Text Set 7: Bones, Bones, Bones!
Read Book 3
Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have now of what
Yikes! SNAP! A boy is racing on his bike when he crashes and breaks his leg. Follow the boy as he visits the doctor and gets some help from his friends. Genre: Realistic Fiction —This text presents a realistic story inspired by ideas from the video “Bones, Bones, Bones!”
by Jane Craft
illustrated by Alessia Girasole
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Review the Video Have children view (or review) the video to build background knowledge and vocabulary before reading. You may wish to guide viewing using the following steps. Available in English and Spanish • Set Purpose: Let’s watch to review what we’ve learned about bones and pay special attention to what happens when a person breaks a bone. • View: Pause from time to time to guide thinking and discussion. • After Viewing: Restate the Set Purpose task and invite responses. • Review Content-Area Vocabulary: Review the content words from the video listed at left. Let children know they will find these three words in the book Yikes! .
Phonics Focus and Other Targets • Long Vowels: Final e : cute, faces, home, huge, made, names, place, race, ride, rode, safe, smile, time, used, wide, wrote, yikes • Soft c and g : faces, Gem, huge, place, race, Ridge Content-Area Vocabulary bones, skeleton, spine New High-Frequency Words down, have, now, of, what
First Reading • Read aloud the title and have children repeat it.
• Read aloud the text; have children echo-read it or whisper-read on their own. • Invite children to take turns reading to a partner. Listen to them read and give help as needed. • Have children share their reactions to the text. Second Reading • Ask a volunteer to read the title. • Have children whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. After Reading Build Comprehension Use the following questions to monitor comprehension and reinforce knowledge and vocabulary. • What does the main character do after he breaks his leg? Sequence of Events • How does getting a cast help the boy’s leg? Problem and Solution • After he breaks his leg, what do the boy’s friends and classmates do that help make him feel better? Problem and Solution Respond and Write Invite children to write a note to a character in the text. Narrative Then ask them to complete the additional activity.
Challenge Words break, keep, or, their Language Support
Review that the ending -ed tells readers that an event happened in the past. Examples of this in the text include checked, filled, and helped. Guide children to identify the base words and endings in these words. Explain that some past-tense words don’t use -ed. Point out words like broke, sped, had, made, and wrote. Work with children to identify the present-tense version of these irregular words.
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