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Unit 2 Week 1

Genre Realistic Fiction

GR I

Word Count 329

Lexile 330

ReadNote Taking Have children take notes as they

read. Encourage children to record:

• important ideas

• unfamiliar words

• any questions about text that they have

Children can also fi ll in a graphic organizer,

noting the important events for each section.

Reread

COLLABORATE

Discuss Notes Ask children to share

their questions. Then work with them

to go back into the text to fi nd evidence to

answer the questions. Discuss evidence

children cited in the text.

C hapter 1 (pages 2–3)

Sentence Structure Draw children’s

attention to the quotation marks on page 3.

Explain that the quotation marks signal that

a character in the story is speaking. Remind

children that dialogue is what the characters

say. Ask: What are Mom and Jen talking about?

Specifi c Vocabulary Point out the

phrase can’t wait on page 3. Ask: Based on what

you see, what you’ve read, and what you know,

what do you think can’t wait means?

Comprehension Check How do you think

Mom feels about her new offi ce? How can

you tell?

At Work with Mom

BEYOND LEVELBEYOND LEVEL

PAIREDREAD Tools for the School Nurse

RealisticFiction

by Arlene Blockillustrated by Jason Wolff

A

At Work

with Mom

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CLOSE READING

ESSENTIAL QUESTION What jobs need to be done in a community?

What Makes the Text Complex?

Foundational SkillsDecode words with short e Children can practice reading words with

short e spelled e and ea.

Structural Analysis Children can practice reading words with the

infl ectional ending -ed with no spelling change.

Access Complex TextSentence Structure Children will need to understand the use of

dialogue to comprehend the story.

Specifi c Vocabulary Children will need to understand vocabulary

relating to a doctor’s offi ce to comprehend the story.

AS

ReadHave children read “Tools for the School Nurse”

independently, taking notes as they read. Ask

what type of text “Tools for the School Nurse” is.

How can they tell?

Reread to Compare Texts

COLLABORATE

Have partners talk about what they

learned about the school nurse’s offi ce

in the nonfi ction text. Ask: How are a school

nurse’s tools diff erent from the ones in Mom’s

offi ce in the story? What do the photos show?

Chapter 2 (pages 4–5)

Phonics Say the word step. Have children

listen for the short e sound. Then have them

fi nd words on pages 4 and 5 with the short e

sound spelled e.

Specifi c Vocabulary Children may not

be familiar with the term “check up” on page 5.

Explain that a check up is an examination by a

doctor to see whether you’re healthy. Ask: Why

do you think kids are coming in for check ups?

Comprehension Check Why do you think

there are toys, books, and puzzles in the room

on page 4? Find text evidence to support your

answer.

Chapter 3 (pages 6–9)

Sentence Structure Look at the

dialogue on page 7. Help children understand

that the quotation marks separate the long

sentences that Ed is saying. Ask: What is Ed

explaining to Jen?

Phonics Explain that sometimes short e is

spelled ea as in the word bread. Ask children to

fi nd a word on page 9 with short e spelled ea.

Structural Analysis Explain that when -ed is

added to an action word, the meaning changes.

It shows that the action happens in the past.

Have children fi nd an action word with the -ed

ending.

Comprehension Check What does Ed do in

the doctor’s offi ce?

What job does Meg do in the doctor’s offi ce?

Find text evidence to support your answer.

Chapter 4 (pages 10–11)

Phonics Have children fi nd a word on page 10

with the short e sound spelled e.

Comprehension Check How did Miss Rex make

a mess? How does Jen use the bins to help?

PAIRED READ “ To o l s fo r t h e S c h o o l N u r s e”

Write About ReadingWAnalytical Writing

Ana W

In form Have

children compare the

two selections. Ask: How are

the jobs of a doctor and a

school nurse the same? How

are they diff erent? Have children use

evidence from the texts to support

their writing. Ask volunteers to share

their writing with the class.

Write About ReadingWAnalytical Writing

Ana W

Inform Have children write a

response to the text to address the

Essential Question. What jobs need

to be done in a doctor’s offi ce? Have

children use evidence from the text to

support their ideas.

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Compare TextsHow is a school nurse like a doctor?

Genre Nonfiction

13

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BEYOND LEVEL At Work with Mom Unit 2 Week 1

Answer Key

C H A P T E R 1 Sentence Structure:

What are Mom and Jen talking about? Answer/Evidence Mom and Jen are talking about going to Mom’s new offi ce.

Specifi c Vocabulary:

Based on what you see, what you’ve read, and what you know, what do you think can’t wait means? Answer/Evidence I think can’t wait means “to be very excited about something.” On page 2, the text says “It is a big day.” Jen looks happy and excited in the pictures on pages 2–3.

Comprehension Check:

How do you think Mom feels about her new offi ce? How can you tell? Answer/Evidence I think Mom feels happy. She is smiling in the pictures on pages 2–3.

C H A P T E R 2Phonics:

Then have them fi nd words on pages 4 and 5 with the short e sound spelled e. Jen, step, yet, Rex, helps, when, check

Specifi c Vocabulary:

Why do you think kids are coming in for check ups? Answer/Evidence I think kids are coming in so Dr. Deb can examine them and help them stay healthy.

Comprehension Check:

Why do you think there are toys, books, and puzzles in the room on page 4? Find text evidence to support your answer. Answer/Evidence On page 4, the text tells that this is a room where people wait. I know that Dr. Deb helps kids. The toys, books, and puzzles in this room entertain kids who are waiting to see Dr. Deb.

C H A P T E R 3 Sentence Structure:

What is Ed explaining to Jen? Answer/Evidence Ed is explaining how he checks the kids before Dr. Deb does her exam.

Phonics:

Ask children to fi nd a word on page 9 with short e spelled ea. heads

Structural Analysis:

Have children fi nd an action word with the -ed ending. Answer/Evidence Page 9: fi xed

Comprehension Check:

What does Ed do in the doctor’s offi ce? Answer/Evidence Ed checks height and weight. He listens to a person’s heartbeat to see that it is strong. On page 6, I can see that Ed prepares the exam room for Dr. Deb’s patients.

What job does Meg do in the doctor’s offi ce? Find text evidence to support your answer. Answer/Evidence On page 8, I read that Meg operates an x-ray machine. She takes pictures of the inside of a person’s body. The pictures on pages 8 and 9 show the x-rays.

C H A P T E R 4 Phonics:

Have children fi nd a word on page 10 with the short e sound spelled e. yells, Jen, mess, empty, help, Rex

Comprehension Check:

How did Miss Rex make a mess? How does Jen use the bins to help? Answer/Evidence The box Miss Rex was carrying fell apart and things fell to the fl oor. Jen uses the bins to sort and store the items that fell.

W R I T E A B O U T R E A D I N GInform What jobs need to be done in a doctor’s offi ce? Have children use evidence from the text to support their ideas. Children’s responses will vary, but could include the jobs of receptionist (or greeter), nurse, doctor, and x-ray worker.

P A I R E D R E A DRead:

Have children read “Tools for the School Nurse” independently, taking notes as they read. Ask what type of text “Tools for the School Nurse” is. How can they tell? Answer/Evidence This text is nonfi ction. It shows real tools from a school nurse’s offi ce.

Reread to Compare Texts:

Have partners talk about what they learned about the school nurse’s offi ce in the nonfi ction text. How are a school nurse’s tools diff erent from the ones in Mom’s offi ce in the story? What do the photos show? Children’s responses will vary but should include that a school nurse uses bandages, a scale, a stethoscope, a thermometer, and a fi rst aid kit. The doctor’s offi ce includes an x-ray machine. The photos show the tools that a school nurse uses.

W R I T E A B O U T R E A D I N GInform Have children compare the two selections. How are the jobs of a doctor and a school nurse the same? How are they diff erent? Have children use evidence from the texts to support their writing. Ask volunteers to share their writing with the class. Children’s responses will vary but should include that both a doctor and a school nurse help you when you are sick. The two jobs are located in diff erent places, and a school nurse and a doctor have diff erent things they do when treating patients.