Week 1
Teaching Options
Developing Comprehension
Developing Phonics and Word-Solving Strategies Words With r -Controlled Vowels Remind children that the letter pair ar stands for the /ar/ sound, the letter pair or stands for the /or/ sound, and the letter pairs er, ir, and ur each stand for the /ur/ sound. • Write the words card , bird, horn, and her on the board. Underline the letters ar, ir, or, and er. Ask: What sounds do these letters make? (/ar/, /ur/, /or/, /ur/) Have children read the words aloud. • Repeat this exercise with first (/ur/) , party (/ar/) , more (/or/) , and never (/ur/) . Developing Fluency Model fluent reading. Then have partners read the book aloud. Suggest that they alternate reading the different excuses the pigeon gives. Oral Language/Conversation Talk About Bedtimes Discuss what excuses children have used to delay going to bed. Mention how important it is for children to get enough sleep so they will have energy for the next day. Ask: What might happen to children in school if they don’t get enough sleep? Extending Meaning Through Writing • Have children write an additional excuse the pigeon might use for not going to bed. Encourage them to illustrate their excuses. (Narrative) • Ask children to choose one or two of the pigeon’s excuses and write what their own response would be. (Expository)
Thinking Within the Text Discuss with children excuses the pigeon uses and ones they have used. Ask: • What excuses does the pigeon use? Which do you think are reasonable? Which are silly? • Why didn’t the pigeon stay up late? Thinking Beyond the Text Discuss with children how this story differs from most stories they have read. Ask: • On page 3, how does the author pull in the reader as a character? • How would the story have changed if there had been another actual character responding to the pigeon’s excuses? Thinking About the Text Discuss with children how words are printed on pages 25 to 27. Ask: • What is different about some of the words? (Some have huge capital letters, and others are stretched out, such as yaaaawn .) • How do you know that the pigeon is saying words quietly, loudly, or with emphasis? Drawing Conclusions Review with children that they can use both text and pictures in a story to form their own ideas about what is happening and how characters feel. • Turn to pages 12–13 and ask children what the pigeon has been told. Ask how it feels about being told No . Talk about how they formed their ideas. (Note: Book pages are not numbered. The title page is page 1.) • On pages 18–21 have children use word size, the punctuation, and the expression the pigeon’s face to know what its first and second reactions are to yawning.
Grade 2 I Teacher’s Guide 29
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