®
Guided
Reading
“Arachne”
Myth
890L
Retold by Josephine Preston Peabody
Key IDEA An arrogant weaver competes with the Goddess
Athena. She does not heed Athena’s warning and must face
the consequences.
Session Learning Focus/Standards
Students
Session 1 “Arachne”
RL.4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned
roles.
Comments for future instruction:
X = not demonstrated/not articulated
✓= demonstrated/articulated
PREVIEWING THE TEXT 5 minutes
oday’s text is “Arachne,” which is retold by Josephine Preston Peabody. Think about what
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might be happening on this first page.
What would you like to find out by reading this story?
Let’s read to find out.
READING THE TEXT CLOSELY 10 minutes
oday as we read this story we will pay close attention to details. We will use these details to
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explain what a story directly tells to make an inference. Try to focus on important details in the
story as you read page 35. . . . Let’s talk about some of the details on this page. Share with the
group something the story tells you directly.
Mondo Bookshop Grade 4 1
Can you share the details in the story where you found that?
Who would like to share an inference you made while reading this page?
Can you share the details in the story you used to make that inference?
ur work today is to pay close attention to details as we read so we can use them to explain
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what the story tells us directly and also make inferences about what the story doesn’t tell us.
Now let’s read to the end of the myth.
DISCUSSING THE TEXT 10 minutes
e sure to follow our rules for discussions as we talk about the details from the story we can
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use to explain something it tells us directly or we can use to make an inference. Who would
like to share with the group something the story tells us directly?
Can you share what details you used to explain this?
Would anyone like to share an inference they made?
Can you share the details in the story you used to make that inference?
I like the way you analyzed details in the story and followed the rules for discussions. You
used details to explain what the text told you directly and made inferences. We should do
that often as we think about details in the stories we read.
ook at the words looms and shuttles on page 36. Let’s look for clues in the story to find out
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what these words mean. Who can share a clue?
Yes. Who can share another clue?
Who would like to share what looms and shuttles are?
Remember to look through the story to determine the meaning of unfamiliar words.
oday we analyzed details and used them to explain what the story told us directly and made
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inferences. Keep the work we’ve done in mind as you read other stories.
2 “Arachne”
®
Guided
Reading
“Arachne”
Myth
890L
Retold by Josephine Preston Peabody
Key IDEA An arrogant weaver competes with the Goddess
Athena. She does not heed Athena’s warning and must face
the consequences.
Students
Session 2 “Arachne”
Session Learning Focus/Standards
RL.4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
RL.4.4 Determine the meaning of words and phrases as they are used
in a text, including those that allude to significant characters found in
mythology.
RL.4.7 Make connections between the text of a story or drama and
a visual or oral presentation of the text, identifying where each version
reflects specific descriptions and directions in the text.
SL.4.1b Follow agreed-upon rules for discussions and carry out
assigned roles.
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 read, we will continue to analyze details to explain what the story says directly
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and make inferences. We’ll also make connections between the text and illustrations as well as
determine the meanings of words as they are used in the story. Let’s read page 35 silently and
think about important details. . . . Who will share a detail from the story that tells us something
directly?
Mondo Bookshop Grade 4 1
Who can share an inference they made using details from the story?
Can you share the details that helped you make that inference?
ook at the words naiads and dryads on page 35. Some words in stories refer to characters
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from mythology. Let’s look for clues in the story to find out what these characters are. Who
can share a clue?
Yes. Who can share another clue?
Who would like to share what naiads and dryads are?
Remember that some words in stories can refer to characters in mythology.
e can look at illustrations and connect them to details in the stories we read. Who can
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describe the illustration on page 36?
Who would like to share details in the story that are connected to the illustration?
eep reading closely to the end of the story. Think about how the illustrations and text are
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connected.
DISCUSSING THE TEXT 10 minutes
Who can share one thing the story told us directly?
Who would like to share an inference and the details they used to make the inference?
et’s look at the word insolence on page 38. Can someone look for context clues to help
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figure out the meaning of the word insolence?
Look at the illustration on page 37. Would someone like to describe the illustration?
Would anyone like to share connections they made between the illustration and the text?
emember, we can look at the meanings of parts of words to help us figure out the meanings
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of unfamiliar words. Who would like to share something you notice about the word entranced?
Will someone share what the prefix en- means?
Can someone share what the suffix -ed at the end of a word tells us?
Who can share what the root word trance means?
et’s think about the meanings of the prefix, suffix, and root word. Who would like to share
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the meaning of the word entranced?
Yes. Remember to think about the meanings of word parts when you read an unfamiliar word.
e’ve discussed what the story tells us directly and inferences we made. When you discuss
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stories, it is important to follow the rules for discussion. Why do you think it’s helpful to
follow rules?
2 “Arachne”
®
Guided
Reading
“Arachne”
Myth
890L
Retold by Josephine Preston Peabody
Key IDEA An arrogant weaver competes with the Goddess
Athena. She does not heed Athena’s warning and must face
the consequences.
Session 3 “Arachne” and “How the Moon Got Up Into the Sky”
Students
key idea: An arrogant weaver competes with the Goddess Athena. She does not heed Athena’s
warning and must face the consequences. The Great Chiefs decide to make a moon to help their people find their way. It may not be powerful enough, though.
Session Learning Focus/Standards
RL.4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
RL.4.4 Determine the meaning of words and phrases as they are used
in a text, including those that allude to significant characters found in
mythology.
RL.4.7 Make connections between the text of a story or drama and
a visual or oral presentation of the text, identifying where each version
reflects specific descriptions and directions in the text.
RL.4.9 Compare and contrast the treatment of similar themes and topics
and patterns of events in stories, myths, and traditional literature from
different cultures.
SL.4.1b Follow agreed-upon rules for discussions and carry out
assigned roles.
Comments for future instruction:
X = not demonstrated/not articulated
✓= demonstrated/articulated
REFLECTING ON THE TEXTS 5 minutes
e have learned to use important details in a story to explain what the story directly tells us
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as well as make inferences. Who would like to share why this is important?
Mondo Bookshop Grade 4 1
e discussed what the story told us directly and inferences we made in our first text. Who
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would like to share something the story told us or an inference you made about the second
text?
CROSS-TEXT ANALYSIS 10 minutes
et’s think about important details in both stories and talk together about how they are alike
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or different.
It’s helpful to think about how events in stories are alike and different. This helps you
understand both stories more deeply.
et’s think about how discussing the two texts together helps you understand both more
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deeply. Turn and talk with a partner about that. Try to come up with a possible theme for the
two. Who’d like to share?
I also noticed a theme across both stories. Both stories attempt to explain something in
nature.
INTEGRATING THE LEARNING 10 minutes
hen we read, we try to say what a text was mostly about—the big idea—in one sentence.
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Now we’re going to think through key parts of these two stories to find a big idea for both of
them in one or two sentences. Turn and talk with a partner. Think about how we can state a
big idea that would go with both texts. . . . Who would like to start?
Let’s recap what strategies we used to deepen our understanding of both stories.
2 “Arachne”