Beruflich Dokumente
Kultur Dokumente
GR U
Word Count 2,658
740
1010
810
Text Evaluator
23
51
APPROACHING
Specific Vocabulary
Students may be challenged by the use of similes, such as like a frisky
puppy (page 7) and like a Christmas stocking (page 10). Other challenging
expressions may include in a snap (page 11) and then the coin drops
(page 15). Students may also need assistance with unfamiliar terms, such as
lip-read (page 2), traction and anesthetic (page 3), superheroes (page 5),
and beachcomber (page 8).
Sentence Structure
The use of several different verb tenses within a paragraph (as on page 7),
as well as the use of punctuation (including ellipses and dashes as on
pages 3 and 13) may be a challenge for students.
Connection of Ideas
Students will need to make inferences, for example about why Gina is
fearful of Joshs traction. Students will also need to connect details, such as
the objects used in the mobile and the memories they represent, to
understand the story.
Level Up Approaching to On
Suggested Pacing
for Close Reading
CLOSE READING
From Me to You
Assess/Evaluate Before beginning the Level Up lesson,
read the first page of the book together to determine
how challenging the higher level will be for students.
Day 1 Read
From Me to You (pp. 2-15)
Days 2-3 Reread
From Me to You (pp. 2-15)
Day 4 Read and Reread
Dear Gina
(pp. 17-19)
Day 5 Write About Text
Getting Started
IF
THEN
IF
THEN
Takes Notes
(page 7).
Level Up Approaching to On
Take Notes
Reread
Collaborative Conversations
COLLABORATE
Skill
Prompt Frames
Response Frames
Build On or Challenge
Partners Idea
Paraphrase
According to.
Level Up Approaching to On
Sentence Structure
Chapter 2 Pages 56
Specific Vocabulary
Point out
superheroes in the third paragraph on
page 5. Ask: What is a superhero? (a
character who has special powers and helps
people) How can superheroes be a game?
(Kids each pick a superhero to be and then
act out a story.)
Level Up Approaching to On
Connection of Ideas
Pages 78
Specific Vocabulary
Sentence Structure
Specific Vocabulary
Point to the
compound word beachcomber in the second
paragraph on page 8. Explain that comb
can mean to search for something. Ask:
What does a beachcomber do on a beach?
(looks for things in the sand)
Ask: On page 8, what is
Gina expressing in the mobile? Why is it
important to her? (memories that she and
Josh share; Josh is her good friend)
STOP AND CHECK
Pages 1415
Connection of Ideas
COLLABORATE
Have students
reread the first two paragraphs on page 12.
Ask: When Gina says, I paste on a smile,
how does she feel? (She is uncomfortable
looking at the broken leg, but smiles
anyway.) From Chapter 1, how did you know
she would be uncomfortable? (In Chapter 1,
she didnt want to know the details of
traction.)
Specific Vocabulary
Respond to Reading
Have students answer the questions on
page 16. See www.connected.mcgraw-hill.com
for answers to the Respond to Reading
questions.
Ana
Analytical
W
Writing
Sentence Structure
Level Up Approaching to On
Connection of Ideas
Read
Page 19
Reread
Page 17
Connection of Ideas
Remind
students of the story they just read. Explain
that feeling blue is an expression that
means feeling sad. Ask: Why would Josh
feel blue? (Hes in the hospital with a broken
leg in traction.) When he says a part of me,
a part of you, what is he referring to? (the
memories he and Gina share)
Genre
Page 18
Genre
Level Up Approaching to On
COLLABORATE
Level Up
As you read, write down your questions, ideas, and unfamiliar words.
Take Notes
Name __________________________________________________________
Dear Gina
Why is it important for friends to help each other, especially when one is sick?
How does Josh feel about
Ginas gift in the story? How
can you tell?
Level Up