Wild Girl SE JLGGuide - Junior Library Guild · book itself. JLG Guides can be ... have been chosen as Newbery Honor books, ... “I had pictures of those children in my head,

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Wild Girlby Patricia Reilly Giff

JLG Reading GuideCopyright © 2009

Junior Library Guild7858 Industrial Parkway

Plain City, OH 43064www.juniorlibraryguild.com

ISBN: 978-1-93612-904-1

Wild GirlBy Patricia Reilly GiffPublished by Wendy Lamb Books/ Random

House Children’s BooksCopyright © 2009 by Patricia Reilly GiffISBN: 978-0-375-83890-3


About JLG GuidesJunior Library Guild selects the best new hardcover children’s and YA books

being published in the U.S. and makes them available to libraries and schools, oftenbefore the books are available from anyone else. Timeliness and value mark themission of JLG: to be the librarian’s partner. But how can JLG help librarians bepartners with classroom teachers?

With JLG Guides.JLG Guides are activity and reading guides written by people with experience

in both children’s and educational publishing—in fact, many of them are formerlibrarians or teachers. The JLG Guides are made up of activity guides for youngerreaders (grades K–3) and reading guides for older readers (grades 4–12), with someoverlap occurring in grades 3 and 4. All guides are written with national and statestandards as guidelines. Activity guides focus on providing activities that supportspecific reading standards; reading guides support various standards (reading,language arts, social studies, science, etc.), depending on the genre and topic of thebook itself.

JLG Guides can be used both for whole class instruction and forindividual students. Pages are reproducible for classroom use only, and a teacher’sedition accompanies most JLG Guides.

Research indicates that using authentic literature in the classroom helpsimprove students’ interest level and reading skills. You can trust JLG to provide thevery best in new-release books, and now to enhance those selections by giving yourschool the tools to use those books in the classroom.

And in case you think we forgot the librarians, be sure to check out theLibrary Applications page, shown on the table of contents in each guide.

From all of us at Junior Library Guild, we wish you and your students goodreading and great learning . . . with JLG Selections and JLG Guides.


Wild GirlBy Patricia Reilly Giff

JLG Guide created by School Street Mediafor Junior Library Guild

Table of Contents

About the Author ...................................................................................................................3

Prereading and Vocabulary Activities ..................................................................................4

Chapters 1, 2, and 3 ................................................................................................................8

Chapters 4, 5, and 6 ..............................................................................................................10

Chapters 7, 8, 9, and 10........................................................................................................13

Chapters 11, 12, 13, 14, and 15...........................................................................................15

Chapters 16, 17, 18, and 19 .................................................................................................18

Chapters 20, 21, and 22........................................................................................................20

Chapters 23, 24, 25, and 26 .................................................................................................22

Chapters 27, 28, 29, 30, and 31...........................................................................................24

Wrap-up..................................................................................................................................26

Library Applications .............................................................................................................27

Suggestions for Further Reading ........................................................................................28

Correlations to National Standards ....................................................................................29

A school may reproduce copies of the pages in this book for use in itsclassrooms or library. Any other reproduction is strictly prohibited.

All rights reserved. No part of this publication may be transmitted, stored, or recorded in any form without writtenpermission from the publisher. For permissions questions, contact Junior Library Guild.


About the Author

Patricia Reilly Giff is the author of many books for young readers. Two of her bookshave been chosen as Newbery Honor books, Lily’s Crossing and Pictures of Hollis Woods. Ms.Giff lives in Connecticut.

From the Author about Wild GirlAbout writing Wild Girl, Patricia Reilly Giff says, “I stood two feet away from a horse they wereleading from the paddock. His coat was gorgeous, black and shiny, and he turned to look at mewith wonderful, intelligent eyes. He moved closer, almost as if he knew I wanted to reach out tohim. Tanya, note comma I put between wonderful and intelligent—should there be one?

“I wanted to do more than that. I wanted to write about that horse, and that world ofracing that existed only a short distance away from the school where I had taught reading.

“A few of my students had hardly been able to read; English wasn’t their first language.But they knew about that world: the horses, the great track, the cats that wandered up and downthe paths. They knew the stars of the racing world and shared them with me.

“I had pictures of those children in my head, the sound of their soft lilting voices, theirgarbled English. How hard it was for them to become part of this country; how generous theywere in sharing their lives with me.

“I wanted to write about an immigrant child who loved horses. I wanted to show readershow much we have to offer each other—that it doesn’t all depend on how well we speak or howfluently we read. I hope I’ve done that in Wild Girl.”


Prereading Activities

Book SummaryTwelve-year-old Lidie has lived in Brazil all her life, but five years ago after her mother died,Lidie’s father and older brother left for the United States to work with horses at a famousracetrack in New York. Now it is time for her to join them. Meanwhile, in a parallel story, a foalis born in South Carolina, and her journey will eventually connect with Lidie’s. Although Lidie’sfather and brother still think of her as a little girl, she knows she has some surprises for them.She will show them what a strong rider she has become when the new horse, Wild Girl, arrivesat the stable.

Understanding Genre: Realistic Fiction

1. What do you think realistic fiction is?

2. Above is a summary of Wild Girl. What do you expect to read in this book that will berealistic?

3. Why do you think people like to read realistic fiction?

4. Why are the characters so important in a book like this?

5. List some books of realistic fiction you have read.


Prereading ActivitiesPortuguese Vocabulary through the Book

Using Context CluesBecause Lidie grows up in Brazil, her first language is Portuguese. While Portuguese is similar toSpanish in some ways, it is also very different in others. For example, there are letters used inPortuguese that are not found in either Spanish or English, such as the ã and õ.

Below you will find a chart that lists most of the Portuguese words found in the book, aswell as the page numbers on which the words first appear. Using the surrounding informationon the pages, you should be able to figure out the meanings of the Portuguese words. Thesekinds of informational tips are called context clues. Write the meaning of each word below.

Portuguese Word PageNumber Meaning

dinheiro 3

tio 3

titia 4

mamãe 4

pai 5

rio 5

ferro 6

ai 11

bem-vindo 19

boa 20

ajuda 44

perdida 44

sucode laranja 44

bom 59

queijo 66

biblioteca 90

eu quero 118

cachorro quente 118

sorvete 119

panelas 140


Prereading ActivitiesHorse-related Vocabulary through the Book

Using Context CluesThe world of horses and horse racing is interesting and special. Some words appear in the bookthat are related to this world and may not be familiar to you. Try to use context clues on thepages these words appear to discover their meanings. If a meaning is still unclear, use adictionary to find the definition. Then complete the chart below.

Horse-related Word PageNumber Meaning

foal 1

muzzle 1

forelocks 4

filly 12

jockey 12

bay 23

roan 23

colt 23

hands 35

stallion 35

mudders 51

scratched 52

currycomb 59

flanks 59

swaybacked 70

withers 73

post position 76

mash 93

paddock 100

tack shop 139


Prereading Activities

Building Background and Setting PurposeOn the Acknowledgments page (page 147), the author reveals thatthe racetrack she has in mind for this story is Belmont Park inElmont, New York (Long Island). This track is one of the bestknown racetracks in the world. It is where the third race—called theBelmont Stakes—of thoroughbred racing’s Triple Crown takes placeevery year on the first Saturday that falls on or after June 5. The firsttwo races of the Triple Crown are the Kentucky Derby and thePreakness Stakes.

If you are interested in thoroughbred racing, you can dosome research to learn about the history of the sport, therequirements and rules, and the famous horses, riders, and trainers.

1. Make a list of some questions you hope might be answered as you read this realistic fictionnovel about horses and racing.

2. Set a purpose for reading based on the summary on page 4.


Chapters 1, 2, and 3:“Aiken, South Carolina”

“Jales, Brazil”“To John F. Kennedy International Airport”

pages 1–15

After You ReadGetting to Know the CharactersAuthors often include important information in their stories about some of the characters. Makea list of details you learned about each of the characters you met in the first three chapters.

The foal

Lidie

Tio Paulo

Mamãe

Pai, Lidie’s father

Rafael

Titia Luisa


Thinking about the Story1. Describe Lidie’s feelings about the time she has spent apart from her father.

2. Make a prediction about the foal that was born in Chapter 1.

Analyzing the Writing: Story Elements1. What two points of view does the author use in Wild Girl? Why do you think she chose to tell

the story from those two perspectives?

2. Write some details about the settings of the story. Where and when does it take place?

3. Name the important conflict of the story that Lidie has.

Making PredictionsWhat challenges do you think Lidie will face in New York?


Chapters 4, 5, and 6:“New York”

“Aiken, South Carolina”“The Farm”pages 17–31

After You ReadDrawing ConclusionsAnalyzing the Writing: Descriptive WritingThe author uses descriptive writing to show you what is happening in the story. Read the openingscene on pages 17–18. Complete the list below by describing the sensory details included onthose pages.

Sense Used List of details

sight

sound

touch

Understanding the Story: Comprehension1. Describe the contrast between her arrival at the airport and her arrival at her new home at

the farm.

2. What clue do you see that Rafael and her father don’t really know Lidie anymore?

3. How does Lidie react to all this?


4. How has the foal changed since Chapter 1?

5. How does Lidie change her room to make it feel more like home?

6. What causes Lidie to turn from thinking about her other home and become excited about thisone?

7. Lidie feels shy and awkward around her father. How does the episode with the lemon onlymake that worse?

8. Who is Mrs. Januário? Where is she?

9. What else do Lidie’s father and brother not know about her? How does she feel about that?

10. How does she decide to handle this?


The History of the Thoroughbred Horse

All breeds of horses have a history that takes them back tosome of the original wild horses of the world. Do someresearch on thoroughbred horses to find out more abouttheir background.

Do a digital presentation using photos of variousthoroughbred horses or create a visual display to share withyour class.

Library Application


Chapters 7, 8, 9, and 10:“Aiken, South Carolina”

“Woodhill School”“New York”

“Near Harrisburg, Pennsylvania”pages 33–48

Before You ReadMaking PredictionsYou have been reading chapters about Lidie and her family and chapters about an unnamed filly.How do you predict these two parallel stories will connect further along as you read? Why doyou think so?

After You ReadDrawing ConclusionsAfter reading these chapters, you should be able to draw some conclusions based on what youknow. Answer each question below.

1. What do you think happened to the filly in Chapter 7?

2. How do you think this will affect the story?

3. Why do you think Lidie is so nervous about starting school?

I predict: Why?


4. Why does Lidie call her father “the Horseman” instead of “Father” or “Pai”?

5. What does Lidie do to calm herself and remind herself of her strength?

6. How do you think Lidie’s relationship with Rafael may be different after she gets lost?

Making Connections1. Think about how it would be to start school in a foreign country where you are not fluent in

the language. Describe how you would feel walking into the school for your first day.

2. Now that you’ve considered that experience, how might you respond when a new studentcomes to your classroom?

3. How does the filly’s experience in Chapter 10 mirror what happened to Lidie?


Chapters 11, 12, 13, 14, and 15:“The Track”“The Farm”

“Harrisburg, Pennsylvania”“Outside Harrisburg, Pennsylvania”

“New York”pages 49–73

After You ReadUnderstanding the Story: Comprehension1. Being at the racetrack, we get to see what is happening through Lidie’s eyes. List some of the

things you learned about horse racing by reading Chapter 11.

2. What new question is presented in Chapter 11?

3. What does Lidie realize about her brother?

4. How does Lidie’s teacher respond to Lidie’s running away?


Responding to the Story1. It seems that no one quite understands Lidie yet. Discuss how her frustrations keep growing

and how her own stubbornness is not helping.

2. Reread page 63, “Harrisburg, Pennsylvania.” Explain how this page could also describe Lidie.

3. How does the experience at Bullington Farm further prove that her father and brother don’tknow who Lidie really is?

4. How are Wild Girl and Lidie similar?

4. What is happening to the filly, Wild Girl, in Chapter 15?


Analyzing the Writing: Author’s PerspectiveAn author’s perspective is the author’s viewpoint on an issue. Fiction authors often usecharacters and story events to communicate their perspectives. For example, an author whowants to raise awareness about the physically challenged might write a story with a maincharacter who is challenged in that way. Or an author who values nature might create a likeablecharacter who also cares about nature.

1. In Wild Girl, Lidie comes to a strange country unprepared for what she will have to face inschool and society. What do you think the author is trying to tell the reader by allowing us toexperience life through Lidie’s eyes?

2. Pride can be something good, as when you are proud of having accomplished something, or itcan be not so good if it creates a wall between you and others. What do you think the authorwould say about how Lidie is being proud?


Chapters 16, 17, 18, and 19:“The Barn”“The Barn”

“The Exercise Track”“Woodhill School”

pages 75–91

After You ReadUnderstanding the Story: Comprehension1. How does Lidie show her father and brother that she knows about

racing horses? How do they respond?

2. How do the two horses, Love You and Wild Girl, help Lidie?

3. How does Wild Girl react to Lidie’s touch?

4. How does Rafael surprise Lidie? How do we know she is surprised?

5. How is Lidie approaching school differently this time? What is beginning to “click” for her?


6. How is the school approaching Lidie differently?

7. What does Lidie think Wild Girl needs? What does she not know about Wild Girl that mayprove to be a problem?

Responding to the StoryIt seems that many of the challenges that Lidie has been facing are getting better. Whatchallenges does she still face and how do you think she will deal with them?


Chapters 20, 21, and 22:“The Stall”

“The Farm”“The Race”pages 93–103

After You ReadUnderstanding the Story: Comprehension1. How has the filly Wild Girl changed and why?

2. Why is Lidie trying to find the orange cat?

3. What happens to Lidie in the dark?

4. Why does Rafael choose pink as the color of his silks for the race? How does Lidie respond?

5. Who does the “dream woman” turn out to be? Where is she from originally?

6. Why don’t they immediately know who won the race? How do they find out?


Responding to the StoryHow is the scene from Chapter 22 different from the earlier parts of the book?


Chapters 23, 24, 25,and 26:“The Stable” “The Barn”“The Diner”

“Woodhill School”pages 105–121

After You ReadResponding to the StoryThe following paragraph appears on page 105:

I couldn’t stop crying. It was almost as if all the tears I’d saved upsince the two of them had left Jales were seeping out of me.

What has happened to make Lidie cry? Are these happy or sad tears? What are the tears she has“saved up” all about and why are they coming out now?

Understanding the Story: Comprehension1. What do Lidie and Mrs. Januário have in common?

2. What season of the year is it in Chapter 23? How do you know?

3. Why does Lidie want to give a cat to Wild Girl?

4. How does that turn out for Wild Girl and for Lidie?


5. Why is Lidie wrong to think that Rafael doesn’t know what her favorite color is?

6. What other thing does Lidie forget but Rafael remembers? What does he do to show her heremembers?

7. How does Rafael settle the issue about where Lidie’s home is?

8. What secret does Lidie share with her brother? What secret does he share with her?

9. What new experience does Lidie and her class share when she goes to school?

10. What assignment does Mrs. Bogart give Lidie? How is this helpful to Lidie?


Chapters 27, 28, 29, 30, and 31:“The Training Track”

“The Barn”“The Beach”

“Home”“Home”

pages 123–145

After You ReadResponding to the StoryThe first page of Chapter 27 contrasts the two home settings in Jales and New York. Explainhow different they are and then discuss which setting you would find more appealing.

Understanding the Story: Comprehension1. How does Lidie get to ride Wild Girl at last?

2. What risks is Lidie taking by doing this?

3. Why does Wild Girl slow down when she gets behind Love You?

4. What happens at the beach that brings Lidie and her father closer together?


5. What things does Lidie do to make the house more of a home?

6. What surprise does Rafael have for Lidie?

Analyzing the Writing: Climax and ResolutionThe climax of a story is the high point where the most intense action leading to the finalresolution takes place. The resolution is when the main conflict of the story is settled, and italways follows soon after the climax. In Wild Girl, the climax of the story occurs in Chapter 27.

1. Describe the climax of the story.

2. Describe the resolution to Wild Girl’s conflict.

3. Describe the resolution to Lidie’s conflicts.

4. Describe the resolution to Rafael’s conflict.


Wrap-up

Going ForwardNow that Lidie is part of a family again, what do you imagine willhappen going forward?

Making Connections1. Describe a time in your life when you felt misunderstood.

2. What did you think of Lidie and how she handled things?

Thinking about the Genre: Realistic FictionAssess this book as a work of realistic fiction. Was it excellent, good, average, or poor? Support youropinion with reasons and details.


Library Applications

Famous Horse StoriesMake a display in the library featuring books about horses, especially some of the following.Encourage students who liked Wild Girl to read some of these other books.

Black Beauty by Anna SewellThe Black Stallion by Walter FarleyMisty of Chincoteague by Marguerite HenryHorse Heaven by Jane SmileyA Thousand Acres by Jane SmileyMy Friend Flicka by Mary O’HaraShy Boy: The Horse That Came in from the Wild by Monty Roberts

You can find an extensive list of horse novels at:http://www.goodreads.com/list/show/166.Horse_Books_Novels

“Horsing Around” with ResearchHorses have played a critical role in culture, history, and art, both as a species and sometimesas individuals. If students are assigned research projects, suggest they consider researchingsome of the following topics or other similar topics. Provide them with resources available inyour library and show them how to access other information from other sources, as well.

The domestication of wild horses Wild mustangs of the U.S. Seabiscuit (Triple Crown winner) Bucephalus (Alexander the Great’s horse) Clydesdales Rodeo horses

Horses in culture, myths, and religions Horse events in the Olympics Dressage horses Standard-bred racing Horses in film and television Miniature horses Prehistoric horses


Suggestions for Further Reading

Other Books by Patricia Reilly Giff

The Kids of the Polk Street School seriesElevenLily’s CrossingPictures of Hollis WoodsWillow RunWater StreetMaggie’s DoorAll the Way HomeNory Ryan’s SongA House of Tailors

Other Fiction Books about Horses

Farley, Terri. Phantom Stallion: Wild Horse Island series. New York: HarperCollins, 2008.Farley, Walter. The Black Stallion. New York: Yearling, 1991. (First of a series of Black Stallion

books)Lester, Julius and Jerry Pinkney. Black Cowboy, Wild Horses. New York: Dial Books for Young

Readers, 1998.Price, Steven D. Classic Horse Stories: Fourteen Timeless Horse Tales. Lyons Press, 2002.Sewell, Anna. Black Beauty. New York: Scholastic, Inc., 2003.

Books by Marguerite Henry:Brighty of the Grand CanyonKing of the Wind (Newbery Winner)Misty of Chincoteague (Newbery Honor)Misty’s TwilightMustang: Wild Spirit of the WestSea Star: Orphan of ChincoteagueStormy: Misty’s Foal

Nonfiction Books about Horses

Halls, Kelly Milner. Wild Horses: Galloping Through Time. Plain City, OH: Darby Creek Publishing,2008.

Peterson, Cris. Wild Horses: Black Hills Sanctuary. Honesdale, PA: Boyds Mills Press, 2003.Ryden, Hope. Wild Horses I Have Known. New York: Clarion Books, 1999.


Correlations to National StandardsFor Grades 3–5

Content Area Standard Number Standard Objective

Languages Arts: English NL–ENG.K–12.1 Reading for Perspective

Languages Arts: English NL–ENG.K–12.2 Reading for Understanding

Languages Arts: English NL–ENG.K–12.3 Evaluation Strategies

Languages Arts: English NL–ENG.K–12.4 Communication Skills

Languages Arts: English NL–ENG.K–12.5 Communication Strategies

Languages Arts: English NL–ENG.K–12.6 Applying Knowledge

Languages Arts: English NL–ENG.K–12.8 Developing Research Skills

Languages Arts: English NL-ENG.K-12.9 Multicultural Understanding

Languages Arts: English NL-ENG.K-12.10 Applying Non-English Perspectives

Languages Arts: English NL-ENG.K-12.11 Participating in Society

Languages Arts: English NL–ENG.K–12.12 Applying Language Skills

Foreign Language NL-FL.K-12.1 Communication

Foreign Language NL-FL.K-12.2 Cultures

Foreign Language NL-FL.K-12.3 Connections

Foreign Language NL-FL.K-12.4 Comparisons

Foreign Language NL-FL.K-12.5 Communities

Documents

Wild Girl SE JLGGuide - Junior Library Guild · book itself. JLG Guides can be ... have been chosen as Newbery Honor books, ... “I had pictures of those children in my head,