®
Guided
Reading
Narrative
520L
No Way,
Winky Blue!
Written by Pamela Jane and Illustrated by G. Brian Karas
Key IDEA Rosie always wanted a pet and finally convinces her aunt to let her have a
bird. When the bird doesn’t “perform” as Rosie expects it to, she becomes angry. But
events unfold that teach her to love her new pet the way it is.
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RL.2.3* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Determine which major events in a story are
challenges and describe how characters respond
or contribute to the challenge and how it
changes the characters over time.
*standard adapted from another grade
L.2.4d Vocabulary Acquisition & Use Sessions 1, 2 Use knowledge of the meaning of individual words
to predict the meaning of compound words.
L.2.5b Vocabulary Acquisition & Use Additional Instruction Distinguish shades of meaning among closely
related verbs (e.g., toss, throw, hurl ) and closely
related adjectives (e.g., thin, slender, skinny,
scrawny).
RL.2.4 Craft & Structure Sessions 2, 3 Describe how words and phrases (e.g., regular
beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
RL.2.5* MAIN FOCUS Craft & Structure Sessions 2, 3 Identify how the author describes characters,
sets up major events across the story and uses
events to establish the overall plot.
*standard adapted from another grade
RL.2.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 RF.2.3d Phonics & Word Recognition Additional Instruction Decode words with common prefixes and suffixes.
RF.2.4b Fluency Session 2 Read grade-level text orally with accuracy,
appropriate rate, and expression on successive
readings.
W.2.1
ISBN 978-1-62889-121-8
Write opinion pieces in which they introduce the
topic or book they are writing about, state an
opinion, supply reasons that support the opinion,
use linking words (e.g., because, and, also) to
connect the opinion and reasons, and provide a
concluding statement or section.
RL.2.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend
literature, including stories and poetry, in the
grades 2–3 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
SL.2.1b Comprehension & Collaboration Sessions 1, 2, 3 Build on others’ talk in conversations by linking
their comments to the remarks of others.
L.2.4c
Text Types & Purposes Writing Task Use information gained from the illustrations
and words in a print or digital text to
demonstrate understanding of its characters,
setting, or plot.
W.2.8
Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather
information from provided sources to answer
a question.
Vocabulary Acquisition & Use Additional Instruction Use a known root word as a clue to the meaning
of an unknown word with the same root (e.g.,
addition, additional ).
Mondo Bookshop Grade 2 1
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Session 1 Text Selection: pp. 4–37
Learning Focus
RL.2.3*
Students read closely to
analyze the major events
in the story and decide
which ones are challenges.
They cite text evidence
to describe how the
main character faces her
challenges and changes
because of them.
Key Idea: Text Selection Knowing she can’t have the heroic, smart dog she
dreams of owning, Rosie decides that a parakeet will be even better because
it can talk. Rosie’s hopes are dashed though when Winky Blue refuses to utter
one word, and Rosie’s patience is put to the test.
PREVIEWING THE TEXT 5 minutes
Read the title and author credit with students. Invite students to read the
back cover.
oday’s book is No Way, Winky Blue! by Pamela Jane. Think about what
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might be happening on the cover.
I see a blue bird who seems happy. I bet that is Winky Blue!
ELL SUPPORT
L.2.4 Vocabulary Support
colloquial phrases such as no
way, boy problems, and I’m
positive in context using the
ELL vocabulary strategies in
Getting Started.
VOCABULARY
RL.2.4 Point out the
repetition of the phrase no
way, throughout the book.
Discuss how repeating this
phrase causes readers to
associate it with Rosie.
et’s read the back cover together. What would you like to find out by
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reading this book?
Is the book called No Way, Winky Blue! because the bird does something
bad? The question on the back cover asks if Rosie’s dream is about to come
true. Does something happen to keep Rosie’s dream from coming true?
Let’s read to find out.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focus to students. Have them read pages 4–6. Check on
their application of the focus. Provide support if needed. Then have them read
pages 7–37.
here are a lot of different things, or events, that happen in a story. Today
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as we read, we will notice which events are especially challenging, or difficult
to solve, for the main character. We will also describe what the character
does about these challenges and how they change her over the course of
the story. Read pages 4 to 6. . . . What are some events that happen on
these pages?
Rosie and Michael visit a pet shop. Rosie gets sad when she sees puppies.
Michael has ideas about pets for Rosie.
ow let’s discuss these events to figure out which event is a challenge or a
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problem for Rosie. Who has an idea to share?
I think the problem is that Rosie gets sad when she sees puppies. I think she
gets sad because she wants a dog, but her aunt won’t let her a have one.
Corrective Feedback
Have students closely reread
pages 4 to 6 to understand
Rosie’s main challenge.
Encourage them to silently
reread, stopping at key points
to think and talk together
about their understandings.
If you are satisfied that students can apply the focus, set the reading
assignment for the session. If you are not, prompt students to return to pages
4–6 and to consider which events are difficult for Rosie. Students may not read
the entire selection during this session.
ur work today is to think about the challenges Rosie faces and how she
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responds and is changed by these challenges. Now, let’s read through page 37.
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DISCUSSING THE TEXT 10 minutes
Invite students to point out text evidence that helps them determine which
major events are challenges and that tells how Rosie responds to those
challenges.
s we speak together about the story, listen carefully to your classmates so
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you can connect your comments to theirs. What are some challenges Rosie
faces and how does she deal with them?
One challenge is she wants Winky Blue, but doesn’t know if her aunt will
let her get the pet. She acts pretty hopeful, I think. When she sees the
birdcage on page 15, she thinks she’s going to get the bird for sure.
Does Rosie always act hopeful when facing challenges?
No. Winky doesn’t learn to speak, so on page 36, Rosie gets mad.
ou really understand how Rosie responds to challenges. Sometimes
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challenges and problems can change a character. Do you think Rosie changes
in the story?
SL.2.1b Discussion
Collaborative
COMPREHENSION SHARE
Describe the characters in the
story, paying special attention
to the main characters, such
as Rosie. Tell about the things
that happen and how the
characters feel about them.
Describe things the characters
do because of what happens
to them.
It’s hard to know because we’re not done yet. But it does seem like she’s
really excited to get Winky and then gets more annoyed.
et’s continue reading to see how the challenges of having a pet
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change Rosie.
Draw attention to the compound word patchwork on page 13.
et’s look at the compound word patchwork on page 13. Who can tell us
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what a compound word is?
L.2.4d VOCABULARY
Compound Words
A word that has other words in it, a word made up of more than one word
es, compound words are two words put together to make one. Think about
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the two words in patchwork. How can you use the meanings of these two
words to understand what a patchwork quilt is?
I think the two words are patch, like patches, and work. So maybe a
patchwork quilt is a blanket that someone made with patches.
Good thinking!
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read about characters responding to challenges in a story.
DISCUSSION TIP
Ask questions that will help
students build on what others
have already said. You might
wish to use these sentence
starters:
• I want to add _____.
• I think ____’s idea goes with
____’s idea because _____.
ou did a great job thinking about the events that were challenges and how
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Rosie responded to them. Keep the work we’ve done in mind as you read
other stories.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate effective use of the learning focus.
TEACHER’S
CHOICE COMPREHENSION: CHARACTER
E-RESOURCE
Formative Assessment Have students use the blackline master
on page 10 to show how Rosie responds to a major event in the story. Review
students’ answers as you evaluate their mastery of the learning focus.
TEACHER’S
CHOICE C
ONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 as they read. Students will collect details from the
text to answer the questions: How do the challenges Rosie faces change her?
How does she face them? Review students’ collected evidence as you evaluate
their mastery of the learning focus.
W.2.8, RL.2.3* WRITING
Gather Information
Mondo Bookshop Grade 2 3
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Session 2 Text Selection: pp. 4–37
LEARNING FOCUSES
RL.2.3*, RL.2.5*, RL.2.7
Students return to the
text to read closely and
to explore details in the
text and illustrations that
help them understand the
characters and how the
author introduces major
events and develops the plot.
RETURNING TO THE TEXT 5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Let’s quickly review our discussion from the last session.
We talked about the events that were challenges for Rosie. We noticed
how Rosie responded to the challenges, like when she had to convince
Aunt Marie to let her have Winky.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focuses. Invite students to reread pages 4–9. Check to
see how well they understood the focuses. If you are satisfied that students
can apply them, set the reading assignment for the session. If not, provide
corrective feedback as suggested on page 2 of this lesson plan.
ELL SUPPORT
RL.2.7 Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frames for student
responses:
B: This picture shows ___.
I/A: This illustration helped
me understand ___.
COMPREHENSION SHARE
Use a graphic organizer
so you can take notes
about what happens in the
beginning, middle, and end
of the story. This will help you
understand how the author
uses events to tell the story.
oday as we reread, we are going to consider how the author tells us about
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certain things in the story, such as what the characters are like and the major
events. We’ll also look at the illustrations for more information about the
characters, setting, and plot. Let’s reread pages 4 through 9 silently. . . . What
does the author tell us about Rosie?
The author tells us what Rosie thinks and feels.
Who’d like to give an example?
On page 5, no one is talking, but it says that Rosie loved the smell of the
pet shop; on page 6, it says she wanted a dog ever since she saw a movie
called Lassie.
Is there any other way we learn what characters are like?
through what they say and do
Can you say more about that?
Well, Michael keeps coming up with new ideas for pets for Rosie. That
makes me think he’s pretty smart and a good friend.
Draw students’ attention to the use of illustrations to develop characters.
What about the illustrations? What do they tell about the characters?
It doesn’t say that Michael and Rosie are very close friends, but in the
picture on page 4 Michael is standing close to Rosie and has his hand on
her shoulder. That shows they are good friends.
Can anyone add to that?
There is a little heart in the picture on page 8. It tells me Rosie and Winky
already love each other.
ood thinking. So we got a lot of information from the text and the
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illustrations about the characters.
Focus on how the author introduces the major events and develops the plot.
here are a lot of events that happen on these pages. What is one important
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event you found?
Rosie decides she wants a parakeet.
If you read closely, you can see that the author doesn’t just tell you that Rosie
decides she wants a parakeet. So how do you know that’s what she decides?
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All of the things in the chapter sort of show me. There’s a lot of stuff about
the parakeet, and at the end, Michael says Rosie has to convince her aunt
to let her have the parakeet.
reat, so that is interesting. The author didn’t develop the plot simply by
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telling us what happened. The author gave us lots of details about the
characters, their thoughts and feelings, and that’s how we understand the
plot of the story.
DISCUSSION TIP
Have students summarize
portions of the book by giving
the main ideas and a few
important points.
Formative Assessment: Fluency Listen to each student read a portion of
the text. Pay close attention to see if students read with accuracy, appropriate
rate, and expression. If students need additional practice with fluency, provide
the necessary support at the end of the session.
DISCUSSING THE TEXT 10 minutes
Facilitate a discussion in which students identify how the author reveals the
characters and sets up major events to establish the plot. Remind students to
get information from illustrations as well as text.
SL.2.1b DISCUSSION
Collaborative
I feel like I know Rosie pretty well by now. What can we say about
her character?
She’s impatient. She really wants an adventure.
ow do we know these things about her? Can anyone share details
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about that?
On page 30, she is using a record to teach Winky to speak. She says “I
hope it doesn’t take too long. I want to start having exciting adventures
right away.” Then she says Winky has only from ten to ten thirty to learn his
first lesson.
reat. So the author gave us details about what Rosie thinks, says, and does
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so we can understand her better.
Continue the discussion, focusing on noticing clues in the text and illustrations.
ho’d like to add more to how Rosie responds? Don’t forget to look closely
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at the illustrations.
When Winky Blue doesn’t learn to speak English, they try to teach him to
carry messages and dial 9-1-1. When that doesn’t work, Rosie gets angry.
What details show that?
It says Rosie counts to twenty-one and then “she exploded.” She says that
Winky will never be a hero. Then she tells him to be quiet and puts the
cover on his cage; Rosie looks really mad and kind of mean on page 36.
hat sounds like a pretty important moment in the story. Can anyone
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explain why?
It’s when Rosie changes. Now she faces a really big challenge. She put her
hopes and dreams on Winky. She wants her pet to be a hero and go on
adventures like Lassie, and now she is really disappointed.
o this author included some really interesting details in the text and the
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illustrator shows us interesting pictures that help us understand how Rosie
reacts to challenges. We’re really understanding Rosie as a character now.
Focus on the word leftovers on page 14.
et’s look at the compound word leftovers on page 14. As a compound word,
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it contains two other words. What are those other words?
L.2.4d VOCABULARY
Compound Words
left and over
es, we can use these two words to figure out the meaning of the word
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leftovers. Who could help us do that?
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Well I know the word left can mean like my left hand or it can mean
something that is left behind. And the word over can mean too much of
something. So I think the word leftover means when there’s extra stuff that
is left behind.
ou really used your knowledge of the two words to figure out the meaning
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of the word leftovers. You can do this whenever you encounter a compound
word you do not know.
Help students understand the benefits of linking their comments to the
remarks of others.
TEACHER TIP
There are several compound
adjectives in the book that
use hyphens, such as wornout on page 13. Encourage
students to look through the
book for compound words
and compound adjectives
and discuss their meanings
together.
e’ve each shared our thoughts about how the author showed us who the
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characters are and developed the story through major events. It can be very
helpful to link what you have to say to something another person has said
when you are discussing stories. Why do you think it’s helpful?
It means we are discussing the same thing and not talking about different
stuff. It means we get to think things through before starting to talk about
something new.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this lesson’s learning focuses. Observe each student’s articulation
and use of text evidence to evaluate individual’s effective use of the learning
focuses.
TEACHER’S
RF.2.4b
FLUENCY
Accuracy
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Guide students to read with sufficient accuracy and fluency
to support comprehension. Model the use of commas to indicate a pause in
text. Read aloud page 12 twice–once all the way through without stopping
and once with pauses ­correctly inserted. Have students tell which is easier to
understand. Then have partner pairs read the page.
TEACHER’S
W.2.8, RL.2.3*
WRITING
Gather Information
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students continue to
use the blackline master on page 11 as they read. Students will continue to
collect details from the text to answer the questions: How do the challenges
Rosie faces change her? How does she face them? Review students’ collected
evidence as you evaluate their mastery of the learning focuses.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read a portion of the Session 3
text selection independently, as indicated on the blackline master. Then have
them respond to the prompts (summarize author’s message, identify critical
vocabulary, respond to constructed response questions) before returning for
Session 3’s small-group discussion. Alternatively, you can use the completed
blackline master for summative assessment.
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Session 3 Text Selection: pp. 38–58
Key Idea: Text Selection After Winky Blue disappears and is thought to be
dead, Rosie regrets the way she treated him because he wouldn’t perform the
way she wanted. All ends well, though, when Winky is found, and Rosie has a
second chance to love him.
RETURNING TO THE TEXT 5 minutes
Explain that students will now read the rest of the book, looking for the ways
Rosie faces and is changed by challenges.
e have learned a lot about Rosie through her actions and reactions to
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challenges. Why is it important to pay attention to the events in the story and
the ways that Rosie reacts to them?
It helps us see how Rosie changes. It helps us understand the plot.
READING THE TEXT CLOSELY 10 minutes
State the learning focuses. Invite students to read pages 38–43. Check how
they are doing with application of the focuses. Then have students read
pages 44–56, paying special attention to Rosie’s responses to challenges,
major events that move the plot forward, and information they get from
illustrations.
oday as you read, pay close attention to the major events, and decide
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whether they are challenges for Rosie. Think about how you learn about
Rosie and how she responds to any challenges. Let’s find a major event that
is a challenge.
Here, on page 43, Winky Blue disappears.
LEARNING FOCUSES
RL.2.3*, RL.2.5*, RL.2.7
Students return to the text
to read closely and cite text
evidence that helps them
recognize the challenges in
the story and how characters
respond to, and are changed
by those challenges.
Students continue to identify
how they learn about
characters through text and
illustrations, and how the
author introduces major
events and develops the plot.
VOCABULARY
RL.2.4 Ask students to
find examples of repeated
words, rhymes, or rhythmic
language in the book, such as
how Rosie repeats the word
adventures. Lead
a discussion on how this
repetition brings meaning
to the story and reveals
how much Rosie wants an
adventure with her pet.
How is that a challenge?
because it’s a big problem that Rosie has to solve
hat is a big problem. I’d like to hear how you think a big problem that needs
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to be solved helps develop the story.
Well, it’s interesting, and also it really changes Rosie. It makes her like
Winky for who he is.
es, a big challenge can do that. Can anyone talk about an illustration that
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tells about Rosie?
On page 42 it shows Rosie thinking about Winky wearing a crown. It shows
she thinks he’s the king of birds, no matter what. She is excited to see
Winky again even though he’s just a normal parakeet.
DISCUSSING THE TEXT 10 minutes
Facilitate a discussion that links the three learning focuses. Remind students to
think about Rosie’s latest challenge and discuss what they learn about Rosie as
the story ends.
SL.2.1b DISCUSSION
Collaborative
s we talk, remember to connect your comments to those of others by
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saying things like, “I agree because . . .” Who can tell me how this helps the
conversation?
Because it keeps the conversation going and sticks to the main idea.
Mondo Bookshop Grade 2 7
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COMPREHENSION SHARE
It often helps to study the
illustrations as you read to
help look for character clues.
Illustrators sometimes include
the most important details in
their pictures. Illustrations can
even clarify details in
a story.
Let’s talk about any other major events toward the end of the story.
It looks like Winky has been eaten by Lionel the cat.
That is major! I’d like to know if you think it’s a challenge and why.
It’s a challenge because it’s an event that Rosie has to deal with. Yeah, I
agree because Rosie blames herself. Also, Rosie feels really bad because
she was mean to Winky.
What details show how Rosie feels?
In the illustration on page 50, Rosie is alone and crying. She looks sad.
TEACHER’S
W.2.8, RL.2.3*
WRITING
Respond to Question
TEACHER’S
CHOICE
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
E-RESOURCE
Formative/Summative Assessment students continue to use the
blackline master on page 11 as they finish reading. Then ask them to write a
response on a separate sheet of paper that answers the question: How do the
challenges that Rosie faces change her? Have students use the text evidence
they collected to support their writing.
Writing Task: Opinion
W.2.1
WRITING
Opinion
E-RESOURCE
Summative Assessment Review with students the elements of
an opinion paragraph. Invite students to write a paragraph telling whether
or not they think Rosie will now be a good pet owner to Winky Blue. Remind
them to include reasons to support their opinions and details from the story
that support their reasons. Guide them to use the blackline master on page
12 as they write their opinion paragraphs. Students will work independently.
Encourage them to illustrate and share their paragraphs with the class.
ou have been paying attention to the details in the text and illustrations
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that help you understand who Rosie is and how she handles the challenges
she faces in the story. Think about the evidence you collected that tells how
Rosie changes because of her challenges. Write a paragraph that tells readers
whether or not you think Rosie will be a good owner to Winky Blue. Make
sure you support your opinion with reasons and evidence from the text. Write
the first draft of your paragraph on the blackline master, being sure to begin
with a clear statement of your point of view, and end with a conclusion. You
can illustrate your paragraph and then share it with the class.
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TEACHER’S
CHOICE
Additional Instruction
word study
Root Words Help students use their understanding of the root word doubt to
understand the word doubtful on page 7.
et’s turn to page 7. What smaller word, or root word, do you see in the
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word doubtful?
doubt
Let’s talk about what doubt means.
It’s when you’re not sure. It means “to be unsure of something.”
L.2.4c VOCABULARY
Root Words
TEACHING TIP
Other words in the book
that students can figure out
using root words are careful,
cheerful, and beautiful.
et’s use what we know about the meaning of the root word doubt to
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understand what doubtful means.
The word part at the end, –ful, sounds like full, so I think doubtful means
when someone is filled with a feeling of not being sure.
Doubtful means “feeling uncertain or unsure.”
VOCabulary
Shades of Meaning Discuss with students the following verbs the author uses
to tell about the characters speaking: said, blurted, boomed, announced, cried.
Guide students to understand how the meanings of the words are similar,
yet different.
L.2.5b VOCABULARY
Shades of Meaning
In this story, the characters said things, blurted things, boomed things,
announced things, and cried things. Let’s talk about what you notice about
the words said, blurted, boomed, announced, and cried.
They are all verbs. They all mean almost the same thing. They all have
something to do with speaking.
ll of these words are action words or verbs. They can all be used to describe
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the action of speaking. But the meanings aren’t exactly the same, are they?
How are they different?
Said is when you just say something in a normal voice. Blurted is when you
say something suddenly or fast. Boomed is when you say something loudly.
Announced is when you make an announcement. Cried is when you say
something in an upset voice.
Let’s use each verb in a sentence.
word recognition
Prefixes and Suffixes Have students practice decoding words with common
prefixes and suffixes. Write these words from the text on a whiteboard or chart
paper along with the additional words listed: breathe, breathing, breathed;
deep, deeply, deeper; peer, peering, peered; whisper, whispering, whispered;
care, careful, carefully; any, anyone, anything. Underline prefixes and suffixes
where applicable. First run the mini-lesson with word families together and
then in mixed order.
RF.2.3.d WORD RECOGNITION
Prefixes and Suffixes
hen you can say these words quickly, it’s easier for you to read them when
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you see them in books. Look at each word as I point to it and say the word
when I tap it. (Point to the first word.) What is the word? (Tap the first word.)
breathe.
Mondo Bookshop Grade 2 9
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Name
Date
Comprehension: Character
Choose an event from the story No Way, Winky Blue! Write a short
description of the event in the first box. In the next boxes, write what Rosie
says, thinks, and does in response to the event.
Event
What Rosie Thinks
What Rosie Does
© Mondo Publishing
What Rosie Says
Score:
10 No Way, Winky Blue!
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Name
Date
Collecting Text Evidence
How do the challenges Rosie faces change her?
Think about the question as you read the book. Write down the details in
the text and illustrations that answer the question. Be sure to include page
references. You may need more than one copy.
Page(s)
© Mondo Publishing
Evidence
Score:
Mondo Bookshop Grade 2 11
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Name
Date
Writing Task: Your First Draft
Review the evidence you collected about Rosie and the challenges she
faces taking care of her parakeet in No Way, Winky Blue! Write a paragraph
that tells whether or not you think Rosie will be a good owner for Winky
Blue from now on. Support your opinion with reasons and details from the
text and illustrations.
REMEMBER: A well-written opinion paragraph includes
• a strong opening sentence that tells your opinion clearly
• at least three reasons and details that support your opinion
• linking words such as also, because, or and to talk about your reasons
© Mondo Publishing
• a closing sentence that restates your point of view
Score:
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