Wild Girl
by Patricia Reilly Giff
Wild Girl
By Patricia Reilly Giff
Published by Wendy Lamb Books/ Random
House Children’s Books
Copyright © 2009 by Patricia Reilly Giff
ISBN: 978-0-375-83890-3
Copyright © 2009 Junior Library Guild/Media Source, Inc.
JLG Reading Guide
Copyright © 2009
Junior Library Guild
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Plain City, OH 43064
www.juniorlibraryguild.com
ISBN: 978-1-93612-904-1
0
About JLG Guides
Junior Library Guild selects the best new hardcover children’s and YA books
being published in the U.S. and makes them available to libraries and schools, often
before the books are available from anyone else. Timeliness and value mark the
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With JLG Guides.
JLG Guides are activity and reading guides written by people with experience
in both children’s and educational publishing—in fact, many of them are former
librarians or teachers. The JLG Guides are made up of activity guides for younger
readers (grades K–3) and reading guides for older readers (grades 4–12), with some
overlap occurring in grades 3 and 4. All guides are written with national and state
standards as guidelines. Activity guides focus on providing activities that support
specific reading standards; reading guides support various standards (reading,
language arts, social studies, science, etc.), depending on the genre and topic of the
book itself.
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And in case you think we forgot the librarians, be sure to check out the
Library Applications page, shown on the table of contents in each guide.
From all of us at Junior Library Guild, we wish you and your students good
reading and great learning . . . with JLG Selections and JLG Guides.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
1
Wild Girl
By Patricia Reilly Giff
JLG Guide created by School Street Media
for Junior Library Guild
Table of Contents
About the Author ...................................................................................................................3
Prereading and Vocabulary Activities ..................................................................................4
Chapters 1, 2, and 3 ................................................................................................................8
Chapters 4, 5, and 6 ..............................................................................................................10
Chapters 7, 8, 9, and 10........................................................................................................13
Chapters 11, 12, 13, 14, and 15...........................................................................................15
Chapters 16, 17, 18, and 19 .................................................................................................18
Chapters 20, 21, and 22........................................................................................................20
Chapters 23, 24, 25, and 26 .................................................................................................22
Chapters 27, 28, 29, 30, and 31...........................................................................................24
Wrap-up..................................................................................................................................26
Library Applications .............................................................................................................27
Suggestions for Further Reading ........................................................................................28
Correlations to National Standards ....................................................................................29
A school may reproduce copies of the pages in this book for use in its
classrooms or library. Any other reproduction is strictly prohibited.
All rights reserved. No part of this publication may be transmitted, stored, or recorded in any form without written
permission from the publisher. For permissions questions, contact Junior Library Guild.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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About the Author
Patricia Reilly Giff is the author of many books for young readers. Two of her books
have been chosen as Newbery Honor books, Lily’s Crossing and Pictures of Hollis Woods. Ms.
Giff lives in Connecticut.
From the Author about Wild Girl
About writing Wild Girl, Patricia Reilly Giff says, “I stood two feet away from a horse they were
leading from the paddock. His coat was gorgeous, black and shiny, and he turned to look at me
with wonderful, intelligent eyes. He moved closer, almost as if he knew I wanted to reach out to
him. Tanya, note comma I put between wonderful and intelligent—should there be one?
“I wanted to do more than that. I wanted to write about that horse, and that world of
racing that existed only a short distance away from the school where I had taught reading.
“A few of my students had hardly been able to read; English wasn’t their first language.
But they knew about that world: the horses, the great track, the cats that wandered up and down
the paths. They knew the stars of the racing world and shared them with me.
“I had pictures of those children in my head, the sound of their soft lilting voices, their
garbled English. How hard it was for them to become part of this country; how generous they
were in sharing their lives with me.
“I wanted to write about an immigrant child who loved horses. I wanted to show readers
how much we have to offer each other—that it doesn’t all depend on how well we speak or how
fluently we read. I hope I’ve done that in Wild Girl.”
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Prereading Activities
Book Summary
Twelve-year-old Lidie has lived in Brazil all her life, but five years ago after her mother died,
Lidie’s father and older brother left for the United States to work with horses at a famous
racetrack in New York. Now it is time for her to join them. Meanwhile, in a parallel story, a foal
is born in South Carolina, and her journey will eventually connect with Lidie’s. Although Lidie’s
father and brother still think of her as a little girl, she knows she has some surprises for them.
She will show them what a strong rider she has become when the new horse, Wild Girl, arrives
at the stable.
Understanding Genre: Realistic Fiction
1. What do you think realistic fiction is?
2. Above is a summary of Wild Girl. What do you expect to read in this book that will be
realistic?
3. Why do you think people like to read realistic fiction?
4. Why are the characters so important in a book like this?
5. List some books of realistic fiction you have read.
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Prereading Activities
Portuguese Vocabulary through the Book
Using Context Clues
Because Lidie grows up in Brazil, her first language is Portuguese. While Portuguese is similar to
Spanish in some ways, it is also very different in others. For example, there are letters used in
Portuguese that are not found in either Spanish or English, such as the ã and õ.
Below you will find a chart that lists most of the Portuguese words found in the book, as
well as the page numbers on which the words first appear. Using the surrounding information
on the pages, you should be able to figure out the meanings of the Portuguese words. These
kinds of informational tips are called context clues. Write the meaning of each word below.
Portuguese Word
dinheiro
Page
Number
3
tio
3
titia
4
mamãe
4
pai
5
rio
5
ferro
6
ai
11
bem-vindo
19
boa
20
ajuda
44
perdida
44
sucode laranja
44
bom
59
queijo
66
biblioteca
90
eu quero
118
cachorro quente
118
sorvete
119
panelas
140
Copyright © 2009 Junior Library Guild/Media Source, Inc.
Meaning
5
Prereading Activities
Horse-related Vocabulary through the Book
Using Context Clues
The world of horses and horse racing is interesting and special. Some words appear in the book
that are related to this world and may not be familiar to you. Try to use context clues on the
pages these words appear to discover their meanings. If a meaning is still unclear, use a
dictionary to find the definition. Then complete the chart below.
Horse-related Word
foal
Page
Number
1
muzzle
1
forelocks
4
filly
12
jockey
12
bay
23
roan
23
colt
23
hands
35
stallion
35
mudders
51
scratched
52
currycomb
59
flanks
59
swaybacked
70
withers
73
post position
76
mash
93
paddock
100
tack shop
139
Copyright © 2009 Junior Library Guild/Media Source, Inc.
Meaning
6
Prereading Activities
Building Background and Setting Purpose
On the Acknowledgments page (page 147), the author reveals that
the racetrack she has in mind for this story is Belmont Park in
Elmont, New York (Long Island). This track is one of the best
known racetracks in the world. It is where the third race—called the
Belmont Stakes—of thoroughbred racing’s Triple Crown takes place
every year on the first Saturday that falls on or after June 5. The first
two races of the Triple Crown are the Kentucky Derby and the
Preakness Stakes.
If you are interested in thoroughbred racing, you can do
some research to learn about the history of the sport, the
requirements and rules, and the famous horses, riders, and trainers.
1. Make a list of some questions you hope might be answered as you read this realistic fiction
novel about horses and racing.
2. Set a purpose for reading based on the summary on page 4.
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Chapters 1, 2, and 3:
“Aiken, South Carolina”
“Jales, Brazil”
“To John F. Kennedy International Airport”
pages 1–15
After You Read
Getting to Know the Characters
Authors often include important information in their stories about some of the characters. Make
a list of details you learned about each of the characters you met in the first three chapters.
The foal
Lidie
Tio Paulo
Mamãe
Pai, Lidie’s father
Rafael
Titia Luisa
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Thinking about the Story
1. Describe Lidie’s feelings about the time she has spent apart from her father.
2. Make a prediction about the foal that was born in Chapter 1.
Analyzing the Writing: Story Elements
1. What two points of view does the author use in Wild Girl? Why do you think she chose to tell
the story from those two perspectives?
2. Write some details about the settings of the story. Where and when does it take place?
3. Name the important conflict of the story that Lidie has.
Making Predictions
What challenges do you think Lidie will face in New York?
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Chapters 4, 5, and 6:
“New York”
“Aiken, South Carolina”
“The Farm”
pages 17–31
After You Read
Drawing Conclusions
Analyzing the Writing: Descriptive Writing
The author uses descriptive writing to show you what is happening in the story. Read the opening
scene on pages 17–18. Complete the list below by describing the sensory details included on
those pages.
Sense Used
List of details
sight
sound
touch
Understanding the Story: Comprehension
1. Describe the contrast between her arrival at the airport and her arrival at her new home at
the farm.
2. What clue do you see that Rafael and her father don’t really know Lidie anymore?
3. How does Lidie react to all this?
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4. How has the foal changed since Chapter 1?
5. How does Lidie change her room to make it feel more like home?
6. What causes Lidie to turn from thinking about her other home and become excited about this
one?
7. Lidie feels shy and awkward around her father. How does the episode with the lemon only
make that worse?
8. Who is Mrs. Januário? Where is she?
9. What else do Lidie’s father and brother not know about her? How does she feel about that?
10. How does she decide to handle this?
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Library Application
The History of the Thoroughbred Horse
All breeds of horses have a history that takes them back to
some of the original wild horses of the world. Do some
research on thoroughbred horses to find out more about
their background.
Do a digital presentation using photos of various
thoroughbred horses or create a visual display to share with
your class.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Chapters 7, 8, 9, and 10:
“Aiken, South Carolina”
“Woodhill School”
“New York”
“Near Harrisburg, Pennsylvania”
pages 33–48
Before You Read
Making Predictions
You have been reading chapters about Lidie and her family and chapters about an unnamed filly.
How do you predict these two parallel stories will connect further along as you read? Why do
you think so?
I predict:
Why?
After You Read
Drawing Conclusions
After reading these chapters, you should be able to draw some conclusions based on what you
know. Answer each question below.
1. What do you think happened to the filly in Chapter 7?
2. How do you think this will affect the story?
3. Why do you think Lidie is so nervous about starting school?
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4. Why does Lidie call her father “the Horseman” instead of “Father” or “Pai”?
5. What does Lidie do to calm herself and remind herself of her strength?
6. How do you think Lidie’s relationship with Rafael may be different after she gets lost?
Making Connections
1. Think about how it would be to start school in a foreign country where you are not fluent in
the language. Describe how you would feel walking into the school for your first day.
2. Now that you’ve considered that experience, how might you respond when a new student
comes to your classroom?
3. How does the filly’s experience in Chapter 10 mirror what happened to Lidie?
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Chapters 11, 12, 13, 14, and 15:
“The Track”
“The Farm”
“Harrisburg, Pennsylvania”
“Outside Harrisburg, Pennsylvania”
“New York”
pages 49–73
After You Read
Understanding the Story: Comprehension
1. Being at the racetrack, we get to see what is happening through Lidie’s eyes. List some of the
things you learned about horse racing by reading Chapter 11.
2. What new question is presented in Chapter 11?
3. What does Lidie realize about her brother?
4. How does Lidie’s teacher respond to Lidie’s running away?
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Responding to the Story
1. It seems that no one quite understands Lidie yet. Discuss how her frustrations keep growing
and how her own stubbornness is not helping.
2. Reread page 63, “Harrisburg, Pennsylvania.” Explain how this page could also describe Lidie.
3. How does the experience at Bullington Farm further prove that her father and brother don’t
know who Lidie really is?
4. How are Wild Girl and Lidie similar?
4. What is happening to the filly, Wild Girl, in Chapter 15?
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Analyzing the Writing: Author’s Perspective
An author’s perspective is the author’s viewpoint on an issue. Fiction authors often use
characters and story events to communicate their perspectives. For example, an author who
wants to raise awareness about the physically challenged might write a story with a main
character who is challenged in that way. Or an author who values nature might create a likeable
character who also cares about nature.
1. In Wild Girl, Lidie comes to a strange country unprepared for what she will have to face in
school and society. What do you think the author is trying to tell the reader by allowing us to
experience life through Lidie’s eyes?
2. Pride can be something good, as when you are proud of having accomplished something, or it
can be not so good if it creates a wall between you and others. What do you think the author
would say about how Lidie is being proud?
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Chapters 16, 17, 18, and 19:
“The Barn”
“The Barn”
“The Exercise Track”
“Woodhill School”
pages 75–91
After You Read
Understanding the Story: Comprehension
1. How does Lidie show her father and brother that she knows about
racing horses? How do they respond?
2. How do the two horses, Love You and Wild Girl, help Lidie?
3. How does Wild Girl react to Lidie’s touch?
4. How does Rafael surprise Lidie? How do we know she is surprised?
5. How is Lidie approaching school differently this time? What is beginning to “click” for her?
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6. How is the school approaching Lidie differently?
7. What does Lidie think Wild Girl needs? What does she not know about Wild Girl that may
prove to be a problem?
Responding to the Story
It seems that many of the challenges that Lidie has been facing are getting better. What
challenges does she still face and how do you think she will deal with them?
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Chapters 20, 21, and 22:
“The Stall”
“The Farm”
“The Race”
pages 93–103
After You Read
Understanding the Story: Comprehension
1. How has the filly Wild Girl changed and why?
2. Why is Lidie trying to find the orange cat?
3. What happens to Lidie in the dark?
4. Why does Rafael choose pink as the color of his silks for the race? How does Lidie respond?
5. Who does the “dream woman” turn out to be? Where is she from originally?
6. Why don’t they immediately know who won the race? How do they find out?
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Responding to the Story
How is the scene from Chapter 22 different from the earlier parts of the book?
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Chapters 23, 24, 25,and 26:
“The Stable”
“The Barn”
“The Diner”
“Woodhill School”
pages 105–121
After You Read
Responding to the Story
The following paragraph appears on page 105:
I couldn’t stop crying. It was almost as if all the tears I’d saved up
since the two of them had left Jales were seeping out of me.
What has happened to make Lidie cry? Are these happy or sad tears? What are the tears she has
“saved up” all about and why are they coming out now?
Understanding the Story: Comprehension
1. What do Lidie and Mrs. Januário have in common?
2. What season of the year is it in Chapter 23? How do you know?
3. Why does Lidie want to give a cat to Wild Girl?
4. How does that turn out for Wild Girl and for Lidie?
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5. Why is Lidie wrong to think that Rafael doesn’t know what her favorite color is?
6. What other thing does Lidie forget but Rafael remembers? What does he do to show her he
remembers?
7. How does Rafael settle the issue about where Lidie’s home is?
8. What secret does Lidie share with her brother? What secret does he share with her?
9. What new experience does Lidie and her class share when she goes to school?
10. What assignment does Mrs. Bogart give Lidie? How is this helpful to Lidie?
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Chapters 27, 28, 29, 30, and 31:
“The Training Track”
“The Barn”
“The Beach”
“Home”
“Home”
pages 123–145
After You Read
Responding to the Story
The first page of Chapter 27 contrasts the two home settings in Jales and New York. Explain
how different they are and then discuss which setting you would find more appealing.
Understanding the Story: Comprehension
1. How does Lidie get to ride Wild Girl at last?
2. What risks is Lidie taking by doing this?
3. Why does Wild Girl slow down when she gets behind Love You?
4. What happens at the beach that brings Lidie and her father closer together?
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5. What things does Lidie do to make the house more of a home?
6. What surprise does Rafael have for Lidie?
Analyzing the Writing: Climax and Resolution
The climax of a story is the high point where the most intense action leading to the final
resolution takes place. The resolution is when the main conflict of the story is settled, and it
always follows soon after the climax. In Wild Girl, the climax of the story occurs in Chapter 27.
1. Describe the climax of the story.
2. Describe the resolution to Wild Girl’s conflict.
3. Describe the resolution to Lidie’s conflicts.
4. Describe the resolution to Rafael’s conflict.
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Wrap-up
Going Forward
Now that Lidie is part of a family again, what do you imagine will
happen going forward?
Making Connections
1. Describe a time in your life when you felt misunderstood.
2. What did you think of Lidie and how she handled things?
Thinking about the Genre: Realistic Fiction
Assess this book as a work of realistic fiction. Was it excellent, good, average, or poor? Support your
opinion with reasons and details.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Library Applications
Famous Horse Stories
Make a display in the library featuring books about horses, especially some of the following.
Encourage students who liked Wild Girl to read some of these other books.
Black Beauty by Anna Sewell
The Black Stallion by Walter Farley
Misty of Chincoteague by Marguerite Henry
Horse Heaven by Jane Smiley
A Thousand Acres by Jane Smiley
My Friend Flicka by Mary O’Hara
Shy Boy: The Horse That Came in from the Wild by Monty Roberts
You can find an extensive list of horse novels at:
http://www.goodreads.com/list/show/166.Horse_Books_Novels
“Horsing Around” with Research
Horses have played a critical role in culture, history, and art, both as a species and sometimes
as individuals. If students are assigned research projects, suggest they consider researching
some of the following topics or other similar topics. Provide them with resources available in
your library and show them how to access other information from other sources, as well.













The domestication of wild horses
Wild mustangs of the U.S.
Seabiscuit (Triple Crown winner)
Bucephalus (Alexander the Great’s horse)
Clydesdales
Rodeo horses
Horses in culture, myths, and religions
Horse events in the Olympics
Dressage horses
Standard-bred racing
Horses in film and television
Miniature horses
Prehistoric horses
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Suggestions for Further Reading
Other Books by Patricia Reilly Giff
The Kids of the Polk Street School series
Eleven
Lily’s Crossing
Pictures of Hollis Woods
Willow Run
Water Street
Maggie’s Door
All the Way Home
Nory Ryan’s Song
A House of Tailors
Other Fiction Books about Horses
Farley, Terri. Phantom Stallion: Wild Horse Island series. New York: HarperCollins, 2008.
Farley, Walter. The Black Stallion. New York: Yearling, 1991. (First of a series of Black Stallion
books)
Lester, Julius and Jerry Pinkney. Black Cowboy, Wild Horses. New York: Dial Books for Young
Readers, 1998.
Price, Steven D. Classic Horse Stories: Fourteen Timeless Horse Tales. Lyons Press, 2002.
Sewell, Anna. Black Beauty. New York: Scholastic, Inc., 2003.
Books by Marguerite Henry:
Brighty of the Grand Canyon
King of the Wind (Newbery Winner)
Misty of Chincoteague (Newbery Honor)
Misty’s Twilight
Mustang: Wild Spirit of the West
Sea Star: Orphan of Chincoteague
Stormy: Misty’s Foal
Nonfiction Books about Horses
Halls, Kelly Milner. Wild Horses: Galloping Through Time. Plain City, OH: Darby Creek Publishing,
2008.
Peterson, Cris. Wild Horses: Black Hills Sanctuary. Honesdale, PA: Boyds Mills Press, 2003.
Ryden, Hope. Wild Horses I Have Known. New York: Clarion Books, 1999.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Correlations to National Standards
For Grades 3–5
Content Area
Standard Number
Standard Objective
Languages Arts: English
NL–ENG.K–12.1
Reading for Perspective
Languages Arts: English
NL–ENG.K–12.2
Reading for Understanding
Languages Arts: English
NL–ENG.K–12.3
Evaluation Strategies
Languages Arts: English
NL–ENG.K–12.4
Communication Skills
Languages Arts: English
NL–ENG.K–12.5
Communication Strategies
Languages Arts: English
NL–ENG.K–12.6
Applying Knowledge
Languages Arts: English
NL–ENG.K–12.8
Developing Research Skills
Languages Arts: English
NL-ENG.K-12.9
Multicultural Understanding
Languages Arts: English
NL-ENG.K-12.10
Applying Non-English Perspectives
Languages Arts: English
NL-ENG.K-12.11
Participating in Society
Languages Arts: English
NL–ENG.K–12.12
Applying Language Skills
Foreign Language
NL-FL.K-12.1
Communication
Foreign Language
NL-FL.K-12.2
Cultures
Foreign Language
NL-FL.K-12.3
Connections
Foreign Language
NL-FL.K-12.4
Comparisons
Foreign Language
NL-FL.K-12.5
Communities
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