16 U N I T 5 : L E S S O N S 2 5 8 – 2 5 9

DAILY ROUTINES:Informal Assessment

DecodingUse columns 2 and 4 on page 35 of the Big Book of Decoding or write the words below on the board. Have children identify the pattern in each group of words and then read them aloud several times.

_irt _urn dirt shirt burn skirt squirt turn

Dictation and SpellingDictate the words and sentences. Help children know when to spell /ėr/ with ir or ur. Identify Memory Words.

dirt shirt skirt turn burn burntThe girls both take a turn on the swing. Then they each try again.

HandwritingHave children read the sentences aloud and then copy them.

Sal knows how to play sports. He also knows Spanish. He is teaching others to speak Spanish. It’s an important job.

Use pages 61–73.

Use Track 6.

Student Objectives

ReadingPhonics

Decode words with r-controlled vowels

VocabularyRecognize and understand Memory Words

cold, know, does, laugh, both, againRecognize story words adventure, fire chief,

firefighters, telephone Discuss fires and the work firefighters doUnderstand the meanings of scattered,

reporter, disaster, and the idiom “saved the day”

ComprehensionUse pictures and prior knowledgeAnswer questions about a storyDraw conclusions

FluencyRead at an appropriate rate

Summary of Core InstructionDaily Routines: Informal Assessment

Step 1 Build vocabulary and background

Step 2 Guide reading and comprehension

Step 3 Review drawing conclusions

Step 4 Teach fluency

Materials Reader and CD 2Big Book of Decoding page 35Handwriting paper

LESSONS 258–259Story: “Fire!” — Reader pages 62–73

M O R E ADVENTURES OF THE

© 2009 Rowland Reading Foundation All rights re

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2Reader Selections For Units 1–6

Blackline Master 55 can be assigned as independent work any time after this lesson. See page 94 for directions.

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repo

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Car

men

Sal

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Name:

Directions: Have children cut out the characters’ names on the side of the page. Have them read each riddle and glue the character’s name under the riddle about the character.

More Adventures of the SuperkidsUnit 5 Independent Activities

Use after Lessons 258–259

Reproducible Page © 2009 by Row

land Reading Foundation

55I don’t speak Spanish.I rang the alarm.I’m boss of Fire Department 6.Who am I?

I speak Spanish.I spoke to a girl about a fire.I went with the chief to the fire.Who am I?

I speak Spanish.I called the fire department.I spoke to a reporter.Who am I?

I work for the Morning Star.I spoke with Sal and Carmen.My story was in the paper.Who am I?

U N I T 5 : L E S S O N S 2 5 8 – 2 5 9 17

Use Reader pages 61–62.

Build vocabulary and background 1

Step

Introduce the selections in Unit 5. Have children turn to page 61 and identify the unit number. (5) Then read aloud the three titles with them and have them identify the page on which each selection starts. (62, 74, 77) Tell them “Fire!” and “The Super Hiding Spot” are stories and “It Is Hot” is a poem. Explain that the rest of the page lists words they will read in these selections.

61

Unit 5

6274

aralarmcarCarmendepartmenthardermarchingstarVargas

erdisasterdiscoveredladderriversscatteredshiverterrificthunderyesterday

irgirlMirandez

orformorningreporterSalvadorstorm

urburnburningfurhurryreturningThursdayturned

cold know does laugh both again

adventure fire chief firefighters telephone

77

Have children read aloud the decodable words from Unit 5. Tell children to look at the first column of words. Point out that each word in the column has the letters ar. Ask what sound the letters ar stand for. (/är/) Then read aloud each word in the column with them and discuss unfamiliar words. Point out that Carmen and Vargas are the first and last names of a character they will read about and a department is a place where a group of people work, like a fire department, or station.

Repeat the procedure for each of the other columns. Explain that Salvador Mirandez is Sal’s full name.

Pleasant’s Pointers In reading and discussing the Reader stories for Unit 5, children will encoun-ter words such as fire, scares, fearful, and cheerful in which the letter r follows a vowel but the vowel sound is closer to a long-vowel sound than a r-controlled vowel sound. Point out the long-vowel patterns (CVCe and CVVC) in these words and explain that if they see Super e at the end of the words or two vowels together to say a long-vowel sound. Tell them Super e or a pair of vowels is stronger than bossy r.

Review the Memory Words and identify the story words. Point out and have chil-dren read aloud the Memory Words in the white banner. Then ask them to look at the story words below the banner as you identify each word: adventure, fire chief, firefighters,and telephone. Explain that a fire chief is the head, or boss, of a fire department and is in charge of everyone in it. Remind children that Memory Words and story words include letters that stand for sounds they haven’t learned yet. Tell them when they see these words, they should just say the words instead of trying to blend the letter-sounds.

Activate prior knowledge by discussing the story title and previewing pictures. Have children turn to page 62. Tell them “Fire!” has three chapters. Point out that the picture shows the inside of the fire department Sal is visiting. Explain that the person on the telephone is Chief Flinn, the fire chief, or boss, and the other grownups are firefighters. Have children discuss what they know about what firefighters do. (put out fires, rescue people caught in fires) Ask what they think the story “Fire!” will be about. (a fire that firefighters have to put out)

Remind children that on CD, they heard Sal teach the firefighters some words in Spanish. Discuss why it might be helpful for firefighters to know Spanish. (so they can talk to Spanish-speaking people who call the fire department for help)

Use Reader pages 62–73.

Set a purpose for reading. Tell children they can read the story to find out if the fire-fighters put out a fire and if Sal’s knowledge of Spanish will help them.

Read the story with children in small groups. Have every child in each group read aloud so you can assess individual decod-ing and fluency skills. You should read the Spanish text aloud to students using the pronunciation guide in the next column. You can also listen in advance to the record-ing of the story on CD 2, Track 6. If you have children in your classroom who speak and read Spanish, have them read aloud the Spanish text. This is a nice opportunity for them to share their knowledge with the group. Context clues as well as Sal’s transla-tions will help non-Spanish speakers figure out the meaning of the Spanish words.

Guide reading and comprehension2

Step Help guide children’s understanding by discussing comprehension questions shown on pages 18–22. For suggestions about how to meet the needs of different groups, see the card Differentiated Instruction for Guided Reading or pages 15–17 of How to Teach More Adventures of the Superkids.

When children are not meeting with you, they can work on Independent Activities suggested on pages 92–94 of this guide.

Guide to words in Spanish

Student Book page 63 ¿Hola? (OH-lah) Hello?¡Hay un fuego! (eye oon FWAY-goh) There is a fire!¿Dónde está el fuego? (DOHN-day ess-TAH el FWAY-goh) Where is the fire?¡En calle blanca! (ehn KAH-yay BLAHN-kah) On White Street!

Student Book page 67 ¡Mi mamá! (mee mah-MAH) My mom!¡Mi papá! (mee pah-PAH) My dad!¡Mis hermanos! (mees air-MAH- nohs) My brothers and sisters!¡Están arriba! (ess-TAHN ah-REE- bah) They are upstairs!

Student Book page 69 ¡Gracias! (GRAH-seeahs) Thank you!

18 U N I T 5 : L E S S O N S 2 5 8 – 2 5 9

Determine important ideas Why does Chief Flinn ask if anybody knows how to speak Spanish? The girl on the telephone is speaking in Spanish and he doesn’t speak Spanish. He needs someone who speaks Spanish to talk to the girl.

Determine cause and effect Why does Chief Flinn have Sal speak to the girl? Sal speaks Spanish so he can understand what the girl is saying.

62

RING! RING!

Chief Flinn picked up the telephone. “Fire Department Number Six,” he said. “What? I don’t speak Spanish. Wait!”

“Does anybody know how to speak Spanish?” yelled the fire chief.

“I know Spanish,” said Sal.

“Good,” said the chief. “Come and speak to this girl.”

Chapter 1

U N I T 5 : L E S S O N S 2 5 8 – 2 5 9 19

Note: Point out that some words are in Spanish and that in Spanish, question marks and exclamation marks are shown at the beginning and the end of sentences.

Identify main idea and supporting details What is this page all about? a girl telling Sal about a fire Where is the fire? on White Street

Use context clues How can you tell what the girl is saying? Sal tells the chief what the girl said.

Understand characters Why does the girl look so upset? She sees or is near a fire. How do you think she felt when Sal started speaking Spanish? thank-ful Why? Sal can understand her.

Sequence events What do the firefighters do after the chief rings the alarm? They come running, put on their hats and coats, and then jump on the fire truck.

Develop vocabulary The people in the street scattered when the fire truck rushed by. When people scatter, do they move away quickly or slowly? quickly Why did people in the street scatter? to get out of the way of the fire truck (Point out in the picture the people scattering away from the fire truck.)

63

¿Dónde está el fuego?

¡Hay un fuego!

Sal spoke to the girl in Spanish. Then he said to the chief, “She says there is a fire on White Street!”

¡En Calle Blanca!

Hola?

?

64

The fire chief rang the alarm. The firefighters came running. They put on their hats and coats as they jumped on the fire truck.

People in the streets scattered as the truck rushed by.

Draw conclusions How do you think Sal might help Chief Flinn? The girl who called about the fire speaks only Spanish. The chief speaks only English. Sal speaks Spanish and English, so he can talk to the girl and then tell the chief what the girl said.

Recognize plot: Beginning, middle, end Chapter 1 tells the beginning part of the story. What happened in this part? A girl called the fire department about a fire. She speaks only Spanish and the fire chief couldn’t understand her. Sal talked to the girl in Spanish and found out where the fire is. Then the firefighters, the chief, and Sal rushed to the fire.

65

“Come with me,” the fire chief said to Sal. “I’ll need your help.”

Sal jumped into the red car with the chief and they sped off.

20 U N I T 5 : L E S S O N S 2 5 8 – 2 5 9

Use pictures and draw conclusions Why are there big puffs of gray smoke coming from the house? The house is on fire. What do you see in the window at the top of the house? people Why do you think they are still in the burning house? They can’t get down past the fire. Why are the firefighters running toward the house? to rescue the people stuck at the top of the house, to put out the fire

Understand idioms What does “screeched to a stop” mean? The car made a loud noise as it stopped. (Explain that when a car is going fast and it stops suddenly, the tires make a screeching, or squealing, sound on the pavement.)

Strategy: Use prior knowledge

Think aloud: “As I read this story, I use what I already know about fires and firefighters to help me understand what is happening and guess what might hap-pen next. The girl’s family is trapped upstairs in the burning house. If my family were trapped in a fire, I would be so scared. The chief says to get the ladder up. I know that firefighters often use ladders to help people get out of burning buildings. I think they will help the family get out the window and climb down the ladder.”

Use pictures and prior knowledge What did the firefighters do with the lad-der? Made it go up to the window where the family is trapped. Look at the firefight-ers with the hoses. What are they doing? hooking up the hoses to the fire hydrant to get water

Determine cause and effect What made the fire go out? The firefighters sprayed it with water from their hoses.

Understand characters How do you think the girl’s family felt after they got down from the ladder? happy, thankful How do you know? They were saved from the fire. They thanked the fire chief again and again.

66

As the car turned onto White Street, Sal could see big puffs of gray smoke. The red car screeched to a stop.

“Let’s go!” said the fire chief. A little girl ran up to the chief.

Chapter 2

67

“My mom! My dad! My sisters and brothers!” yelled the little girl in Spanish. “They are trapped!”

“Quick!” yelled Sal to the chief. “Her family is trapped upstairs!”

“Hurry. Get the ladder up!” yelled the chief.

¡Mi mamá! ¡Mi papá! ¡Mis hermanos! ¡Están arriba!

68

The big ladder went up, up, up.

Some of the firefighters helped the family come down the ladder. Other firefighters sprayed the flames with hoses.

At last the fire was out. The mom and dad thanked the fire chief again and again.

U N I T 5 : L E S S O N S 2 5 8 – 2 5 9 21

Draw conclusions Look at the words in the speech balloons. What do you think gracias (GRAH-seeahs) means? thank you Why do you think so? The story says that the mother and father thanked the fire chief again and again.

Recognize plot: Beginning, middle, and end This is the end of Chapter 2, the middle part of the story. What happened in this part? The firefighters, Chief Flinn, and Sal got to the fire. The girl said in Spanish that her family is trapped upstairs and Sal explained this in English to the chief. The firefighters rescued the family and put out the fire.

Develop vocabulary A reporter is a person whose job it is to find out about interesting things that have happened and tell others about it in a newspaper or on TV or the Internet. Point to the reporter in the picture. How do you know he is the reporter? He’s talking to the chief. He’s taking notes on his paper. (Explain that the Morning Star is the name of the newspaper where the reporter works.)

Understand idioms What does saved the day mean? made people safe; stopped something terrible from happening Who helped the chief and the firefighters save the day? Sal and the girl

Develop vocabulary What is a disaster? something terrible that happens

Draw conclusions Who is Carmen? the girl who called the fire department How did Carmen and Sal help the chief? Carmen reported the fire and told the chief about her family being trapped upstairs. Sal told the chief what Carmen was saying.

Use pictures and draw conclusions What is the Morning Star? a newspaper What is the article on the front of the paper about? the fire Who do you think wrote the article? the reporter

69

¡Gracias! ¡Gracias!

70

Just then, a reporter for the Morning Star came.

“Is the fire out?” asked the reporter.

“Yes!” said the chief. “And everyone is safe.”

“Good!” said the reporter. “It looks like you and your firefighters saved the day.”

Chapter 3

71

“We had a lot of help,” said Chief Flinn. “Without Sal and Carmen, the fire would have been a real disaster. They are the real stars of this adventure.”

“That is terrific,” said the reporter. “Tell me about it.”

Sal and Carmen both spoke to the reporter. Sal explained what Carmen said in Spanish.

The next day, the front of the Morning Star looked like this:

22 U N I T 5 : L E S S O N S 2 5 8 – 2 5 9

Understand text features Look at pages 72–73. What are these pages supposed to look like? a newspaper Point to the name of the newspaper.

Locate information What is the main title of the article? “Family Is Saved from Burning Home” What is the last name of Carmen’s family? Vargas Where does the family live? 19 White Street

Identify main idea What is the article all about? how Carmen and Sal helped the fire department save Carmen’s family

Recognize plot: Beginning, middle, end This is the end of Chapter 3, the end of the story. What happened in this part? A newspaper reporter talked to Chief Flinn, Sal, and Carmen about the fire. The next day, there was an article in the Morning Star about the fire and how Sal and Carmen helped to save her family from a disaster.

72

Two Kids Help Fire Department

A fire broke out yesterday in the home of the Vargas family at 19 White Street. Carmen Vargas discovered the fire. The rest of the family was trapped upstairs.

Sunny and hot today

73

Carmen quickly called the Fire Department. Luckily, Salvador Mirandez was visiting Fire Department 6 when Carmen called. Carmen speaks only Spanish. Salvador explained what Carmen was saying to the fire chief.

Fire Chief Flinn said, “Without the help of both those children, that fire would have been a disaster!”

Thursday, June 18

Review and discuss the story.

1. How do you think Sal and Carmen felt about the newspaper article? How would have felt if you were Sal or Carmen? Why? Children will likely say that Sal and Carmen felt proud about the article because they helped save Carmen’s family and the article lets others know about it. (Draw conclusions)

2. Were you surprised when the fire chief asked Sal to come with him to the fire? Why or why not? Some may say yes because Sal is a kid and a fire is a dangerous place to be. Others may say no because Sal had shown the chief that his ability to speak Spanish could be helpful. (Give opinions)

3. Would you like to be a firefighter? Why or why not? How about a newspaper reporter? Responses will vary. Have children give reasons for their preferences. (Connect text to self)

U N I T 5 : L E S S O N S 2 5 8 – 2 5 9 23

Use Reader pages 64 and 68.

Discuss how to draw conclusions. Remind children that a story doesn’t always tell why something happens or how characters are feeling, but we can figure out these things by thinking about what we read in the story and what we know from our own lives.

Have children turn to page 64 and follow along as you read the page aloud. Point out that the story doesn’t say where the fire-fighters are going or why they are moving so fast. Ask children where they think the firefighters are going (to the fire on White Street) and why they are rushing. (to get to the fire as quickly as possible) Discuss the clues in the story and what children know about what firefighters do that helped them figure out the answers. (The girl said the fire was on White Street and firefighters usually try to get to a fire as quickly as possible to put out the fire and help people who need it.)

Give children practice drawing conclu-sions about “Fire!” Have children turn to page 68 and follow along as you read the page aloud. Point out that the story doesn’t show or tell exactly how the family got out of the house, but we can use what they know about how firefighters rescue people to figure this out. Ask children how they

Review drawing conclusions3

Step think Carmen’s family got out of the house and onto the ladder. (The firefighters probably helped them climb out the window.)

Then ask them what they think made the fire go out. (The firefighters sprayed the home with their hoses and the water from the hoses made the flames go out.) Point out that the story doesn’t tell them that the hoses sprayed water, but we can use what we know about how firefighters put out fires to figure this out.

Use Reader pages 72–73 and CD 2, Track 6.

Discuss and model reading at an appropri-ate rate. Have children turn to page 72 and listen as you read aloud the sentences under the picture. First read the text very slowly, adding extra pauses between words and sen-tences. Then read it very quickly, running the sentences together. Ask if either reading was easy to understand (no) and why not. (The first reading was too slow and the second reading was too fast.)

Read aloud the sentences again at an appro-priate rate. Ask if this reading was easier to understand. (yes) Explain that you read the sentences at a speed that was neither too

Teach fluency4Step

slow nor too fast, which made your read-ing easier to understand. Tell children that they may read slowly the first time they read something, but as they reread it sev-eral times, they should be able to increase their speed until they are reading in a quick, smooth way and can then better understand what they are reading.

Have children practice reading at appro-priate rates. Read aloud the sentences on page 72 with children several times at an appropriate rate. Then have them prac-tice reading page 73 quietly to themselves. Remind them to read the words smoothly at a speed that allows them to understand and remember what they are reading.

After practicing, have children work in pairs, reading page 73 aloud to each other. Point out the two groups of sentences, or para-graphs, on the page and have one partner read the first group and the other read the second group. Then have them switch parts and reread the page. Circulate to monitor children’s oral reading.

Make the recorded reading available. For enjoyment and additional fluency

practice, children can read aloud from their Readers as they listen to “Fire!” on CD 2, Track 6.