Fountas-Pinnell Level KRealistic FictionSelection SummaryA young girl who doesn’t want to move to a new town makes all kinds of wishes to stay in her nice old town. She wishes in a wishing well, on a star, on a kite, with birthday candles, with fallen eyelashes. None of her wishes come true, but when her family moves, she is surprised to be in a nice new town with a new friend next door.
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. 978-0-547-30470-0 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 • Realistic fi ction
Text Structure • Narrative structure with a simple plot• Organized chronologically• Problem presented on fi rst page
Content • Ways to make wishes• Moving to a new town• Making new friends
Themes and Ideas • Some wishes come true in surprising ways.• New places can be just as nice as the places loved and left behind.
Language and Literary Features
• Third-person narrator • Character grows in understanding by end of story• Setting important to plot
Sentence Complexity • Some sentences with compound predicates • Some compound sentences (The wind blew hard, and the kite went up.)• Complex sentences, some with introductory clauses (“If you tell me your wish, it won’t
come true.”)Vocabulary • Terms for setting of towns: park, school, market, playground, pond, swing sets, yard,
fence, swimming pool, soccer fi eldWords • A few challenging multisyllable words: seriously, catalog, heavily
• Compound words: playground, nothing, something, birthday, everyone, eyelashIllustrations • Illustrations that are closely linked to the text; one half-page illustration on every page
copy – to do or make something exactly like another thing, p. 5
guessed – formed an idea without knowing all the facts, p. 9
heavily – in a slow, clumsy, or laborious way, p. 8
knot – a lump or knob made bypassing one end of a string or rope through a loop and pulling it, p. 7
lonely – feeling sad to be alone, p.3
planning – deciding what you want to do before you actually do it, p. 5
seriously – acting or speaking in a sincere and not joking way, p. 4
Every Kind of Wish by Annie Brannan
Build BackgroundHelp children think about wishes. Build interest by asking questions such as the following: “What are some wishes that you have made? How did you make your wishes? Read the title and author’s name and talk about the cover illustration. Tell children that this book is realistic fi ction, a story that could happen in real life.
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 book about a girl who doesn’t want to move to a new town.Suggested language: Turn to page 2. Here is a picture of Elena and her friend at the market. What does this picture show you about one thing Elena likes about her town?
Page 3: Look at Elena and her friend Marisa. Elena is worried that she will be lonely if her family moves to a new town. Would you feel sad and lonely without your friends?
Pages 4–5: Have children look at the illustration. Explain that Marisa thinks that she and Elena should make wishes at the wishing well. After Marisa makes a wish, she says: “Now you copy me.” Then Marisa throws in a penny. Does Elena copy Marisa? How can you tell? What wish do you think Elena makes?
Page 9: Draw attention to the illustration. How is Elena making a wish now? What wish do you think she is making?
Now turn back to the beginning of the book and read to fi nd out whether Elena’s wish came true.
2_304700_OL_LRTG_L22_Wish.indd 22_304700_OL_LRTG_L22_Wish.indd 2 7/30/09 10:13:29 AM7/30/09 10:13:29 AM
ReadHave children read Every Kind of Wish silently while you listen to individual children read. Support their problem solving and fl uency as needed.
Remind children to use the Summarize Strategy and to stop to tell important events as they read.
Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book.Suggested language: How do you think Elena felt at the beginning of moving day? How did she feel at the end of the day?
Ways of ThinkingAs you discuss the text, make sure children understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Elena doesn’t want to move to a new town.
• She makes many kinds of wishes to stay in her hometown: in a wishing well, on a star, on a kite, with birthday candles, with eyelashes.
• When her family moves, she is surprised to be in a new nice town with a new friend next door.
• Some wishes come true in surprising ways.
• New places can be just as nice as the places loved and left behind.
• The author shows a character fi nding that her wish comes true in a way she never expected.
Choices for Further Support• Fluency Invite children to choose a page from the text and demonstrate phrased
fl uent reading. Remind them to group words into phrases that show meaning.
• 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. Have children change words to add simple infl ectional endings (-ed, -ly, -ing, -es). Remind children that the fi nal consonant has to be doubled to add –ed or –ing to one-syllable words with the CVC or CCVC pattern (wag/wagged, drop/dropped, plan/planning). Point out that words ending in sh add –es to form the plural (eyelash/eyelashes).
Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 22.8.
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 Skill Remind children that it is important to
understand how characters act and why they act that way. Model the skill, using a “Think Aloud” like the one below.
Think Aloud
I read on page 5 that Elena makes a wish with her friend. How does she make her wish? She throws a penny into a wishing well. What does she wish for? She wants to stay in her nice town. What happens after this wish? The next day, nothing had changed and her parents still planned on moving.
Practice the SkillHave children write a sentence telling another way that Elena makes a wish in the story.
Writing Prompt: Thinking Beyond the TextHave students 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• On page 4, what does the word seriously mean?
• Why does Elena say that her wish came true at the end of the story?
1. How does Elena feel about moving at the beginning
of the story?
2. Why do you think people are often scared about
moving to a new place?
3. Do you think Elena will like her new town? Explain
why or why not.
Making Connections Suppose you are about to move to a new town. Describe how you would feel. How would your feelings be the same as or different from Elena’s?
Write your answer in your Reader’s Notebook.
Grade 2, Unit 5: Changes, Changes Everywhere
Name Date Lesson 22
B L A C K L I N E M A S T E R 2 2 . 8
Every Kind of WishThink About It
Think About It
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 Discuss with children which kinds of wishes they already knew about and which were new to them. Ask if they know of any other kinds of wishes (e.g., fi rst star, wishbones, dandelions).
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 Elena throw in the wishing well?
Speaker 2: a penny
Speaker 1: What is her wish?
Speaker 2: to stay in her town
Speaker 1: What happens when Elena tells Marisa her problem?
Speaker 2: Marisa says they should make wishes.
Speaker 1: What is the fi rst kind of wish that Elena makes?
Speaker 2: She throws a penny into a wishing well.
Speaker 1: What are the fi rst two kinds of wishes that Elena makes?
Speaker 2: She throws a penny into a wishing well. Then she wishes on a star.
Speaker 1: Why is Elena surprised in her new town?
Speaker 2: The town is nice, and a nice girl lives next door.
2_304700_OL_LRTG_L22_Wish.indd 52_304700_OL_LRTG_L22_Wish.indd 5 7/30/09 10:13:31 AM7/30/09 10:13:31 AM
Name Date
Every Kind of WishThinking Beyond the Text
Think about the question below. Then write your answer in one or two paragraphs.
After she moved, Elena was surprised to find out good things about her new town. What lesson do you think the author wants readers to learn from this story?
2_304700_OL_LRTG_L22_Wish.indd 62_304700_OL_LRTG_L22_Wish.indd 6 7/30/09 10:13:32 AM7/30/09 10:13:32 AM
Think About ItRead and answer the questions.
1. How does Elena feel about moving at the beginning
of the story?
2. Why do you think people are often scared about
moving to a new place?
3. Do you think Elena will like her new town? Explain
why or why not.
Making Connections Suppose you are about to move to a new town. Describe how you would feel. How would your feelings be the same as or different from Elena’s?
