Week 3
Teaching Options
Developing Comprehension
Developing Phonics and Word‑Solving Strategies Words With Hard and Soft c
Thinking Within the Text Ask children to identify the reason for the president’s visit to the school. Have children name some of the third graders’ responses to the president’s question about ways of being a good citizen. Ask: What did the president Remind children that Marvin was nervous about asking the president his question, especially since the class didn’t have much time to prepare before their special guest arrived. Ask: Do you think Marvin would have had these same feelings if he’d had more time to get ready for the president’s visit? Can it sometimes be a good thing NOT to have a lot of time to prepare for something? Why? Thinking About the Text Have children notice how the author builds tension as the story progresses. Ask: How did being ninth in line to ask his question create a problem for Marvin? Why did Marvin become more anxious as others asked their questions? think of the children’s responses? Thinking Beyond the Text Understanding Character Remind children that to understand a story character, it is important to pay attention to what he or she thinks, says, and does. • With children, make a character web for Marvin. Write Marvin in the middle of the web and have children name traits that describe him. Write responses in the outer circles of the web. Read each trait aloud and ask volunteers to cite details from the story that support it. • Continue by making character webs for Mrs. North and for the president. Have children give examples from the story that illustrate each trait. Ask children if each of these people is someone they would like to know. Why?
Remind children that c stands for the soft sound /s/ when followed by i, e, or y. Then explain that c stands for the hard sound /k/ when followed by a, o, or u. • Write citizen and country (page 38) on the board and read the words aloud with children. Ask if the c in each word is soft or hard. Continue with security (page 14), recess (page 16), second and pencil (page 20). Have children look for other words with hard or soft c as they read. Developing Fluency Model reading aloud a page containing dashes or ellipses, emphasizing phrasing, pauses, and pace. Have children read another page that contains these punctuation marks, repeating it until they read fluently. Oral Language/Conversation Talk About Pride Discuss why Mrs. North was proud of the class after the president’s visit. Ask why her students should have felt proud, too. Extending Meaning Through Writing • Have children write a list of questions they might ask the president of the United States if he visited their class. (List) • Have children write an additional chapter for the book telling what they think will happen next. (Narrative)
Grade 2 I Teacher’s Guide 61
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