®
Guided
Reading
Explanation
790L
Teddy’s Bear
Written by Juddi Morris
KEY IDEA With accessible primary-source materials for support,
this appealing book explains the surprising origin of the beloved
stuffed animal children call the “teddy bear.”
Session 1 Text Selection: pp. 5–13
Students
KEY IDEA: TEXT SELECTION While on a hunting trip, President Theodore Roosevelt refused to shoot an
injured bear. A political cartoon depicting the event soon became popular throughout the nation.
Session Learning Focus/Standards
RI.4.2 Determine the main idea of a text and explain how it is supported
by key details; summarize the text.
SL.4.1d Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
Comments for future instruction:
X = not demonstrated/not articulated
✓= demonstrated/articulated
Previewing the Text 5 minutes
ased on the title, front cover, and back cover, can someone tell us what this book might
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explain?
Who had questions from looking at the front cover?
et’s take a moment to scan the pages. Who has thoughts about the different features in
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this book?
Reading the Text CLOSELY 10 minutes
s we read today, let’s figure out the main idea in each section of the text and identify key
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details that support the main idea. One good way to identify the main idea in a section of
text is to summarize the important points in that section. Who would like to summarize the
first few pages of this book?
Mondo Bookshop Grade 4 1
From this summary, who can identify one main idea on these pages?
That’s good thinking. Who can name some details that support this main idea?
ur work as readers today is to determine the main ideas in the text and explain how they
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are supported by key details. One way we can begin to identify these ideas is to summarize
the text. A good summary includes the main important points or ideas of the text.
Discussing the Text 10 minutes
s we talk, remember to review the key ideas your friends have shared and then to
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contribute to the conversation by explaining your own ideas clearly. Let’s review our purpose
for reading today.
Let’s begin by stating a main idea from this part of the book. Who has thoughts on this?
Who would like to share details that support this idea?
Those are helpful details. What other main ideas did you learn from this part?
ou did a good job finding the main ideas and supporting details. Who would like to
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summarize this portion of the book?
et’s look at the word dispute in the fourth paragraph on page 6. If we’re not sure, how can
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we find out what this means?
What strategy do you think would be best on this page?
ou’re using the focus of summarizing the main ideas in this book and explaining how they
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are supported by key details. Keep this strategy in mind as you read the rest of this book and
as you read other nonfiction books.
2 Teddy’s Bear
®
Guided
Reading
Explanation
790L
Teddy’s Bear
Written by Juddi Morris
KEY IDEA With accessible primary-source materials for support,
this appealing book explains the surprising origin of the beloved
stuffed animal children call the “teddy bear.”
Students
Session 2 Text Selection: pp. 5–13
Session Learning Focus/Standards
RI.4.2 Determine the main idea of a text and explain how it is supported
by key details; summarize the text.
RI.4.6 Compare and contrast a firsthand and secondhand account of the
same event or topic; describe the differences in focus and the information
provided.
RI.4.8 Explain how an author uses reasons and evidence to support
particular points in a text.
SL.4.1d Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
Comments for future instruction:
✓= demonstrated/articulated
Returning to the Text X = not demonstrated/not articulated
5 minutes
Let’s review our discussion from the last session.
Who can share us some strategies we can use to find the main ideas?
et’s continue to read carefully and think about the main idea and key details as we revisit
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this text.
Mondo Bookshop Grade 4 1
Reading the Text CLOSELY 10 minutes
e’re going to continue to summarize the text and explain the main ideas and details in this
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book. Today, as we reread, we are also going to compare and contrast different accounts of
events described in this book and think about how the author uses reasons and evidence to
support points she makes in the text. Who would like to summarize the first half of this book?
et’s go back to page 10. Who can determine the main idea here from reading the text
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closely?
hat is the main thing that happens on this page. What reasons and evidence does the author
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use to support this point?
Let’s have another close read of page 8. Who can tell us what is being described here?
How many accounts are included in this text?
Let’s compare them. How are these accounts similar?
Can someone share thoughts about how they are different?
hat would be called a firsthand account. We can’t be sure from this excerpt whether the
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writer was actually there or not. The author of this book is giving us a secondhand account. She
was not there when it happened. Remember, it happened in 1902! How was comparing them
helpful?
Discussing the Text 10 minutes
s we talk today, keep thinking about the key ideas your classmates have shared and try to
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add to them as you explain your own thoughts. Let’s discuss pages 12 and 13. Will someone
begin by summarizing the main idea on these pages?
Who can name some details and evidence the author uses to support this idea?
Now let’s focus on page 13. What does the author include here?
What types of accounts do you think each of these show?
Firsthand” refers to someone’s own personal experiences. What can we learn from these two
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different accounts?
et’s have a close read of page 10. The word apparent is in the third paragraph. Who can
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identify words in this paragraph that can help you figure out what apparent means?
ou did a great job using context clues to figure out that apparent means “easy to see or
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understand.”
ou did a wonderful job identifying the main idea and key supporting details in this text. You
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also were able to identify the firsthand and secondhand accounts of events and explain how
they were different, and also how they added to the content of this book. How did thinking
about what your classmates said during our discussion help you better understand this
information?
2 Teddy’s Bear
®
Guided
Reading
Explanation
790L
Teddy’s Bear
Written by Juddi Morris
KEY IDEA With accessible primary-source materials for support,
this appealing book explains the surprising origin of the beloved
stuffed animal children call the “teddy bear.”
Session 3 Text Selection: pp. 14–30
Students
KEY IDEA: TEXT SELECTION The second half of this book explains how the Michtoms created the first
teddy bear and how it became a popular American toy.
Session Learning Focus/Standards
RI.4.2 Determine the main idea of a text and explain how it is supported
by key details; summarize the text.
RI.4.6 Compare and contrast a firsthand and secondhand account of the
same event or topic; describe the differences in focus and the information
provided.
RI.4.8 Explain how an author uses reasons and evidence to support
particular points in a text.
SL.4.1d Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
Comments for future instruction:
✓= demonstrated/articulated
Returning to the Text X = not demonstrated/not articulated
5 minutes
In our last session, we used information in the text, along with firsthand and secondhand
accounts of events, to describe the main ideas and key supporting details in this text.
What do you think about how the author included firsthand and secondhand accounts in
this book?
Mondo Bookshop Grade 4 1
Reading the Text CLOSELY 10 minutes
s we read today, we’re going to continue to summarize the text. As we do so, pay attention
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to evidence the author uses to support the points she makes in the text. Who would like to
summarize pages 14–15?
What evidence does the author use to support this point?
How does the photograph of the bear enhance the text?
Discussing the Text 10 minutes
et’s continue to discuss the second half of this story. Who would like to summarize what
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happened?
How does the author support these ideas?
Who would like to share more about the accounts of this event?
uring a discussion, remember to think carefully about the key ideas your classmates give
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before adding your own. Who has more to add?
2 Teddy’s Bear