Block 2: Fiction Retelling and Comparing Stories

Block 2: Fiction
Retelling and Comparing Stories
SLAR 2nd GRADE
9/8 – 9/12
1 Week (5 days)
TEKS 2.3A, 2.3B, 2.3C, 2.9A, 2.9B, Fig. 19 A-F
Week
1
Time Frame
9/8 – 9/12
Lessons
1-5
Focus
Character Analysis, Retelling and
Comparing Stories
Note: The following lessons require several fiction texts by the same author. Several years ago,
each grade level received books that corresponded with our former curriculum (C-scope). The
2nd grade text set included six picture books by Kevin Henkes: Wemberly Worried,
Chrysanthemum, Chester’s Way, Sheila Rae the Brave, A Weekend with Wendell, and Julius the
Baby of the World. Spanish titles received: Prudencia se preocupa, Crisantemo, La primera
luna llena de Gatita, El gran día de Lily. You will need two of these texts to complete the
lessons for Block 2 (or you may use two texts of your choice by another author, using the same
format as these lessons. If you choose your own texts, it is important to select books in which
deep character analysis is possible).
* After you select your two Kevin Henke’s texts, look at the end of this block of lessons for
the information you will need to complete the interactive read alouds and minilessons.
Block 2: Fiction – Retelling and Comparing Stories
Lesson
1
2
TEKS & Objective/Product
TEKS: 2.3A-C, 2.9B, Fig. 19A-F
Obj: Vamos a describir los personajes
principales en las obras de ficción,
incluyendo sus rasgos, motivaciones y
sentimientos.
Product: Voy a utilzar evidencia del texto
para compartir con mi compañero mis
pensamientos del personaje principal de un
cuento.
TEKS: 2.9A, 2.9B, Fig. 19E
Obj: Vamos a volver a contar eventos
importantes en orden lógico.
Product: Voy a discutir eventos importantes
con mi compañero.
3
4
TEKS: 2.3A-C, 2.9B, Fig. 19A-F
Obj: Vamos a describir los personajes
principales en las obras de ficción,
incluyendo sus rasgos, motivaciones y
sentimientos.
Product: Voy a utilzar evidencia del texto
para compartir con mi compañero mis
pensamientos del personaje principal de un
cuento.
TEKS: 2.9A, 2.9B, Fig. 19E
Obj: Vamos a volver a contar eventos
importantes en orden lógico.
Product: Voy a discutir eventos importantes
con mi compañero.
5
TEKS: 2.9A, Fig. 19D, E, F
Obj: Vamos a describir las semejanzas y las
diferencias en los argumentos y escenarios
de varias obras del mismo autor.
Product: Voy a describir una semejanza y
una diferencia entre dos obras del mismo
autor.
Procedure
Focus: Establishing Purposes for Reading, Make
and Confirm Predictions, Monitoring
Comprehension, Character Analysis
Text: Kevin Henkes Book
 Grade level book collection (C-Scope)
Approach: IRA
Resources/Materials: NA
Focus: Retelling Important Story Events in
Logical Order
Text: Kevin Henkes book from Lesson 1
 Grade level book collection (C-Scope)
Approach: Minilesson
Resources/Materials:
 Anchor: Volver a contar y comparar historias
Focus: Reader’s Notebook
Text: Kevin Henkes book (different from lessons
1 and 2)
 Grade level book collection (C-scope)
Approach: IRA
Resources/Materials: NA
Focus: Active Listening and Discussing, Text-toSelf Connections
Text: Kevin Henkes book from Lesson 3
 Grade level book collection (C-scope)
Approach: Minilesson
Resources/Materials:
 Anchor: Volver a contar y comparar historias
Focus: Active Listening and Discussing, Text-toSelf Connections
Text: Kevin Henkes books from Lessons 1 & 3
 Grade level book collection (C-scope)
Approach: Minilesson
Resources/Materials:
 Anchor: Volver a contar y comparar historias
Lesson 1
Lesson Overview: 2.3A-C, 2.9B, Fig. 19A, C, D, F
Text: Kevin Henkes book (Grade level book collection)
Approach: Interactive Read Aloud
Focus: Character Analysis
Create: (BEFORE THE LESSON)

Stopping Points – Record the stopping points on sticky notes and place on the correct pages in the text:
Lesson:
1. Bring students to your whole group reading area. Have them sit next to a partner (assigned or selfselected).
2. Introduce Text
3. Read the Text: Use stopping points to focus the lesson on character analysis.
4. Closing
3
Lesson 2
Lesson Overview: 2.9A, 2.9B, Fig. 19E
Text: Kevin Henkes text from Lesson 1
Approach: Minilesson
Focus: Retelling Important Story Events
Anchor Chart: (See end of lesson 5 for Spanish chart)

Making Connections: Retelling and Comparing Stories
o Title the anchor and create the chart.
 Content will be filled in with your
students during the week.
You will fill in only this row
with your students in Lesson
2.
Lesson:
1.
Bring students to your whole group reading area. Have them sit next to a partner (assigned or selfselected). Have the anchor chart displayed on a wall or easel next to you.
2. Introduction:
Ayer leímos ____________ y pensamos profundamente de los personajes principales. Hoy vamos indentificar
y anotar los personajes, escenario, y argumento de la historia. El argumento incluye los eventos importantes
de la historia en orden correcto.
4
3. Revisiting the Text:
Use the information included to think through each part of the anchor with your students. Remember to model
and provide opportunities for turn-and-talk.
4. Closing: Buenos lectores piensan profundamente de los personajes, el escenario, y el argumento
cuando leen. Anotando los elementos de una historia nos ayuda comprender y hacer conexiones
sobre lo que estamos leyendo.
5
Lesson 3
.
Lesson Overview: 2.3A-C, 2.9B, Fig. 19A, C, D, F
Text: Kevin Henkes book (Grade level book collection)
Approach: Interactive Read Aloud
Focus: Character Analysis
Create: (BEFORE THE LESSON)

Stopping Points – Record the stopping points on sticky notes and place on the correct pages in the text:
Lesson:
1. Bring students to your whole group reading area. Have them sit next to a partner (assigned or selfselected).
2. Introduce Text
3. Read the Text: Use stopping points to focus the lesson on character analysis.
4. Closing
6
Lesson 4
Lesson Overview: 2.9A, 2.9B, Fig. 19E
Text: Kevin Henkes text from Lesson 3
Approach: Minilesson
Focus: Retelling Important Story Events
Anchor Chart:

Making Connections: Retelling and Comparing Stories
o Content will be filled in with your
students.
This should be filled
in from Lesson 2.
You will fill in only this row
with your students in Lesson
4.
Lesson:
1.
Bring students to your whole group reading area. Have them sit next to a partner (assigned or selfselected). Have the anchor chart displayed on a wall or easel next to you.
2. Introduction:
Ayer leímos ____________ y pensamos profundamente de los personajes principales. Hoy vamos indentificar
y anotar los personajes, escenario, y argumento de la historia. El argumento incluye los eventos importantes
de la historia en orden correcto.
7
3. Revisiting the Text:
Use the information included to think through each part of the anchor with your students. Remember to model
and provide opportunities for turn-and-talk.
4. Closing: Buenos lectores piensan profundamente de los personajes, el escenario, y el argumento
cuando leen. Anotando estos elementos de una historia nos ayuda comprender y hacer conexiones
sobre lo que estamos leyendo.
8
Lesson 5
Lesson Overview: 2.9A, 2.9B, Fig. 19E
Text: Kevin Henkes text from Lessons 1 & 3
Approach: Minilesson
Focus: Retelling Important Story Events
Anchor Chart:

Making Connections: Retelling and Comparing Stories
o Content will be filled in with your
students.
This should be filled
in from Lesson 2.
This should be filled
in from Lesson 4.
You will fill in only this row
with your students in Lesson
5.
Lesson:
1.
Bring students to your whole group reading area. Have them sit next to a partner (assigned or selfselected). Have the anchor chart displayed on a wall or easel next to you.
9
2. Introduction:
Hemos leído dos historias por Kevin Henkes y anotamos los personajes, los escenarios, y los agumentos de
cada cuento (point to anchor). Esto nos ayudó comprender mejor y conectar con lo que estamos leyendo.
Aprendimos de conexiones de texto a si mismo y cómo esto ayuda a comprender más de los personajes y los
eventos importantes de una historia.
También podemos hacer conexiones de texto a texto cuando leemos. Esto es cuando comparamos una historia
a otra, pensando en cómo son igual y cómo son diferente. Haciendo conexiones de texto a texto, o conexiones
de un libro a otro, nos ayuda comprender una historia nueva y hacer predicciones de lo que pordía suceder
basado en lo que sabemos de otra historia. (Debbie Miller, Reading with Meaning)
3. Revisiting the Texts and Anchor Chart:
Guide students through conclusions as the two stories are compared. The conclusions should not be surface
level (e.g., the characters in both stories were mice). These sort of text-to-text connections do not advance our
understanding or comprehension as readers. You will have to model and facilitate discussions throughout the
year that move students beyond this surface level thinking. Here’s an example of deeper conclusions that
readers can make when comparing stories:
Characters:
_____(character) in _____(story) is shy whereas _____(character) in _____(story) is bossy and selfish.
Both characters change from a key event in the story. _____(character) becomes _____(description)
and _____(character) becomes _____(description).
Setting:
Both stories were set mainly at home with family. However, _____(character) changed as a result of a key
event at school.
Plot:
_____(character) in _____(story) found it difficult to accept her new brother. This changed for her when
someone said something ugly to her about him and she felt protective.
_____(character) in _____(story) did not want to accept the friendship of a new neighborhood girl. This
changed for him when she rescued him from some boys who were picking on him.
Both characters learned about acceptance as a result of a difficult situation.
4. Closing: Buenos lectores hacen conexiones de texto a texto mientras leen. Así como leímos una
historia y nos hace pensar de un personaje or un evento importante, nos ayuda para hacer
predicciones y comprender lo que estamos leyendo.
Note:
10
Once this anchor is completed with
your students, take a picture of it and
print it off using the word document
titled Anchor Charts.
Have the students add this to page 9
in the Whole Group section of their
Reader’s Notebook.
Record on Table of Contents.
11
Volver a contar y comparar historias
Texto:
Personajes
Escenario
Argumento: Eventos importantes
Texto:
Personajes
Escenario
Argumento: Eventos importantes
Conclusiones:
Conexiones de
texto a texto
12
Chester’s Way
Introduction:
We are going to read a story by Kevin Henkes called Chester’s Way. Chester is an interesting young mouse.
As we read, we are going to pay attention to what he says, does and thinks because that will help us describe
and understand him. Remember that text-to-self connections can help you think about the story too. There
may be characters or events in this story that remind you of people or things in your life. These connections
will help you understand the story in a deeper way.
Stopping Points: There are no page numbers in the text so stopping points are identified by lines of text from
the story.

(Chester and Wilson, Wilson and Chester. That’s the way it was.)
o Let’s talk about the things we know about Chester and Wilson…
(they won’t do things without each other, they’re best friends, they do things just alike)
o How would you describe their relationship?
(they are very close because they’re so much alike)

(And in summer, they reminded each other to wear sunscreen, so they wouldn’t burn.)
o How do Chester and Wilson feel about each other?
(caring, protective, like brothers)
o How does the author help us understand their relationship? What do Chester and Wilson say and
do that shows how close they are? Turn and talk to your partner and take turns sharing your
thinking. If you need a little more information from your partner, remember to use the stem “Can
you tell me more about that?”
(Point to anchor – How do Partners have a Conversation)
o Have a few students share text evidence for how the author helps us understand that Chester and
Wilson are close.
(they always ride bikes and play baseball together, they go on picnics together, they want the same
things for Christmas, they dressed alike at Halloween, Chester says “Don’t worry, now if you grow a
watermelon plant, I’ll grow one too”)

(“She’s something else,” said Chester. “Looks like it,” said Wilson.)
o Based on what we know about Chester and Wilson, how do you think they feel about Lilly?
(she’s a pest, she’s weird, she’s crazy)
o What do Chester and Wilson say and do that helps us understand their feelings for Lilly? Turn and
Talk to your partner and take turns sharing your thinking. If you need a little more information from
your partner, remember to use the stem “Can you tell me more about that?”
13
o Have a few students share text evidence for how Chester and Wilson feel about Lilly:
(they say they are busy when she asks to play, they disguise their voices on the phone when she
calls, they hide from her, they say things like “She’s something else” and “She definitely has a mind
of her own”)

(Chester and Wison didn’t know what to do. Just when they were about to give up hope…)
o Let’s make a prediction about what’s happening here based on the illustration and what we’ve read
so far.
(the fierce-looking cat is Lilly)
o What are we basing this prediction on?
(the author said – she never left the house without a disguise, she always carried a loaded squirt gun,
we’ve seen that she wears those red boots in many pictures)

(Lilly taught Chester and Wilson how to talk backwards. And they taught her…)
o What have Chester, Wilson, and Lilly discovered?
(Even though they’re different, they like each other and are having fun together)
o This reminds me of the story Gloria who used to be My Best Friend. Julian and Gloria were
different, but discovered how much they enjoyed being together. This helps me understand what’s
changed with Chester, Wison, and Lilly. I’ve made what’s called a text-to-text connection. We’re
going to look more closely at this type of connection in a few days.

(End of story)
o Based on what Chester, Wilson, and Lilly have learned, what do you think might happen now that
Victor has moved into the neighborhood?
(Even if he is very different from them, they will end up being friends)
Closing:
As we read Chester’s Way, we thought deeply about the characters based on what they say, do, and think.
Understanding the characters in fiction, especially the main character or characters, is very important. It helps
us to understand and connect with the book we are reading, other books we read, and even understand
ourselves and other people in our lives. When you are reading a fiction text that is just right for you, remember
to pay careful attention to what the characters say, do and feel.
14
Example of Minilesson anchor filled out (this should be completed with your students):
Text
Chester’s Way by
Kevin Henkes
Characters




Chester
Wilson
Lilly
Chester’s
Parents
Setting

Chester’s
home and
neighborhood
Plot: Important Events





Chester and Wilson are best friends who are just alike.
When Lilly moves into the neighborhood, Chester and Wilson
don’t want to play with her because she is very different from
them.
One day some boys surround Chester and Wilson’s bikes and
make fun of them.
Lilly rescues Chester and Wilson by scaring the boys away,
disguised as a cat with a squirt gun.
Chester, Wilson and Lilly become friends and learn they have
some things in common.
15
Sheila Rae, The Brave
Introduction:
We are going to read a story by Kevin Henkes called Sheila Rae, The Brave. This is Sheila Rae (point on
cover) and she has a little sister named Loise. As we read, we are going to pay attention to what Sheila Rae
and Louise say, do, and think because that will help us describe and understand them. How many of you have
an older or younger sibling? If you do, you may make some text-to-self connections to their relationship.
Remember that text-to-self connections can help you think about the story too. There may be characters or
events in this story that remind you of people or things in your life. These connections will help you
understand the story in a deeper way.
Stopping Points: There are no page numbers in the text so stopping points are identified by lines of text from
the story.

(And she wasn’t afraid of the big black dog at the end of the block.)
o What might we conclude about Shelia Rae’s sister from these pictures?
(she follows Shelia Rae around, she’s more fearful of things than Sheila Rae)

(“You’re always such a scaredy-cat,” Sheila Rae called. “Am not,” whispered Louise.)
o Think about what you’ve noticed in the pictures as well as what Sheila Rae and Louise say and do.
How would you describe their relationship?
(Louise counts on her big sister, but they are different and argue)
o Do you think they’re like most siblings? Can you connect with their relationship? Turn and talk to
your partner and take turns sharing your thinking. If you need a little more information from your
partner, remember to use the stem “Can you tell me more about that?”
(Point to anchor – How do Partners have a Conversation)
o Have a few students share their thinking (most siblings are not just alike and get into arguments. Many younger siblings look up to their
older brother or sister.)

(And she pretended that the trees were evil creatures. She climbed up them and…)
o I’m noticing that Louise is following Sheila Rae (refer to illustrations).
o I wonder why she would do this…What do you think?
(we have seen from the beginning that Louise often follows her big sister around. Maybe she is
curious or even worried about Sheila Rae)

(It suddenly occurred to Sheila Rae that nothing looked familiar.)
o Based on the picture and what the text says – “It suddenly occurred to Sheila Rae that nothing
looked familiar”, what can we predict has happened?
(Sheila Rae is lost)
16

(They turned corners.)
o How have Sheila Rae and Louise changed? Turn and talk to your partner and take turns sharing
your thinking. If you need a little more information from your partner, remember to use the stem
“Can you tell me more about that?”
(They have changed roles. Sheila Rae is acting like Louise and Louise is acting like Sheila Rae.)
o What do you think has caused this change?
(When Sheila Rae got lost it scared her and she didn’t know what to do. Louise knew which way to
go, so she felt brave and confident she could get them home)

(End of story)
o What lesson might these girls have learned? Turn and talk to your partner.
(It’s important to stick together and count on each other. They are both brave.)
Closing:
As we read Sheila Rae, The brave we thought deeply about the characters based on what they say, do and think.
Understanding the characters in fiction, especially the main character or characters, is very important. It helps
us to understand and connect with the book we are reading, other books we read, and even understand
ourselves and other people in our lives. When you are reading a fiction text that is just right for you, remember
to pay careful attention to what the characters say, do and feel.
17
Example of Minilesson anchor filled out (this should be completed with your students):
Text
Sheila Rae, The
Brave by
Kevin Henkes
Characters


Sheila Rae
Louise
Setting

The girls
home, school,
and
neighborhood
Plot: Important Events






Sheila Rae is brave – she isn’t afraid of storms, the dark, or
riding her bike no-handed.
One day Sheila Rae decides to walk home from school a new
way. Her little sister Louise is afraid to go and Sheila Rae
calls her a scaredy-cat.
As she bravely walked home, Sheila Rae steps on cracks,
walks backwards, and growls at stray dogs and cats.
Louise secretly follows her sister the whole way.
Sheila Rae realizes she is lost and becomes frightened.
Louise bravely leads her sister home and Sheila Rae discovers
she and her sister are both brave.
18
Chrysanthemum
Introduction:
Vamos a leer una historia por Kevin Henkes títulada Crisantemo. Un crisantemo es un tipo de flor y también
es el nombre de esta ratoncita (point on front cover). Mientras leemos, vamos a prestar atención
cuidadosamente a lo que dicen, hacen, y piensan los personajes, especialmente Crisantemo. Recuerdan que
conexiones de texto a si mismo, puede ayudarles a pensar acerca de la historia también. En la historia puede
haber personajes o eventos, que los recuerda de personas o cosas en su vida. Estas conexiones los ayudará a
comprender la historia de una manera más profunda.
Stopping Points:

Page 11
o ¿Cómo ha cambiado Crisantemo?
(amaba su nombre y ahora no)
o ¿Qué ha causado este cambio?
(los niños en la escuela, especialmente Victoria)

Page 16
o ¿Qué hace Crisantemo en el camino a la escuela?
(caminando despacito, arrastrando los pies en la tierra)
o Sus acciones nos ayudan a entender que ella . . .
(No quiere ir a la escuela. El primer día se sentía emocionada, pero ahora no, ya que los niños se
burlaban de ella)

Page 19
o ¿Has conocido alguien como Victoria o te han molestado así? Volteen y hablen con tu compañero y
se turnan para compartir sus pensamientos. Si necesitan más información de su compañero,
recuerdan de usar la oración - ¿Puedes desirme más sobre eso?
(Point to anchor – Cómo mantener una conversación)
o ¿Qué comprendiste con más profundidad, ya que hiciste conexiones de texto a si mismo con esta
historia?
(Crisantemo se siente triste y confundida porque los niños la molestan. Cada mañana ella se
preocupa que los niños le harán burlón.)
19

Page 29
o ¿Cómo han cambiado los sentimientos de Crisantemo?
(Se siente bien acerca de su nombre otra vez.)
o ¿Qué piensas que causó este cambio?
(discuten la señorita Estrella y lo que dice ella)

(End of story)
o ¿Qué lección podríamos aprender de esta historia? Voltea y habla con tu compañero. Recuerdan
turnar y escuchar cuidadosamente cuando su compañero habla.
(Debes estar orgulloso de quien eres, nuestras diferencias nos hacen especial, no es agradable
burlarse de otras personas.)
Closing:
Meintras leíamos Crisantemo, pesabamos profundamente de los personajes basado en lo que ellos dicen, hacen
y piensan. Entendiendo los personajes en textos de ficción, especialmente el personaje principal, o los
personajes principales, es muy importante. Esto nos ayuda comprender y conectar con el libro que estamos
leyendo, otros libros, y hasta entender a nosotros mismos y otra gente en nuestra vida. Cuando lees un libro de
ficción, que es apropiado para ti, presta atención cuidadosamente a lo que los personajes dicen, hacen y
sienten.
20
Example of Minilesson anchor filled out (this should be completed with your students):
Texto
Crisantemo by
Kevin Henkes
Personajes




Crisantemo
Los padres de
Crisantemo
Las maestras
Los compañeros
de clase
o Victoria
Escenario


La casa
La escuela
Argumento






Crisantemo ama su nombre hasta que se va a la escuela y los
niños se burlan del nombre.
Los padres de Crisantemo le ayudan a sentirse mejor, pero
cada día en la escuela, los niños, especialmente Victoria, la
convencieron que su nombre es horrible.
Los estudiantes conocen y aman su maestra nueva de musíca,
la señorita Estrella.
Cuando Victoria y los otros compañeros de clase le hacen
burla a Crisantemo, la señorita Estrella revela que ella tiene
nombre de flor también.
Crisantemo ama su nombre de nuevo.
La señorita Estrella le puso a su niña el nombre de Crisantemo.
21
Prudencia se preocupa
Introduction:
Vamos a leer una historia por Kevin Henkes títulada Prudencia se preocupa. Esta es Prudencia (point on front
cover) y certamiente pienso que se ve preocupada. Mientras leemos, vamos a prestar atención
cuidadosamente a lo que dicen, hacen, y piensan los personajes, especialmente Crisantemo. Recuerdan que
conexiones de texto a si mismo, puede ayudarles a pensar acerca la historia también. En la historia puede
haber personajes o eventos, que los recuerda de personas o cosas en nuestra vida. Estas conexiones los
ayudará a comprender la historia de una manera más profunda.
Stopping Points: There are no page numbers in the text so stopping points are identified by lines of text from
the story.

(Cuando se preocupada mucho, Prudencia le frotaba las orejas a Pétalo. Y luego se preocupaba…)
o ¿Qué parece darle consuelo a Prudencia? (su conejito, Pétalo)
o ¿Puedes conectar a esto? ¿Qué te da consuelo cuando te preocupas? Volteen y hablen con su
compañero y turnense compartiendo sus pensamientos. Si necesitan más información de su
compañero, recuerdan de usar la oración -¿Puedes desirme más sobre eso?
(Point to anchor – Cómo mantener una conversación)
o ¿Qué entendiste de la historia, con la ayuda de las conexiones?
(Pétalo es muy importante a Prudencia y por eso Prudencia lleva a Pétalo a todas partes – porque
siempre está preocupada)

(¿Y si se ríen de mi nombre?)
o Prudencia se preocupa por todo, pero ¿qué es su problema principal?
(tiene miedo de ir a la escuela)
o ¿Qué nos ayuda entender, el texto y el aspecto de la página?
(Prudencia tiene muchas, muchas preocupaciones de ir a la escuela.)
o Estoy notando que el texto de estas páginas se pone más y más grande. Yo pienso que esto nos
ayuda a comprender que sus preocupaciones acerca de la escuela están empeorando.

( Pétalo saludó a Musu.)
o ¿Por qué la maestra introduce Prudencia a Azucena? Voltea y habla con tu compañero y turnense
compartiendo sus pensamientos.
(Azucena también tiene miedo)
o ¿Qué puedes decir sobre las dos?
(tienen mucho en común)
22

(A ratos, Prudencia se seguía preocupando. . . )
o Estoy notando algo diferente sobre Prudencia en estas páginas …
(Está sonriendo)
o Los dibujos y el texto en estas páginas nos ayudan entender . . .
(Prudencia se está divirtiendo)

(Fin del cuento)
o ¿Cómo ha cambiado Prudendia? Voltea y habla con tu compañero. Turnense compartiendo sus
pensamientos.
(Ella está sonriendo y se siente contenta. Encontrando una amiga nueva le ayudó a estar menos
preocupada.)
o He notado algo, pienso que esto es importante. Prudencia no está sosteniendo a Pétalo en este
dibujo donde se despidió. ¿Ustedes lo notarón? Estoy pensando que en poco tiempo, no necesitará
a Pétalo para consolarla. ¿Qué piensan ustedes? (Discuss)
Closing:
Mientras leímos la historia, Prudencia se preocupa, pensamos profundamente de los personajes basado en lo
que ellos dicen, hacen y piensan. Entendiendo los personajes en textos de ficción, especialmente el personaje
principal, o los personajes principales, es muy importante. Esto nos ayuda a comprender y conectar con el
libro que estamos leyendo, otros libros, y hasta entender a nosotros mismos y otra gente en nuestra vida.
Cuando lees un libro de ficción que es apropiado para ti, presta atención cuidadosamente a lo que los
personajes dicen, hacen y sienten.
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Example of Minilesson anchor filled out (this should be completed with your students):
Texto
Prudencia se
preocupa por
Kevin Henkes
Personajes




Prudencia
Los padres de
Prudencia y su
abuelita
La maestra
Los compañeros
de clase
o Azucena
Escenario


La casa
La escuela
Argumento






Prudencia siempre se preocupaba sobre todo.
Sus padres y su abuelita tratan de consolarla y le dicen que se
preocupa mucho. Prudencia se consuela con Pétalo, su conejito
de peluche.
Prudencia se preocupa más sobre empezar la escuela.
Su maestro le presenta a una estudiante llamada Azucena. Ella
también tiene un animal de peluche que la consuela con sus
preocupaciones.
Prudencia y Azucena tienen personajes similares y se divierten
juntas en la escuela.
Prudencia se siente mejor y está lista para otro día en la
escuela.
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A Weekend with Wendell
Introduction:
We are going to read a story by Kevin Henkes called A Weekend with Wendell. Wendell is staying with Sophie
and her family for the weekend while his parents are out of town. As we read we are going to pay careful
attention to what the characters say, do, and think, especially Sophie. Remember that text-to-self connections
can help you think about the story too. There may be characters or events in this story that remind you of
people or things in your life. These connections will help you understand the story in a deeper way.
Stopping Points: There are no page numbers in the text so stopping points are identified by lines of text from
the story.

(“Only if I can make the rules,” said Wendell)
o Let’s take a look at these pictures and think about what we’ve read so far about Sophie…
(she’s hiding behind her mom, she’s quiet)
o Based on the pictures and text, how might Sophie be feeling?
(worried, shy, unsure about Wendell staying)

(“Isn’t this fun?” said Wendell. Sophie didn’t say anything)
o We can learn a lot about a character in a story from what they say and do. What do you notice
Wendell saying and doing in this story? Turn and talk to your partner and take turns sharing your
thinking. If you need a little more information from your partner, remember to use the stem “Can
you tell me more about that?”
(Point to anchor – How do Partners have a Conversation)
(he doesn’t like her toys, he wants to make the rules, he decides what they play and how they play it)
o What can you tell about Wendell?
(he’s selfish and bossy.)

( “When is Wendell leaving” whispered Sophie. – after he finger-painted)
o How are Sophie’s parents most likely feeling?
(frustrated, ready for Wendell to go home)
o How can you tell?
(they look frustrated in the picture, Wendell keeps bothering Sophie, he has bad manners and has
messed up things in the house)
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
(“Want to go ouside to help me wash this off?” asked Sophie. “We could play…)
o Based on the picture and what Sophie says here, let’s predict what might happen next. Turn and talk
to your partner and take turns sharing your thinking.
(maybe she will – leave him outside, spray him with the hose…)

(End of story)
o How has Sophie and Wendell’s relationship changed?
(they like each other and enjoy each other’s company)
o Let’s think about what caused this change…
(Sophie got the chance to be the boss and started having fun, they quit worrying about who was in
charge and just enjoyed playing together)
Closing:
As we read A Weekend with Wendell, we thought deeply about the characters based on what they say, do and
think. Understanding the characters in fiction, especially the main character or characters, is very important.
It helps us to understand and connect with the book we are reading, other books we read, and even understand
ourselves and other people in our lives. When you are reading a fiction text that is just right for you, remember
to pay careful attention to what the characters say, do and feel.
26
Example of Minilesson anchor filled out (this should be completed with your students):
Text
A Weekend with
Wendell by
Kevin Henkes
Characters



Wendell
Sophie
Sophie’s Parents
Setting

Sophie’s Home
Plot: Important Events






Wendell comes to stay with Sophie and her family for the
weekend.
He is bossy and won’t leave Sophie alone.
Wendell makes messes in the house and Sophie and her family
are ready for him to go home.
When Wendell puts shaving cream in Sophie’s hair, she takes
him outside to play fire fighter.
At first Sophie is bossy and sprays Wendell, but then they start
having fun together.
When Wendell returns home, Sophie’s parents are glad but
Sophie hopes she can see him again soon.
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Julius The Baby of the World
Introduction:
We are going to read a story by Kevin Henkes called Julius the Baby of the World. This is baby Julius and his
big sister Lilly (point on cover). As we read we are going to pay careful attention to what the characters say,
do, and think, especially Lilly. How many of you have a younger brother or sister? You might make some
text-to-self connections to Lilly’s feelings in this story. Remember that text-to-self connections can help you
think about the story too. There may be characters or events in this story that remind you of people or things
in your life. These connections will help you understand the story in a deeper way.
Stopping Points: There are no page numbers in the text so stopping points are identified by lines of text from
the story.

(“Julius is the baby of the world,” chimed Lilly’s parents. “Disgusting,” said Lilly.- parents holding baby
Julius in pic.)
o Do any of you have a younger sibling that can understand how Lilly is feeling? Who can share a
connection and how it helps them understand this story better? (Let someone share)
o What is going on with Lilly?
(she’s jealous)
o What is Lilly saying and doing that helps us understand she is jealous? Turn and talk to your
partner and take turns sharing your thinking. If you need a little more information from your
partner, remember to use the stem “Can you tell me more about that?”
(Point to anchor – How do Partners have a Conversation)
(took her things back, says “I hate Julius”, thinks his nose is slimy and his eyes are beady…)

(Pic. – mom is holding Julius and Lilly is standing there with a face disguise on)
o How do Lilly’s parents try to solve the problem with Lilly?
(hugs, kisses, treats, later bed time)
o How might they be feeling?
(worried, sad, concerned)
o How can you tell?
(they are trying to help Lilly feel better, mom looks worried in picture)

(The story earned her ten minutes in the uncooperative chair.)
o Do you think Lilly has a right to feel the way she does about Julius? Why or why not? Turn and talk
to your partner and take turns sharing your thinking.
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
(“Stop!” said Lilly. “I am the queen. Watch me closely.”)
o How has Lilly changed?
(she is standing up for her brother and feels protective of him)
o What has caused her feelings to change?
(Her Cousin Garland said some mean things about Julian and it upset Lilly.)

(End of story)
o I’m wondering who this book might be helpful to…what do you think? Turn and talk to your partner
and take turns sharing your thinking. If you need a little more information from your partner,
remember to use the stem “Can you tell me more about that?”
(a family who is having another baby, an older brother or sister who has a younger sibling)
Closing:
As we read Julius the Baby of the World, we thought deeply about the characters based on what they say, do
and think. Understanding the characters in fiction, especially the main character or characters, is very
important. It helps us to understand and connect with the book we are reading, other books we read, and even
understand ourselves and other people in our lives. When you are reading a fiction text that is just right for
you, remember to pay careful attention to what the characters say, do and feel.
29
Example of Minilesson anchor filled out (this should be completed with your students):
Text
Julius the Baby of
the World by
Kevin Henkes
Characters




Lilly
Lilly’s Parents
Julius
Lilly’s Relatives
o Cousin
Garland
Setting

Lilly’s Home
Plot: Important Events






Lilly doesn’t like her new baby brother Julius and does mean
things to him.
Lilly’s parents love Julius and call him the baby of the world.
They try to do and say things to make Lilly feel better, but she
says she hates Julius and she keeps getting in trouble.
Lilly’s parents have a party for Julius and Cousin Garland says
mean things about Julius to Lilly.
Lilly gets angry at Cousin Garland and makes her call Julius
the baby of the world.
Lilly’s feelings change for Julius and she thinks he’s the baby
of the world too.
30