each sentence.

1. A hero is very brave and

shows great courage.

2. We depended on our community

workers to keep us safe.

3. The police offi cers studied

hard for their test.

4. Firefi ghters get lots of exercise

so they can stay fi t.

5. As I was gazing out the

window, I noticed a fi re truck speed by.

6. A neighbor had overlooked a fi re

safety rule.

7. I watched as the fi refi ghters

sprang into action.

8. After six hours of hard work, the fi refi ghters were

tired and sore .

dependedexercisegazingherooverlookedsoresprangstudied

Vocabulary

Name Date

Grade 2, Unit 4: Heroes and Helpers3


Everyday HeroTarget Vocabulary

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

2_246222RTXEAN_L20_Vocab.indd 3 11/20/09 7:43:55 PM

First Pass

English Language DevelopmentReading Support In Introduce the Text (p.2), use pictures, concrete objects, or demonstrations that will help children understand the concepts and ideas in the text. Don’t ask children to read any text they will not understand.

Cultural Support The jobs described in this book are familiar in communities all over the world, although the uniforms might be different. Talk about the differences as necessary. Point out the similarities between English and Spanish in the words studied/estudié, depend/dependía, and hero/héroe.



Speaker 1: Who helps people who are sick?

Speaker 2: a doctor

Speaker 1: What do fi refi ghters climb to help people in a burning building?

Speaker 2: ladders

Speaker 1: Why should you eat right?

Speaker 2: You should eat right to be healthy.

Speaker 1: What do teachers want you to be?

Speaker 2: Teachers want you to be an everyday hero.

Speaker 1: What is an everyday hero?

Speaker 2: An everyday hero is a person you see everyday who helps people.


2_304847_BL_VRTG_L20_EverydayHero.indd 5 1/12/10 12:07:50 AM

Name Date

Everyday HeroThinking Beyond the Text

Read the paragraph below. Then write your letter.

Write a letter to your town or city newspaper. Tell why you think there should be an award given each month to an everyday hero in your town or city. Tell what these everyday heroes do and why they should be honored. Use details from the book to support your opinion.


2_304847_BL_VRTG_L20_EverydayHero.indd 62_304847_BL_VRTG_L20_EverydayHero.indd 6 7/30/09 10:42:14 AM7/30/09 10:42:14 AM

Target VocabularyFill in each blank with the Target Vocabulary word thatbest completes each sentence.

1. A is very brave and

shows great courage.

2. We on our community

workers to keep us safe.

3. The police offi cers

hard for their test.

4. Firefi ghters get lots of

so they can stay fi t.

5. As I was out the

window, I noticed a fi re truck speed by.

6. A neighbor had a fi re

safety rule.

7. I watched as the fi refi ghters

into action.

8. After six hours of hard work, the fi refi ghters were

tired and .

dependedexercisegazingherooverlookedsoresprangstudied

Vocabulary

Name Date Lesson 20


Everyday HeroTarget Vocabulary


2_304847_BL_VRTG_L20_EverydayHero.indd 7 1/12/10 12:09:36 AM

1413868



B L a c k L i n e m a s t e r 2 0 . 2 4

Everyday HeroRunning Record Form

Everyday Hero • level i

Behavior Code Error

Read word correctly ✓ cat 0


® cat

0

Omission — cat 1

Behavior Code Error

Substitution cut cat 1

Self-corrects cut sc cat 0

Insertion the

ˆcat1

Word told T cat 1


3

4

5

6

Would you like to be an everyday hero?

A doctor is an everyday hero. A doctor helps people when they

are sick. He decides what medicine they need to get better.

A doctor also tells people to eat right so they can be healthy,

and to exercise so they can stay strong. A doctor even cares

for people who are sore from too much exercise!

A firefighter is an everyday hero. A firefighter helps people

when they are in danger. She sprang up this ladder to help

people in a burning building. She helps people who are hurt on

the street.



%


(# errors + # Self-Corrections/ Self-Correction)

1:


by Sienna Jagadornillustrated by Valeria Cis

HOUGHTON MIFFLIN

1032414

2.4.20

HOUGHTON MIFFLIN


Level: J

DRA: 18

Genre:Fantasy



Word Count: 714

by Sienna Jagadornillustrated by Valeria Cis

Copyright © by Houghton Mifflin Company. All rights reserved.

No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system without the prior written permission of Houghton Mifflin Company unless such copying is expressly permitted by federal copyright law. Address inquiries to School Permissions, Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116.

Printed in the U.S.A.

ISBN-13: 978-0-547-02504-9ISBN-10: 0-547-02504-1

1 2 3 4 5 6 7 8 9 SDP 15 14 13 12 11 10 09 08

2_025049_LR4_5EL_Superheroes.ind1 12_025049_LR4_5EL_Superheroes.ind1 1 1/25/08 10:12:26 AM1/25/08 10:12:26 AM

2

Mekea, Raj, and Diana lived on the same street. The children played together. They were good friends. They knew everything about one another. Then something strange happened.

Mekea

Raj

Diana


3

One morning, Mekea’s alarm clock rang. She stretched out her arm to turn it off. Mekea stretched . . . and stretched . . . and stretched! Her alarm clock was across the room, but she stretched her arm far enough to reach it.

“I have a super power!” thought Mekea.

ArmAlarm clock


4

The same morning, Raj woke up. He looked for his sneakers. Raj saw his sneakers under the bed.

“I will move the bed to get my sneakers,” thought Raj. Then he lifted the bed . . . with one hand! The bed sprang into the air. It was as light as a piece of paper. He was so strong!

“I have a super power!” thought Raj.

Bed

Sneaker


5

Diana woke up the same morning. “Where is my favorite shirt?” she said. “Did I put it in the closet?”

Diana went to the closet. The door was closed. Suddenly, she saw her shirt . . . through the door! Diana had x-ray vision!

“I have a super power!” thought Diana.

Closet

Shirt


6

Mekea, Raj, and Diana went to the street corner to play. The children looked at one another. No one talked about super powers.

“Will my friends learn about my super power?” thought Mekea, Raj, and Diana.

Corner

2_025049_LR4_5EL_Superheroes.ind6 62_025049_LR4_5EL_Superheroes.in

Date post:	08-Jun-2020
Category:	Documents
Upload:	others
View:	7 times
Download:	1 times

by Rowan Obach 2.4.20 illustrated by Marilee Harrald-Pilz...• Fox needs to be rescued from a hole....

Documents