15 teacher’s guide waiting for aunt roforms.hmhco.com/assets/pdf/journeys/grade/l15... · 11...

Number of Words: 1,267

L E S S O N 1 5 T E A C H E R ’ S G U I D E

Waiting for Aunt Roby Jeffrey Kriner

Fountas-Pinnell Level QHumorous FictionSelection SummaryWhen Mama sprains her ankle, she asks Aunt Ro to come help. In the meanwhile, the children decide to do the chores. Jermaine and Liza make a mess, but all is clean and orderly when Aunt Ro arrives.

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Characteristics of the Text Genre • Humorous fi ction

Text Structure • Third-person narrative• Multiple incidents presented chronologically• Implied ending: …she realized she’d have to wait a little bit longer to thank her favorite

niece and nephew. (Art shows children sleeping.)Content • Children pitch in when their mother hurts her ankle.

• Siblings work hard to take over the household chores but mistakes do happen.• Everyone waits for their aunt to arrive.

Themes and Ideas • Family members support each other.• Things can be harder to do than they look.• It is important to fi x mistakes and learn from them.

Language and Literary Features

• Conversational language• Characters are revealed by their actions or by what others think of them: [Aunt Ro] could

make even the worst time seem like a festive occasion.Sentence Complexity • Split dialogue

• Long and complex sentences: It took a while, and the kitchen got a little messy, but soon they had mixed up all the ingredients.

Vocabulary • Medical terms not defi ned: fractured, sprainedWords • Three- and four-syllable words

• Many plurals, contractions, and compound wordsIllustrations • Cartoon-like style to aid comprehension of humorous elements

• Mostly half-page illustrationsBook and Print Features • Thirteen pages of text: illustrations on half of them

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Expand Your Vocabulary

elevated – raised up, p. 3exhausted – tired out, p. 11

fractured – the state of being broken, p. 2

sprained – injured by a sudden or severe twist, p. 3

Waiting for Aunt Ro by Jeffrey Kriner

Build BackgroundHelp students think about what it would be like if one of their caregivers had to stay in bed for two days. Build interest by asking a question such as the following: If your mother or father couldn’t take care things at your home, what would you do? Read the title and author and talk about the cover illustration. Ask students to point out details on the cover that suggest this story is humorous fi ction.

Introduce the TextGuide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

Pages 2–3: Explain that this is a story about two children who try to help when their mother hurts her ankle. Suggested language: Turn to page 3. The two children, Jermaine and Liza, are the main characters in the story. The woman in the wheelchair is their mother. What do you think the problem of this story might be?

Page 3: Mama said: “I’ll have to stay in bed with my leg elevated for a couple of days.” How can Mama elevate her leg?

Page 4: Point out the telephone in Mama’s hand in the illustration. Mama has asked Aunt Ro to help out at their house but Aunt Ro can’t come until the next evening. Who do you think will help out until Aunt Ro comes?

Page 6: Explain that Jermaine and Liza decide to do all the jobs around the house. Point out the picture. What a mess! What does this picture tell you about the job they did making breakfast?

Pages 9–10: Look at the picture on page 9. What job is Jermaine doing? Now look at the picture on page 10. What do you think has happened?

Page 11: When they gave Mama a sandwich for lunch, she asked her children if they were exhausted from doing all the work. Why does Mama think the children are exhausted?

Now turn back to the beginning of the story and read to fi nd out how well Jermaine and Liza help their mother with the household chores.

2 Lesson 15: Waiting for Aunt RoGrade 3© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read Waiting for Aunt Ro silently while you listen to individual students read. Support their problem solving and fl uency as needed.

Remind students to use the Infer/Predict Strategy and use clues to fi gure out more about the story.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story.Suggested language: How do you think Jermaine and Liza felt about what they did?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Liza and Jermaine’s mother hurts her ankle and has to stay in bed.

• The siblings try to help until Aunt Ro comes.

• Their efforts result in many messes that they clean up.

• They are so tired that they are fast asleep when Aunt Ro arrives.

• Family members support each other in times of need.

• Everyday tasks can be hard work and hard to do.

• It is okay to mess up, as long as you try to fi x things and learn from your mistakes.

• The dialogue is written the way these characters might really talk.

• The illustrations help students see and understand the humor.

• The author adds humor layer by layer, including several examples of what happens when the children try to help.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to choose a passage from the text to act out. Remind them to

read the dialogue the way the character might really sound. Remind them also to pay attention to punctuation, especially in split dialogue.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that longer words are often formed from shorter, familiar words. For example, the word cookbook on page 5 is a compound word combining the words cook and book. These shorter words can sometimes help in understanding the meaning of the longer word. Have students fi nd two more compound words in the story and fi gure out their meaning.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 15.9.

RespondingHave students complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillUnderstanding Characters

Target Comprehension Skill Remind students that understanding why

characters act as they do can help them understand the story. Model the skill, using this Think Aloud:

Think Aloud

Jermaine and Liza are such kind children. On page 8, Jermaine worries that his mother may be feeling sad. So he has an idea. Why don’t they do something extra just to cheer her up? So he and Liza decide to take care of Mama’s garden. This shows how kind and thoughtful these children are.

Practice the SkillEncourage students to tell other examples from this story that show how kind and thoughtful these children are.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story.

Assessment Prompts• Find the sentence on page 4 that tells why the children like Aunt Ro.

• Tell two words that describe how the garden looked after the children left the hose on.

• The reader can tell that Jermaine learned a lesson from his problem with the dishwasher because

________________________________________________________________.



Read directions to students.

Critical ThinkingRead and answer the questions.

1. Think within the text Why does Mama need Aunt Ro to come and help?

Mama fell and sprained her ankle. She must stay in bed for a couple of days.

2. Think within the text What kinds of messes do Jermaine and Liza make?

Liza makes a mess in the kitchen. Jermaine puts too much soap in the dishwasher.

Liza leaves the water running in the garden, and everyone gets muddy.

3. Think beyond the text Have you ever offered to help a sick or injured relative? Tell what happened.

Responses will vary.

4. Think about the text Why did Aunt Ro have to wait to thank her niece and nephew for their help?

Possible response: They were so tired from all their work that they fell asleep

before she arrived.

Making Connections In Waiting for Aunt Ro, Liza and Jermaine have a series of problems that they are able to solve. What is another story you have read in which the characters solve a series of problems? Which story did you enjoy more? Why?

Write your answer in your Reader’s Notebook.

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Name Date

Grade 3, Unit 3: Learning Lessons11

Waiting for Aunt Ro

Critical Thinking

Lesson 15B L A C K L I N E M A S T E R 1 5 . 9

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First Pass

English Language DevelopmentReading Support Give English learners a “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group.

Idioms and Vocabulary Call attention to the name of the breakfast cereal that the children give Mama: Rainbow Zingers (page 7). Explain that a zinger is something meant to cause interest, surprise, or shock. Invite students to tell what this name is trying to say about the cereal. Also explain that the idiom off the hook (page 11) means “free of responsibility.”

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who is this story mainly about?

Speaker 2: Jermaine and Liza

Speaker 1: Who are they trying to help?

Speaker 2: Mama

Speaker 1: Why does she need help?

Speaker 2: She hurt her ankle.

Speaker 1: Why does Mama call Aunt Ro?

Speaker 2: To help out around the house while she is in bed

Speaker 1: Why do Jermaine and Liza help?

Speaker 2: Aunt Ro can’t come right away.

Speaker 1: What did the children learn about doing the jobs around the house?

Speaker 2: They learned that the jobs were harder than they thought.



Name Date

Waiting for Aunt RoThinking Beyond the Text

Write a paragraph answering the following question:

Why do you think that Liza and Jermaine were so exhausted by the time Aunt Ro arrived at the end of the day? Use details from the story to support your answer.



Name Date

Waiting for Aunt Ro

Critical Thinking

Lesson 15B L A C K L I N E M A S T E R 1 5 . 9


Critical ThinkingRead and answer the questions.

1. Think within the text Why does Mama need Aunt Ro to come and help?

2. Think within the text What kinds of messes do Jermaine and Liza make?

3. Think beyond the text Have you ever offered to help a sick or injured relative? Tell what happened.

4. Think about the text Why did Aunt Ro have to wait to thank her niece and nephew for their help?

Making Connections In Waiting for Aunt Ro, Liza and Jermaine have a series of problems that they are able to solve. What is another story you have read in which the characters solve a series of problems? Which story did you enjoy more? Why?

Write your answer in your Reader’s Notebook.


1414

010Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

5 After she hung up the phone, Mama said, “Aunt Ro can’t come

until six o’clock tomorrow evening. I don’t know what we’ll do

until then.”

“I do,” Liza said. “You just stay in bed. Jermaine and I will take

care of everything.”

The next morning, Jermaine and Liza got up earlier than usual.

It was ten hours until Aunt Ro would arrive, and there was a lot

of work to do.

Jermaine thought they should start by making pancakes.

Mama made pancakes every Saturday morning. And besides,

Jermaine was really, really hungry!

Liza got out Mama’s cookbook.

Comments: Accuracy Rate (# words read

correctly/97 × 100)

%

Total Self- Corrections

Student Date Lesson 15

B L A C K L I N E M A S T E R 1 5 . 1 3

Waiting for Aunt RoRunning Record Form

Waiting for Aunt Ro • LEVEL Q



15 teacher’s guide waiting for aunt roforms.hmhco.com/assets/pdf/journeys/grade/l15... · 11...

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