Week 4
Teaching Options
Developing Comprehension
Developing Phonics and Word-Solving Strategies Using Punctuation
Thinking Within the Text Have children summarize the things Tibbar does at home in the morning, at school in the afternoon, and again at home in the evening. Then discuss the meaning of his name. Thinking Beyond the Text Point out that Tibbar must be sure of himself to behave so differently from everyone else. Discuss how self-confidence is a good quality, especially if someone is unable to do something exactly the same way as others. Then point out how sometimes Tibbar’s actions affect his mother and his teacher. Discuss why at times it might be better to do things the way others ask you to do them. Thinking About the Text Have children discuss how the author treats Tibbar Jack’s name like a puzzle. Have them identify clues in the text and pictures that lead to the puzzle’s solution, such as his backwards behavior and the blocks on pages 30–31. Using Illustrations Point out that the illustrations in a story can give information that is not in the text and help a reader better understand the story. • Read aloud pages 6–7, and then have children look at the picture on this spread. Say: The text says that the way Tibbar walks is strange and that he talks funny. Ask: What does the picture show that is different about the way he walks and talks? (He walks and talks backwards.) • Have children examine the picture on pages 10–11. Ask: What are some things Tibbar does differently that are not mentioned in the text? (reads his book upside down, plants flowers in his shoe) • Ask children to look at the pictures on pages 14, 16–17, and 18–19. Discuss how each illustration tells children more about how Tibbar lives.
Remind children that punctuation marks tell the reader when to pause or stop and how to express the words. • Read page 8 with children and have them identify the exclamation point. Tell children that this punctuation mark is used for emphasis. Model how to read the page and have children echo-read it. • Read pages 11–12. Point out the ellipses and explain that they tell the reader to pause. Model reading and have children echo-read after you. • Repeat with the question mark (page 14), the dash (page 15), and the colon (page 18). Developing Fluency Read the first few pages aloud. Then have volunteers continue reading one sentence at a time until the book is finished. Encourage them to read with proper phrasing and expression. Oral Language/Conversation Talk About Individuality Discuss how Tibbar is confident enough to do things completely differently from everyone else. Extending Meaning Through Writing • Ask children to write a short narrative describing another situation in which Tibbar does normal things backwards. (Narrative) • Have children write a paragraph trying to persuade Tibbar to try to do things the right way for one day. (Persuasive)
Grade 2 I Teacher’s Guide 65
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