The Lost and Found. BUILD BACKGROUND Theme 1, Grade 3
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1 The Lost and Found BUILD BACKGROUND Theme 1, Grade 3
2 California State Standards Reading Vocabulary and Concept Development 1.6 Use sentence and word context to find the meaning of unknown words. Comprehension and Analysis of Grade-Level- Appropriate Text 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
3 California State Standards Reading Comprehension and Analysis of Grade-Level- Appropriate Text 2.3 Demonstrate comprehension by identifying answers in the text. Comprehension and Analysis of Grade-Level- Appropriate Text 2.4 Recall major points in the text and make and modify predictions about forthcoming information.
4 California State Standards Reading Comprehension and Analysis of Grade-Level- Appropriate Text 2.6 Extract appropriate and significant information from the text, including problems and solutions. Structural Features of Literature 3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
5 California State Standards Reading Narrative Analysis of Grade-Level-Appropriate Text 3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them. Listening and Speaking Organization and Delivery of Oral Communication 1.5 Organize ideas chronologically or around major points of information.
6 Connecting to the Theme This theme furnishes you with a chance for unusual adventures. You will start your experience by reading a story called The Lost and Found.
7 Connecting to the Theme What might you expect to find in the school s lost and found? Use the Get Set to read on pages to discover what kind of adventure might start with a visit to such a place.
8 Connecting to the Theme Read aloud Have You Seen the Lost and Found? Explain the meaning of the boldfaced Key Vocabulary words. Use those words as you describe how a visit to a lost and found might turn into an adventure.
9 Key Vocabulary directions rumpled situations unusual visible worried
10 directions The road map gives directions from town to town. Directions are lines or paths along which someone or something goes, lies, or points. The Spanish cognate of directions is direcciones.
11 rumpled The clothes in the hamper were very rumpled. Rumpled is wrinkled or creased.
12 situations Sometimes talking about difficult situations can make them easier. Situations are sets of conditions at certain moments in time. The Spanish cognate of situations is situaciones.
13 unusual Reading as a butterfly might be unusual, but Maria loves it! Unusual is not usual, common, or ordinary.
14 visible Sometimes clues in a story are not visible, but need to be discovered. Visible is able to be seen. The Spanish cognate of visible is visible.
15 worried Max was a little worried on his first day of school, but it went better than expected. Worried is concerned or anxious.
16 Strategy Focus: Summarize Read the title and author of the selection on page 19. Volunteer to read the Strategy Focus and silently read page 20 and the first paragraph on page 21. Name the important story events so far and list in the order they occur in the story.
17 Sequence of Events You will focus on the sequence of events, or the order that the story events happen, in The Lost and Found. To develop the skill, you will use an Event Map from your Practice Book to record the main story events in order of occurrence.
18 Focus Questions Turn to Responding on page 46. Read the questions aloud. Keep these questions in mind as you read The Lost and Found.
19 Purpose Setting Recall your summaries for the Strategy Focus on page 19. Predict what will happen to Wendell, Floyd, and Mona. Read to confirm or change your predictions as the story unfolds.
20 Supporting Comprehension How does the author make you believe a squid really trapped Wendell and Floyd?
21 Supporting Comprehension Why does Floyd feel so unlucky? Do you agree that the boys are unlucky?
22 Fantasy and Realism A realistic detail is something that can actually happen in real life. A fantasy detail is make-believe; it cannot happen in real life.
23 Fantasy and Realism The author has included both realistic and fantasy details on page 20. In real life, children sometimes get into trouble and are sent to the principal.
24 Fantasy and Realism Identify the detail on page 20 that is fantasy, something that can t really happen.
25 Fantasy and Realism In small groups, use the graphic organizer on the next slide to record story examples of fantasy and realistic details. Share your results with the class.
26 Fantasy and Realism Download this graphic organizer at
27 Supporting Comprehension Why does the author write the words LOST AND FOUND in capital letters? How do the boys feel at this point in the story? Why?
28 Supporting Comprehension Why might someone find it funny that Mona has disappeared?
29 Strategy Focus: Summarize Review the important ideas on page 24 that can help you summarize the page. Summarize what happens on page 25.
30 Supporting Comprehension Why does Floyd conclude that Mona must be lost? What fantasy detail does the author expect you to believe? Why?
31 Character Development Authors help readers learn about story character from what the characters say (speech) what they do (actions) how they think and feel
32 Character Development Read aloud the first sentence on page 24. The boys actions led you to conclude that they are curious about Mona s disappearance.
33 Character Development Read page 25 aloud. Use the graphic organizer on the next slide to supply details about Floyd from the page. What can you tell about Floyd s personality from the details? In small groups, continue listing details that reveal Floyd s personality from other parts of the story. What can you conclude about Floyd?
34 Character Development Download this graphic organizer at
35 Supporting Comprehension Why do you think the boys climb into the bin after Mona? Why is the bin unusual?
36 Supporting Comprehension Based on the illustration, how do the boys feel at this point?
37 Supporting Comprehension What does Mona mean by saying, I think I found you? Who is more cautious, Wendell or Floyd? How can you tell?
38 Supporting Comprehension Why do Wendell and Mona laugh at Floyd s warning?
39 Predicting Outcomes A prediction: is a statement about what may possibly happen in the future is a sensible idea based on story clues and personal knowledge may be about a character s future actions or thoughts, a future event, or the outcome of a situation
40 Predicting Outcomes Falling into the Lost and Found bin has been a strange and unexpected experience for all the children, yet Mona and Wendell seem fearless. They re ready to explore their new surroundings.
41 Predicting Outcomes Floyd, however is much more cautious. He is worried about getting lost and wants to turn back.
42 Predicting Outcomes A sensible prediction might be that the children will act the same way if they get lost on a field trip to a museum or have another new adventure.
43 Predicting Outcomes In small groups, predict how the children might react to finding a secret staircase in the walls of the school library. Justify your predictions with story evidence.
44 Supporting Comprehension Why does the Lost and Found seem so strange and mysterious? Why does Wendell conclude that some items have been in the Lost and Found a long time?
45 Supporting Comprehension What will the children decide to do? How can you tell?
46 Comprehension/Critical Thinking Why aren t the children afraid of the strange world inside the Lost and Found? Will the children have another adventure in the Lost and Found? How do you know?
47 The Lost and Found SEGMENT 2
48 Purpose Setting Summarize the story so far and predict what will happen to Wendell, Floyd, and Mona. Read pages to check your predictions.
49 Fantasy A fantasy is a story that mixes realistic details with ones that are fantasy. Fantasy details are make-believe and cannot happen in real life.
50 Fantasy Realistic details, ones that might happen in real life, are added to make the story seem more believable.
51 Fantasy In The Lost and Found, the children s disappearance inside the bin and the strange underground world are elements of fantasy. The detail about the Lost and Found bin s being in the school office is a realistic one.
52 Fantasy Identify other fantasy details in the story up to this point. Make a list of details that are fantasy in Segment 2.
53 Strategy Focus: Summarize Starting with the beginning of Segment 2, model the Summarize strategy. What important events have happened since the children crossed the lake?
54 Supporting Comprehension What does Floyd mean by saying, I knew we would get lost? Why do Mona and Wendell feel less sure now?
55 Supporting Comprehension How does Mona feel when she opens the door to the Hat Room? Why does Floyd ask how to tell if a hat is lucky?
56 Supporting Comprehension What does Mona mean in her answer to Floyd s question about luck?
57 Cross-Curricular Connection The fez is a brimless felt hat, usually dark red, that has a tassel hanging from its flap top. The fez was a standard item of clothing for men in the Ottoman (Turkish) Empire during the nineteenth and early twentieth century.
58 Supporting Comprehension Would you agree that Wendell s hat is lucky? Why do you think nobody speaks for a moment?
59 Supporting Comprehension How does Wendell s remark about being lost show he s changed?
60 Sequence of Events Review these events from page 38. The children entered the Hat Room, and then they started to look for Mona s lucky hat.
61 Sequence of Events The order in which events happen is important and helpful to readers too. Understanding that the children entered the room first makes it easy to understand their next actions.
62 Sequence of Events The word then signals when that event happened.
63 Sequence of Events Review these events from pages Mona reaches into her purse for a tissue. Wendell s tassel tickles his nose. Mona finds her lucky hat. The boys start trying on hats. Wendell picks a burgundy fez as his lucky hat. Put the list in the correct sequence, and in pairs, use the corrected list to summarize those pages.
64 Supporting Comprehension Why can t the children remember which door they came through? What does Mona mean by asking, What are we worried about?
65 Supporting Comprehension Do you think the boys will agree with Mona and follow her? Why or why not?
66 Supporting Comprehension Why is it important that the children arrived back at the school just in time? How much time passes between the events on page 42 and the events on page 43? How do you know?
67 Supporting Comprehension How do Mona s actions reveal her feelings about the boys?
68 Supporting Comprehension Would you agree that the boy s luck has changed? Why? Why are the children no longer worried about getting lost?
69 Comprehension/Critical Thinking In your opinion, has the children s experience been a waste of time? Do you think the three will continue to be friends?
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