Block 2: Fiction Retelling And Comparing Stories

Chester’s WayIntroduction:We are going to read a story by Kevin Henkes called Chester’s Way. Chester is an interesting young mouse.As we read, we are going to pay attention to what he says, does and thinks because that will help us describeand understand him. Remember that text-to-self connections can help you think about the story too. Theremay be characters or events in this story that remind you of people or things in your life. These connectionswill help you understand the story in a deeper way.Stopping Points: There are no page numbers in the text so stopping points are identified by lines of text fromthe story. (Chester and Wilson, Wilson and Chester. That’s the way it was.)o Let’s talk about the things we know about Chester and Wilson (they won’t do things without each other, they’re best friends, they do things just alike)o How would you describe their relationship?(they are very close because they’re so much alike) (And in summer, they reminded each other to wear sunscreen, so they wouldn’t burn.)o How do Chester and Wilson feel about each other?(caring, protective, like brothers)o How does the author help us understand their relationship? What do Chester and Wilson say anddo that shows how close they are? Turn and talk to your partner and take turns sharing yourthinking. If you need a little more information from your partner, remember to use the stem “Canyou tell me more about that?”(Point to anchor – How do Partners have a Conversation)o Have a few students share text evidence for how the author helps us understand that Chester andWilson are close.(they always ride bikes and play baseball together, they go on picnics together, they want the samethings for Christmas, they dressed alike at Halloween, Chester says “Don’t worry, now if you grow awatermelon plant, I’ll grow one too”) (“She’s something else,” said Chester. “Looks like it,” said Wilson.)o Based on what we know about Chester and Wilson, how do you think they feel about Lilly?(she’s a pest, she’s weird, she’s crazy)o What do Chester and Wilson say and do that helps us understand their feelings for Lilly? Turn andTalk to your partner and take turns sharing your thinking. If you need a little more information fromyour partner, remember to use the stem “Can you tell me more about that?”o Have a few students share text evidence for how Chester and Wilson feel about Lilly:(they say they are busy when she asks to play, they disguise their voices on the phone when shecalls, they hide from her, they say things like “She’s something else” and “She definitely has a mind13

of her own”) (Chester and Wison didn’t know what to do. Just when they were about to give up hope )o Let’s make a prediction about what’s happening here based on the illustration and what we’ve readso far.(the fierce-looking cat is Lilly)o What are we basing this prediction on?(the author said – she never left the house without a disguise, she always carried a loaded squirt gun,we’ve seen that she wears those red boots in many pictures) (Lilly taught Chester and Wilson how to talk backwards. And they taught her )o What have Chester, Wilson, and Lilly discovered?(Even though they’re different, they like each other and are having fun together)o This reminds me of the story Gloria who used to be My Best Friend. Julian and Gloria weredifferent, but discovered how much they enjoyed being together. This helps me understand what’schanged with Chester, Wison, and Lilly. I’ve made what’s called a text-to-text connection. We’regoing to look more closely at this type of connection in a few days. (End of story)o Based on what Chester, Wilson, and Lilly have learned, what do you think might happen now thatVictor has moved into the neighborhood?(Even if he is very different from them, they will end up being friends)Closing:As we read Chester’s Way, we thought deeply about the characters based on what they say, do, and think.Understanding the characters in fiction, especially the main character or characters, is very important. It helpsus to understand and connect with the book we are reading, other books we read, and even understandourselves and other people in our lives. When you are reading a fiction text that is just right for you, rememberto pay careful attention to what the characters say, do and feel.14

Example of Minilesson anchor filled out (this should be completed with your students):TextChester’s Way byKevin HenkesCharacters ChesterWilsonLillyChester’sParentsSetting Chester’shome andneighborhoodPlot: Important Events Chester and Wilson are best friends who are just alike.When Lilly moves into the neighborhood, Chester and Wilsondon’t want to play with her because she is very different fromthem.One day some boys surround Chester and Wilson’s bikes andmake fun of them.Lilly rescues Chester and Wilson by scaring the boys away,disguised as a cat with a squirt gun.Chester, Wilson and Lilly become friends and learn they havesome things in common.15

Sheila Rae, The BraveIntroduction:We are going to read a story by Kevin Henkes called Sheila Rae, The Brave. This is Sheila Rae (point oncover) and she has a little sister named Loise. As we read, we are going to pay attention to what Sheila Raeand Louise say, do, and think because that will help us describe and understand them. How many of you havean older or younger sibling? If you do, you may make some text-to-self connections to their relationship.Remember that text-to-self connections can help you think about the story too. There may be characters orevents in this story that remind you of people or things in your life. These connections will help youunderstand the story in a deeper way.Stopping Points: There are no page numbers in the text so stopping points are identified by lines of text fromthe story. (And she wasn’t afraid of the big black dog at the end of the block.)o What might we conclude about Shelia Rae’s sister from these pictures?(she follows Shelia Rae around, she’s more fearful of things than Sheila Rae) (“You’re always such a scaredy-cat,” Sheila Rae called. “Am not,” whispered Louise.)o Think about what you’ve noticed in the pictures as well as what Sheila Rae and Louise say and do.How would you describe their relationship?(Louise counts on her big sister, but they are different and argue)o Do you think they’re like most siblings? Can you connect with their relationship? Turn and talk toyour partner and take turns sharing your thinking. If you need a little more information from yourpartner, remember to use the stem “Can you tell me more about that?”(Point to anchor – How do Partners have a Conversation)o Have a few students share their thinking (most siblings are not just alike and get into arguments. Many younger siblings look up to theirolder brother or sister.) (And she pretended that the trees were evil creatures. She climbed up them and )o I’m noticing that Louise is following Sheila Rae (refer to illustrations).o I wonder why she would do this What do you think?(we have seen from the beginning that Louise often follows her big sister around. Maybe she iscurious or even worried about Sheila Rae) (It suddenly occurred to Sheila Rae that nothing looked familiar.)o Based on the picture and what the text says – “It suddenly occurred to Sheila Rae that nothinglooked familiar”, what can we predict has happened?(Sheila Rae is lost)16

(They turned corners.)o How have Sheila Rae and Louise changed? Turn and talk to your partner and take turns sharingyour thinking. If you need a little more information from your partner, remember to use the stem“Can you tell me more about that?”(They have changed roles. Sheila Rae is acting like Louise and Louise is acting like Sheila Rae.)o What do you think has caused this change?(When Sheila Rae got lost it scared her and she didn’t know what to do. Louise knew which way togo, so she felt brave and confident she could get them home) (End of story)o What lesson might these girls have learned? Turn and talk to your partner.(It’s important to stick together and count on each other. They are both brave.)Closing:As we read Sheila Rae, The brave we thought deeply about the characters based on what they say, do and think.Understanding the characters in fiction, especially the main character or characters, is very important. It helpsus to understand and connect with the book we are reading, other books we read, and even understandourselves and other people in our lives. When you are reading a fiction text that is just right for you, rememberto pay careful attention to what the characters say, do and feel.17

Example of Minilesson anchor filled out (this should be completed with your students):TextSheila Rae, TheBrave byKevin HenkesCharacters Sheila RaeLouiseSetting The girlshome, school,andneighborhoodPlot: Important Events Sheila Rae is brave – she isn’t afraid of storms, the dark, orriding her bike no-handed.One day Sheila Rae decides to walk home from school a newway. Her little sister Louise is afraid to go and Sheila Raecalls her a scaredy-cat.As she bravely walked home, Sheila Rae steps on cracks,walks backwards, and growls at stray dogs and cats.Louise secretly follows her sister the whole way.Sheila Rae realizes she is lost and becomes frightened.Louise bravely leads her sister home and Sheila Rae discoversshe and her sister are both brave.18

ChrysanthemumIntroduction:We are going to read a story by Kevin Henkes called Chrysanthemum. A chrysanthemum is a type of flowerand is also the name of this little mouse (point on front cover). As we read, we are going to pay carefulattention to what the characters say, do, and think, especially Chrysanthemum. Remember that text-to-selfconnections can help you think about the story too. There may be characters or events in this story thatremind you of people or things in your life. These connections will help you understand the story in a deeperway.Stopping Points: There are no page numbers in the text so stopping points are identified by lines of text fromthe story. (The rest of the day was not much better. During naptime.)o How has Chrysanthemum changed?(she lo

Focus: Retelling Important Story Events Anchor Chart: Making Connections: Retelling and Comparing Stories o Title the anchor and create the chart. Content will be filled in with your students during the week. Lesson: 1. Bring students to your whole group reading area. Have them sit next to a partner (assigned or self-selected).