®
Guided
Reading
Narrative
610L
Take a Bow,
Winky Blue!
Written by Pamela Jane and illustrated by Debbie Tilley
Key IDEA The author uses explicit details and literal and nonliteral
language to develop character, setting, and plot in this story about
Rosie and her pet parakeet Winky Blue. The illustrations emphasize
aspects of character and setting.
Session 1 Text Selection: pp. 5–13
Students
key idea: Text Selection In Chapters 1–2, the author uses explicit details to introduce characters
and setting and set up plot events as Rosie dreams her parakeet Winky Blue will be a star.
Session Learning Focus/Standards
RL.3.1 Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
SL.3.3 Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail.
Comments for future instruction:
X = not demonstrated/not articulated
✓= demonstrated/articulated
PREVIEWING THE TEXT 5 minutes
Read the back cover quietly to yourselves. What does it mean to be a star?
What two things is the parakeet Winky Blue famous for?
I think it’s interesting that Winky Blue’s stardom comes in at least one way that Rosie doesn’t
expect. Let’s read to find out what’s more important to Rosie—fame or finding her pet.
READING THE TEXT CLOSELY 10 minutes
hree major elements of a story are character, setting, and plot, or the order of story events.
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You can demonstrate understanding of a text by asking questions about these three elements
and then using details and ideas from the story to answer your questions. Let’s read from
page 5 to the top of page 7. . . . Who can share who the main characters are in the story?
Who’d like to ask a question about one of the other elements?
Mondo Bookshop Grade 3 1
Who can answer using words from the story?
ur work as readers today is to ask and answer questions about characters, setting, and plot.
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I wonder what else we can learn about Rosie by looking at her relationship with her pet.
DISCUSSING THE TEXT 10 minutes
oday for discussion, we will work with partners. You will each take a turn asking your partner
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one question about the story and answering the question using details from the text. Let’s try
it. . . . Now, who can share one question and answer from your discussion?
ne way that an author gives us character information is to create contrast. Who can
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describe how Winky usually acts?
How does Winky act in the mornings?
Does the word grumpy have a similar or different meaning than the word cheerful?
Does the word cheerful have a similar or different meaning than the term good-natured?
ou did a great job asking and answering questions about characters, setting, and plot.
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Remember to use this same strategy when you read other fiction texts.
2 Take a Bow, Winky Blue!
®
Guided
Reading
Narrative
610L
Take a Bow,
Winky Blue!
Written by Pamela Jane and illustrated by Debbie Tilley
Key IDEA The author uses explicit details and literal and nonliteral
language to develop character, setting, and plot in this story about
Rosie and her pet parakeet Winky Blue. The illustrations emphasize
aspects of character and setting.
Students
Session 2 Text Selection: pp. 5–13
Session Learning Focus/Standards
RL.3.1 Ask and answer questions to demonstrate understanding of
a text, referring explicitly to the text as the basis for the answers.
RL.3.4 Determine the meaning of words and phrases as they are used
in a text, distinguishing literal from nonliteral language.
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to
what is conveyed by the words in a story (e.g., create mood, emphasize
aspects of a character or setting).
SL.3.3 Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail.
Comments for future instruction:
X = not demonstrated/not articulated
✓= demonstrated/articulated
RETURNING TO THE TEXT 5 minutes
Let’s quickly review our discussion from the last session.
READING THE TEXT CLOSELY 10 minutes
oday as we reread, we are going to pay attention to how the author uses words and phrases
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in the text to describe characters, setting, and plot. We’ll also think about how the illustrations
contribute to the story. We can ask and answer questions about these elements, too. Let’s read
the third paragraph on page 10. Who can ask a question about the author’s words?
Mondo Bookshop Grade 3 1
Who can answer the question?
he author uses words that appeal to our senses of touch, sight, and smell to give us
T
information about how Rosie feels about her home. Now, let’s look at the illustration on
page 11. What does this illustration emphasize about Rosie’s character?
How does this detail help us understand what Rosie is thinking?
s we continue to read, we’ll keep paying attention to details in the illustrations that
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emphasize aspects of character.
DISCUSSING THE TEXT 10 minutes
s we discuss our reading today, remember to take turns asking and answering questions
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about characters, setting, plot, language, and illustrations. Now, who can share a question
and answer from your reading?
Let’s continue sharing other questions and answers we had.
Who sees something that these two words have in common?
This suffix means “characteristic of.” Who can tell us what lovingly and proudly mean?
ou can add -ly or the suffix -ily to many adjectives or words that describe nouns to form
Y
adverbs, or words that describe verbs or action words. Let’s try it with the words dream and
grumpy.
e’ve asked and answered a lot of questions about different aspects of the story to show
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our understanding of it. How does asking and answering questions help us?
2 Take a Bow, Winky Blue!
®
Guided
Reading
Narrative
610L
Take a Bow,
Winky Blue!
Written by Pamela Jane and illustrated by Debbie Tilley
Key IDEA The author uses explicit details and literal and nonliteral
language to develop character, setting, and plot in this story about
Rosie and her pet parakeet Winky Blue. The illustrations emphasize
aspects of character and setting.
Session 3 Text Selection: pp. 14–25
Students
key idea: Text Selection In Chapters 3 and 4, the author uses explicit details, literal and nonliteral
language, and illustrations to describe Winky Blue’s experience preparing for and entering the pet
talent contest.
Session Learning Focus/Standards
RL.3.1 Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
RL.3.4 Determine the meaning of words and phrases as they are used in
a text, distinguishing literal from nonliteral language.
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to
what is conveyed by the words in a story (e.g., create mood, emphasize
aspects of a character or setting).
SL.3.3 Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail.
Comments for future instruction:
✓= demonstrated/articulated
RETURNING TO THE TEXT X = not demonstrated/not articulated
5 minutes
s the author develops the characters, setting, and plot through explicit details, literal
A
and nonliteral language, and illustrations, we ask and answer questions so that we better
understand what we read. How do these strategies help us understand the text?
Mondo Bookshop Grade 3 1
READING THE TEXT CLOSELY 10 minutes
oday we will pay attention to how the author uses nonliteral language to tell about
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characters and plot. Who can ask a question about Michael’s language at the bottom of
page 16 and the beginning of page 17?
Who can answer the question?
DISCUSSING THE TEXT 10 minutes
oday we will discuss with partners. Each student will take a turn asking his or her partner
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one question about the story and the partner will answer using words from the story.
Let’s try it. . . . Now, who can share one question and answer from your discussion?
ou’ll finish the rest of the book on your own. Why is it important to ask questions about all
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the parts of a story?
Use quotations or words from the text when you respond to questions.
2 Take a Bow, Winky Blue!