Reading Retelling Cards Gr.2

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Retelling CardsGrade 2

ELL ENGLISH LANGUAGE LEARNERS

4 Practice Retelling Children can do cumulative retellings or paired retellings. Children can also use the retelling activities found on the Treasures Reading and Writing Workstation Flip Charts.

3 Guide Retelling Use the leveled language acquisition prompts on the back of the cards to guide children in retelling the complete selection.

2 Model Retelling Display the fi rst card. Model the retelling with the Think Aloud on the back of the card.

1 Introduce the Retelling Cards

Retelling Cards provide concrete prompts for English Language Learners.

Beginning: Have children name the objects pictured on the cards.

Intermediate: Have children place the cards in the correct sequence and complete the following sentence patterns.

First _______________. Next ________________. Last ________________.

Advanced/Advanced High: Have children order the Retelling Cards and retell the selection in their own words.

Modeled RetellingThis is Little Red Hen. She is planting wheat.

Wheat is a grain that we use to make bread. Little

Red Hen asks her friends if they will help her.

Beginning

Who is this? Is she

planting wheat or

corn?

Intermediate

What is Little Red Hen

doing in this picture?

What can you use

wheat for?

Advanced/Advanced High


doing? What might she

do with the wheat?

What does she ask her

friends?

ENGLISH LANGUAGE LEARNERSELL

Guided RetellingWho is this? What is she doing? What is wheat used for?

Little Red Hen

Grade 1 • Unit 2 • Week 21©M

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Modeled RetellingThis is Little Red Hen. She is planting wheat.

Wheat is a grain that we use to make bread. Little

Red Hen asks her friends if they will help her.

Beginning

Who is this? Is she

planting wheat or

corn?

Intermediate



What can you use

wheat for?



doing? What might she

do with the wheat?

What does she ask her

friends?


Guided RetellingWho is this? What is she doing? What is wheat used for?

Little Red Hen


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Read Retell WriteUse the Retelling Cards to help children develop:

• Oral Language • Comprehension • Vocabulary • Writing Skills

Retelling Routine

4 ExcellentThe reader clearly retells the story using detailed information.

3 GoodThe reader retells the story using some detailed information.

2 FairThe reader retells the story using limited detail with some inaccuracies.

1 UnsatisfactoryThe reader is unable to provide information related to the story.

Retell and WriteUse the Retelling Cards as writing prompts.

Writing Activities• Sequence the Retelling Cards in order and write a summary.

• Write a new story ending.

• Write about a favorite part of the story.

• Compare and contrast two Retelling Cards. Write about what is the same and what is different on the two cards.

Retelling Rubric for Assessment Retelling Rubric

Modeled RetellingThis is David. He is wearing a backpack. It looks as

if he’s all set for school.

Guided RetellingWho is this? Why do you think he is wearing a backpack?

David’s New Friends

Beginning

What is the boy’s

name? Is David wearing

a backpack? Point to

David’s backpack.

Intermediate

What is David wearing

on his back? Where

do you think David is

going? How can you

tell from the picture?


What is David about to

do? What do you think

David is carrying in his

backpack? Why do you

think this?



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Modeled RetellingDavid and his sister, Linda, are eating breakfast.

A book is on the table. David reads to his sister

about lizards. David doesn’t like lizards. He thinks

they are creepy.

Guided RetellingWho is seated at the table with David? Which meal are they

eating? How can you tell? What does David do for his sister?

What is the book about? How does David feel about lizards?

Beginning

Is David sitting with his

sister or his brother?

Are they eating

breakfast or lunch?

Who is reading?

Intermediate

What meal are David

and his sister eating?

What does David want

to read about? What

does David think about

as he reads?


What are David and

Linda doing? What else

is David doing? How

does David feel about

what he is reading?




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Modeled RetellingDavid hugs his grandmother good-bye. I think his

grandmother is excited for David. He is starting

second grade today. David is excited, too. But he’s

also a little nervous.

Guided RetellingWho is hugging David? How can you tell that they care about

each other? Where is David going? How does he feel?


Beginning

Who does David hug?

Is David going to

school? What grade is

David starting?

Intermediate

Why are the people

waving and hugging?

What is David starting

today? Why is the

grandmother smiling?


Who do you see? Why

do you think David is

excited? Why do you

think he is nervous?



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Modeled RetellingRon, Josie, and David are near the fi sh tank. There

is a lizard inside. I can tell from David’s face that

he does not like what he sees.

Guided RetellingWho is near the fi sh tank? What is inside the tank? How does this

make David feel? How can you tell?

Beginning

Who is in the picture?

Are David and his

friends near to or far

from the fish tank?

Does David like the

lizard?

Intermediate

Where are David and

his friends? What are

they doing? How does

David feel about the

lizard?


What can you tell by

looking at David’s face?

How do you think

his friends feel about

lizards? Why do you

think so?




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Modeled RetellingDavid’s new teacher, Mr. Roy, is showing his

students the lizard. The lizard is named Slim. The

teacher holds Slim carefully. This way, Slim does

not get hurt.

Guided RetellingWhat is Mr. Roy showing the students? How does he hold the

lizard? Why?

Beginning

Who is David’s new

teacher? Point to the

lizard in Mr. Roy’s

hands. What is the

lizard’s name?

Intermediate

What is Mr. Roy doing?

What are the students

doing? Why does Mr.

Roy hold Slim carefully?


Why do you think the

lizard’s name is Slim?

What may happen if

Mr. Roy does not hold

Slim carefully? How do

you think David feels?




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Modeled RetellingOops! Slim slips out of Mr. Roy’s hands! I think

David looks worried to see that the lizard has

escaped.

Guided RetellingWhy is Mr. Roy not holding Slim anymore? Why is everyone

upset?

Beginning

Is Mr. Roy still holding

Slim, the lizard? Who

has escaped? Does

David look happy or

upset that Slim has

escaped?

Intermediate

What does Slim do?

How do you think Mr.

Roy feels? Why does

David look worried?


How did Slim escape

from Mr. Roy? Why do

you think everyone is

worried? What could

happen to Slim now?




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Modeled RetellingDavid catches Slim and is holding him carefully.

David’s friends can get a close look at the lizard. I

think they want to make sure Slim is okay.

Guided RetellingWhat did David do? Who is standing around him? What are they

thinking?

Beginning

Who catches the lizard?

What does David hold

in his hands? Who is

standing near David?

Intermediate

Where is Slim now?

How does David hold

Slim? Why do David’s

friends look closely at

Slim?


How did David help?


other students stand

around David? How

does David feel about

lizards now?




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Modeled RetellingMr. Roy waves to David as he meets his

grandmother and sister after school. David hoped

he would make new friends at school. He has! Not

only is Mr. Roy a new friend, but so is Slim.

Beginning

Point to David’s

grandmother. Who are

David’s new friends?

Does David like or

dislike Slim now?

Intermediate

Who are the new

friends that David

made at school?

Who meets him after

school? How do you

think David feels now?


What is happening

in the picture? How

have David’s feelings

about second grade

changed? What do

you think David will do

next with Slim?

Guided RetellingDid David make any new friends at school? Who is waving to

him? Who did David meet after school? How does David feel

about Slim, the lizard?




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Modeled RetellingMr. Putter lives all by himself. Look at him eating alone at his table. I think

Mr. Putter looks lonely. He has no one to share his tea and muffi ns with.

He needs company! He wants a cat.

Guided RetellingWho is this? Why is he eating alone? How do you think he feels?

Beginning

Point to Mr. Putter. Is Mr.

Putter eating alone or with a

cat? Does Mr. Putter want a

cat or a muffin?

Intermediate

Who lives with Mr. Putter?

What does Mr. Putter eat and

drink? What does Mr. Putter

want?


What is Mr. Putter doing? How

does Mr. Putter feel about

living alone? What does Mr.

Putter want to do with a cat?


Mr. Putter & Tabby Pour the Tea

1 Grade 2 • Unit 1 • Week 2©M

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Modeled RetellingMr. Putter is talking to the pet store lady. Young kittens are climbing all

over her. Mr. Putter asks if she has any cats. Mr. Putter wants a cat for a pet,

but the pet store only has young kittens.

Guided RetellingWho is Mr. Putter talking to? What do you see climbing all over her? Does

Mr. Putter want a kitten for a pet? Why not? Does the pet store have what

he is looking for?

Beginning

Who is Mr. Putter talking to?

Does Mr. Putter want a kitten

or a cat? Point to the kittens in

the picture.

Intermediate

Where is Mr. Putter? What

does he ask the pet store

lady? Why didn’t the lady sell

Mr. Putter a kitten?


What problem does Mr. Putter

have? Why do you think Mr.

Putter wants an older cat?

Why do you think there are

only kittens at the pet store?




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Modeled RetellingMr. Putter is going to the animal shelter. The pet store lady told him he

would fi nd a cat there. I think he has a good chance of fi nding one at

the shelter.

Guided RetellingWhere is Mr. Putter going? Why is he going there?

Beginning

Who is the man in the picture?

Is this the pet store or the

animal shelter? What does Mr.

Putter want to find there?

Intermediate

What is the name of this

place? What animals do you

see in the picture? Where do

you think the cats are?


Why is Mr. Putter going to the

animal shelter? What is an

animal shelter? Why does Mr.

Putter have a good chance of

finding a cat there?




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Modeled RetellingMr. Putter and the old yellow cat are a lot alike. They are both old and a

little deaf. They both have bones that creak. They both have thinning hair,

too. Mr. Putter is taking the old yellow cat home. I think Mr. Putter has

found himself some good company!

Guided RetellingHow are Mr. Putter and the old yellow cat alike? Do you think the cat will

be good company for Mr. Putter? What do you think will happen next?

Beginning

Are Mr. Putter and the yellow

cat alike? Do you think Mr.

Putter and the old cat will be

happy together?

Intermediate

How is the cat like Mr. Putter?

Why do you think Mr. Putter

and the old yellow cat will be

happy together? What do you

think they will share?


How are Mr. Putter and the cat

similar? Why does Mr. Putter

want this cat as his pet? Why

will they be good company

for each other?




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Modeled RetellingNow Mr. Putter has someone to share his English muffi n with in the

morning. Mr. Putter eats his English muffi n with jam. Tabby, his old yellow

cat, eats her English muffi n with cream cheese.

Guided RetellingWho has Mr. Putter brought home? What do they do together in the

morning?

Beginning

Is Mr. Putter’s cat named

Tabby? Does Mr. Putter like

jam or cream cheese on

his muffin? Does Tabby like

jam or cream cheese on her

muffin?

Intermediate

Who does Mr. Putter share

his English muffin with? How

does Mr. Putter like to eat his

English muffin? How does

Tabby like to eat her English

muffin?


What is different at Mr.

Putter’s house now? What do

Mr. Putter and Tabby eat for

breakfast? How do you think

Mr. Putter feels about Tabby?




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Modeled RetellingIn the evening, Mr. Putter tells Tabby wonderful stories. And Tabby likes

Mr. Putter’s stories. Each story makes Tabby purr.

Guided RetellingWhat is Mr. Putter doing? Does Tabby enjoy it? How do you know?

Beginning

Who is telling a story? Who

listens to Mr. Putter’s story?

Does Mr. Putter tell Tabby

stories in the morning or in

the evening?

Intermediate

What does Mr. Putter do in the

evening? How does Tabby feel

about the stories? What does

Tabby do when she hears Mr.

Putter’s stories?


How have Mr. Putter’s

evenings changed? Why does

Mr. Putter enjoy telling his

stories to Tabby? How have

Tabby’s evenings changed?




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Modeled RetellingThere are many fun things Mr. Putter and Tabby can do together. They

look like they enjoy listening to opera music together. On winter days

they turn it up very loud. I don’t think Mr. Putter feels lonely anymore!

Guided RetellingHow does Mr. Putter’s life change after he has Tabby? How do you know?

Beginning

Are Mr. Putter and Tabby

listening to opera music? Are

Mr. Putter and Tabby happy

or sad? Who makes Mr. Putter

feel happy now?

Intermediate

What do Mr. Putter and Tabby

like to do on winter days?

Do they listen to loud or soft

opera music? How do you

think Mr. Putter feels now?


How can you tell that Mr.

Putter and Tabby are happy?

How can you tell that they are

enjoying the opera music?

Why do you think they like to

play opera music very loud?




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Modeled RetellingMr. Putter and Tabby look happy together. I can tell that they truly enjoy

each other’s company. I think they are best friends.

Guided RetellingWhat kind of relationship do Mr. Putter and Tabby have? How can you tell?

Beginning

Who sits next to Mr. Putter?

Are Mr. Putter and Tabby

happy together? Do they

like or dislike each other’s

company?

Intermediate

How can you tell that Mr.

Putter and Tabby are happy

together? Why is Tabby a

good pet for Mr. Putter? Why

is Mr. Putter a good owner for

Tabby?


How does Mr. Putter’s life

change after he has Tabby?

Why do they seem happy

just to sit and do nothing

together? Why do you think

they are they such good

friends?




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Modeled RetellingThis is a girl named Rosina. This is how she says “Hi!” She uses her hands

to show letters and words because she is deaf. This way of talking is called

signing.

Guided RetellingWho is this story about? What is she doing? Why?

Beginning

Who do you see? Is Rosina

talking with her hand? What

does she say with her hand?

Intermediate

How does Rosina talk? What is

Rosina saying with her hands?

Why does Rosina use her

hands to talk to others?


How does Rosina say “Hi!”?

Why does Rosina use her

hands to talk to others? What

is this way of talking called?


Meet Rosina


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Modeled RetellingRosina’s teacher is signing to her students. She is teaching in a language

called American Sign Language. Rosina studies many subjects at her

school, such as math, writing, reading, and art.

Guided Retelling What is Rosina’s teacher doing? What is the special language called? What

subjects does Rosina study at school?

Beginning

Where is Rosina? Is Rosina’s

teacher signing or singing to

her students? Does Rosina’s

teacher use her hands to talk?

Intermediate

How does Rosina’s teacher talk

to her class? What language is

used in Rosina’s school? What

does Rosina study in school?


How does Rosina’s teacher

teach her class? What are

some of the subjects Rosina

studies? What is American

Sign Language?


Meet Rosina


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Modeled RetellingRosina paints a picture in art class. Her second-grade class also wrote and

illustrated a story together. Her school seems a lot like our school.

Guided RetellingWhat is Rosina doing? Is this something you do at school?

Beginning

Is Rosina painting a picture?

What grade is Rosina in? What

did Rosina’s class write and

illustrate?

Intermediate

What is Rosina painting?

What did Rosina do with her

second-grade class? How is

her school like yours?


What does Rosina use to paint

her picture? What did her

class do together? How was

Rosina’s class project similar

to projects you do with your

classmates?


Meet Rosina


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Modeled RetellingRosina also likes to play sports. She plays rugby at school. Rosina’s team

played other schools at the end of the year. Her team beat all the other

teams and won a trophy. It looks like they have a lot of fun.

Guided RetellingWhat sport is Rosina playing? How do you think the game is played? Why

did Rosina’s team win a trophy?

Beginning

What does Rosina play? Who

did her team beat? What did

her rugby team win?

Intermediate

What does Rosina like to play

at school? When did Rosina’s

team play other schools?

Which team beat the others?


What sport does Rosina enjoy

at school? What did her team

do? Why do you think they

had fun?


Meet Rosina


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Modeled RetellingAfter school Rosina helps to make dinner. She is cutting vegetables. Her

brother, Emilio, helps her father make guacamole. They are all helping

Rosina’s mother make a Mexican meal.

Guided RetellingWhat is Rosina doing with her family? How does she help?

Beginning

Is Rosina’s family making

dinner? What is Rosina

cutting? Who does Emilio

help?

Intermediate

What is Rosina doing with the

vegetables? What are Rosina’s

father and brother making?

Who are Rosina, Emilio, and

their father helping?


What is Rosina doing with

the vegetables? How are

Emilio and his father making

guacamole? What is the family

preparing?


Meet Rosina


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Modeled RetellingThis is Rosina’s big family. She has lots of uncles, aunts, cousins, grandpas,

and grandmas. Rosina has relatives who are also deaf. Her whole family

speaks together using sign language. I think Rosina looks like she is

having fun with her family.

Guided RetellingWho are these people? How do they speak together? Does Rosina do

things that you do? Do you think she is like you?

Beginning

Whose family is this? Does

Rosina have a big or small

family? What language can

the family speak together?

Intermediate

Who are the people in the

picture? How do Rosina’s

relatives speak together? How

do you think Rosina feels

when she is with her family?


Who is in Rosina’s family? Why

does Rosina’s whole family

speak sign language? What

can you tell about Rosina’s

family from the picture?


Meet Rosina


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Modeled RetellingThis is Yoon and her father. She is from Korea. Her family just moved to

America. Soon Yoon will go to a new school. Her father teaches her to

write her name in English. Yoon does not like the way her name looks in

English.

Guided RetellingWho is this girl? Where is she from? What is her father teaching her?

Beginning

What is this girl’s name? Did

her family move to Korea or to

America? Who is teaching her

to write her name in English?

Intermediate

Who do you see in the

picture? Where does Yoon’s

family come from? What does

Yoon’s father teach her to

write?


What did Yoon’s family do?

Why does her father teach

her to write in English? Why

doesn’t Yoon look happy?


My Name Is Yoon


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Modeled RetellingYoon is at school. Her teacher reads a story about CAT. Yoon writes CAT

on her paper instead of her name. Yoon thinks about being a cat. I do

not think Yoon likes being in America. Everything is new and she has just

started to learn English.

Guided RetellingWhere is Yoon? Who is standing with her? What has she written on her

paper? Is what she has written correct? Do you think she likes being in

America? Why or why not?

Beginning

Is Yoon at school or at home?

What does Yoon’s teacher

read? Does Yoon write her

name or Cat on her paper?

Intermediate

Where is Yoon sitting? What

did her teacher do? What does

Yoon think about?


What are Yoon and her

teacher doing? Why do you

think Yoon writes CAT on her

paper? How do you think

Yoon feels about her new

school and America?


My Name Is Yoon


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Modeled RetellingYoon draws a bird for her teacher. Yoon likes the drawing. Her father

teaches her how to write BIRD under the picture.

Guided RetellingWhat does Yoon draw? Does she like her picture? What does her father

teach her to write?

Beginning

Who draws? Does Yoon draw

a bird or a cat? Who teaches

Yoon to write BIRD?

Intermediate

Who does Yoon draw the bird

for? How does Yoon feel about

her drawing? What does her

father do?


What does Yoon do? Why do

you think she draws for her

teacher? Why does her father

teach her to write BIRD?


My Name Is Yoon


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Modeled RetellingYoon tells her mother about her day at school. Yoon thinks her teacher

likes her, but she wishes her family could go back to Korea. Yoon’s mother

tells her to be patient.

Guided RetellingWho is Yoon talking to? What does she tell her mother? What does her

mother tell her?

Beginning

Who tells her mother about

her day? Does Yoon want to

stay in America or go back to

Korea? Who tells Yoon to be

patient?

Intermediate

What does Yoon think about

her teacher? What does Yoon

wish her family could do?

What does Yoon’s mother tell

her to do?


What does Yoon do with her

mother after school? How is

Yoon feeling about school and

America? Why does Yoon’s

mother tell her to be patient?


My Name Is Yoon


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Modeled RetellingA girl gives Yoon a cupcake. Yoon sees CUPCAKE written on its wrapper. I

think the girl wants to be Yoon’s friend.

Guided RetellingWhat does the girl give Yoon? What do you think this means?

Beginning

Who gives Yoon a cupcake?

What does the girl hold in her

hand? Does the girl want to

be Yoon’s friend?

Intermediate

What does the girl do? What

word does Yoon see written

on the wrapper? Why do you

think the girl gives Yoon a

cupcake?


Why do you think the girl

is smiling? Why does she

give Yoon a cupcake? How

does Yoon learn the word

CUPCAKE?


My Name Is Yoon


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Modeled RetellingYoon imagines herself as a cupcake. She thinks the children would like

her as a cupcake. Yoon has written CUPCAKE on her paper instead of her

name. Her teacher smiles at her.

Guided RetellingWhat is Yoon imagining herself as? Why? What does her teacher do?

Beginning

Who is in the cupcake? What

does Yoon write? Who smiles

at Yoon?

Intermediate

What does Yoon think the

children would like? Why does

Yoon write CUPCAKE on her

paper? What does the teacher

do?


How do you know that Yoon

is imagining herself as a

cupcake? What does Yoon

want? Why do you think

Yoon’s teacher smiles at her?


My Name Is Yoon


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Modeled RetellingYoon’s teacher gives her a big hug. Yoon wrote her own name on her

paper.

Guided RetellingWhat does Yoon’s teacher do? Why?

Beginning

Who gives Yoon a big hug?

What did Yoon write? Is Yoon’s

teacher happy?

Intermediate

What did Yoon do? What does

Yoon’s teacher give Yoon?

How do you think Yoon feels?


Why is Yoon’s teacher hugging

her? Why did Yoon write her

own name? Why is Yoon’s

teacher happy?


My Name Is Yoon


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Modeled RetellingYoon writes her name in English now. Yoon is learning English. I think she

will like her new school and living in her new home.

Guided RetellingWhat does the paper say? Do you think Yoon is happy to be able to write

her name? Do you think she will like America?

Beginning

Is Yoon learning English? What

did Yoon write in English?

Who is happy in the picture?

Intermediate

What did Yoon do? Why do

you think Yoon is smiling?

Why do you think she may like

America now?


What can Yoon do now? How

does Yoon feel about writing

her name in English? How do

you think Yoon feels about

America now?


My Name Is Yoon


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Modeled RetellingThis is Bernardi. He is playing soccer with some

boys from the local school. He is the only boy

not wearing a school uniform. Bernardi kicks the

soccer ball and scores a goal.

Guided RetellingWho is this? What is he doing?

Beginning

What is the boy’s

name? What does

Bernardi play? What

does Bernardi score?

Intermediate

Who does not wear

a school uniform?

What game is Bernardi

playing? Who is

Bernardi playing soccer

with?


What are Bernardi

and the boys doing?

Why do you think

Bernardi is not wearing

a school uniform?

What happens when

Bernardi kicks the ball?


Babu’s Song


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Modeled RetellingBernardi does not go to school with the other

boys. He lives with his grandfather. They do not

have enough money to pay for school. I think

Bernardi wishes he could go to school with the

other children.

Guided RetellingWhy doesn’t Bernardi go school with the other boys? Who does

he live with? What does Bernardi wish?

Beginning

Does Bernardi go to

school? Who does

Bernardi live with?

What does Bernardi

need to pay for school?

Intermediate

Where do the other

boys go? What does

Bernardi need? How

do you think Bernardi

feels about school?


How is Bernardi

different from the

other boys? What does

Bernardi need money

for? Why do you think

Bernardi wishes he

could go to school?


Babu’s Song


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Modeled RetellingBernardi sees a new soccer ball in a shop window.

He has always wanted to buy a new soccer ball.

He looks at its price. It costs too much. The soccer

ball costs more than it does to go to school! I

think this makes Bernardi sad.

Guided RetellingWhat does Bernardi see in a shop window? Why can’t he buy it?

How does that make Bernardi feel?

Beginning

Where is the soccer

ball? What does

Bernardi want? Which

costs more, the soccer

ball or school?

Intermediate

Where does Bernardi

see a new soccer ball?

Does it cost more to go

to school or to buy the

soccer ball? How does

Bernardi feel about

that?


What has Bernardi

always wanted? What

problem does Bernardi

have? Why does the

price make him sad?


Babu’s Song


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Modeled RetellingBernardi’s grandfather, Babu, makes toys. He

makes a music box for Bernardi. It plays the song

Bernardi loves. Before Babu lost his voice, he used

to sing the song to Bernardi. I think this is a very

special gift.

Guided RetellingWhat does Babu do? What has he made? Does Bernardi like it?

Why?

Beginning

What is the name of

Bernardi’s grandfather?

What does Babu make?

What does the music

box play?

Intermediate

What did Babu make

for Bernardi? What

song does the music

box play? What

happened to Babu?


What does Bernardi

love? Why doesn’t

Babu sing to Bernardi

anymore? Why do you

think the music box is

a special gift?


Babu’s Song


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Modeled RetellingBernardi sells the toys Babu makes. A tourist

wants to buy the music box. Bernardi does not

want to sell it. The tourist off ers to pay a lot of

money for it. Bernardi could buy the soccer ball if

he sells the music box.

Guided RetellingWhat is Bernardi doing? What does the woman want to buy?

Why? What do you think Bernardi will do?

Beginning

What does Bernardi

sell? Who wants to buy

the music box? Does

the tourist offer to

pay a little or a lot of

money for the music

box?

Intermediate

What is Bernardi

selling? What does the

tourist want? What

could Bernardi do if he

sells the music box?


What is Bernardi’s job?

Why doesn’t Bernardi

want to sell the music

box?


Babu’s Song


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Modeled RetellingBernardi sells the music box, but he doesn’t buy

the soccer ball. He looks very sad. I think he feels

badly that he sold Babu’s music box. He tries to

give the money to Babu.

Guided RetellingDoes Bernardi sell the music box? How does this make him feel?

What does Bernardi try to give to Babu?


Beginning

Does Bernardi sell

or keep the music

box? Does Bernardi

look happy or sad?

Who does he give the

money to?

Intermediate

What did Bernardi do

with the music box?

Why does Bernardi

look sad? What does he

do with the money?


What happened to

the music box? Why


did not buy the soccer

ball? Why do you think

Bernardi wants to give

Babu the money?

Babu’s Song


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Modeled RetellingBabu gives Bernardi a school uniform and a

soccer ball he has made. Bernardi is very happy

because he gets to go to school. He is also happy

because Babu is not mad at him.

Guided RetellingWhat does Babu give Bernardi? Why? How does this make

Bernardi feel?

Beginning

Who can go to school,

Bernardi or Babu? What

can Bernardi wear to

school? Is Babu happy

or mad?

Intermediate

What does Babu do for

Bernardi? How does

Bernardi feel about

Babu’s gifts? What else

has made Bernardi

happy?


What can Bernardi

do with the uniform?

What is special about

the soccer ball? How

does Babu feel?


Babu’s Song


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Modeled RetellingBernardi does not go to school with the other

boys. He lives with his grandfather. They do not

have enough money to pay for school. I think

Bernardi wishes he could go to school with the

other children.

Guided RetellingWhy doesn’t Bernardi go to school with the other boys? Who

does he live with? What does Bernardi wish?

Beginning

Does Bernardi go to

school? Who does

Bernardi live with?

What does Bernardi

need to pay for school?

Intermediate

Where do the other

boys go? What does

Bernardi need? How


feels about school?


How is Bernardi

different from the

other boys? What does

Bernardi need money

for? Why do you think

Bernardi wishes he

could go to school?


Babu’s Song


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Modeled RetellingThis is Doña Flor. She is very large. Long ago, when Doña Flor was a

baby, her mother sang to her corn plants and sang to her sweet fl ower,

Doña Flor. The corn plants grew and grew and so did Doña Flor.

Guided RetellingWho is in this picture? How did Doña Flor get so big? How do you think

Doña Flor feels? How can you tell?


Beginning

Who do you see? Is Doña Flor

large or small? Who sang to

the corn plants?

Intermediate

Who is this? What happened

when Doña Flor’s mother

sang? What else grew big?


What do you see in this

picture? What did Doña Flor’s

mother do? Why did Doña

Flor grow so big?

Doña Flor


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Beginning

Is this a tortilla? Who made

the tortilla? Who floats on the

tortilla?

Intermediate

What are the children floating

on? Where is the tortilla?

What else do people use the

tortillas for?


What do you see in the

picture? How are Doña Flor’s

tortillas special? What do

people do with her tortillas?

Modeled RetellingThe children enjoy using Doña Flor’s tortillas as rafts to fl oat around the

pond. I think her tortillas were the biggest and best in the whole world.

Some neighbors even used them as roofs for their homes.

Guided RetellingWho uses Doña Flor’s tortillas to fl oat on? How large do you think the

tortillas were? Do you think a tortilla would make a good roof for a home?

Doña Flor


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Beginning

Who peers into the house?

Who does Doña Flor look at?

What are the people afraid of?

Intermediate

What does Doña Flor do? Who

else is in this picture? Why are

the people hiding?


Why don’t you see Doña Flor’s

whole body? What does Doña

Flor want to know? What are

the people doing?


Modeled RetellingDoña Flor bends down to peer into her neighbor’s house. She asks

why they are hiding. They whisper “¡El puma!” They are afraid of a huge

mountain lion.

Guided RetellingWhose house does Doña Flor peer into? How do you think the people

feel? What are they hiding from?

Doña Flor


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Beginning

Does Doña Flor hold animals

or people? What did they all

look for? Is the cat huge or

little?

Intermediate

Who is in this picture? Who

did Doña Flor and her friends

look for? Why are the animals

scared?


Why is Doña Flor holding the

animals? What did Doña Flor

and her friends do? Why does

Doña Flor kiss the animals?


Modeled RetellingDoña Flor holds her tired animal friends. They looked and looked for the

huge cat. The gato roars again and the animals are scared. Doña Flor gives

each shivering animal a comforting kiss.

Guided RetellingWho is Doña Flor holding? Why are her friends tired? How does Doña Flor

make them feel better?

Doña Flor

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Grade 2 • Unit 2 • Week 2


Beginning

Who scratches a new

riverbed? What does Doña

Flor use to make the riverbed?

Who is worried?

Intermediate

What does Doña Flor make

for her friends? How does she

do this? What are her friends

worried about?


What is Doña Flor doing in

this picture? Why does she

make a riverbed? Does this

make her friends happy?

Explain.

Modeled RetellingDoña Flor scratches a new riverbed for her friends with her thumb. She

thinks this will make them happy again. Doña Flor’s friends are still

worried about the mountain lion.

Guided RetellingCan you point to the new riverbed? How does Doña Flor make the new

riverbed? Do you think her friends will be happy again?

Doña Flor


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Modeled RetellingDoña Flor stomps off to try and fi nd the puma. I think she is unhappy.

Once again, she cannot fi nd it. She goes home to sit in her garden

and think.

Guided RetellingWhat does Doña Flor want to fi nd? How does she go to look for the puma?

Why do you think Doña Flor goes home to think?

Doña Flor

Beginning

Who does Doña Flor look for?

Is she happy or unhappy?

Where does she go to think?

Intermediate

What is Doña Flor doing?

How does she feel? Why is she

unhappy?


Why does Doña Flor stomp

off? What happens when she

does not find the puma? What

might Doña Flor think about?

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Beginning

Does Doña Flor jump very

high or very low? What does

she give the sun? Is the puma

big or little?

Intermediate

What sound does Doña Flor

follow? What makes her jump

so high? Who makes the roar?


Where is Doña Flor? What

happens when she jumps too

high? Where does the sound

come from?

Modeled RetellingDoña Flor follows the roaring sound up the tallest mesa. She hears the

roar again and jumps very high. Look at the sun’s eye. She gives the sun

a black eye. Doña Flor sees a little puma making a big sound in a long,

hollow log.

Guided RetellingWhere does Doña Flor go? Why does the sun have a black eye? What

does Doña Flor fi nd? Do you think Doña Flor’s friends will continue to

be afraid?

Doña Flor


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Beginning

What does Doña Flor make?

What is the bed made of?

Who snuggles?

Intermediate

What does Doña Flor do with

the clouds? How does Doña

Flor feel? What animal is on

her toe?


Where is Doña Flor? How did

she make her bed? Where is

the puma sleeping?

Modeled RetellingDoña Flor shapes the clouds into a soft bed with puff y pillows. I think

she is tired from her adventure. All the animals snuggle with her —

even Pumito.

Guided RetellingWhat does Doña Flor make a bed out of? Who snuggles up with her?

Why do you think Doña Flor is tired?

Doña Flor

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Modeled RetellingThe people in the raja’s province are rice farmers.

They must give most of their rice to the raja. He

promises to store it for them. If there is a famine

and the farmers have nothing to eat, he will give

the rice back so no one will go hungry.

Beginning

Who are the people

in the raja’s province?

What do the farmers

grow? Who do the

farmers give rice to?

Intermediate

What do the people

in the raja’s province

grow? What do they do

with most of their rice?

When will the raja give

the rice back?


What do you know

about the people in

the raja’s province?

What does the raja

want? What does the

raja promise?


Guided RetellingCan you point to the farmers in the picture? Why do the farmers

need to give most of their rice to the raja? What will the raja do

with the rice?

One Grain of Rice


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Modeled RetellingThere is a famine, but the raja does not give rice

to the people. The raja orders a feast for himself.

The raja thinks he is wise and fair, but I don’t think

this is fair. This elephant is carrying baskets of rice

to the feast. A girl named Rani is catching the rice

falling from one of the baskets. She is thinking of

a plan.

Beginning

Does the raja give the

people rice or have a

feast for himself? What

animal carries baskets

of rice? Who catches

the rice that falls?

Intermediate

Why do the people

need rice now? What

has the raja ordered

for himself? What does

Rani do?


Why do the people

need rice when there is

a famine? What is the

elephant doing? Why

does Rani catch the

rice that falls?


Guided RetellingWhat is the raja doing in this picture? Does the raja help feed the

people? What do you think Rani is planning to do?

One Grain of Rice


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Modeled RetellingRani gives the raja the rice that has fallen. The raja

wants to give her a reward for her good deed. She

asks for one grain of rice. The raja wants to give

her more. He agrees to double the grains of rice

he gives her each day for thirty days. The raja still

thinks this is not very much. Beginning

Who does Rani give

the rice to? Who gets a

reward? Does Rani ask

for one grain of rice or

two grains of rice?

Intermediate

Why does the raja want

to give Rani a reward?

What does Rani ask

for? What does the

raja think about this

reward?


What does Rani do for

the Raja? What does

the Raja agree to give

Rani? Why do you think

she wants the raja to

double the rice each

day?


Guided RetellingWhat does Rani do with the rice? What does she ask of the raja?

Why do you think the raja thinks it is not very much?

One Grain of Rice


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Modeled RetellingEach day Rani gets double the amount of rice she

received the day before. She is given one grain of

rice the fi rst day. The second day she receives two

grains of rice. On the third day she receives four

grains of rice. The raja still thinks this is not very

much. Beginning

Does Rani get one

grain of rice or two

grains of rice the first

day? Does she get one

grain or two grains of

rice the second day?

Who does not think

this is very much?

Intermediate

What does Rani get

on the first day? What

does she get on the

third day? What does

the raja think about

what Rani gets?


What happens to the

amount of rice that

Rani gets each day?

What do you think

of Rani’s plan? What

do you think the raja

thinks about Rani’s

plan?


Guided RetellingHow much rice does Rani get each day? Why do you think

the raja still thinks it is not very much? Do you think Rani’s

plan is working?

One Grain of Rice


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Modeled RetellingOn the sixteenth day, Rani is presented with a

bag of rice. This is more than the raja thought

the reward would become. On the twenty-fourth

day, she is given enough rice to fi ll eight baskets.

These baskets are carried to her by eight royal

deer. Beginning

What is in the bag

that Rani gets? What

does Rani get on

the twenty-fourth

day? Who carries the

baskets of rice?

Intermediate

How much rice does

Rani get on the

sixteenth day? What

does the raja think

about the reward on

the sixteenth day? How

does Rani get the rice

on the twenty-fourth

day?


What happens to Rani

on the sixteenth day?

How does the raja

feel about giving Rani

a whole bag of rice?


on the twenty-fourth

day?


Guided RetellingWhat does Rani get on the sixteenth day? How much rice does

Rani get on the twenty-fourth day? How do you think the raja

feels now about Rani’s reward?

One Grain of Rice


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Modeled RetellingOn the twenty-ninth day, Rani is presented with

all the rice in two royal storehouses! Look at all

the camels it takes to carry that much rice! The

raja has been worried about how much rice Rani

is getting. But he will keep his promise and give

her all the reward. Beginning

What do all these

camels carry? Who do

they bring the rice to?

Will the raja keep his

promise to Rani or not?

Intermediate

How much rice does

Rani receive on the

twenty-ninth day of

the reward? Why is

the raja worried? What

promise is the raja

keeping?



on the twenty-ninth

day? How does the raja

feel about it? What is

the raja going to do

about it?


Guided RetellingCan you point to all of the bags of rice? What is the raja worried

about? Do you think there is any rice left for the raja?

One Grain of Rice


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Modeled RetellingIt’s the thirtieth and last day of Rani’s reward.

Look at all these elephants carrying the rice! This

is all the rice that was left in the royal storehouses.

Doubling the rice each day has grown to a huge

amount!

Beginning

Is it the first day or

the last day of Rani’s

reward? What animal

carries all the rice? Is

this a little or a lot of

rice?

Intermediate

What is special about

this day of the reward?

How much rice do the

elephants carry? How

much rice is left for the

raja?


Why are there so many

elephants? Why was

Rani’s plan a good

one? How do you think

the raja feels now?


Guided RetellingWhat are all the elephants doing in the picture? What day of the

reward is it? How much rice does Rani now have? Do you think

Rani’s plan worked?

One Grain of Rice


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Modeled RetellingRani gets more than a billion grains of rice in

thirty days! The raja has no more rice. Rani is

giving all the rice to the hungry people. She

agrees to give one basket of rice to the raja, and

he promises to take only as much rice as he needs

from now on.Beginning

Who does Rani give

most of the rice to?

Who does Rani give

one basket of rice to?

Intermediate

What does Rani give

the people? What does

she give the raja? How

much rice will the raja

take from now on?



people are happy now?

What does the raja

promise to do from

now on? What lesson

do you think the raja

has learned?


Guided RetellingWhat does Rani do with the rice? How much rice does she give

the raja? Do you think the raja has learned a lesson? What is the

lesson learned?

One Grain of Rice


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Modeled RetellingBenjamin Banneker wrote an almanac. An

almanac is a book that lists information about the

Sun, Moon, and planets for every day of the year.

Farmers used the almanac to know when to plant

crops. Benjamin wrote a new almanac every year

for six years.

African-American Inventors

Beginning

Who wrote this

almanac? Who used

the almanac? When did

Benjamin write a new

almanac?

Intermediate

What did Benjamin

Banneker write? Why

did farmers use the

almanac? What did

Benjamin do every

year for six years?


How did Benjamin’s

almanac help farmers?

What does an almanac

list? Why do you think

Benjamin wrote a new

almanac every year?


Guided RetellingWhat did Benjamin Banneker do? What is an almanac? How did

his invention help farmers?


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Modeled RetellingSarah E. Goode is shown here. She was the fi rst

African American woman to receive a patent

for an invention. The patent stops others from

copying an invention.


Beginning

Who is this? Did Sarah

get a patent or copy

an invention? What did

Sarah get a patent for?

Intermediate

What is this woman’s

name? What did Sarah

get for her invention?

What does a patent

stop people from

doing?


What was one of

Sarah E. Goode’s

achievements? What

does a patent do? Why

did Sarah want to get a

patent?


Guided RetellingWho is shown? Why is she famous? Why would an inventor want

to get a patent?


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Modeled RetellingThis is a folding bed. It is a bed that folds up to

fi t in a small space. It is similar to the one that

Sarah E. Goode invented. Her cabinet bed helped

people make more space in their homes. People

could use the cabinet bed as a desk when it was

folded up.Beginning

What does this bed

do? What did Sarah E.

Goode invent? What

did the cabinet bed

turn into?

Intermediate

What did Sarah E.

Goode figure out? How

did Sara’s cabinet bed

become a desk? How

did her invention help

people?


What was Sarah E.

Goode’s invention?

What did the cabinet

bed do? How were the

achievements of Sarah

E. Goode and Benjamin

Banneker similar?


Guided RetellingHow would you describe Sarah E. Goode’s invention? Who would

fi nd it useful? What did Benjamin Banneker and Sarah E. Goode

have in common?



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Modeled RetellingThis is George Washington Carver. People called

him the Plant Doctor. He studied plants and

helped farmers choose better crops to grow. He

also discovered, or invented, many ways to use

crops such as potatoes and peanuts. He made

soap, coff ee, and glue from sweet potatoes. He

made peanut butter, ice cream, and shampoo

from peanuts.

Beginning

What is this man’s

name? Did George

Washington Carver

study plants or people?

What is one thing he

made from peanuts?

Intermediate

What did George

Washington Carver

study? How did he

help farmers? What did

he make from peanuts?


Why did people call

George Washington

Carver the Plant

Doctor? What did he

discover by studying

plants? How did his

work help people?


Guided RetellingWho is this? How did he come up with his ideas? What are some

of his inventions?



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Modeled RetellingDr. Patricia Bath grew up in Harlem, New York. In

medical school she decided to study eye diseases.

She invented an instrument that removes

cataracts. Cataracts are like clouds on the lens of

the human eye. Cataracts can blind people. She

has invented many other medical instruments

that are used to care for people’s eyes.

Beginning

Where did Dr. Patricia

Bath grow up? What

did she study? What

eye disease can blind

people?

Intermediate

What did Dr. Patricia

Bath study? What

medical instrument did

she invent? What do

her inventions do?


What did Patricia

Bath decide to do in

medical school? What

are cataracts? How has

Dr. Patricia Bath’s work

helped people?


Guided RetellingWhat is shown here? Who grew up there? What did she invent?

How did her inventions help people?



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Tim

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Get

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Modeled RetellingSome inventors are scientists, such as George

Washington Carver and Dr. Patricia Bath. Other

inventors, such as Sarah E. Goode and Benjamin

Banneker, create things that make people’s lives

easier.

Beginning

Who are these people?

Did their inventions

make life easier or

harder? Which inventor

is a scientist?

Intermediate

Who do you see in this

picture? How did the

inventions of Sarah E.

Goode and Benjamin

Banneker help people?

How did George

Washington Carver’s

work help people?


What are the names of

these inventors? How

is the work of these

inventors different

from one another?

How is the work of all

these inventors the

same?


Guided RetellingWho is shown in this picture? What kinds of work did they do?

How was their work useful to people in the past? How is it

useful today?



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Beginning

What are the names of

these kids? What is the

name of their school?

In what year did the

kids go to the dance

school?

Intermediate


What do Jasper and

Whitney study? When

did they start to study

dance?



picture? How do the

kids learn to dance?

What did they do when

they were very young?


The Alvin Ailey Kids:Dancing As a Team

Modeled RetellingThis is Jasper and Whitney. They are two of the

many kids who went to the Alvin Ailey dance

school in 2004. They started studying dance

when they were very young.

Guided RetellingWho are the two children in the picture? Where did they go to

school? What did they study?


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1

Beginning

Who is in the class?

What dance is this?

Do the girls dance

together or alone?

Intermediate

What kind of dance

does Whitney study?

What are the girls

practicing for? What

do the dancers have to

learn?



picture? What are the

girls doing? Why is

teamwork a big part of

the girls’ ballet dance?



Modeled RetellingThis is Whitney’s ballet class. The girls are

practicing for their performance. Teamwork is a

big part of the dance. The girls dance together

as a group. Everyone has to learn how to do the

same steps at the same time.

Guided RetellingWhat type of dance class is this? Why are the girls practicing

together?


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Beginning

Is this Whitney’s tap

class or ballet class?

Do the tap shoes make

noise or are they quiet?

Who helps the girls

practice?

Intermediate

What do the girls have

to wear when they tap

dance? Why are the

shoes special? What

do the girls need to

remember?


What are the girls

doing? How are the

tap and ballet classes

similar? How are they

different?



Modeled RetellingThe girls are now taking a tap class. They are

wearing special tap shoes that make a lot of

tapping noise. The teacher is helping the girls

practice for the performance. It is important that

they remember the steps and stay together.

Guided RetellingWhat type of dance class is this? What’s special about this type of

dance? What is the teacher doing? Why?


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Beginning

What class is this?

Where does capoeira

dance come from?

Where do the dancers

sing and clap?

Intermediate


What country is

capoeira from? What

do the dancers take

turns doing?


What kind of dance

do the boys do? What

do the dancers do in

a circle? How do the

boys work together to

perform capoeira?



Modeled RetellingThis is Jasper’s favorite class, the capoeira class.

Capoeira is a dance from Brazil. Dancers sing

and clap in a circle and take turns dancing in

the middle.

Guided RetellingWhat type of dance class is this? How is the dance done?


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Beginning

What dance is this?

Where are the girls? Is

this the dress rehearsal

or the performance?

Intermediate

What is the ballet class

doing? Where is the

dress rehearsal? What

do the girls learn in the

dress rehearsal?


What is happening

in this picture? Why

do you think the girls

need to practice on

the big stage? How is a

dress rehearsal similar

to a performance?



Modeled RetellingHere is the ballet class having a dress rehearsal.

A dress rehearsal is the fi nal practice before the

performance. The dress rehearsal takes place on

the same stage where the performance will take

place. These girls are learning how to dance and

move on the big stage.

Guided RetellingWhat are these girls doing? What is a dress rehearsal? How is a

dress rehearsal diff erent from a performance?


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Beginning

What day is this?

What dance do they

perform? Who worked

hard?

Intermediate

What kind of

performance is this?

How do the students

feel about their

performance? Why do

you think the students

felt proud?


What are the kids

doing? Why do you

think the performance

was so great? Why do

you think everyone is

so proud of it?



Modeled RetellingPerformance day has fi nally come! This is the

capoeira performance. All the students have

worked so hard together. The students, their

families, and their teachers are very proud of the

great performance.

Guided RetellingWhat is going on in this picture? What does it take to put

together a great performance?


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Modeled RetellingThis is Emilio and Abuelo, his grandfather, sitting

on the front porch. They’re waiting for Emilio’s

cousins to arrive for dinner. Emilio hopes they

come soon. I think he’s excited to see them.

Maybe he’s hungry too.

Abuelo and the Three Bears

Guided RetellingWho is Emilio talking to in the picture? Who are they waiting for?

Why is Emilio excited?

Beginning

What is the boy’s

name? Is he sitting

with his grandfather

or his grandmother?

Where do they sit?

Intermediate

Who is sitting on the

front porch? Who is

coming to dinner?

What does Emilio

hope for?


What is Emilio

doing? How does

he feel? Why do you

think Emilio calls

his grandfather

“Abuelo”?



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Modeled RetellingAbuelo is telling his grandson a story. The story

is about three bears who live in the woods: Papá

Bear, Mamá Bear, and little Osito. Mamá Bear is

cooking frijoles, or beans, for breakfast. I think

Papá Bear and Osito look like they’re hungry.


Guided RetellingCan you point to Mamá bear? What is Mamá bear doing? Do you

think Papá bear is hungry? Why do you think so?

Beginning

Who tells his grandson

a story? Is the story

about two bears or

three bears? What is

the name of the little

bear?

Intermediate

What is Abuelo telling

his grandson? What

are the names of the

bears? What is Mamá

Bear cooking?


What is Abuelo’s story

about? What is Mamá

Bear cooking for

breakfast? What do

Papá Bear and Osito

want to do?



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Modeled RetellingPapá Bear starts to eat the frijoles, but they are

still too hot. He jumps out of his chair because the

beans are so hot! The three bears have to let the

frijoles cool. They decide to go out for a walk.


Guided RetellingWhat are the bears eating? Why don’t the bears eat the frijoles?

What do the bears decide to do?

Beginning

Who starts to eat the

frijoles? Does Papá

Bear eat the frijoles or

not? Are the frijoles too

hot or too cold?

Intermediate

What does Papá Bear

do? What is wrong

with the frijoles? What

do the bears do while

the frijoles cool?


What do you see in

the picture? Why does

Papá Bear jump? Why

do the bears decide to

go for a walk?



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Modeled RetellingTrencitas is walking to visit her friend, Osito. She

has long black braids. Emilio thinks the girl in

this story should have blond hair and be called

Goldilocks. But this is Abuelo’s story.


Guided RetellingWhat is the girl’s name in this picture? Who is Trencitas going to

visit? Why does Emilio think Trencitas should have blond hair and

be called Goldilocks?

Beginning

What is the girl’s name?

What is the name

of her friend? Does

Trencitas have blonde

hair or black hair?

Intermediate


Where is Trencitas

going? What does her

hair look like?


What is Trencitas

doing? What does

Emilio think about her?

Why isn’t Trencitas

called Goldilocks?



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Modeled RetellingTrencitas arrives at Osito’s house. She notices the

three bowls of beans. The little bowl is not too

hot or too cold. It is just right. Trencitas fi nishes

all the beans in the little bowl. She sits in the little

chair. It is very comfortable, but it breaks.


Guided RetellingWhat does Trencitas fi nd on the bears’ table? Why does she eat

the beans in the little bowl? What happens to Osito’s chair?

Beginning

Who arrives at Osito’s

house? Does Trencitas

eat all the beans in the

big bowl or the little

bowl? Which chair

does Trencitas break?

Intermediate

What is on the table?

Is the little bowl of

beans too hot, too

cold, or just right?

What happens when

Trencitas sits in the

little chair?


What does Trencitas

notice at Osito’s house?

What does Trencitas

do with the beans

in the little bowl?

After she finishes the

beans, what does

Trencitas do?



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Modeled RetellingThe bears come home. They notice that someone

has eaten their breakfast. Osito is looking at his

little bowl. There’s only one single bean left. The

bears also notice that someone has sat in their

chairs. Look at Osito’s broken chair all over the

fl oor.


Guided RetellingWhat do the bears fi nd when they come home? Do you think

Mamá and Papá bear notice only Osito’s breakfast has been

eaten and his chair broken?

Beginning

Who comes home?

Who ate Osito’s

breakfast? Whose chair

is broken?

Intermediate

What do the bears

notice? What is Osito

looking at in the

picture? What do the

bears notice about

their chairs?


What do the bears

notice about their

breakfast? What is left

in Osito’s bowl? What

else do the three bears

see in their home?



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Modeled RetellingMamá Bear and Papá Bear notice that someone

has been sleeping in their beds. Osito fi nds

Trencitas sleeping in his bed! He wakes her up

and they laugh together.


Guided RetellingCan you point to who is sleeping in Osito’s bed? Why do you

think Trencitas goes to sleep in Osito’s bed? What do you think

Osito and Trencitas laugh about?

Beginning

Who is sleeping in

Osito’s bed? Does

Osito wake Trencitas

or let her sleep? Does

Trencitas laugh or cry?

Intermediate

What do Mamá Bear

and Papá Bear notice?

Where is Trencitas?

Why do you think Osito

wakes Trencitas up?


What did Trencitas do

before she fell asleep

in Osito’s bed? What

happens when the

bears come home?


two friends laugh?



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Modeled RetellingThe three bears walk Trencitas home. Trencitas

invites them to eat with her family. Her parents,

grandparents, uncles, aunts, and cousins are all

there. The bears waited a long time to eat, but it

looks like they are having a delicious meal and

lots of fun.


Guided RetellingWho are the bears sharing a delicious meal with? Can you point

out Trencitas and the three bears? Do you think the bears are

having lots of fun? Why do you think so?

Beginning

Whose house is this?

Who shares the meal

with Trencitas’s family?

Is the meal delicious or

not delicious?

Intermediate

Who is at Trencitas’s

home? What do the

bears do there? How

long did the bears wait

to eat?


What did Trencitas

invite the bears to do?

What do you see in

the picture? Why do

you think Abuelo told

Emilio this story?



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Beginning

Is this man a farmer

or a cow?What is the

man’s name? Who has

an old typewriter?

Intermediate

Where are the cows?

What do the cows

have? What are the

cows doing?


Why isn’t Farmer

Brown happy? What

sounds do typewriters

make? What is funny

about cows typing a

letter?


Click, Clack, Moo: Cows That Type

Modeled RetellingThis is Farmer Brown. I don’t think he looks very

happy. His cows have an old typewriter. They

are typing in the barn. I think the cows might be

typing a letter.

Guided RetellingWho is this? What do his cows like to do? What do you think the

cows are typing?


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Dear Farmer Brown,

The barn is very cold at night. We’d like some electric blankets.

Sincerely,The Cows

Beginning

How many cows do

you see? Who does

not give them electric

blankets? Do the cows

give Farmer Brown

milk?

Intermediate

Who wrote this note?

Why do the cows stop

giving Farmer Brown

their milk? Whose

shadow do you see?


What do you see in

the picture? Why do

the cows go on strike?

How do you think

Farmer Brown feels?



Modeled RetellingFarmer Brown will not give the cows electric

blankets. So the cows have gone on strike. They

won’t give Farmer Brown any milk. I think that will

make Farmer Brown mad.

Guided RetellingWhat are the cows doing? Did Farmer Brown agree to give them

electric blankets? What do you think the cows are going to tell

Farmer Brown?


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Sorry.We’re closed.No milk today.

Beginning

How many cows do

you see? Who does

not give them electric

blankets? Do the cows

give Farmer Brown

milk?

Intermediate

Who wrote this note?

Why do the cows stop

giving Farmer Brown

their milk? Whose

shadow do you see?


What do you see in

the picture? Why do

the cows go on strike?

How do think Farmer

Brown feels now?



Modeled RetellingFarmer Brown will not give the cows electric

blankets. So the cows have gone on strike. They

won’t give Farmer Brown any milk. I think that will

make Farmer Brown mad.

Guided RetellingWhat are the cows doing? Did Farmer Brown agree to give them

electric blankets? What do you think the cows are going to tell

Farmer Brown?


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Beginning


Do the cows use

their hooves or their

hands? What is name

of the machine in the

picture?

Intermediate


cows are looking at the

typewriter? Why are

they typing another

note? How do cows

type on a typewriter?


What do you think

causes the cows to

type again? What do

you think they are

writing? How will

Farmer Brown feel?



Modeled RetellingThe cows use their hooves to type. They must be

typing another note. Farmer Brown still does not

agree to give them electric blankets. I wonder

what the cows want now.

Guided RetellingWhat does the sign say? Why won’t the cows give Farmer Brown

any milk? Do you think he will be mad?


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Beginning


Do the cows use their

hooves or their hands?

What is the name of

the machine in the

picture?

Intermediate


cows are looking at the

typewriter? Why are

they typing another

note? How do cows

type on a typewriter?


What do you think

causes the cows to

type again? What do

you think they are

writing? How will

Farmer Brown feel?



Modeled RetellingThe cows use their hooves to type. They must be

typing another note. Farmer Brown still does not

agree to give them electric blankets. I wonder

what the cows want now.

Guided RetellingWhat does the sign say? Why won’t the cows give Farmer Brown

any milk? Do you think he will be mad?


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Beginning

Who is typing? Is

Farmer Brown happy or

furious? Does he want

milk or eggs from the

cows?

Intermediate

How is Farmer

Brown feeling? What

does Farmer Brown

demand? What do you

think the cows and

hens will do about

Farmer Brown’s letter?


What causes Farmer

Brown to write his

own letter? What does

he demand in his

letter? How do you

think the animals will

respond?



Modeled RetellingI think Farmer Brown is furious. He types a letter

to the cows and hens. He says that he will not

give them electric blankets. He also demands

their milk and eggs. I think the cows and hens will

be mad.

Guided RetellingWhat is Farmer Brown doing? What does his letter say? Do you

think the cows and hens will be mad?


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Beginning

What do the cows

trade? Who has

electric blankets now?

Do the cows and hens

look warm or cold?

Intermediate

What are the cows and

hens doing? How did

the animals get the

electric blankets? How

do the cows and hens

look?


What is happening

in the picture? What

caused Mr. Brown

to give the animals

electric blankets? What

do you think about this

trade?



Modeled RetellingThe cows and hens trade their typewriter for

electric blankets. The animals look like they are

warm and sleeping well. I think they must be

happy with the trade.

Guided RetellingWhat do the cows and hens have? How did they get these

things? How does that make them feel?


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Beginning

Who did not give

Farmer Brown the

typewriter? What does

Duck type? What do

the ducks want?

Intermediate

Who was supposed to

give Farmer Brown the

typewriter? What are

the ducks doing? What

do they want Farmer

Brown to give them?


Why didn’t Duck give

Farmer Brown the

typewriter? What

do the ducks ask for

in their note? What

do you think Farmer

Brown will do when he

gets the note?



Modeled RetellingDuck was supposed to take the typewriter to

Farmer Brown. Instead, Duck types a note. The

ducks want a diving board for their pond.

Guided RetellingWhat was the duck supposed to do? What does he do instead?

What does he ask Farmer Brown for?


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Modeled RetellingThis is Pam Muñoz Ryan at one of her childhood

birthday parties. Pam is now grown up and

an author. Photos are a great way to stir up

memories. They help us remember special times.

Photos can also give authors ideas for stories.

Stirring Up Memories

Guided RetellingWho is shown in this picture? How do photos help an author?

Beginning

Who is this girl? Is

Pam a young girl or an

author in the picture?

Is Pam an author or a

young girl now?

Intermediate

What is Pam doing


is Pam now? Why do

you think she likes

looking at old photos

of herself?


What is happening in

this picture? How do

you think photos stir

up memories? How do

you think photos help

Pam?



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Modeled RetellingI can tell that Pam grew up in a large family. I see

many children in this picture and remember that

Pam is one of 23 cousins. Pam liked to pretend

that she and her cousins were in the circus or

jungle. She says that this was like creating stories.


Guided RetellingWhat might this picture tell you about the author’s family? Does

the picture tell you anything about where Pam grew up?

Beginning

Whose family is this?

How many cousins

does Pam have? Is it a

large family or a small

family?

Intermediate

Who is in this picture?

What does the picture

tell you about Pam’s

family? What did Pam

and her cousins do?


How would you

describe this family?

What did Pam like to

do with her cousins?

Why is pretending like

creating a story?



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Modeled RetellingPam is in a school. She is visiting a group of

students. The author talks to students about how

she gets her ideas for stories and about being a

writer.


Guided RetellingWhere is Pam in this picture? How can you tell? What might the

author talk to the students about?

Beginning

Which person is Pam?

Who is Pam visiting?

Where are Pam and the

students?

Intermediate

Who is in this picture?

How can you tell Pam

is in a classroom? What

does she talk about

with students?


What is happening

in the picture? Why

do you think Pam is

invited to schools to

talk about writing?

How do you think Pam

feels about her visits to

schools?



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Modeled RetellingThe picture on the left shows Pam’s grandmother

holding her when she was a baby. The picture

on the right shows the grandmother in Pam’s

story “Mice and Beans.” The title of the story

comes from the food rice and beans, which Pam’s

grandmother often cooked.


Guided RetellingWho is shown in the picture on the left? Who is in the picture on

the right? How did Pam’s family and the food they ate work their

way into Pam’s writing?

Beginning

Who is holding Pam

when she was a baby?

What is the name of

Pam’s story? Who is the

character in the story?

Intermediate


picture on the left?


picture from Pam’s

story? What is Pam’s

story about?


How are the two

pictures alike? Why do

you think Pam titled

her story “Mice and

Beans?” How do you

think Pam’s real life

helped her write her

story?



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Modeled RetellingThis is a picture of Pam’s son Tyler. Pam has

organized a party to celebrate Tyler’s birthday.

The grandmother in Pam’s story “Mice and Beans”

organizes a birthday party for her youngest

grandchild.


Guided RetellingWhat do you see in this picture? How is this party similar to the

ones Pam went to as a child?

Beginning

Who is having a

birthday in the picture?

Is Tyler Pam’s son or

Pam’s grandchild? Who

has a birthday in Pam’s

story?

Intermediate

What has Pam

organized? What does

the grandmother in the

story “Mice and Beans”

organize? What two

children are having

birthday parties?


How is this party

similar to the ones Pam

went to as a child?

How are they different?

How do you think

Pam’s real life gave her

ideas for her story?



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Modeled RetellingThis is Pam Muñoz Ryan at her desk at home. This

is where she writes her stories. Pam explains how

authors use both their memories and imagination

to write.


Guided RetellingWho is in this picture? What does Pam use to help write

her books?

Beginning

What is this woman’s

name? Where is Pam?

What does she do at

her desk?

Intermediate

Who is sitting at her

desk? What does Pam

do there? What two

things do authors use

to create stories?


What can you tell

about Pam from this

picture? What do you

see on Pam’s desk?

What does Pam think

authors need to create

stories?



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Beginning

Is this Head or Legs? Is

Head alone or with a

friend? What can Head

do?

Intermediate

What is Head missing?

What does Head eat?

What does Head dream

about?


What can’t Head do?

What body parts does

Head need? Why does

Head dream of the

sweet cherries high up

on the tree?


Head, Body, Legs:A Story from Liberia

Modeled RetellingLook at Head. He is all alone. He has no legs, arms,

or body. He can only eat what he fi nds on the

ground. He dreams about the sweet cherries high

up on the tree.

Guided RetellingWho is this? Why is he alone? What does he dream about?


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Beginning

Who does Head see?

What do Arms need to

see? Who should work

together?

Intermediate

Who does Head talk

to? Why can’t Arms see

Head? What should

Head do?



What is Arms’ problem?

How can Head solve

Arms’ problem?



Modeled RetellingOne day, Head sees Arms. But Arms can’t see

Head because Arms don’t have eyes. I think Head

and Arms should work together.

Guided RetellingWho does Head meet? What does Arms not have? How can they

work together?


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Beginning

Who wants to work

with Arms? Who works

with Head now? What

can Arms and Head

pick up?

Intermediate

What is Head’s idea?

What do Head and

Arms do? What can

they do now that they

are attached?


What do Head and

Arms agree to do? Why

do they agree to help

each other? Where

does Arms attach

themselves to Head?



Modeled RetellingHead has an idea. He wants to work together with

Arms. Arms agree and attach themselves to Head

above the ears. Now Arms and Head have eyes for

seeing and hands for picking food to eat. I think

working together was a great idea!

Guided RetellingWhy do you think Head and Arms want to work together?


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Beginning

Who comes? Where

does Body land? Who

should work together?

Intermediate

Why did Body land on

top of Head and Arms?

What does Body need?

How can Head and

Arms help Body?


What does Body look

like? Why does Body

almost squash Head

and Arms? What do

you think Head and

Arms will ask Body?



Modeled RetellingBody lands on Head and Arms, because he

cannot see them. Body almost squashes them.

I think Head, Arms, and Body should work

together.

Guided RetellingWho do Head and Arms meet? What happens when they meet?


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Beginning

Who join together?

Where do they swim?

What fruit do they

want?

Intermediate

Where do Head, Arms,

and Body swim after

they join together?

Why can’t they reach

the mangoes? Who do

they meet next?


What do you notice

about how Head, Arms,

and Body are attached?

What are they doing

now that they are

attached? How can

Legs help them reach

the mangoes?



Modeled RetellingNow Head, Arms, and Body have joined together.

They swim across the river to get to the mango

tree. They cannot reach the mangoes because the

fruit is too high in the tree. Then they meet Legs.

Guided RetellingWhat do Head, Arms, and Body try to pick from the tree? Who do

they meet next? Do you think Legs can help?


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Beginning

Who joins Head, Body,

and Arms? Do Arms

grab Legs or mangoes?

Does Legs attach in

the correct place or the

incorrect place?

Intermediate

Who does Legs join?

What do they try to

do? Why can’t they do

it?


How are the parts

attached to each

other? What is their

problem? How can

they solve it?



Modeled RetellingHead, Body, Arms, and Legs try to join together.

But they still cannot reach the mangoes. I think

they need to join together in diff erent places.

Guided RetellingWhy do you think Head, Body, Arms, and Legs can’t reach the

mangoes? What should they do?


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Modeled RetellingFinally, everyone is in the right place. Legs

are tiptoeing. Body is stretching up. Arms are

reaching out to pick a mango. Head takes a bite

of the mango. I call this teamwork!

Beginning

Is everyone in the right

place or the wrong

place? What can they

reach? Who takes a

bite of mango?

Intermediate

What is Legs doing?

What is Body doing?

What does Head finally

do?


How did everyone get

in the right place? How

does each body part

help the others? What

happens because of

their teamwork?



Guided RetellingWhy do you think Head, Body, Arms, and Legs are able to pick

the mango from the tree?


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Modeled RetellingLook at the entire body sitting under the sun, full

from eating so many delicious mangoes! Don’t

you think this is perfect?

Beginning

Who sits under the

sun? What did the

entire body eat? Is the

entire body full or not

full of mangoes?

Intermediate

Where is the entire

body? Why is the entire

body full now? How

does the entire body

feel now?


What do you see in

the picture? How did

the entire body come

together? Why is this

perfect?



Guided RetellingTell what you learned from this story.


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Modeled RetellingOffi cer Buckle knows many safety tips. He tells

Mrs. Toppel, the principal at Napville School, not

to stand on a swivel chair. But she doesn’t hear

him. He shares his tips with students, too, but

they never listen.

Offi cer Buckle and Gloria

Guided RetellingWho is this? What does he do? Does anyone listen to him?

Beginning

Who is the man in

the picture? Where is

Officer Buckle? Who

does not listen to

Officer Buckle?

Intermediate

Where does this scene

take place? What does

Officer Buckle share

with students? What is

Mrs. Toppel doing?


Why is there a

policeman in the

school? What safety

tip does Officer Buckle

tell Mrs. Toppel? What

accidents do you see

happening here?



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Modeled RetellingOffi cer Buckle now has a police dog named

Gloria. She goes with Offi cer Buckle to give the

safety speech. Gloria acts out whatever Offi cer

Buckle describes. The students look like they are

paying attention now.


Guided RetellingWho is working with Offi cer Buckle? What type of animal is

Gloria? What does Gloria do during the presentation? How do

the students react?

Beginning

Who is with Officer

Buckle now? Is Gloria a

dog or a person? Who

pays attention now?

Intermediate

Where is Officer Buckle

now? What is Gloria

doing during the

speech? What are the

students doing?


Who do you see in

the picture? What is

unusual about Gloria?

How do you think the

students feel?



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Modeled RetellingOffi cer Buckle is talking about safety. He tells

the students to always clean up spills before

someone slips and falls. Gloria is standing on her

head! She is acting out an accident. I don’t think

Offi cer Buckle knows what Gloria is doing. When

he turns around to look at Gloria, she stops.


Guided RetellingWhat is Gloria doing? Why? What are the students doing?

Beginning

Who tells the students

an important safety

tip? Who do the

students watch? Does

Gloria stand on her

head or does Gloria

slip and fall?

Intermediate

Why is Gloria standing

on her head? What is

Officer Buckle doing?

How do the students

feel about the safety

speech now?


How can you tell

that the students like

Gloria? Why doesn’t

Officer Buckle know

what Gloria is doing?

What do you think

Officer Buckle thinks

Gloria is doing?



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Modeled RetellingOffi cer Buckle opens an enormous envelope of

thank-you letters. The children at Napville School

thank Offi cer Buckle and Gloria for coming to

their school. They draw Gloria on their letters.


Guided RetellingWhat has Offi cer Buckle received? Describe what the students

have given him. Who did they draw a picture of?

Beginning

Who wrote the thank-

you letters? Who

opens the enormous

envelope of letters?

Whose picture is on

each letter?

Intermediate

What do the students

of Napville School

send Officer Buckle

and Gloria? Who do

they draw on their

letters? How do you

think Officer Buckle

feels about getting the

letters?



this scene? Why did the

students draw Gloria

on all their letters?

How do you think

Officer Buckle and

Gloria feel about the

students’ letters?



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Modeled RetellingOffi cer Buckle watches himself on the television

news. He must see what Gloria is doing, because

he looks very surprised. He spills popcorn and

milk everywhere.


Guided RetellingWhat is Offi cer Buckle doing? Why does he look so surprised?

Beginning

Who watches the

news? Does Officer

Buckle look happy

or surprised? Does

Gloria look happy or

unhappy?

Intermediate

What does Officer

Buckle watch on the

television news? How

can you tell what he is

watching? How do you

think Gloria feels now?


What are Officer Buckle

and Gloria doing? How

can you tell from the

illustration that he is

surprised by what he

sees on the news? Why

is Gloria worried?



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Modeled RetellingOffi cer Buckle believes no one pays attention to

him. Gloria goes to give the safety speech alone.

She looks lonely in the picture. She falls asleep.

The students of Napville School fall asleep, too!


Guided RetellingWhy is Gloria alone? How does she look? What are the students

doing? Why?

Beginning

Does Gloria give the

safety speech alone or

with Officer Buckle?

Who is lonely? Who

falls asleep?

Intermediate

Why doesn’t Officer

Buckle give the safety

speech? How does

Gloria feel now? Why

do you think everyone

falls asleep?


Why does Officer

Buckle think that no

one pays attention

to him? How is the

safety speech different

now? How would you

describe this scene?



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Modeled RetellingThere is a big accident at Napville School! It

starts when students slip on a puddle of banana

pudding. They knock Mrs. Toppel, the principal,

off her swivel chair. Her hammer fl ies into the air.

I think someone could get hurt.


Guided RetellingWhat has happened at Napville School? How did it start? What

do you think will happen?

Beginning

Is this a big accident or

a small accident? What

makes the students

slip? What flies into the

air?

Intermediate

What starts this

accident? Who do the

students knock over?

What was Mrs. Toppel

doing before she fell?


How would you

describe the accident?

What safety tips could

have prevented this

accident? How may

someone get hurt?



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Modeled RetellingOffi cer Buckle learns about the accident. Offi cer

Buckle and Gloria are back together again! They

present their safety tips, and all the students clap.

Then Offi cer Buckle thinks of his best safety tip

yet: “ALWAYS STICK WITH YOUR BUDDY!” I think

everyone will be safer now.


Guided RetellingAre Offi cer Buckle and Gloria working together? Why? How do

the students react? What do you think will change at Napville

School now that Offi cer Buckle and Gloria are back together?

Beginning

What does Officer

Buckle learn about?

Who are back together

again? Who claps?

Intermediate

What are Officer Buckle

and Gloria doing

again? How can you

tell that they are happy

now? What is Officer

Buckle’s best safety tip?


How does everyone

feel now? Why is it

a good safety tip to

stick with your buddy?

What may happen at

Napville School now?



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Modeled RetellingThis is Sidney and her mother. They are harbor

seals. Sidney is a young pup. She is only 2

weeks old.

A Harbor Seal Pup Grows Up

Guided RetellingWho is in this picture? What type of animal are they? Is Sidney

young or old?

Beginning

Is the pup young or

old? What is the young

seal pup’s name? Who

is with Sidney?

Intermediate

What type of animal do

you see? Which harbor

seal is Sidney? How old

is Sidney?


Where are the seals?

How is Sidney different

from her mother? Why

does Sidney stay close

to her?



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Modeled RetellingSidney’s mother has gone into the water to fi nd

food. Sidney stays on shore. Her mother does not

come back for days. Sidney is all alone and has

not been fed. People come to rescue her.


Guided RetellingWhere is Sidney’s mother? What has happened to her? What

happens to Sidney?

Beginning

Who is this? Is Sidney

alone or with her

mother? Who comes to

rescue Sidney?

Intermediate

Why did Sidney’s

mother go into the

water? What did Sidney

do? Why do people

come to rescue Sidney?


Why is Sidney alone?

Why can’t Sidney go

into the water? Why

do you think people

needed to rescue

Sidney?



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Modeled RetellingSidney is taken to a sea mammal center. A

scientist named Peter takes care of her. Sidney is

young and very thin. She is probably very weak

from hunger.


Guided RetellingWhere is Sidney? Who takes care of her? What is wrong with

Sidney?

Beginning

Is this Sidney or her

mother? What is

happening to Sidney?

Is Sidney weak or

strong now?

Intermediate

Where did the people

take Sidney? How does

Sidney look in the

picture? Why is Sidney

weak and hungry?


How would you

describe Sidney now?

Why do you think a

scientist is taking care

of Sidney? What do

you think happens at a

sea mammal center?



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Modeled RetellingSidney is now healthy. She plays in the water.

One day she starts eating fi sh. That means she is

growing up.


Guided RetellingWhat does Sidney do? What does she eat?

Beginning

Is Sidney healthy or

sick? Where does

Sidney play? What food

does Sidney eat?

Intermediate

What does Sidney do

in the water? What has

Sidney started to eat?

What does this mean?


How does playing in

the water help Sidney?

Why does eating

fish mean Sidney is

growing up? What do

you think the scientists

will do with Sidney

next?



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Modeled RetellingIt is time for Sidney to go home. She is big

enough to go back to the ocean. Peter puts her in

a carrying case to bring her on the boat. The smell

of the ocean water makes Sidney excited.


Guided RetellingWhy is Sidney in a cage? Who is with her? Is she big enough to

go home? Do you think she wants to go home?

Beginning

Who is in a carrying

case? Where is Sidney

going? What makes

Sidney excited?

Intermediate

Who is in the boat?

What is Peter doing?

How does Sidney feel

about going home to

the ocean?


What is happening

in this scene? Why is

Sidney going back

home to the ocean?

Why do you think

Sidney is excited to

smell the ocean water?



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Modeled RetellingSidney is back in the ocean. She looks happy

because she is home!


Guided RetellingWhere is Sidney now? Why is Sidney happy?

Beginning

Where is Sidney’s

home? Who is back in

the ocean? Is Sidney

happy or sad?

Intermediate

How does Sidney feel

now? Who will she find

in her ocean home?

What will she eat

there?


How does Sidney look

now? Why is the ocean

a good place for Sidney

to be? How will Sidney

get food there?



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Modeled RetellingThis is Rosa María. She’s planning a birthday

party for her youngest grandchild, Catalina. She’s

writing down a very long menu for the party.

She doesn’t notice the mice in the picture. I can

tell that this story is a fantasy because mice don’t

wear clothes in real life. Mice also do not read.

Mice and Beans

Guided RetellingWho is this? What is she doing? What else do you see? What are

the mice doing? Is this story fantasy or reality? How can you tell?

Beginning

What is the woman’s

name? What is Rosa

María planning? Are

these real mice or

fantasy mice?

Intermediate

Who is Rosa María

planning a birthday

party for? What is she

writing down? How do

you know this story is a

fantasy?


How does Rosa María

plan the party? Why

is the menu so long?

How are the mice in

the picture different

from real mice?



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Modeled RetellingOn Tuesday Rosa María goes to the market. She

buys lots of food for the party, including rice and

beans. She also buys a piñata and candy! On her

way home she stops to order the birthday cake.

Mice and Beans

Guided RetellingWhere did Rosa María go on Tuesday? What did she buy?

Beginning

Where does Rosa María

go? What does she use

to carry the food? What

food does Rosa María

see in the window?

Intermediate

What is Rosa María

doing now? What food

does Rosa María buy?

What is the special

thing she buys that is

not food?


What does Rosa María

do on Tuesday to get

ready for the birthday

party? What is she


Who else is in the

picture with her?



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Modeled RetellingOn Wednesday Rosa María starts preparing

the food for the party. She notices the piñata is

missing some feathers. She decides this isn’t a

problem. After dinner she checks the mousetrap,

but it’s gone. She thinks she forgot to put out the

mousetrap.

Mice and Beans

Guided RetellingWhat is Rosa María doing? What does she notice about the

piñata? Where do you think the mousetrap has gone?

Beginning


prepare? What is

missing some feathers?

What is gone?

Intermediate


start preparing on

Wednesday? What

is missing from the

piñata? What do you

think happened to the

mousetrap?


What do you see in

this picture? Why do

you think the piñata

is missing feathers?


mouse is watching

Rosa María?



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Modeled RetellingRosa María has been preparing for the party all

week. She thinks everything is fi nished and ready.

But the mice discover that she has forgotten to

fi ll the piñata with candy, or dulces in Spanish.

If there are no treats, nothing will fall out of the

piñata.

Mice and Beans

Guided RetellingWhat is wrong with the piñata? What do you think the mice will

do? Why?

Beginning

What has Rosa María

been preparing for all

week? Is there candy or

no candy in the piñata?

Who is looking at the

candy?

Intermediate


think now? What do

the mice discover?


mice will help?


What is Rosa María

thinking? What will

happen if there is no

candy in the piñata?

What do you think the

mice will do to help

Rosa María?



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Modeled RetellingThe mice have built a tower to reach the piñata.

They are fi lling the piñata with candy! I think Rosa

María will be very happy that her piñata is full.

Mice and Beans

Guided RetellingWhat are the mice doing? How did they get up there? How do

you think Rosa María will feel?

Beginning

What did the mice

build? What can they

reach when they climb

up the tower? Who fills

the piñata with candy?

Intermediate

What did the mice use

to make their tower?

How do the mice get

the candy into the

piñata? What do you

think Rosa María will

do when she sees that

the piñata is full?


How do the mice build

their tower? Why do

you think the mice are

helping Rosa María?

How can you tell that

this is a fantasy story?



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Modeled RetellingLittle Catalina swings the stick at the piñata. It

breaks open and candy falls everywhere! Rosa

María is puzzled because she doesn’t remember

fi lling the piñata with candy.

Mice and Beans

Guided RetellingWhat is going on in this picture? How did the treats get there?

Why is Rosa María puzzled?

Beginning

What does Catalina

swing? What falls

everywhere? Who is

puzzled?

Intermediate

What does Catalina do?

What happens after

the piñata breaks? How

is Rosa María feeling

now?


What is happening

now? Why is Rosa

María puzzled when

candy falls out of the

piñata? How is this

scene like real life?



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Modeled RetellingRosa María cleans up after her party. She sees

candy wrappers outside a mouse hole. I think she

has fi gured out that the mice fi lled the piñata.

Mice and Beans

Guided RetellingWhat is Rosa María doing? What does she fi nd? Do you think she

has fi gured out who fi lled the piñata?

Beginning

Is this before or after

the party? Who cleans

up? What does Rosa

María find?

Intermediate


find after the party?

Where does she find

the candy wrappers?

Who do you think put

the candy wrappers

outside the mouse

hole?



this scene? What do

you think the mice

did? What do you think

Rosa María will do

next?



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Modeled RetellingThe mice are having a party! I see many things

that they have taken from Rosa María. I think it’s

nice that Rosa María leaves them cake because

they fi lled her piñata for her.

Mice and Beans

Guided RetellingWhat are the mice doing? Can you fi nd the things that they took

from Rosa María? What did she leave for them?

Beginning

Who is having a party?

Who leaves cake for

the mice? Where is the

mousetrap?

Intermediate

Where are the mice?

Why do you think Rosa

María gives the mice

cake? Why will Rosa

María stop setting

mousetraps now?



this scene? How do

you think Rosa María

feels about mice living

in her house now? Can

you name some of the

things the mice have

taken from Rosa María?



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Modeled RetellingThis is a story about a tiny fl ower seed that travels

with other seeds. A strong wind blows the seeds

far away. One seed falls on a mountaintop and

cannot grow in the ice. The tiny seed keeps going.

The Tiny Seed

Guided RetellingWhat is this story about? What is the tiny seed doing? What

happens to one of the seeds?

Beginning

Does tiny mean very

small or very big? Who

is traveling with the

other seeds? What falls

on a mountaintop?

Intermediate

What blows the seeds

far away? Where does

one of the seeds fall?

What does the tiny

seed do?


What is happening

in this picture? What

moves the seeds? Why

can’t the seed on the

mountaintop grow?



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Modeled RetellingThe seeds fl y over the ocean. One of the larger

seeds falls into the ocean and drowns. Now it

cannot grow. The tiny seed does not fall into the

ocean. It does not go as high as the others, but it

keeps going.

The Tiny Seed

Guided RetellingWhat happens to one of the larger seeds? Will it be able to grow

now? What happens to the tiny seed?

Beginning

Where does one of the

larger seeds fall? Does

the seed in the ocean

grow or drown? Does

the tiny seed go high

or low?

Intermediate

Where do the seeds

fly now? Why does the

larger seed drown?

What does the tiny

seed do?


What do you see in

this picture? How

does one of the larger

seeds drown? Can you

describe how the tiny

seed is traveling?



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Modeled RetellingA larger seed falls onto the desert. It is too hot

and dry for the seed to grow. The tiny seed is

fl ying very low. I hope it will land somewhere it

can grow.

The Tiny Seed

Guided RetellingWhat happens to a larger seed? Will it be able to grow?

Beginning

Where does a larger

seed fall? Is the desert

hot or cold? Is the

desert dry or wet?

Intermediate

Where has one of the

larger seeds fallen?

Why can’t the seed

grow in the desert?

What happens to the

tiny seed?



picture? Why can’t the

larger seed grow into

a plant? What do you

think will happen to

the tiny seed?



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Modeled RetellingThe wind stops and all the seeds fall gently to the

ground. A bird comes and eats one of the bigger

seeds. But the bird does not see the tiny seed. I

think the seed is too small for the bird to notice it.

The Tiny Seed

Guided RetellingWhat is this bird doing? Does the tiny seed get eaten? Why not?

Beginning

Where do the seeds

fall? What eats one of

the seeds? Does the

bird eat the tiny seed?

Intermediate

Why are the seeds

on the ground? What

happens to one of the

bigger seeds? Why do

you think the bird does

not eat the tiny seed?


How would you

describe the bird?

What happens to the

seeds now? How is the

tiny seed saved from

the bird?



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Modeled RetellingIt is now spring and the seeds are growing into

plants. One of the new plants can’t grow because

a big weed takes all its sunlight and water. The

tiny seed fi nally starts to grow into a tiny plant.

The other plants are much bigger than the tiny

plant.

The Tiny Seed

Guided RetellingWhat season is it now? What has happened to the tiny seed?

Beginning

Is it winter or spring?

Is the tiny seed a big

plant or a tiny plant

now? Are the other

plants bigger or

smaller than the tiny

plant?

Intermediate

What has happened to

the seeds? Why can’t

the new plant grow

next to the big weed?

What does the tiny

seed do?


Why have the seeds

started to grow? Why

can’t one of the new

plants grow? What do

you think will happen

to the tiny plant?



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Modeled RetellingOne of the larger seeds has grown into a fl ower.

A boy picks the fl ower to give to a friend. The

tiny plant does not get picked, so I think it will

continue to grow.

The Tiny Seed

Guided RetellingWhat has one of the larger seeds grown into? What has

happened to it? Does someone pick the tiny plant? Why not?

Beginning

What grew into a

flower? Who picks the

flower? Who will the

boy give the flower to?

Intermediate

What happened to one

of the larger seeds?

What happens to the

flower? What happens

to the tiny plant?


What do you see in

this scene? Why does

the flower get picked?


tiny plant does not get

picked?



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Modeled RetellingThe tiny plant has been left alone. The sun shines

on it and the rain waters it. It grows taller and

taller. It has grown into a giant fl ower! It is taller

than people. It is taller than trees and houses.

People come from far away to see the giant

fl ower.

The Tiny Seed

Guided RetellingWhat has the tiny plant grown into? How has that happened?

Who comes to see the giant fl ower?

Beginning

Has the tiny plant

grown into a tiny

flower or a giant

flower? What waters

the flower? Who comes

to see the flower?

Intermediate

Why did the tiny seed

grow taller and taller?

How tall is the flower?

What happens to the

giant flower?


What makes the tiny

seed able to grow into

a giant flower? How

would you describe the

flower? Why do you

think the people are

interested in it?



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Modeled RetellingFall has come, and the big fl ower loses all its

petals. The fl ower’s seeds blow away in the wind.

This is what happened to the tiny seed in the

beginning of the story. Now the seeds will travel

and become plants.

The Tiny Seed

Guided RetellingWhat season is it now? What does that mean for the fl ower?

Where are the seeds going? What do you think will happen

to them?

Beginning

Is it summer or fall?

What does the flower

lose? What blows the

seeds away?

Intermediate

When does the giant

flower lose its petals?

What happens to its

seeds? What do you

think will happen to

these seeds next?


What happens to the

giant flower in fall?

What will happen to

the seeds that blow

away from the flower?

How is the end of

the story like the

beginning of the story?



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Modeled RetellingThe girl and her mother are planting their garden

with large shovels. Their neighbors plant their

gardens with small shovels that fi t in their hands.

The girl and her mother need large shovels

because their garden needs more digging.

The Ugly Vegetables

Guided RetellingWhat are the girl and her mother doing? What are they using?

Beginning

What are the girl

and her mother

planting? Are they

using large shovels

or small shovels? Do

the neighbors use

large shovels or small

shovels?

Intermediate

Why are the girl and

her mother using

shovels? What are

their neighbors doing?

Why do the girl and

her mother use large

shovels?


What does the girl’s

garden look like? Why

do the girl and her

mother use larger

shovels than their

neighbors? How are

the two gardens

different?



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Modeled RetellingThe girl and her mother water their garden so

that the plants will grow. Their neighbors use

watering cans to water their garden, but the girl

and her mother need to use a hose. Their garden

needs more water.

The Ugly Vegetables

Guided RetellingWhat are the girl and her mother doing? Do they use a watering

can? Why not?

Beginning

Who waters the girl’s

garden? Do they use

a hose or a watering

can? What do the girl

and her mother want

to grow?

Intermediate

What do the girl and

her mother do to their

garden? What do they

use to water their

garden? What do their

neighbors use to water

their garden?


Why do the girl and

her mother water their

garden? Why do they

use a hose? What do

their neighbors do that

is different?



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Modeled RetellingThe girl is looking at her garden. The garden is

growing! There are stems pushing out of the

ground. They look like grass. The plants in her

neighbors’ gardens look diff erent. They look like

little leaves.

The Ugly Vegetables

Guided RetellingWhat did the girl and her mother do before their garden could

grow? What does the girl see in her garden?

Beginning

Who looks at her

garden? What is

growing? What do the

stems look like?

Intermediate

What are pushing out

of the ground in the

girl’s garden? What do

the stems of the plants

look like? What do the

plants in the neighbors’

gardens look like?


What is happening to

the girl’s garden? How

is her garden different

from the neighbors’

gardens? What does

the girl want to know?



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Modeled RetellingAll of the neighbors have pretty fl owers blooming

in their gardens. The girl’s garden only has

vegetables. The girl thinks her garden is not as

nice as the fl ower gardens.

The Ugly Vegetables

Guided RetellingWhat do the neighbors have in their gardens? Does the girl have

those, too? How does she feel?

Beginning


neighbors’ gardens?

Are the flowers pretty

or not pretty? Does

the girl have flowers or

vegetables growing in

her garden?

Intermediate

What do you see

blooming in the

neighbors’ gardens?

What do you see

growing in the girl’s

garden? How do you

think the girl feels?


What do the neighbors’

gardens look like? How

is the girl’s garden

different from the

others? Why do you

think the girl likes the

flower gardens more

than her garden?



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Modeled RetellingThe girl and her mother have grown Chinese

vegetables. They pick the vegetables and put

them into a wheelbarrow. They fi ll the whole

wheelbarrow, and then take the vegetables inside

to their kitchen.

The Ugly Vegetables

Guided RetellingWhat happened to the plants? What do the girl and her

mother do? What do you think will happen next?

Beginning


her mother pick?

Where do they put the

vegetables? Where

do they bring the

vegetables?

Intermediate

What type of

vegetables have the

girl and her mother

grown? What do the

girl and her mother do

with the vegetables?

Why do you think they

carry them to their

kitchen?



her mother do with

the vegetables they

have grown? What

do you think the girl’s

mother will do with

the vegetables next?


girl feels?



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Modeled RetellingThe girl’s mother washes and chops the

vegetables in the house. The girl goes outside to

play. The girl and her neighbors smell a wonderful

aroma coming from the girl’s house.

The Ugly Vegetables

Guided RetellingWhat does the girl’s mother do with the vegetables? What do the

girl and her neighbors smell outside?

Beginning

Is the girl playing

inside or outside? Who

washes and chops

the vegetables? Who

smells a wonderful

aroma?

Intermediate

How does the

mother prepare the

vegetables? What does

the girl do? Where

does the wonderful

aroma come from?



girl’s mother chops

the vegetables? What

do you think the

wonderful aroma is?


girl feels about her

garden now?



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Modeled RetellingThe girl’s mother makes a special soup from the

vegetables. She puts the soup in a big bowl. The

special soup is yellow and red and green and

pink. It tastes very good!

The Ugly Vegetables

Guided RetellingWhat is in the soup? How does it taste?

Beginning

What does the girl’s

mother make? Where

are the vegetables?

Does the special soup

taste very good or very

bad?

Intermediate

What did the girl’s

mother do? What did

she put in the soup?

What color is the soup?



the vegetables? How

would you describe the

special soup? Why do

you think the soup is

special?



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Modeled RetellingThe soup smells so good the neighbors come

over to taste it. They bring fl owers from their

gardens, and they all enjoy the delicious soup.

The girl’s mother tells them how to make the

soup and how to grow the vegetables. I think

next year everyone will be planting both fl owers

and the vegetables.

The Ugly Vegetables

Guided RetellingWhat did the neighbors do? What did they bring? How does the

girl feel now?

Beginning

Who comes over?

What do the neighbors

bring? Who tells

everyone how to make

the soup?

Intermediate

Why do the neighbors

come over? What do

they bring to the girl’s

house? What does the

girl’s mother tell them?


Why does the girl

look so happy? What

does the mother do?

What do you think the

people will plant next

year?



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Beginning

Is it rainy or sunny in the

picture? Is Farfallina a

caterpillar or a bird? Is Marcel

a caterpillar or a bird?

Intermediate

Which animal is Farfallina?

What is the name of the small

bird? How do the animals feel

about each other at first?


Who meets one rainy day?

How old do you think

Farfallina and Marcel are? Why

do you think so?

Farfallina and Marcel

Modeled RetellingFarfallina is a caterpillar, and Marcel is a small gray bird. They meet one

rainy day. They like each other. I think they will become friends.

Guided RetellingWhat type of animal is Farfallina? What type of animal is Marcel? Do you

think they like each other? How do you know?


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Beginning

Who rides on Marcel? Where is

Marcel? Who are friends now?

Intermediate

How does Farfallina take a

ride? Where is Marcel taking

Farfallina? What else do

Marcel and Farfallina do

together?


What is Marcel doing for

Farfallina? What do Farfallina

and Marcel do each day? Why?


Modeled RetellingFarfallina is riding on Marcel’s back. Marcel is taking Farfallina for a ride

around the pond. They have become friends and play together every day.

Guided RetellingWhat are Farfallina and Marcel doing? How do they spend their time

together?


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Beginning

What did Farfallina crawl up?

Who waits for Farfallina? Is

Marcel happy or worried?

Intermediate

What has Farfallina done? Why

do you think she did that?

How does Marcel feel?



picture? Why is Marcel looking

up into the tree? Why do you

think Farfallina hasn’t come

down from the tree yet?


Modeled RetellingFarfallina has crawled up the tree. Marcel waits and waits for Farfallina

to come down. Marcel is worried and lonely. Farfallina is a caterpillar,

and I know that caterpillars change into butterfl ies. Maybe this is what

Farfallina is doing.

Guided RetellingWhat is Marcel doing? Why? Where is Farfallina? What do you think she is

doing up in the tree?


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Beginning

Who is looking into the pond?

Does Marcel see himself or

Farfallina? Is Marcel a big duck

or a baby duck now?

Intermediate

Where is Farfallina? What is

Marcel looking at? What has

happened to him?


What happens to Marcel as

weeks go by? Why are the

days getting longer? What

does Marcel think about his

reflection?


Modeled RetellingMarcel has not seen Farfallina in weeks. The days are getting longer and

warmer. Marcel looks at his refl ection in the pond. He is growing and

changing. I think he looks very diff erent.

Guided RetellingHow long has Farfallina been gone? Do you think Marcel will ever see

Farfallina again? What is Marcel doing? What has changed? Why?


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Beginning

What does Farfallina come out

of? What beautiful new things

does Farfallina have? Who is

not at the bottom of the tree?

Intermediate


Farfallina? Where has she

been? Why isn’t Marcel

waiting for her anymore?


What is in the tree? Why isn’t

Marcel waiting for Farfallina at

the bottom of the tree? How

do you think Farfallina feels

about herself?


Modeled RetellingFarfallina is coming out of her cocoon with beautiful new wings. But

Marcel has given up waiting for her at the bottom of the tree.

Guided RetellingWhat is Farfallina doing? Where is Marcel?


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Beginning

What does Farfallina sit on?

Is Farfallina a caterpillar or a

butterfly now? Is Farfallina

waiting for Marcel or waiting

for a butterfly?

Intermediate

Where is Farfallina? What

does Farfallina want to

happen? How does Farfallina

feel when Marcel does not

come?


How is Farfallina different

now? How is she still the

same? Why does Farfallina

want to wait for Marcel?


Modeled RetellingFarfallina is now a butterfl y! She comes down from the tree but Marcel

is not there. She does not know how long she has been up in the tree.

Farfallina sits on a fl ower and waits for Marcel.

Guided RetellingWhat has Farfallina changed into? What is she doing now? Do you think

she will fi nd Marcel?


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Beginning

What is the name of the

goose? What is the name of

the butterfly? Are they in the

pond or the tree?

Intermediate

What is Farfallina doing? What

is Marcel doing? What do they

say to each other?


Who is in the picture? Why

does the goose talk to

Farfallina? Why don’t the two

friends recognize each other?


Modeled RetellingFarfallina is talking to a goose. It is Marcel, but the two of them don’t

recognize each other. They both look so different from when they

first met.

Guided RetellingWho is Farfallina talking to? Does she realize it is Marcel? Does Marcel

recognize Farfallina? Why not? Do you think Farfallina and Marcel will fi nd

out who the other is?


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Beginning

Who are friends again? Are

Farfallina and Marcel happy or

sad? Will they will be friends

for a long time or a short

time?

Intermediate

What do Marcel and Farfallina

realize? How do you think

they feel now? What do

Farfallina and Marcel do just

like before?


What do the two friends

finally realize? How do they

spend their summer days?

How are they nice to each

other when they play?


Modeled RetellingFarfallina and Marcel realize who the other is! They must be so happy to

fi nd each other again. They spend the rest of the summer playing just like

before. I think they’ll be friends for a very long time.

Guided RetellingWhat have Farfallina and Marcel discovered? How do you think they

feel now that they have found each other again? How will they spend

the summer?


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Modeled RetellingThis is Julie and her little brother, Amaroq. They

are going to take care of two wolf pups, Uquaq

and Nutik. The two pups are hungry and sickly.

When they grow stronger, the pups will go back

to their wolf family. Amaroq will take care of the

pup named Nutik.

Nutik, the Wolf Pup

Guided RetellingWho is this? What are they going to do? Why?

Beginning


Will they take care of

two wolf pups or one

wolf pup?Are the pups

sickly or strong?

Intermediate

Who are the boy and

girl in the picture?

What are they holding?

What are Julie and

Amaroq going to do?


How are Julie and

Amaroq related? Why

are Julie and Amaroq

taking care of the wolf

pups? When will the

pups go back to their

wolf family?



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Modeled RetellingI think Amaroq is taking good care of Nutik. He

feeds Nutik milk and pieces of meat. He also gives

him bones to chew. Nutik is growing bigger and

stronger. They are running together. I think they

have become good friends.

Nutik, the Wolf Pup

Guided RetellingWhat are Amaroq and Nutik doing? What does Amaroq do to

take care of Nutik?

Beginning

Is Nutik the wolf or the

boy? Is Nutik growing

bigger or smaller? Who

do you see running

together?

Intermediate

What does Amaroq

give Nutik to drink?

What else does

Amaroq give Nutik?

What is happening to

Nutik?



picture? What does

Amaroq do for Nutik?


the boy and the wolf

pup are becoming

friends?



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Modeled RetellingJulie tells her brother that the wolf pups will soon

go back to live with the wolves. She warns him

not to love Nutik too much. I think she is worried

for her brother. She doesn’t want his feelings to

be hurt when Nutik goes back to his wolf family.

Nutik, the Wolf Pup

Guided RetellingWhat does Julie tell Amaroq not to do? Do you think he will

break his promise? Why?

Beginning

Who will have to go

back to the wolves

soon? Who warns

Amaroq? Whose

feelings may get hurt?

Intermediate

What does Julie tell her

brother? How do you

think Amaroq will feel

when Nutik leaves?

Why do you think so?


Why do you think

Julie is concerned,

or worried, for her

brother? What is Julie’s

warning to Amaroq?

How does Amaroq

respond to Julie’s

warning?



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Modeled RetellingThe wolf pup, Uquaq, returns to her family. Now

it is Nutik’s turn. One winter night the wolves call

to Nutik. It is time for him to leave Amaroq.

Nutik, the Wolf Pup

Guided RetellingWhere is Uqaq? What does Nutik have to do now? What do the

wolves do?

Beginning

Is it a winter night or a

summer night? What

animal do you see?

Who do the wolves

call?

Intermediate

Where did Uquaq go?

When do the wolves

call Nutik? Why are

the wolves calling to

Nutik?


What happened to

Uquaq? What may

Nutik do when he

hears the wolves? How

do you think Amaroq

will feel about this?



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Modeled RetellingNutik hears the wolves calling. He wakes up

Amaroq. Nutik wants him to go outside with him.

I think Nutik has to go back to the wolves now.

Nutik, the Wolf Pup

Guided RetellingWhat does Nutik hear? What does he do? What do you think the

wolves want Nutik to do?

Beginning

Who calls Nutik? Who

does Nutik wake up?

Does Nutik want

Amaroq to go outside

or inside?

Intermediate

When does this scene

take place? What

was Amaroq doing?

What does Nutik want

Amaroq to do?


How does Nutik wake

up Amaroq? Why do

you think Nutik wakes

him up? What do you

think Amaroq will do?



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Modeled RetellingAmaroq hugs Nutik good-bye. Nutik must leave

him. Amaroq tells Nutik that he cannot go and

live with the wolf pup and his wolf family. I think

both Nutik and Amaroq feel very sad.

Nutik, the Wolf Pup

Guided RetellingWhat is Amaroq doing? Why? How do you think Amaroq and

Nutik feel?

Beginning

Is it night or day

now? Does Amaroq

hug Nutik hello or

goodbye? Who feels

sad?

Intermediate

Why is Amaroq

hugging Nutik? Where

is Nutik going? What

does Amaroq tell

Nutik?



this scene? What do

you think Nutik wants

Amaroq to do? Why do

you think Amaroq is

letting Nutik go back

to his wolf family?



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Modeled RetellingAmaroq leaves Nutik and walks home alone. He

tells his sister what has happened. She says he

has done the right thing to let Nutik go back to

his family. I think Amaroq is very sad anyway.

Nutik, the Wolf Pup

Guided RetellingWhere is Amaroq going? What do you think will happen?

Beginning

Does Amaroq walk

home alone or with

Nutik? Is Amaroq

happy or sad? Who

tells Amaroq he did the

right thing?

Intermediate

What is Amaroq doing


does he tell his sister?

What does Julie tell her

brother?


Why is Amaroq alone?

What do you think

about Amaroq’s

decision to let Nutik

go? What do you think

Amaroq will do now?



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Modeled RetellingNutik comes back! Amaroq fi nds Nutik in his

sleeping bag. Julie doesn’t scold Amaroq for it.

I think she is happy for her brother. She goes

outside and tells the wolves that Nutik has joined

Amaroq and their family.

Nutik, the Wolf Pup

Guided RetellingHow does the story end?

Beginning

Who comes back? Who

hugs Nutik? Is Julie

angry or happy for her

brother?

Intermediate

Where does Amaroq

find Nutik? How do

you think this makes

Amaroq feel? What

does Julie tell the

wolves?


How does Amaroq find

Nutik? Why doesn’t

Julie scold her brother?

What does Julie do

when she sees that

Nutik has come back?



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Modeled RetellingThis is a spadefoot toad in the desert. She is

underground. She waits for the sound of rain. She

hears soft sounds above her. These sounds are

not from rain but a scorpion crawling slowly past.

Beginning

Who waits for rain?

What animal does

she hear? Does the

scorpion crawl slowly

or quickly?

Intermediate

Where is the spadefoot

toad? What is she

waiting for? What does

she hear instead of

rain?


Where does the story

take place? What

does the spadefoot

toad hear above her?


spadefoot toad wants

it to rain?


Guided RetellingWhat animal is this? What is the toad doing? Why do you think

she is waiting for it to rain? What is the fi rst sound she hears?

Is it rain?

Dig, Wait, Listen: A Desert Toad’s Tale


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Modeled RetellingThere are animals above the toad. It is a herd

of peccaries. The toad hears their hooves above

her. Their hooves are hammering, or hitting,

the ground. She continues to wait for the

sound of rain.Beginning

What animals are

above the toad? What

does the toad hear?

What is the toad

waiting for?

Intermediate

What animals are

above the toad now?

What is the group of

peccaries called? What

is the toad still waiting

for?


What is the toad

doing? How are the

peccaries different

from the toad? What

does the toad hear?


Guided RetellingWhat do you see above the toad’s head? What kind of animal are

they? Can the toad hear them? Is it the sound she wants to hear?



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Modeled RetellingThe toad waits and waits for the sound of rain.

She hears tap, tap, tap, but it turns out to be a

gila woodpecker tapping on a green cactus.

The toad has been waiting for months for rain

in the dry desert.ELL

Beginning

What animal does

the toad hear? What

sound does the gila

woodpecker make? Is

the desert dry or rainy?

Intermediate

What sound does the

toad want to hear?

What does she actually

hear? Why does the

toad want rain to

come?


How is the tap, tap,

tap sound made? How

long has the toad been

waiting for rain? How

are the toad and the

woodpecker different?

ENGLISH LANGUAGE LEARNERS

Guided RetellingWhat is the toad waiting for? What does she hear? Is it rain at

last? What is it?



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Modeled RetellingThe toad has fi nally heard the sound of rain. She’s

dug her way up through the ground to the open

air. She pops her head out of the ground and into

the rain.

Beginning

What animal do you

see? Is it raining or

sunny now? Is the toad

under the ground or

did she pop her head

out?

Intermediate

What does the toad

hear finally? Where is

the toad now? What

part of the toad pops

out of the ground?


How would you

describe the sounds

the toad hears now?

What is she doing?

Why does she do this?


Guided RetellingWhat do you see? How did the toad know it was fi nally raining?

What is she doing?



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Modeled RetellingThe spadefoot toad has waited for months for it

to rain. She hears male spadefoot toads calling.

She hops into a puddle of water to lay her eggs.

Her eggs are like little round beads of glass. Look

at all the other spadefoot toads in the puddle too.Beginning

Has the toad waited

for months or minutes?

Where did the toad lay

her eggs? Who is also

in the puddle?

Intermediate

How long has the toad

waited for it to rain?

What animal does the

toad hear now? What

does she do in the

puddle?


What else does the

toad hear in addition

to the rain? What does

the toad do about it?

When do you think the

spadefoot toad will

only lay eggs?


Guided Retelling What does the toad hear? What is the toad doing now that it is

fi nally raining? Why do you think she is laying eggs?



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Modeled RetellingTwo days later the spadefoot toad’s eggs hatch.

They are now tadpoles, swimming in the puddle.

It is their home for now.

Beginning

Who laid the eggs?

What did the eggs do?

What is swimming in

the puddle?

Intermediate

When do the toad’s

eggs hatch? What do

the toad’s eggs hatch

into? What are the

tadpoles doing?


What happens

two days after the

spadefoot toad lays

her eggs? What do

the tadpoles do in the

puddle? What do you

think they will do next?


Guided RetellingWhat happened to the eggs that the toad laid? What will the

tadpoles become?



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Modeled RetellingI see how a tadpole becomes a toad. It eats and

grows. Its legs start to show. Soon the tadpole

becomes a young toad and can leave the puddle.

It will leap out into the desert.

Beginning

What do you see in

the first picture? What

starts to show in the

next two pictures?


last picture?

Intermediate

What do these pictures

show? What grows as

the tadpole becomes

a toad? Where will the

toad go next?


How are the first and

last pictures different?

How does the tadpole

change as it grows and

becomes a toad? What

do you think the young

toad will do now?


Guided RetellingWhat do you see the tadpole become? What did it need to

grow to be able to leap? Where will the toad go when it leaves

the puddle?



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Modeled RetellingLook at all the tiny toads jumping! The rain has

made the desert green with many new plants.

But soon the desert will be dry again. Then these

young toads will go underground until they

hear rain. Beginning

Do you see many or a

few tiny toads? Do the

toads jump or sleep?

Where do the toads go

when the desert is dry?

Intermediate

How has the rain

changed the desert?

What do the toads

do when the desert

gets dry again? What

does the story tell you

about?


How is this picture

different from the

others? Why do you

think the toads go

underground when

the desert is dry?


author wrote about the

spadefoot toad?


Guided RetellingWhat do you see? Where are they? What were they before they

became toads? Why did the author write this story?



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Modeled RetellingElephants are in the water splashing around. They

clean themselves by spraying water over their

backs with their trunks. That sounds like a shower

to me!

Beginning

What animal do you

see? What are they

spraying? What do they

use to spray water?

Intermediate

How are the elephants

using their trunks? Why

do they spray water

on themselves? How

are the two elephants

different?


How do elephants

get clean? How is this

similar to the way a

person takes a shower?

How is it different?


Guided RetellingWhat do you see in this picture? What are they doing? How

do they clean themselves? Do you do something similar to

get clean?

Splish! Splash! Animal Baths


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Modeled RetellingThis is a pig. Pigs take baths in mud to cool off

and to get rid of itches. I think a pig’s bath is very

diff erent from an elephant’s shower.

Beginning

What animal do you

see? Where does the

pig take a bath? Does

the mud feel cool or

warm to the pig?

Intermediate

What is the pig doing?

Why does the pig take

a bath in mud? How do

elephants cool off?


How is the pig’s bath

different from an

elephant’s shower?

How is it similar?

How is the pig’s bath

different from yours?


Guided RetellingWhat type of animal is this? What is it doing? Would you do the

same thing to keep cool? Does a pig do the same thing that an

elephant does?



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Modeled RetellingThese birds have just taken a bath. Now they are

preening their feathers. They are making their

feathers straight and smooth. This is like brushing

your hair!

Beginning

What animal do you

see? What are the birds

doing? Do the birds

get clean or dirty?

Intermediate

What did the birds do?

What do the birds do

after their bath? What

is preening feathers

like?


What do the birds

do when they are

preening? When do

they do this? How is this

similar to what people

do to stay clean?


Guided RetellingWhat are these birds doing? How do they get clean? Do you

preen? How?



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Modeled RetellingA lion licks its fur clean. To clean its head, a lion

licks its paw and then rubs it over its head and

ears. A lion doesn’t have a trunk to spray water

like an elephant or feathers to preen like a bird.

I think lions clean their fur just like house cats.Beginning

What animal do you

see? What does the

lion lick? What does

the lion use to rub its

head?

Intermediate

What does a lion use to

get clean? How is a lion

like a house cat? How

is a lion’s bath different

from a pig’s?


How does a lion clean

itself? How is this like

how you get clean?

How is it different?


Guided RetellingWhat is this lion doing? Why? How are lions diff erent from birds?

How are they alike?



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Modeled RetellingThose chimpanzees are cleaning each other.

Chimpanzees don’t have combs. They use their

fingers to pull bugs and leaves from each

other’s fur.Beginning

What type of animal

do you see? Do the

chimpanzees use

combs or fingers to

get clean? Do they pull

bugs or combs from

their fur?

Intermediate

How do chimpanzees

help each other

keep clean? What do

chimpanzees use to

clean each other? What

do they clean from

their fur?


How do chimpanzees

keep clean? Why do

you think they help

clean each other this

way? How is this similar

to human families?


Guided RetellingWhat type of animal is in this picture? What are they doing? Why?



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Modeled RetellingThis shrimp is inside a moray eel’s mouth. It looks

like a pretty dangerous place to be! But this is a

cleaner shrimp. The moray eel won’t hurt it. The

cleaner shrimp is eating food off the eel’s teeth. It

keeps the eel’s teeth clean and healthy.Beginning

What is the name of

the big animal? What is

the name of the small

animal? What does the

shrimp clean?

Intermediate

What does the shrimp

do to the eel’s teeth?

How does the shrimp

help the eel? What

type of doctor helps

people keep their teeth

healthy?


How does the shrimp

clean the moray eel’s

mouth? How is this

different from the way

you clean your teeth?


eel does not eat the

cleaner shrimp?


Guided RetellingWhat types of animals are these? What is the shrimp doing?

Why? How do you keep your teeth clean and healthy?



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Modeled RetellingThere are many types of violent weather, or storms. These clouds look

like storm clouds. I think it is raining under the clouds. Thunderstorms

are heavy rain showers. During a thunderstorm millions of gallons of rain

water can fall in one minute!

Guided RetellingWhat can you say about these clouds? What type of weather do you think

they bring?

Beginning

Do you see clouds or the sun?

What is under the clouds? Is

a thunderstorm a heavy rain

shower or a light rain shower?

Intermediate

What kind of clouds are these?

What is a thunderstorm? How

much rain water falls during a

thunderstorm?



these are storm clouds?

What happens during a

thunderstorm? Why may

thunderstorms be dangerous?


Super Storms


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Modeled RetellingThese are lightning bolts during a thunderstorm. A bolt of lightening

is incredibly hot and can cause a lot of damage to a house or a tree.

Lightning can also cause fi res in forests and grasslands.

Guided RetellingWhat are these? What do you know about them? What kind of damage

can they leave behind?


Beginning

What is in the sky? Is lightning

hot or cold? What type of

storm causes lightning?

Intermediate

When do we see lightning

bolts? What can lightning

damage? What can lightning

do to a forest?


What does lightning look like?

Why is lightning dangerous?

Why can lightning cause fires?

Super Storms


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Modeled RetellingThis is a hailstorm. Balls of ice called hailstones fall like rain in a hailstorm.

Hail can be as large as baseballs! A Hailstorm can cause a lot of damage to

buildings, cars, and farms. It looks like hailstorms can also be dangerous

for people.

Guided RetellingWhat is happening in this picture? What do you know about hailstones?

Why is a hailstorm dangerous?

Beginning

What type of storm is this? Is a

hailstone a ball of ice or a ball

of snow? Is a hailstone hot or

cold?

Intermediate

What falls from the sky in

a hailstorm? How big can

hailstones be? What can

hailstorms damage?


What happens in a hailstorm?

How could a hailstorm

damage cars and buildings?

Why could it be dangerous to

be outside in a hailstorm?


Super Storms


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Modeled RetellingThunderstorms can also cause tornadoes. A tornado looks like a funnel,

or a tube with a wide opening at the top. Tornadoes have dangerously

strong winds. They can lift cars off the ground. Tornadoes can also

seriously damage homes and other buildings.

Guided RetellingWhat type of storm is this? Does it look dangerous? What else do you

know about tornadoes?

Beginning


picture? Do tornadoes have

strong winds or weak winds?

What can tornadoes lift off the

ground?

Intermediate

What is this a picture of? What

can cause tornadoes? What

can tornadoes damage?


What do tornadoes look like?

What can happen during a

tornado? Why do you think a

tornado’s strong winds are so

dangerous?


Super Storms


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Modeled RetellingThis is a hurricane. Hurricanes have strong winds and a lot of rain.

Hurricanes start over the ocean. When hurricanes move over land, strong

winds, waves, and heavy rain can damage beaches, boats, and houses.

Hurricanes can also cause fl ooding.

Guided RetellingWhat type of storm is this? What happens during a hurricane?

Beginning

Is this a picture of a hurricane

or a tornado? Is it dangerous

or safe to be in a hurricane?

Do hurricanes have strong

winds or weak winds?

Intermediate

What type of weather do you

see? How can you tell by this

picture that the winds are very

strong? What can hurricanes

damage?


Where do hurricanes develop,

or start? What happens when

hurricanes move over land?

How do you think a hurricane

can damage a house?


Super Storms


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Modeled RetellingLook at all this snow! A blizzard is a huge snowstorm with strong winds

and very cold temperatures. It can be very dangerous to be outside or to

drive a car during a blizzard. Sometimes blizzards also cause the power

to go out.

Guided RetellingWhat type of storm took place? What happens during a blizzard?

Beginning

What kind of storm happened

here? Do you see a lot of snow

or a little snow? Is it safe or

dangerous to drive a car in a

blizzard?

Intermediate

What is a blizzard? Why isn’t

it safe to be outside in a

blizzard? What can blizzards

cause?


Why are blizzards so

dangerous? How is a blizzard

like a hurricane? How is it

different from a hurricane?


Super Storms


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Modeled RetellingThis is a Snohomish village. Long ago the

Snohomish people fi shed in the ocean and used

the wood from the trees to make their homes.

I see a totem pole. The pictures carved into

wood tell a story. The Snohomish recorded their

history and stories on totem poles. The story

of “Pushing Up the Sky” is carved into a totem

pole in Washington State, where the Snohomish

people lived.

Beginning

Is this a village or a

city? What people live

in this village? Where

did they carve their

story?

Intermediate

What did the

Snohomish people do

in the ocean? What

did they make from

the trees? What do the

pictures carved into

the totem pole tell?


What do the

Snohomish people

do? How have they

recorded their stories?

Why do you think they

did that?


Guided RetellingWhat do the Snohomish people have all around them? How do

they use these things in their daily lives? What do the Snohomish

use to tell their stories?

Pushing Up the Sky


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Modeled RetellingI’m used to seeing the clouds up high in the sky.

This Snohomish story tells how the sky was once

very close to the earth. Here the sky is so low that

the totem pole pokes into the clouds.Beginning

Is the sky very close

or very far from the

earth? What pokes

into the clouds? Is the

cloud over or under

the house?

Intermediate

What is different

about this sky? What

is poking into the sky?

What else do you see

in this picture?



scene? How is this sky

unusual? How do you

think the woman feels

about the sky?


Guided RetellingWhat do you notice about the sky in this picture?

Pushing Up the Sky


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Modeled RetellingOuch! This tall man hits his head on the sky. The

girl wants her ball back, but it is stuck in the sky.

A boy is climbing a tree to go into the sky. I think

the sky is too close to the earth!

Beginning

Is the man tall or short?

What did the girl lose?

What does the boy

climb?

Intermediate

What did the tall man

do to his head? Where

did the girl lose her

ball? Why is the boy

climbing the tree?


Who is in this scene?

What are some of the

problems that the low

sky causes? What do

you think the people

will do to solve the

problems?


Guided RetellingWhy is the man holding his head? Where is the ball that the girl

was playing with? If you wanted to go into the sky, how would

you do it?

Pushing Up the Sky


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Modeled RetellingThe seven chiefs meet to talk about the sky. The

chiefs are the leaders of diff erent nations. They all

agree that the sky is too close to the earth. I think

they will solve the problem of the low sky.

Beginning

How many chiefs do

you see? Do they talk

about the sky or the

different nations? Do

they think the sky is

too close or too far?

Intermediate

Who is meeting here?

What do the chiefs

lead? What problem

will they try to solve?


What do the chiefs

look like? Why are

they meeting? Why is

it good that they all

agree?


Guided RetellingWho do you see in this picture? What are they meeting about?

What do they all agree on? What do you think they will do next?

Pushing Up the Sky


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Modeled RetellingI see an elk trying to run. But the sky is too close.

The elk is getting his antlers caught in the sky.

Beginning

What animal do you

see? What is the elk

trying to do? What gets

caught in the sky?

Intermediate

What animal do you

see in the picture?

What does the elk

want? What happens

to the elk’s antlers?


What is the elk doing?

What happens to it?


elk feels?


Guided RetellingWhat type of animal is this? What happens when the elk tries to

run across the land?

Pushing Up the Sky


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Modeled RetellingThe sky is also too close for the birds. I see

that a bird has hit its wings on the sky. I think

the animals also do not like that the sky is so

close either.

Beginning

Is this a bird or an elk?

What did the bird hit

on the sky? Is the sky

close or far?

Intermediate

What animal do you

see? What happens to

the bird? Why doesn’t

it like the close sky?


What is the bird doing?

Why is the sky too

close for it? Why don’t

the animals like the sky

so close?


Guided RetellingWhat type of animal is this? Does it have trouble with the low

sky? Why?

Pushing Up the Sky


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Modeled RetellingThe chiefs suggest that the people and animals

work together to solve the problem. They decide

to use long poles to jab into the air. They try to

push the sky higher, but the sky is very heavy.

Beginning

What are the people

and animals trying to

push? What do they

use to jab the air? Is

the sky very heavy or

very light?

Intermediate

Who is working

together to push up

the sky? How do they

try to do this? What

animals do you see in

the picture?


How are the people

and animals trying to

solve their problem?

What do you think is

good about their plan?

What do you think is

wrong with their plan?


Guided Retelling How are the people and animals trying to solve the problem?

What are they using? Why is their plan not working? What do

you think they will try next?

Pushing Up the Sky


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Modeled RetellingThey all did it! The people and animals decided

to all push together at once. Look at the reward

for their teamwork. The sky has been pushed

up higher, and it is fi lled with stars. The stars are

shining through all the holes poked into the sky

by the poles! Beginning

Who pushed up the

sky? Is the sky higher

or lower now? What

shines through the

holes?

Intermediate

How did the people

and animals push up

the sky? How is the sky

different now? Why are

the stars shining in the

sky?


Why did the second

plan work? Why are the

people happy now?

How is the sky different

than it was at the start?


Guided RetellingDid the second plan to push up the sky work? What did they all

have to do? What do we now see in the sky as a result?

Pushing Up the Sky


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Reading Retelling Cards Gr.2

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Transcript of Reading Retelling Cards Gr.2