Week 9
Shared
Reading
Deep Trouble
Title
Visual Literacy
Deep Trouble
Role-play
About the Text
Oral Language
Jamie makes a slingshot, though
he knows they are banned. When
he injures his best friend he learns
the importance of keeping rules
that are designed to keep people
safe.
Participate/listen attentively in
whole-group and small-group
discussions
Genre
Narrative
Running Words
1727
Content Words
ambulance, bedspread, fish tank,
lettuce, slingshot, snail, swollen
Phonics
Identify base words
Related AWARD Materials
­Texts
Sequence events
Vocabulary
• Deep Trouble
• The AWARD Collection, George Washington and the
Cherry Tree, page 22
CD-ROMs
• Deep Trouble
Audio CDs
• The AWARD Collection, George Washington and the
Cherry Tree, track 9
AWARD Assessment Reading Inventory
Line Masters 4–6, pages 468–470
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Comprehension
WEEK
9 Pye Publishing Ltd
© 2008 Wendy
Build vocabulary informally
Fluency
Perform a reader’s theater script
Research and Inquiry
Record information in
presentations with visual aids
Writing Workshop—
Anecdote
Use graphic organizers
Rehearse writing ideas
Create a narrative text
Rearrange ideas in opening
sentences
Proofread for capital letters
Orally share anecdotes
Read with accuracy, fluency, and
expression
Technology
Gather information using online
sources
Drag/move objects and text
Use graphics to enhance learning
experience
CD-ROM Activities
Newspaper Front Page
Read and Record
Assessment
AWARD Reading Inventory (Line
Masters 4–6, pages 468–470)
Shared Learning
Read Deep Trouble
read a narrative text
Activate Background
• Use a copy of the book, or click on the Text button on the CD-ROM
to project the book onto a computer monitor or whiteboard.
• Ask students if they have ever accidentally hurt somebody.
– How did it happen?
– Did you get in trouble?
• Talk about slingshots.
– Do you know what a slingshot is?
Have students share their experiences.
• Read the first four paragraphs to students. Review the word shuddered.
– What strategies could you use to read this word?
– Do you see any word parts you know?
– What happens when you blend those parts together?
– Does it make sense?
– What do you think it means to shudder?
• Ask students to find other words in these paragraphs that have smaller words or word parts that they can identify.
Have them demonstrate how they can break the word into parts and then blend the parts together to read the word.
Read the Text
• Read Chapter 1 with the students to find out how Jamie
behaves when he gets home from school. Discuss the
key ideas.
– How does Jamie behave when he gets home from
school?
– Why does he behave that way?
– How can you tell he feels scared?
– What do you think the title, Deep Trouble, means?
• Students read Chapter 2. Pause at appropriate points
to discuss Jamie’s feelings. Help students make
connections to Jamie’s experience.
– Why does Jamie want to make a slingshot?
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–
–
–
•
What does William tell Jamie?
How does Jamie react? Why?
What do you think happened at school?
Discuss the meaning of deserted, banned, and
dangerous.
– What feeling did you get when you read
this chapter?
– Could you imagine how Jamie felt?
– How did the author help you to do that?
• Have students make predictions about what they think
will happen in the next chapters.
– What do you think will happen next?
Class or Group
Phonics Work With -ing Words
identify base words
TEACH
• Write the following words on the board:
listening, crunching, hanging. Read each word
and have students find the letters -ing that
indicate action.
• Model how to cover up the -ing to find the
base word.
• Together, read each base word.
• Repeat for groaned, seemed, and waited, with
students identifying the -ed endings and the
base words.
• Have students write each of the words. They
cut the words out and cut them apart between
the base word and the -ing or -ed word
ending to make a puzzle. They trade puzzles
with a partner.
Group Work
Literature Circle
•
•
•
–
–
–
•
A group or groups of students choose or are assigned their roles (see Guided Reading Procedure Card 6).
Students read the book independently, noting things they want to discuss on Day 2.
Provide some suggestions on the interpretation of stories.
Can you relate to the story?
Do you like the characters? If you have a favorite, can you say why?
Do you like the way the author writes? Can you say why?
Students discuss their initial feelings about the text.
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Independent and Small Group
Independent and Small Group Tasks
Write About Telling the Truth
Find Base Words
drag/move objects and text
identify base words
Students use the Newspaper Front Page
task on the CD-ROM to write a story
about the benefits of telling the truth.
They can use the incident in Deep Trouble
as a starting point and refer back to the
anecdote about George Washington for
ways to approach the story. Students
work on the CD-ROM for the week during
Independent and Small Group time.
Students scan Chapters 1 and 2 of Deep
Trouble to find words with -ing and -ed
endings and read them with a partner.
They write them and circle the base word
in each word.
Use the Reading Inventory for What I Want
to Be to assess students’ progress and their
ability to read an unseen text. Comparisons
can be made with the results of the first
Reading Inventory (The Circle Shell) used
during weeks 1 and 2, and all other
previous assessments, including the regular
conference sessions and CD-ROM printouts.
Read Independently
engage in independent reading
Students reread Deep Trouble or The
Wishing Stone. They continue to read
subsequent chapters. Students can also
browse through books in the Book Corner.
Include books about safety and following
rules.
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Summarize the Story
summarize events
Students record the title of the book,
Deep Trouble, the date, and the chapters
or pages they have read. They then write
a brief summary of the events of each
chapter.
Class or Group
Writing Workshop Anecdote
use graphic organizers
TEACH
• Tell students that the writing genre they will focus on this week is the anecdote. Reread the
introduction to the George Washington anecdote in The AWARD Collection to recall that in this
anecdote is an amusing incident in George Washington’s life that makes the main point that he is
truthful. Expand the idea of anecdote by summarizing an anecdote about another president, Abraham
Lincoln, which tells about his character:
– Abraham Lincoln was said to have walked more than two miles to return some pennies that
he had unintentionally overcharged a customer. The point in this anecdote is that Lincoln was
a very honest man.
• Begin a web of possible ideas for anecdotes.
a lesson learned
a special place
Anecdotes can tell
stories about
family, friends, or pets
a person’s character
first experiences
APPLY
Students could consider a topic from one of the categories for an anecdote they wish to write. As they
write their ideas, write ideas for an anecdote or story that you have. Help any students who might be
stuck by asking them questions about one of the categories to help them think of ideas. They could
talk to family members or friends who might play a part in the anecdote topic they have chosen and jot
down ideas they may have forgotten.
Celebrate Literacy Learning
Encourage students to share and celebrate their learning each day with the
whole class. They could
– share their list of words from Deep Trouble with -ing and -ed endings;
– read a section of Deep Trouble;
– identify more words with -ing and -ed word endings;
– share their predictions about Deep Trouble.
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Shared Learning
Read Deep Trouble
read a narrative text
• Recall the first two chapters of Deep Trouble. Have several students read their summaries of the important
events in these chapters.
• Read Chapters 3 and 4 together (use the CD-ROM, if possible). After each chapter, ask students to
summarize the important events and how Jamie is feeling, and record their summaries.
• Begin a new word web about the words Deep Trouble, brainstorming thought associations and recording
the words on the board using the “George Washington and the Cherry Tree” webs as a model.
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Class or Group
Comprehension Make a Timeline
sequence events
TEACH
• Review the first chapter of Deep Trouble with the class. Ask
– Is this the first thing that happened to Jamie on this day?
– What clue words tell us when things happened? (Today, When he first came home from
school, Then).
• Talk about strategies to use when the events of a story are not told in order, or do not seem to make
sense. Remind students that they can picture the events in their minds or they can use a timeline.
• Model how to make a timeline of the events in Chapter 1.
Accident at
school
•
–
–
–
Jamie gets
home
Sneaks into
the house
Hides under
the bed
Comes out
for dinner
Goes back
to bed
Discuss “agreements” and “disagreements,” extending the learning from the genre lessons.
Do you agree or disagree with Jamie’s actions?
What are the arguments for him?
What are the arguments against him?
Carry on this discussion as the text is read over the week.
Group Work
Literature Circle
• Students in their roles discuss the aspects of the book. They also use the learning from the Shared Reading sessions
to help them. Students will use this discussion for their presentation later in the week.
• Students discuss fully their opinions about the text and use Guided Reading Procedure Card 6 to play their roles
in further discussion of the text.
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Independent and Small Group
Independent and Small Group Tasks
Explore the School’s Website
gather information using online
sources
Students explore their school’s website to
find school rules that they must follow. They
note any rules that Jamie may have broken.
Make a Deep Trouble Timeline
sequence events
Students make a timeline for another
chapter of Deep Trouble using the
technique from the Comprehension activity.
Students take home Deep Trouble or The
Wishing Stone to finish the text and share
it with their family or caregivers.
Read Independently
engage in independent reading
Rewrite the Story
rearrange words and ideas
Students rewrite Chapter 1 of Deep Trouble
by rearranging the events and writing the
story in the sequence that events really
happened.
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Students reread Deep Trouble or The
Wishing Stone. They continue to read
subsequent chapters. Students can also
browse through books in the Book
Corner. Include books about safety and
following rules.
Class or Group
Writing Workshop Write a First Draft
talk/role play to rehearse writing ideas
create a narrative text
TEACH
• Arrange students in pairs or groups of three to talk through or role play their anecdote ideas.
Demonstrate how to do this by choosing one of the students as a partner and tell your anecdote orally
then ask the student partner to tell theirs. Think aloud:
– When I write a story I find that it helps me if I say my story out loud to someone. It helps me to get the
story details in the right order and to remember what I want to say about the main point of my story.
• Provide time for students to ‘talk out’ their anecdotes with a partner or in their groups of three.
Encourage the partners to ask questions to help each other think of more details.
• Bring the groups together to discuss the experience. Then discuss features of an anecdote:
– short story that makes a point about something;
– anecdotes can be written about something that happen to you or someone you know;
– anecdotes can be funny or serious;
– has a story beginning that tells who, what and/or where information;
– has story events in the middle;
– ending is a conclusion that tells what the main point of the story was or how the story turned out or
the lesson learned.
APPLY
Students write a first draft of their anecdotes.
Celebrate Literacy Learning
Students could
– share a Deep Trouble chapter timeline;
– share examples of school rules;
– share a piece of writing;
– discuss “agreement” and “disagreement.” Do you agree with Jamie’s actions
or disagree?
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Shared Learning
Read Deep Trouble
read a narrative text
• Recall the first four chapters of Deep Trouble. Have several students read their summaries of the important
events in these chapters.
• Read Chapters 5 through 7 together to find out what happened after the accident. After each chapter, ask
students to summarize the important events and to describe how Jamie is feeling. They record their thoughts.
– What is this story about? How do we know?
– What does the author of the text want us to know?
– Authors make choices when they write. It follows that some things or people may be left out.
What has been left out of this story? (e.g. page 12 ends with teachers everywhere in the classroom. What
did Jamie do after he hit Ron? Did he run to help him?)
• Students look for apostrophes in the text and say whether they are for contractions (e.g. he’d—page 3,
hadn’t—page 4, you’re—page 6) or possessives (e.g. Dad’s—page 4, boy’s—page 16, Ron’s—page 18).
• Continue discussion of “agreement” and “disagreement.” What do students think finally about Jamie’s actions?
• Add “fairness” to the discussion.
– Was Jamie treated fairly?
– What would you expect his parents to do in this situation?
– What about his teacher and the principal?
– What would you have done in each situation?
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Class or Group
Vocabulary Make a Word Web
build vocabulary informally
TEACH • Tell students that together they are going to
develop a word web for Jamie. Draw a web on
the board, with the name Jamie in the middle.
• Ask them to scan the text for words that
describe Jamie or his actions. Write the words
on the web.
• Ask students to brainstorm other words from
their own knowledge and experience that
could be applied to Jamie. Write these words
on the web.
• Ensure that all students understand the
meanings of all the words.
• Suggest other words, and together discuss
their meaning and relevance to Jamie. If
students agree, add them to the web.
Group Work
Literature Circle
• Students scan the text for homophones, preparing a quiz for the class. They identify the word, note the sentence
it is in, and read this to the class during Celebrate Literacy Learning time, asking “Who can find the homophone?”
• Students prepare their presentation of the text.
– They use their roles to discuss the text freely.
– They read the text closely, noting details of language, voice, style, and meaning. They prepare passages to read aloud.
• They review their learning. What do they know about the story and characters that they want the class to know?
• Students create ways to present their learning, e.g. Newspaper Front Page, oral retellings.
– Were there things you wanted to learn more about? How could you do that?
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Independent and Small Group
Independent and Small Group Tasks
Discuss the Role of the Illustrator
drag/move objects and text
Working in groups of three, students use the
Text button on the CD-ROM to investigate
the illustrations. Together they discuss the
expression on Jamie’s face, Ron’s face when
he is injured, and note how the illustrator
tells part of the story without words. They
make notes.
Read Independently
engage in independent reading
Students reread Deep Trouble or The
Wishing Stone. They continue to read
subsequent chapters. Students can also
browse through books in the Book
Corner. Include books about safety and
following rules.
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Create a Word Web
sort words into designated
categories
Students make a word web for Ron,
using the models from the genre and
shared learning lessons. They prepare
a presentation for the class.
Write a Storyboard
use storyboards to plan projects
Students develop a storyboard for the
last chapter of Deep Trouble using their
knowledge of the Snappy Slide Show activity
for guidance. They begin by reading the
chapter aloud, imagining the chapter is
a movie. Then they sketch six scenes (or
“slides”) to create the storyboard. They finish
by writing dialogue in speech balloons.
Class or Group
Writing Workshop
Revise Opening/Concluding Sentences
rearrange ideas in opening sentences
TEACH
• Tell students that today they will focus on the first and last sentences of their anecdotes and revise
them. Refer to the features of an anecdote chart to recall that an anecdote:
– can be written about something that happens to you or to someone that you know;
– has a conclusion that tells what the main point of the story was or how the lesson was learned.
• Guide students to examine their first sentences to see if they have told their readers who or what their
anecdote will be about in an interesting way. Share some possible ways they can do this by modeling
from your anecdote For example, say:
– I want my anecdote to be about dinner experiences with my family and how silly my brother is at
family dinners. So I could start my anecdote by saying: My brother is the silliest person at our family
dinners. Or I could write a question: Do you have someone in your family who acts silly during dinner?
Well, I do. My brother Gerard makes everyone laugh whether we want to or not. Or I could give the
main point: Last Sunday at our family dinner everyone laughed so much that they could hardly eat their
food. It all started when… Or I could use dialogue: “I have joke for you,” said Gerard as we had all just
put a forkful of salad into our mouths.
• Use a similar method to have students examine their concluding sentence(s) to be sure that they tell the
main point of the story.
APPLY
Arrange students in pairs or groups of three to read each others’ opening and ending sentences to offer
suggestions for how they could be revised to be more interesting and to tell the main point. Students
could then revise their sentences as necessary. You may wish to work with a few students at the
Author’s Chair to provide more guidance, coaching, and modeling for them.
Celebrate Literacy Learning
Students could
– share a sentence they composed;
– share their views on how the illustrator helps to tell the story;
– share their storyboards;
– present their word webs about Ron;
– ask other groups their homophone quiz.
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Shared Learning
Read Deep Trouble
read a narrative text
• Recall the last three chapters of the story. Have several students read their summaries.
– Readers all have different backgrounds and knowledge. What does the reader need to know to
understand the story? (e.g. is it important to know what a slingshot is?)
• Students present their thoughts on the two texts of the week:
– They share the delights of language and words;
– They read sections aloud;
– They present their reports, or their Newspaper Front Page stories;
– They share what they know about the characters and something they learned about themselves.
(The Literature Circle group(s) present according to their roles.)
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Class or Group
Fluency Write and Perform a Script
perform a reader’s theater script
TEACH
• Students can use the storyboard writing project completed on Day 3 as the basis for a reader’s
theater script adaptation of Deep Trouble.
• Model adapting a class storyboard into a script by listing the characters and their dialogue in
script form.
• Have students work in small groups to write the dialogue in script form and rehearse their scripts.
Group Work
Literature Circle
• Students reread Deep Trouble with a partner, practicing for fluency. They review their new reading skills
by asking each other questions about base words, the sequence of the text, and sorting words into the
categories of nouns and verbs.
• Students review their presentation.
– What would you do differently next time?
– What role would you like to have next time?
– Did the group work cooperatively? How did you feel belonging to this group?
• They write a final personal review of the text.
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Independent and Small Group
Independent and Small Group Tasks
Students take home and share their
storyboard or word web with their
family or caregivers.
Write a Journal Entry
create expository texts
Students answer the question Was
Jamie a bully? in their writer’s
notebooks.
Read Independently
engage in independent reading
Students reread Deep Trouble or The
Wishing Stone. They can also browse
through books in the Book Corner. Include
books about safety and following rules.
Read and Record
reread for fluency
Practice Scripts
perform a reader’s theater script
Students, in groups or pairs, complete their
reader’s theater scripts and practice reading
them for their class performance.
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Students work on their own using the
CD-ROM task Read and Record to
see how fluently they can read a seen
passage from the text Deep Trouble.
When they are happy with their reading,
they write down the number of words
per minute to place in their work
portfolio.
Class or Group
Writing Workshop Check for Capital Letters
proofread for capital letters
TEACH
• Write the title and the italicized introduction of the “George Washington and the Cherry Tree”
anecdote on a whiteboard, chalkboard, chart paper, or overhead transparency. Leave out capital letters
on the names of the people, the places and the key words in the title and on the first words of at least
one of the sentences.
• Ask students to edit the writing to find places where the capital letters have been “cut” from the
sentences and replaced with a lower case letter. Volunteers can replace the capitals where they spot
them by writing them on the board or chart example.
• Use the examples to establish and recall that capital letters should be used:
– for important or key words in a title;
– for names and initials of people;
– for place names;
– for the first word in a sentence.
• Expand the uses of capital letters that students know, through questioning, to include;
– for days of the week and months of the year;
– for the pronoun “I”;
– for the first word in speech or dialogue;
– for specific holidays.
• Use the word President in the introduction to the week’s genre selection to model the use of upper
and lower case letters depending on whether they are referring generally to any president or to a
specific president. For example, students can also see that “parson” in the first line is a lower case
letter because it could be any parson, but that if the writer of the introduction had said “The story was
told by Parson M. L. Weems” the word would have a capital letter because it is referring to a specific
parson.
APPLY
Ask students to self edit their anecdotes to see if they have used capital letters correctly. When they are
satisfied that they have they can exchange their anecdotes with a partner who will verify that words
needing capital letters have all been identified. Partners can also note any spelling errors they see.
Celebrate Literacy Learning
Students could
– perform their reader’s theater scripts;
– share a piece of their writing (use Author’s Chair model);
– share their fluent readings from Read and Record.
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Shared
Class orLearning
Group
Oral Language Write a Safety Song
participate/listen attentively in whole-group and small-group discussions
TEACH
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• Talk with students about how songs can help very young children learn important concepts. Together sing
the alphabet song and other songs (e.g. nursery rhymes or songs like “Five Little Ducks”) that students
recall from their early childhood.
• Tell students that cooperatively in a group they will write a verse for a song or rhyme to help kindergarten
children learn about safety.
• Have students brainstorm the different safety topics they could plan a song or rhyme for.
• Review appropriate group behavior.
• Arrange students in a group to choose a safety topic and write a new verse to a familiar tune that
reinforces the safety theme.
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Visual Literacy Role-play an Unsafe Scenario
express information through drama: role-play
TEACH
• Brainstorm a list of unsafe scenarios with the class.
• Students work in pairs or groups of three to role-play one of the scenarios and
demonstrate how to follow safety rules.
• Circulate among students as they develop their role plays. Encourage them to
think of the role plays as stories that have a beginning, a middle, and an end.
Research and Inquiry Write Safety Rules
record information in presentations with visual aids
TEACH
• As a class, brainstorm places where students need to stay safe (e.g. at home, at
school, on the bus, at the beach, on the internet)
• Divide students into groups and assign each group a different area of safety.
• Provide groups with books, brochures, pre-selected internet bookmarks, and other
appropriate resources to research rules for their chosen safety area.
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Independent and Small Group
Independent and Small Group Tasks
Listen to individual students read aloud a text
of their choice. Observe
– how they read new, or unknown words;
– how well they self-correct;
– if they reread, or read on, using context;
– how fluently they read.
• Ask questions about the meaning of
words and the passages read.
• Ask questions to find out what the
students want to learn more about in
reading. Discuss individual learning goals.
Present a Safety Role-play
express information through drama:
role-play
Students present their role plays from the
Visual Literacy activity.
Display Safety Rules
record information in presentations
with visual aids
Students create and present a slide show of
safety rules using presentation software.
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Share Safety Songs for Younger
Students
share ideas
Students present their song or rhyme on
safety. They explain how the song would help
young children learn about safety.
Class or Group
Writing Workshop Orally Record Anecdotes
orally share anecdotes
read orally with accuracy, fluency, and expression
TEACH
• Recall that anecdotes are often oral stories that have been shared and passed down through the
years. Then suggest to students that they “publish” their anecdotes as audio recordings which can be
placed in the Book Corner or listening area for students to listen to. They could also make a duplicate
recording to be placed in the school library.
• Provide time for students to practice orally reading their anecdotes for fluency and expression and
establish collaboratively a timetable for recording the anecdotes.
• Students might also like to prepare a printed booklet of the anecdotes to accompany the audio
readings. A volunteer or two could prepare a Table of Contents for this booklet.
• Individual students might also like to make an audio recording with a printed copy of the anecdote as
a present for the person who their anecdote is about.
APPLY
Students can place the anecdotes in their writing portfolios as a work sample of a narrative piece of
writing. Anecdotes can be assessed using a rubric based on the features criteria.
Review and Reflect on Literacy Learning
• Ask students to reflect on the choices the author made in writing Deep Trouble. Discuss
the sequence of events, the word choices, and the details that made Jamie a character that
readers can relate to. Have students support their observations with details from the text.
• Ask students to think of one of the author’s choices they could use in their own writing.
In pairs or small groups, they describe the technique and tell how they could use it.
• Students can add their observations to their list of What Illustrators Do and refer to it for ideas
during their independent writing.
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