®
Guided
Reading
Narrative
390L
Grandpa at the
Beach
Written by Rob Lewis
Key IDEA Grandpa, Finley, Mom, and Dad go on a vacation to the beach. Students will
read two of the three short stories about Grandpa and Finley’s adventures as they explore
a scary beach house, have a sticky picnic, and relax at a cove by the sea.
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RL.3.3 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their
actions contribute to the sequence of events.
L.3.1.e Conventions of Standard English Additional Instruction Form and use the simple (e.g., I walked; I walk; I will
walk) verb tenses.
L.3.5
RL.3.4 Craft & Structure Sessions 1, 2 Determine the meaning of words and phrases as
they are used in a text, distinguishing literal from
nonliteral language.
RL.3.6 MAIN FOCUS Craft & Structure Sessions 2, 3 Distinguish their own points of view from that of
the narrator or those of the characters.
RL.3.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 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).
Sessions 3, Additional Instruction Demonstrate understanding of figurative language,
word relationships and nuances in word meanings.
RF.3.3a Phonics & Word Recognition Additional Instruction Identify and know the meaning of the most
common prefixes and derivational suffixes.
RF.3.4b Fluency Session 2 Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
W.3.3
ISBN 978-1-62889-156-0
SL.3.1
Comprehension & Collaboration Writing Task W.3.8* Research to Build & Present Knowledge
Sessions 1, 2, 3
Sessions 1, 2, 3 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and
texts, building on others’ ideas and expressing
their own clearly.
Text Types & Purposes Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
RL.3.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
at the high end of the grades 2–3 text complexity
band independently and proficiently.
Vocabulary Acquisition & Use Recall information from experiences or gather
information from provided sources to answer a
question.
*standard adapted from another grade
W.3.10 Range of Writing
Write routinely over extended time frames (time
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and
audiences.
Mondo Bookshop Grade 3 1
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Session 1 Text Selection: pp. 5–20
Learning Focus
RL.3.3
Students read closely to
describe the story characters
and explain how their
actions contribute to the
sequence of events using
text evidence for support.
Key Idea: Text Selection In the first short story, Grandpa, Finley, Mom, and Dad
are driving to the beach. Grandpa tells a monster story to cheer everyone up.
Then Grandpa and Finley try to scare each other at the beach house.
PREVIEWING THE TEXT 5 minutes
Read the title and author credit with students. Invite students to study the
illustration and read the back cover text.
I’m curious about the illustration on the front cover. It doesn’t look like the
beach.
VOCABULARY
RL.3.4 Point out the phrase
“play a trick” on page 11. Ask
students what they think it
means based on the context.
Discuss that the phrase
means “to do something
that will fool someone or
be a joke.”
It looks like lightning in the background, and the characters look startled or
scared.
Read the back cover quietly to yourselves. Who do you think is on the cover?
Grandpa is on the right, and Finley’s on the left.
Let’s share what we learned about the story.
Grandpa, Finley, Mom, and Dad go to the beach on vacation. But things
don’t go the way they planned.
his doesn’t tell us about the storm we see on the cover, so let’s read to find
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out what happens.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focus for students. Ask them to read pages 5–7. Check to
see how they are doing with the application of the focus. Provide support if
needed. Then have them read the rest of the selection.
ELL SUPPORT
L.3.4 Vocabulary Support
vocabulary such as beach
house, door handle, or front
door in context using the
ELL vocabulary strategies in
Getting Started.
s we read today, we’ll think about what the characters are like, why they act
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as they do, and how they feel. We’ll also look at how a character can affect
events. The first page of the story brings us right into the story. Let’s share
what’s happening so far.
Grandpa, Finley, Mom, and Dad are in a car. They’re going to the sea for
a vacation, but it’s raining hard so everyone is gloomy. Finley is afraid it’s
going to rain the whole time.
hey don’t want the rain to ruin their vacation. So who tries to change the
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gloomy feelings?
Grandpa does. He says he’ll tell a story to cheer them up.
Is that what he does?
Yes, he tells a scary story about a monster.
I’m not sure that would make me feel better.
Maybe it will turn out to be a funny story.
Have students read pages 8–10 and apply the learning focus.
Let’s share what we know about Grandpa so far.
He likes to tell stories. I think he likes to play with Finley. He’s not a serious
grandpa. I think they have fun together.
hat’s a good description of Grandpa’s character. Let’s continue to read to
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learn more about Grandpa and Finley.
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If you are satisfied that students can apply the focus, have them finish reading
the first story. If not, have students reread pages 5–20 to think about the
characters and their traits.
DISCUSSING THE TEXT 10 minutes
Invite students to think about what happens in the first story and how a character
can contribute to the sequence of events. Encourage them to cite evidence
from the text as they describe a character’s traits, motivations, or feelings. Also,
encourage students to build on the ideas their classmates share in the discussion.
s we read “The Beach House,” we learned about the characters, especially
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Grandpa. Who would like to share what they learned?
Grandpa has fun playing with Finley. They like to play tricks on each other.
Grandpa won’t admit that he was scared by what happened, but he was scared.
How do you know that Grandpa was scared?
The text on page 18 says he and Finley were scared. Dad says he’s sorry for
scaring them when he sees them trembling.
What really scared Grandpa and Finley?
Corrective Feedback
Have students closely reread
the title and pages 5–7 to
identify and describe the
characters. Encourage them to
silently reread, stopping at key
points to think and talk together
about their understandings.
S.L.3.1 DISCUSSION
Collaborative
DISCUSSION TIP
As students discuss the
characters, make sure they
express their ideas clearly and
build on what others say.
Grandpa started it with his scary story. They were thinking about that story
in the house, so they were ready to be scared by a monster when Dad
came in, and they didn’t know who it was.
Focus on the word banged on page 6.
hen Grandpa tells his scary story in the car, he carefully chooses the words
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he uses. What does he say the monster with bat wings does at the door?
banged on it
L.3.5 VOCABULARY
Nuances in Meaning
Let’s think of other words for banged.
knocked, tapped
If Grandpa had used one of these words, what would the story be like?
It wouldn’t sound so scary.
As we read, let’s look for how words are used.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read realistic fiction.
ou paid close attention to the story and were able to describe what
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Grandpa was like. Then you used that information to explain how Grandpa’s
actions affected the major events. When you read other realistic fiction
books, try to do that again.
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 individuals’ effective use of the learning focus.
TEACHER’S
CHOICE COMPREHENSION: DESCRIBE CHARACTERS
E-RESOURCE
Formative Assessment Have students use the blackline master on
page 10 to describe characters they have read so far. Review students’ answers
as you evaluate their mastery of the learning focus.
TEACHER’S
CHOICE CONSTRUCTED 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 question: Why does Grandpa act the way he does? Review students’
collected evidence as you evaluate their mastery of the learning focus.
GR_G3_GrandpaBeach_LP.indd 3
COMPREHENSION SHARE
Take notes or make a word
web about the characters
in a story. Include what they
look like and their traits. Also
include some of the things
they do and why they do them.
RL.3.3 COMPREHENSION
Describe Characters
W.3.8*, RL.3.3 WRITING
Gather Evidence
Mondo Bookshop Grade 3 3
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Session 2 Text Selection: pp. 5–20
LEARNING FOCUSES
RL.3.3, RL.3.6, RL.3.7
Students return to text to
reread to distinguish their
point of view from that of
the characters. At the same
time, students will continue
to cite text evidence that
helps them describe a
character and explain that
character’s impact on events.
Finally, students will explain
how illustrations help to
establish a story’s setting.
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 review our discussion from the last session.
We read and talked about the first story in the book. We told what we
learned about Grandpa as a character and how his actions affected what
happened in the beach house.
hen we look for evidence that tells us what a character is like, and why he
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or she acts and feels a certain way, we can better understand and appreciate
what happens in a story.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focuses for this session. Invite students to reread page 17.
Check in to see how well they have 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 3 of this lesson plan.
ogether let’s reread page 17. We’re still looking for evidence that helps us
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describe the characters and their actions and feelings. This time, we’re also
thinking about the characters’ points of view and how the illustrations tell
us more about characters and the setting. Let’s talk about what happens on
page 17.
Grandpa and Finley are in the beach house. There’s a loud bang on the
front door.
From whose point of view are we seeing what is happening?
from Grandpa and Finley’s point of view in the house
ELL SUPPORT
RL.3.3 Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frames for student
responses: The setting is ___.
I know because the author
says ___. ___ happens in
the story.
Do we, as readers, know who is at the door?
No. We know only what Grandpa and Finley know. Finley thinks it’s Mom
and Dad, but Grandpa says they have a key so they wouldn’t be banging
on the door.
Who does the author say is at the door?
the monster with bat wings; the monster that was in Grandpa’s story
Explain that readers can also get clues from the illustrations that help them
learn more about characters, setting, and events in a story.
Now look at the illustration on page 17. What do you see?
It’s a big black shape at the door. It looks like what the author said, the
monster with bat wings.
ow think about where Grandpa and Finley are. Is their point of view the
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same as yours?
No, because they’re upstairs. They hear the bang, but they don’t see what’s
at the door like we do. They may think it’s the monster, but the author
actually says it’s the monster.
How does the illustration add to the feeling or mood of the setting?
The setting from inside the beach house is a lot scarier when you see the
dark shape looking so big at the door.
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Let’s check again on the character’s point of view as compared to yours.
Grandpa and Finley feel scared because of what they hear. I feel scared
because I can see the monster too.
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Do you know who the monster is before the closet door opens?
No, my point of view is the same as Grandpa’s and Finley’s. I find out it’s
Dad at the same time they do.
Formative Assessment: Fluency Listen to each student read a portion of
the text. Observe students’ fluency. If students need additional practice with
fluency, provide the necessary support at the end of the session. Ask students
to note words or phrases they find challenging for discussion after the reading.
DISCUSSING THE TEXT 10 minutes
Facilitate a discussion in which students describe a character’s point of view
about events in the story as distinguished from their own points of view.
Remind students to get information from the text and from the illustrations.
Also, encourage students to build on the ideas their classmates share in the
discussion.
Let’s reread pages 12–16. Who can tell us what happens on these pages?
Grandpa and Finley try to get into the beach house. Then they try to scare
each other.
Why are they doing that? What is their motivation?
I think it’s all because of that scary story Grandpa told in the car.
rom what you know about Grandpa, describe what he’s feeling that leads
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him to act like this.
SL.3.1 DISCUSSION
Collaborative
COMPREHENSION SHARE
Pause from time to time as
you are reading. Think about
how the characters feel
about events. Think about
what the narrator’s point of
view is. Then decide how you
feel—similar or different from
the characters and narrator?
Finley scared him, even though Grandpa said he wasn’t scared, so he
wants to play the same kind of trick on Finley in return.
In these four pages, how does Grandpa’s point of view compare to your own
point of view of what’s happening?
Grandpa doesn’t know that Finley went into the house and made that
strange noise, but I know it’s Finley playing a trick. Then I know what
Grandpa is planning because I read about him finding the flour.
How do you feel about what he’s doing?
I don’t think he should try to trick Finley in this strange place; I like that
they play tricks on each other; I like that Grandpa likes to have fun.
The illustrations help us to imagine the setting. How did they make you feel?
The picture on page 16 showed me what Grandpa did with the flour. I
thought of how dark it was outside, and that it’s lighter inside on pages 14
and 15. But then the pictures got darker and spookier on pages 18 and 19
when the monster came.
Direct students’ attention to the phrase “we’re not scared” on page 9.
I noticed that Grandpa and Finley often say that they are not scared. Let’s look
together at page 9. Based on the context, do you think they are scared or not?
RL.3.4 VOCABULARY
Context
On page 9, I think they are scared because they stay in the car.
hy do you think the characters would say they are not scared when they
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actually are?
I think saying they are not scared is sort of showing how they actually are
scared. I think they don’t want anyone else to know they are scared.
Interesting. So sometimes the actual meaning of a word or phrase is different
from the real meaning intended by the author.
Confirm students’ good use of the focuses and encourage them to keep
them in mind whenever they read narrative fiction. Remind them that the
illustrations are as much a part of the story as the words.
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TEACHING TIP
Encourage students to make
connections to their own lives
while they read stories. This
will help them gain insight
into the main characters’
motivations.
ou have done a good job expressing your ideas and describing what one of
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the main characters is like and how his actions are the basis for story events.
You also distinguished your point of view from a character’s point of view of
what happens in the story. You knew what the author told you compared to
what the character knew. How did you use the illustrations to understand
the story?
The illustrations showed me that it was a dark, stormy night. There were
lots of shadows and strange noises shown by the big words. The pictures
made the place seem scary, so I was ready for something scary to happen.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick
Start Planner, note the session’s learning focus. Observe each student’s
articulation and use of text evidence to evaluate individuals’ effective use of
the learning focus.
TEACHER’S
RF.3.4b
FLUENCY
Expression
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Invite students to reread the dialogue between Grandpa
and Finley and the author’s description of events on pages 17–20. Have them
practice reading with expression, taking cues from the punctuation and the
italicized words. Model reading with expression for one of the characters if
needed.
TEACHER’S
W.3.8*, RL.3.3
WRITING
Gather Evidence
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students continue
to use the blackline master on page 11 for collecting evidence as they read.
Students will continue to collect details from the text to answer the question:
Why does Grandpa act the way he does? Review students’ collected evidence
as you evaluate their mastery of the learning focuses.
6 Grandpa at the Beach
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Session 3 Text Selection: pp. 35–48
Key Idea: Text Selection After arguing with Grandpa about who will use the air
mattress on the beach, Finley leaves to explore the cove. What he brings back
has a great effect on Grandpa’s dream.
RETURNING TO THE TEXT 5 minutes
Explain that students have read the story about the beach house, discussed
what they learned about the character of Grandpa, and distinguished their
points of view of the story from Grandpa’s point of view.
s we discussed what we knew about Grandpa, we also focused on the
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illustrations to see how they depicted characters and the setting, and how
this added to the mood of the story. How does studying the illustrations help
you understand the story?
The illustrations show where the characters are, what it is like in that place,
and how this setting affects how the characters feel and what they do.
LEARNING FOCUSES
RL.3.3, RL.3.6, RL.3.7
Students read a new story
and use what they have
learned to explain how
that character’s actions
contribute to events.
They express their points
of view of the story and
distinguish it from the
character’s point of view.
Simultaneously, students
use illustrations and text
evidence to demonstrate
their understanding of the
characters and the setting.
oday, we’re going to read another story about Grandpa and use what we
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know about him to explain his actions. We’ll see how his point of view of
events differs from ours, and use the illustrations to understand the setting.
READING THE TEXT CLOSELY 10 minutes
State the learning focuses. Invite students to read pages 35–39. Check to
see how they are doing with application of the focuses as you have done
previously. Then have students read the rest of the story, noting the point of
view and the illustrations.
I see that Grandpa and Finley have a problem.
They both want to lay on the air mattress.
How do you know Grandpa is pretending to be old and creaky?
You can see him hunched over in the picture. The words on page 36 say
he’s pretending to be old and creaky. He’s acting because I know he’s not
really creaky. In the first story, he climbed stairs and jumped out of a closet.
VOCABULARY
L.3.5 Introduce the phrase
“like floating on a cloud” on
page 40. Have a discussion
with students about how
this phrase does not mean
that Grandpa is actually on
a cloud. Ask students to
work with partners to discuss
what this phrase in the story
means.
I remember that story. How does Grandpa act when Finley brings back the
things he collected?
He doesn’t look at them, like they’re not important. He just says they’re
nice, but he doesn’t know what they are.
DISCUSSING THE TEXT 10 minutes
Facilitate a discussion that links the three learning focuses. Remind students to
use both the text and illustrations to learn about the setting, the characters,
and their points of view.
What are the last words Grandpa says to Finley before he falls asleep?
“The sea can be dangerous.”
Let’s share how this affects what happens.
Grandpa turns these words into a dream where he is in danger on the sea.
What do we know that Grandpa doesn’t know?
that he’s having a dream and the monster is really the things from Finley’s pail
ur point of view is different from Grandpa’s. How do the illustrations help
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you know this?
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SL.3.1 DISCUSSION
Collaborative
DISCUSSION TIP
You can keep discussions
interesting if you vary the
people students collaborate
with; have small group,
partner, whole group
discussions; or vary the
number of people in a group.
Mondo Bookshop Grade 3 7
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I can see what Finley picked up and how similar they are to what Grandpa
dreams about.
Use what you know about Grandpa to explain why he decided to explore.
He felt Finley played another trick on him, so he’s going to go find something
for a trick of his own. He didn’t like Finley seeing him wake up so scared.
Support students as they continue to look for details in the text and illustrations
that help them understand the events, the characters, and their points of view. As
students discuss their ideas with the class, remind them to build on others’ ideas.
s you finish the book on your own, think about what you have learned about
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the characters, especially Grandpa. Why is it important to share your ideas
with others about the characters, their points of view versus your own, and
the setting as shown in the illustration?
Others may talk about things that I didn’t think of. That gives me new ways
to think about the characters and the story so I understand it better.
istening carefully and building on others’ ideas gives you a better
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understanding of what you read.
TEACHER’S
W.3.8*, RL.3.3
WRITING
Respond to Question
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
E-RESOURCE
Formative/Summative Assessment Have 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: Why
does Grandpa act the way he does? Have students use the text evidence they
collected to support their writing.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read the selection indicated on the
page independently and respond to the prompts (summarize author’s message,
identify critical vocabulary, respond to constructed response questions) before
returning for a small-group discussion. Alternatively, you can use the completed
blackline master for summative assessment.
TEACHER’S
CHOICE
Writing Task: Narrative
W.3.3
WRITING
Narrative
8 Grandpa at the Beach
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E-RESOURCE
Summative Assessment Review with students the elements of
a story. Talk about the narration, the events, and the words that explain how
a character feels. Invite students to continue the story at the end of “The Air
Mattress” by writing what happens when Grandpa leaves Finley with the air
mattress to go explore the cove. Students will work independently to write
their narratives. Ask students to include an illustration that shows details of the
setting and the character’s actions.
ou’ve been reading about what happened to Grandpa and Finley at the
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beach house and at the cove. You’ve collected evidence about the character
of Grandpa as you read to help you write your own story after Grandpa
leaves Finley with the air mattress to go exploring. Work with a partner to
review the evidence you have gathered. Think about Grandpa’s point of view
and your own as you write the story. What do you as the author know that
Grandpa doesn’t? Then describe the events in order of what Grandpa does.
Draw an illustration to show more details about the setting and to enhance
the story’s mood. You’ll be writing this story on your own.
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TEACHER’S
CHOICE
Additional Instruction
WORD STUDY
Inflectional Endings Draw students’ attention to the word paddled. The word
appears on page 41. Guide students to determine its meaning in the book.
et’s read page 41. The word paddled appears on this page. How is this word
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used in the sentence?
L.3.1.e CONVENTIONS OF STANDARD
ENGLISH
Inflectional Endings
It’s an action word.
Let’s look at the ending and share what -ed means.
It shows that the action happens in the past.
If you take off the -ed ending, the word is paddle, which means the action
happens in the present. Can you find other words that end in -ed and show
an action happening in the past?
Yes, banged on page 6, turned on page 7, stomped on page 8, and others.
VOCABULARY
Figurative Language Focus on the phrase “like floating on a cloud” on page 40.
et’s read this phrase on page 40. . . . This is an example of a simile. Can
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anyone tell us what a simile is?
L.3.5 VOCABULARY
Figurative Language
Yes, it’s a type of descriptive language where two things are compared.
In a simile, two things are compared using the words like or as. What is
compared here?
the mattress and a cloud
What does this simile help you understand?
Grandpa was not actually on a cloud. The mattress felt soft and fluffy like
a cloud.
WORD RECOGNITION
Derivational Suffixes Focus on the word gloomy on page 5.
RF.3.3a WORD RECOGNITION
Derivational Suffixes
his book contains several words that have derivational suffixes. Let’s look at
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the word gloomy. Let’s find the root word and tell what it means.
gloom, “darkness”
What suffix was added to the word gloom?
-y
Who can share what the word means now?
It describes something that is dark and depressing.
es, adding the suffix -y to words makes them adjectives, which describe
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what something looks or feels like. Look for other words in the story with the
suffix -y.
“scary,” “creaky,” “slimy”
Mondo Bookshop Grade 3 9
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Name
Date
Comprehension: Describe Characters
You read about different characters in the book Grandpa at the Beach.
Pick three characters and describe them using the chart below. Write the
page numbers where you found your descriptions.
Character
Name:
Name:
Name:
Trait or
Characteristics
Feelings
© Mondo Publishing
Actions
Score:
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Name
Date
Collecting Text Evidence
Why does Grandpa act the way he does?
Use this chart to collect evidence to describe Grandpa’s motivations, or
reasons, for acting the way he does. Write actions Grandpa took, why you
think he acted that way, and details from the book and the page references
where you found those details.
Why I think Grandpa
acted that way . . .
Description in the book
that shows this . . .
© Mondo Publishing
Grandpa’s actions
Score:
Mondo Bookshop Grade 3 11
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Name
Date
Writing Task: Your Narrative
First Draft
Think about Grandpa’s character as you review the evidence you have
collected. Think back to what he says to Finley when he wakes up from his
dream. Write a story that tells what happens when he explores the cove.
REMEMBER: A well-written narrative:
• describes what a character does, says, and feels
• tells events in order
© Mondo Publishing
• shows the character’s point of view
12 Grandpa at the Beach
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Score:
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