TARGETED
Teacher Edition, Student Edition, and Student Test
This project was developed at the Success for All Foundation under the
direction of Robert E. Slavin and Nancy A. Madden to utilize the power of
cooperative learning, frequent assessment and feedback, and schoolwide
collaboration proven in decades of research to increase student learning.
Level 3.2 • Literature
Sarah, Plain and Tall
Written by Patricia MacLachlan
HarperCollins, 1985 ISBN 0064402053
25367
Targeted Treasure Hunt:
Sarah, Plain and Tall
© 2014 Success for All Foundation. All rights reserved.
A Nonprofit Education Reform Organization
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Produced by the Reading Wings 4th Edition Team
President: Nancy Madden
Director of Development: Kate Conway
Project Manager: Wendy Fitchett
Developers: Kathleen Collins, Victoria Crenson, Richard Gifford, Samantha Gussow,
Angie Hale, Allison Hoge, Susan Magri, Terri Morrison, Kimberly Sargeant
Field Advisory Team: Terri Faulkner, Cathy Pascone
Interactive Whiteboard Developers: Sarah Eitel, Patricia Johnson, Austin Jones, Becca Slavin
Editors: Marti Gastineau, Pam Gray, Jodie Littleton, Janet Wisner
Project Coordinator: Marguerite Collins
Designers: Devon Bouldin, Debra Branner, Barbra Colquitt, Michael Hummel,
Susan Perkins
Illustrator: James Bravo
Media Team: Jeffrey Goddard, Tonia Hawkins, Russell Jozwiak, Jane Strausbaugh
Production Artists: Irene Baranyk, Kathy Brune, Wanda Jackson, Irina Mukhutdinova,
Michele Patterson, Karen Poe, Laurie Warner, Tina Widzbor
Proofreaders: Meghan Fay, Michelle Zahler
Online Tools: Terri Morrison (chair), Michael Knauer, Victor Matusak, Christian Strama,
Mary Conway Vaughan
Rollout Team: Kate Conway (chair), Marguerite Collins, Wendy Fitchett, Nancy Hutchison,
Claire Krotiuk, Terri Morrison, Kenly Novotny, Mary Conway Vaughan
The Success for All Foundation grants permission to reproduce the blackline masters and the student
and test sections of this Targeted Treasure Hunt on an as-needed basis for classroom use.
CYCLE 1 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 1
LITERATURE (6 DAY)
Sarah, Plain and Tall
Written by Patricia MacLachlan
Summary
This book tells the story of a young girl, Anna, her younger brother, Caleb, and
their father. They live on the prairie, alone since the children’s mother passed
away after childbirth. Papa writes a letter seeking a wife, and he receives a letter
from Sarah Elisabeth Wheaton of Maine. Papa, Anna, and Caleb each write to
Sarah, and she decides to come and visit them for a month in the spring. Everyone
is excited, but questions linger. Will Sarah like it on the prairie? Can she be happy
away from her beloved sea? Will Sarah stay with them and be Papa’s wife?
Instructional Objectives
Reading Word Power Writing
CYCLE 1
Point of view (PV) Contractions Write a friendly letter.
Students will identify
characters’ points of
view in the story.
Students will break
contractions into
separate words
to help them read
difficult words.
Students will write a
friendly letter to Sarah
to convince her to stay
with the family.
CYCLE 2
Literary techniques
(LT)
Chunking Write a paragraph.
Students will describe
how the author uses
imagery in the story.
Students will chunk
words into word parts
(syllables) to help them
read difficult words.
Students will write a
paragraph about their
favorite place.
CYCLE 1 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 3
CYCLE 1
Instructional Objectives
Reading Word Power Writing
CYCLE 1
Point of view (PV) Contractions Write a friendly letter.
Students will identify
characters’ points of
view in the story.
Students will break
contractions into
separate words
to help them read
difficult words.
Students will write a
friendly letter to Sarah
to convince her to stay
with the family.
CYCLE 1 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 5
DAY 1
ACTIVE INSTRUCTION
Timing Goal: 40 minutes
Rate New Vocabulary Words
m Display the vocabulary words.
m Have students copy the words into their journals and rate their knowledge of
each as they arrive for class.
Success Review and Keeping Score
m Hand out team score sheets and team certificates to each team.
m Point to the Team Celebration Points poster, and celebrate super teams from
the previous lesson.
m Remind students how to earn team celebration points. Remind them that team
celebration points help them to become super teams.
m Guide teams to set new goals for the cycle.
m Have one student from each team write the team improvement goal on the
team score sheet. Note each team’s improvement goal on the teacher cycle
record form.
m Explain the challenge scores using the rubrics on the team folders.
m Explain the student assessments: fluency, the Student Test, and Adventures
in Writing. Tell students there will be questions on the Student Test that are
related to the reading skill, vocabulary, and the Word Power skill.
Team Cooperation Goal
m Point out that this lesson’s team cooperation goal is help and encourage
others, or choose one based on your class’s needs. Point out the related
behavior on the team score sheet. Explain, or model, as necessary.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Introduce the story, author, and reading objective.
This cycle we will read Sarah, Plain and Tall by Patricia MacLachlan.
As we read, we’ll think about the characters’ points of view in the story.
Good readers stop and think about the characters in a story and how they
are thinking and feeling at different points in the text.
m Point out the strategy target on the team score sheet.
CYCLE 1 / DAY 1 / Sarah, Plain and Tall
6 © 2014 Success for All Foundation
m Point out that the story is literature, or have students explore the story
to figure out that it is literature. Review how literature differs from
informational text.
m Use the items below to build or activate background knowledge about
the story.
– Use Think‑Pair‑Share to have students identify what they know about
prairies. What might you see on a prairie? Randomly select a few students
to share.
– Use Think‑Pair‑Share to have students discuss a favorite place. Why do
they like this particular place? Randomly select a few students to share.
– Use Think‑Pair‑Share to have students identify a time when they felt
lonely. What did you do to help yourself feel better? Randomly select a
few students to share.
Vocabulary
m Ask teams to have teammates make a tent with their hands when they are
ready to tell a word the entire team rated with a “+” and a word the entire
team rated with a “?.”
m Use Random Reporter to have teams share one word they know and one
word they need to study further. Award team celebration points.
m Introduce the vocabulary words.
m Review the routine for partner study of the vocabulary words, reminding
students to review all the vocabulary words. Assign partners for this activity.
m Use Random Reporter to follow up the team review. Model the use of
strategies, and correct pronunciations when necessary.
m Award team celebration points.
m Review the procedures for students finding words in their daily reading and
for adding words to the Vocabulary Vault.
Word and
Page Number
Identification
Strategy Definition Sentence
feisty
page 7
chunk:
feist‑y
full of energy My dog was very
feisty and jumped all
over me.
shuffling
page 9
base word + ending:
shuffl(e) + ing
sliding your feet
back and forth
without lifting
them up, in a
slow walk
My mom told me to
stop shuffling my feet
and to walk properly
to the table.
fetch
page 19
blend to go after
something and
bring it back
My dog likes to
fetch sticks.
tps
Student Edition, page 1
Student Edition chart does
not contain page numbers or
identification examples.
CYCLE 1 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 7
Word and
Page Number
Identification
Strategy Definition Sentence
plains
page 23
base word + ending:
plain + s
flat grasslands There are often
tornadoes in the
plains since it is
so flat.
lonely
page 23
base word + ending:
lone + ly
sad from being
apart from other
people
I felt lonely at
camp because all
of my friends were
back home.
paddock
page 26
chunk:
pad‑dock
fenced area
usually for
horses
We watched the horses
as they walked around
in the paddock.
mound
page 34
blend small hill or pile My friend and I love
to climb the mound of
dirt and play King of
the Hill.
dune
page 34
blend large pile of
sand
My sister and
I climbed the large
dune at the beach.
Using the Targeted Skill (Introduction and Definition)
m Introduce the skill and its importance in literature.
Our skill for this cycle is analyzing the characters’ points of view in the
story. When we read a text, we should stop occasionally to think about
the narrators and characters and how they think and feel in the text. As
a reader, it is also helpful to think about how you might feel if you were
in that character’s place. This helps you to relate to the characters and to
form deeper connections with what you read.
m Explain to students that an author provides clues in a text to help the reader
determine who is telling the story.
m Display and read the following chart.
Point of View Clues
First person
• The text uses the words I, me, us, and we outside of conversations
(not in quotes).
• A character is telling the story.
Third person
• The text uses the words he, she, and they.
• A narrator tells the story but is not a character in the story.
Blackline master provided.
CYCLE 1 / DAY 1 / Sarah, Plain and Tall
8 © 2014 Success for All Foundation
m Tell students that you will now model how to use this chart to identify the
narrator’s point of view in a story.
m Read the short story aloud to students.
A Day at the Park
One sunny September morning, my dad took me to the park. “Lily,” he
said, “put on your tennis shoes, we are going to have some outside fun!”
I was so excited I could barely get my shoes on quickly enough!
Once we were at the park, we had a blast. First, we swung on the swings.
My dad even swung with me! Next, we went down the slides. When
we were playing in the tunnels, I lost my dad for a few minutes, and
I suddenly felt scared. Then, he popped up behind me and yelled, “Boo!”
really loudly. I laughed and laughed at my silly dad.
That was one of the best days ever…the day we went to the park!
m Use a Think Aloud to model identifying the point of view in the story.
After reading, I want to think about the point of view in this story. I can
use the chart we discussed to help me determine whether this story is
told in the first or third person. I see that the words I and we are used
frequently by the narrator in this story, and the words are not in quotes.
The Point of View Clues chart tells me that this indicates the story is told
in first person by a character in the story. Also, I see that the narrator’s
father calls her Lily. This tells me that the narrator is a girl named Lily,
and she is the one telling this story. The story is told from Lily’s point
of view.
m Use Think‑Pair‑Share to have students identify point of view, and randomly
select a few students to share.
What word that was used several times in the story helped me identify the
point of view? The word I was used several times in the text. This word tells
you that the story is told from the first‑person point of view. How did I know
the narrator’s name in the story? You knew the narrator’s name was Lily
because her father calls her that when he speaks to her.
m Explain that an author usually selects a particular character as the narrator
for a specific reason. Since the narrator tells the story from his or her point of
view, we see things in the story as that character sees them.
m Display the following blackline master, and read the questions that good
readers ask themselves as they think about the narrator’s point of view.
Blackline master provided.
CYCLE 1 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 9
Good readers ask the following:
• Who is the narrator?
• Is the story told in the first or third person? What words help you
to know?
• How does the narrator feel in the story?
• How would you feel if you were the narrator? Would you feel the same
or differently?
m Use a Think Aloud to model identifying the narrator’s mood and relating
to her.
As I read back over the story, I am thinking about how the narrator, Lily,
feels in this story. That is the third bullet point on my Good Readers Ask
chart. I see that Lily uses phrases such as “so excited,” “had a blast,”
“laughed and laughed,” and “best day ever” in the story. This tells me that
she is happy and feeling excited about being at the playground with her
father. Lily ends several of her sentences with exclamation points, which
also shows that she is excited and having fun. I know that if I were a
little girl at the playground with my father, I would feel just like she does.
Playing at the playground is a lot of fun, especially when you are with
someone whom you enjoy being with.
m Use Think‑Pair‑Share to have students identify how you determined the
narrator’s feelings, and randomly select a few students to share.
What did I do to identify how the narrator, Lily, is feeling in the text? You
analyzed the words that the narrator uses, and the punctuation also helps you
figure out how she is feeling. How can relating our own experiences to those
of a character help us better understand the character’s point of view in
the story? Our experiences help us understand the character and what he
or she is experiencing in the story as we relate it to our lives.
m Remind students to use the charts presented in the lesson and the details
included in stories to help them determine the characters’ points of view and
relate to the characters’ feelings and experiences.
Listening Comprehension
m Preview Sarah, Plain and Tall with students. Point out the front cover, the
illustrations, and the summary on the back of the book.
m Use Think‑Pair‑Share to have students predict why the question at the top
of the back cover asks, “Did Mama sing every day?” Why is the word did an
indicator? Randomly select a few students to share. (Answers will vary.)
m Read pages 3–5 (paragraph 5) aloud. Use a Think Aloud to model how to
identify the narrator’s point of view.
Remember that we are reading the text to identify the characters’ points
of view in the story. Let me think about what I just read to see if I can
identify the narrator in this story. I also want to look for particular
Blackline master provided.
CYCLE 1 / DAY 1 / Sarah, Plain and Tall
10 © 2014 Success for All Foundation
words that will help me identify whether the story is told in the first or
third person.
The narrator uses the word I on page 3. That tells me the story is told in
the first person. Also, I see that on page 5, the narrator talks about the
words her mother spoke to her. Her mother says, “Anna.” That tells me
the narrator is a girl named Anna and that she is speaking to her little
brother, Caleb. I know Caleb is her little brother because in this section
of text, Anna is talking about when Caleb was born. Her mother, whom
she refers to as Mama, hands Anna the baby, which tells me that Caleb is
Anna’s little brother and that her mother died the morning after she gave
birth to him.
m Continue reading to page 5, (paragraph 6) and 6 (ending with paragraph 4).
Stop to ask questions, make points, or focus students’ attention as necessary.
Point out to students that on this page, they learn how Anna and Caleb’s
mother died and what happened right after she passed away.
m Tell students that this particular section of text is very important because it
provides background information about the story and the narrator’s (Anna’s)
experiences.
Preview Team Talk
m Preview the Team Talk questions with the class. Point out that the answer to
the Write‑On question, #1, must be written individually, after students discuss
it in their teams.
m Ask students to underline key words or phrases in the Write‑On question, or
model this if necessary. Ask questions to guide students’ reflection as they
determine the meaning of the question.
m Ask students to tell what key words or phrases they underlined and to state
the question in their own words.
Team Talk
1. Who is the narrator in this story, and is the story written in the first or third
person? How do you know? (Write‑On) |PV|
2. What is the most important event that we learn about in this section of text? |PL|
a. Anna, Caleb, and their father live in the country.
b. The family used to have a housekeeper named Hilly.
c. Anna and Caleb’s mother died after giving birth to Caleb.
d. Anna and Caleb’s mother used to sing to them.
Why?
3. Why does Papa say that he doesn’t sing anymore? |CE|
4. How do Anna and Caleb feel about the letter their father receives? How do you
know? |PV|
m Randomly assign team leaders.
Student Edition, page 2
CYCLE 1 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 11
TEAMWORK
Timing Goal: 45 minutes
Partner Reading
m Explain, or review if necessary, the Partner Reading routines for strategy use
with sticky notes before having students read and restate:
pages 6 (paragraph 5)–9 (ending with paragraph 8) aloud
with partners.
pages 9 (paragraph 9)–11 silently.
m If some partners finish reading ahead of their teammates, have them begin
looking over the Team Talk questions.
Team Discussion
m Ensure that students discuss the Team Talk questions thoroughly before
having students individually write answers to the Write‑On question. Have
students revise their answers after discussion if necessary.
m Explain, or have team leaders review if necessary, how to use role cards
during Team Discussion.
m Remind students that they will need to prepare each team member to
discuss the team’s strategy use, Write‑On discussion, and Think‑and‑Connect
discussion to earn team celebration points during Class Discussion.
Team Talk
1. Who is the narrator in this story, and is the story written in the first or third
person? How do you know? (Write‑On) |PV|
100 points = The narrator in this story is Anna, and the story is written
in the first person. I know because in the text, she uses the word I when
she writes, so I know the narrator is Anna. Also, when she tells Caleb the
story about when he was born, she says her mama called her Anna. That
shows me that Anna is the narrator. 90 points = The narrator in this story
is Anna, and the story is written in the first person. As she tells the story
about his birth to Caleb, she says her mother called her Anna, and she uses
the word I, so I know it is Anna. 80 points = Anna, and the story is written
in the first person.
CYCLE 1 / DAY 1 / Sarah, Plain and Tall
12 © 2014 Success for All Foundation
Team Talk continued
2. What is the most important event that we learn about in this section of text? |PL|
a. Anna, Caleb, and their father live in the country.
b. The family used to have a housekeeper named Hilly.
c. Anna and Caleb’s mother died after giving birth to Caleb.
d. Anna and Caleb’s mother used to sing to them.
Why?
100 points = The most important event we learn about is that Anna and
Caleb’s mother died after giving birth to Caleb. Now the children and their
Papa are alone. Papa is sad and doesn’t sing anymore. 90 points = The
most important event we learn about is that Anna and Caleb’s mother died.
They are alone and sad now. 80 points = Anna and Caleb’s mother died.
3. Why does Papa say that he doesn’t sing anymore? |CE|
100 points = Papa says that he doesn’t sing anymore because he has
forgotten the old songs. He says that he might be able to remember them if
he gets a wife. He has sent out a letter asking for a wife. 90 points = Papa
says that he doesn’t sing anymore because he has forgotten the old songs.
He might be able to remember them if he gets a wife. 80 points = He has
forgotten the old songs.
4. How do Anna and Caleb feel about the letter their father receives? How do you
know? |PV|
100 points = Anna and Caleb feel excited about the letter their father
receives. I know because they are both smiling. Also, Anna tells her father
to ask Sarah if she sings. 90 points = Anna and Caleb feel excited about
the letter. They smile at each other. 80 points = Anna and Caleb feel excited
about the letter.
m If some teams finish ahead of others, have them work on their story maps.
m Award team celebration points for good discussions that demonstrate
effective teamwork and that use this lesson’s team cooperation goal.
Class Discussion
m Ensure participation by calling on teams to share responses to all discussions.
m Remember to add individual scores to the teacher cycle record form.
Strategy‑Use
Discussion
– Use Random Reporter to select two or three
students to describe their team’s strategy use with
the class.
– Award team celebration points.
CYCLE 1 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 13
Think‑and‑Connect
Discussion
– Use the Team Talk questions, the Team Talk
Extenders, and other appropriate questions
(examples below) to ask students if they understood
and enjoyed the reading and to reinforce
understanding of the skill.
– Allow students time to discuss your questions.
– Use Random Reporter to select students to respond
to your questions.
Team Talk
Extenders
Would you like to live on the prairie? Why
or why not?
How does Anna feel about telling the story
of Caleb’s birth? How can you tell?
In what way are Anna’s feelings about the
story different from Caleb’s? Explain.
– Award team celebration points.
Write‑On Discussion
– Use Random Reporter to ask one or two students
to read their written answers to the class. If desired,
display student answers on the board.
– Award team celebration points.
– Construct a class answer, and display it on the
board. Refer to the sample answers given in the
Team Talk box. Discuss with students what makes
the class answer a good, complete answer or how
to improve it.
FLUENCY IN FIVE
Timing Goal: 5 minutes
m Explain to students that when they read correctly, smoothly, and with
expression, it shows that they understand what they are reading.
m Tell students to look at the Fluency rubric as you model fluent reading.
m Explain and model reading fluently. Read a passage from the student text.
Then reread it, first incorrectly, then choppily, and finally without expression
to show a lack of fluency skills.
Page 9 (paragraphs 1–7)
m Ask students to use the Fluency rubric as they practice giving you feedback.
CYCLE 1 / DAY 1 / Sarah, Plain and Tall
14 © 2014 Success for All Foundation
m Explain that students will practice reading fluently with partners on days
2 through 4.
m Tell students that they will receive an informal fluency score. Tell them
they may read aloud to you for their score when they feel ready on days
2 through 4.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
Targeted Treasure Hunt Teacher Edition 15
CYCLE 1 / DAY 2 / Sarah, Plain and Tall
DAY 2
ACTIVE INSTRUCTION
Timing Goal: 30 minutes
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Display and have students complete the Two‑Minute Edit to start the class.
m Use Random Reporter to check corrections.
m Remind students of the story, author, and reading objective.
m Point out the strategy target printed on the team score sheet.
Vocabulary
m Ask teams to have teammates make a tent with their hands when they are
ready to tell a word the entire team rated with a “+” and a word the entire
team rated with a “?.”
m Use Random Reporter to have teams share one word they know and one
word they need to study further. Award team celebration points.
m Have the teams review the vocabulary words. Ask them to use the vocabulary
words in new meaningful sentences, if possible, rather than reading the
sentences provided.
m Use Random Reporter to check the review.
m Open the Vocabulary Vault, and celebrate students’ words. Have each team
record their Vocabulary Vault words on the team score sheet.
m Award team celebration points.
Strategic Review
m Have students work in teams to retell what has happened in the story up to
this point—the main events in the plot. Use Random Reporter to review
these ideas with the class. Model this if necessary.
m If appropriate, use Think‑Pair‑Share to have students make predictions at
this point in the story. Have students give evidence from the text to support
their predictions. Model this if necessary.
tps
16 © 2014 Success for All Foundation
CYCLE 1 / DAY 2 / Sarah, Plain and Tall
m Ask students if they can think of a good question to ask about the story at this
point in their reading. Allow volunteers to pose their questions to the class.
Model these questions if necessary; an example follows.
Why has Papa stopped singing like he used to?
Listening Comprehension
m Use Think‑Pair‑Share to have students review what happened in yesterday’s
reading of Sarah, Plain and Tall. Randomly select a few students to share.
Anna, Caleb, and their father live on the plains in the country. Anna and
Caleb’s mother died in childbirth, and their father hasn’t been singing like
he used to. Papa shares a letter with them that he received from a lady
named Sarah after he placed an ad for a wife. Anna and Caleb are excited,
and they ask their father to find out whether Sarah sings.
m Read pages 12 and 13 aloud, stopping at the end of the letter on page 13. Use
a Think Aloud to model identifying the narrator’s point of view and how you
(the reader) might feel if you were the narrator.
I see from this section of text that Caleb, Anna, and Papa are writing
letters back and forth to Sarah. I can tell from Sarah’s letter that Anna
has asked her questions about braiding hair and cooking. This tells me
that Anna is interested in learning more about Sarah and wants to get to
know her. I think if I were Anna, I would feel the same way. I would have a
lot of questions to ask someone who lived far away and who might become
my new mother. I’m sure that Anna misses her mother, and I know that
I would feel the same way if my mother had passed away like Anna’s did.
m Read the rest of page 13 (ending with paragraph 2) aloud. Use a Think Aloud
to model relating to another character’s point of view.
Now I am thinking about Caleb’s point of view. I can tell that he is excited
about Sarah because Anna tells us that he reads and rereads the letter
over and over. He asks Anna if she thinks Sarah will come and stay. From
the story, I know that Caleb is a young boy who never knew his mother.
I think he really wants Sarah to come so he can have a mother.
m Remind students that they will think about the characters’ points of view as
they read Sarah, Plain and Tall and that they should relate to each character
by thinking about their own experiences and how they would feel if they were
that character in the story.
Preview Team Talk
m Preview the Team Talk questions with the class. Point out that the answer to
the Write‑On question, #3, must be written individually, after students discuss
it in their teams.
m Ask students to underline key words or phrases in the Write‑On question, or
model this if necessary. Ask questions to guide students’ reflection as they
determine the meaning of the question.
Targeted Treasure Hunt Teacher Edition 17
CYCLE 1 / DAY 2 / Sarah, Plain and Tall
m Ask students to tell what key words or phrases they underlined and to state
the question in their own words.
Team Talk
1. Are Anna and Caleb excited about the possibility of Sarah coming? How do you
know? |DC|
2. What questions did Anna ask Sarah? How do you know? |DC|
3. How would you feel if you were Caleb? Would you feel the same as Caleb does
or different? Explain. (Write‑On) |PV|
4. Is Sarah interested in coming to the family’s home? How do you know? |DC|
TEAMWORK
Timing Goal: 45 minutes
Partner Reading
m Explain, or review if necessary, the Partner Reading routines for strategy use
with sticky notes before having students read and restate:
pages 13 (paragraph 3)–16 (ending at paragraph 1) aloud
with partners.
pages 16 (paragraph 1) and 17 silently.
m If some partners finish reading ahead of their teammates, have them take
turns rereading the pages designated for Fluency in Five.
Team Discussion
m Ensure that students discuss the Team Talk questions thoroughly before
having students individually write answers to the Write‑On question. Have
students revise their answers after discussion if necessary.
m Explain, or have team leaders review if necessary, how to use role cards
during Team Discussion.
m Remind students that they will need to prepare each team member to
discuss the team’s strategy use, Write‑On discussion, and Think‑and‑Connect
discussion to earn team celebration points during Class Discussion.
Student Edition, page 2
18 © 2014 Success for All Foundation
CYCLE 1 / DAY 2 / Sarah, Plain and Tall
Team Talk
1. Are Anna and Caleb excited about the possibility of Sarah coming? How do you
know? |DC|
100 points = Yes, Anna and Caleb are excited about Sarah coming. I know
they are excited because they have written her letters and asked her a lot of
questions. Caleb has read Sarah’s letter over and over. I know when I am
excited about something, I ask a lot of questions about it. 90 points = Yes,
Anna and Caleb are excited about Sarah coming. They write her a lot of
letters and ask her lots of questions. 80 points = Yes. They write her a lot
of letters.
2. What questions did Anna ask Sarah? How do you know? |DC|
100 points = Anna asked Sarah if she can braid hair, if she can bake bread
and make stew, and what her favorite colors are. I know Anna asked these
questions because Sarah answers them in her letter to Anna. Sarah begins
her letter with the word yes. That tells me that Anna must have asked her
a question. 90 points = Anna asked Sarah if she can braid hair, if she can
bake bread and make stew, and what her favorite colors are. Sarah answers
these questions in her letter to Anna. 80 points = Anna asked about
braiding hair and baking bread.
3. How would you feel if you were Caleb? Would you feel the same as Caleb does
or different? Explain. (Write‑On) |PV|
(Answers will vary.) 100 points = If I were Caleb, I would feel the same
way he does. I would be excited about the possibility of getting a new mom,
and I would have a lot of questions for her, just like Caleb does. I think
Caleb is sad because his mother died, and I would be sad too. 90 points = If
I were Caleb, I would feel the same way he does. I would be excited about
the possibility of getting a new mom, and I would have a lot of questions for
her, just like Caleb does. 80 points = I would be excited, just like Caleb.
4. Is Sarah interested in coming to the family’s home? How do you know? |DC|
100 points = I think Sarah is interested in coming to the family’s home
because she writes letters to them and sends them a book. If she wasn’t
interested in coming to their house, she wouldn’t write to them and send
them a book. That tells me she is excited too. 90 points = I think Sarah is
interested in coming to the family’s home because she writes letters to them
and sends them a book. 80 points = Yes. She writes letters to them.
m If some teams finish ahead of others, have them work on their story maps.
m Award team celebration points for good discussions that demonstrate
effective teamwork and that use this lesson’s team cooperation goal.
Targeted Treasure Hunt Teacher Edition 19
CYCLE 1 / DAY 2 / Sarah, Plain and Tall
Class Discussion
Strategy‑Use
Discussion
– Use Random Reporter to select two or three
students to describe their team’s strategy use with
the class.
– Award team celebration points.
Think‑and‑Connect
Discussion
– Use the Team Talk questions, the Team Talk
Extenders, and other appropriate questions
(examples below) to ask students if they understood
and enjoyed the reading and to reinforce
understanding of the skill.
– Allow students time to discuss your questions.
– Use Random Reporter to select students to respond
to your questions.
Team Talk
Extenders
If you moved away to another part of the
country, what would you miss about your
current home?
What might you do to feel more at home in
a new place or area?
How could you stay connected with family
or friends that you may have left behind
when you moved?
– Award team celebration points.
Write‑On Discussion
– Use Random Reporter to ask one or two students
to read their written answers to the class. If desired,
display student answers on the board.
– Award team celebration points.
– Construct a class answer, and display it on the
board. Refer to the sample answers given in the
Team Talk box. Discuss with students what makes
the class answer a good, complete answer or how
to improve it.
20 © 2014 Success for All Foundation
CYCLE 1 / DAY 2 / Sarah, Plain and Tall
FLUENCY IN FIVE
Timing Goal: 5 minutes
m Explain, or have team leaders review if necessary, the routine and rubric
for fluency.
m Tell students the page numbers and the paragraphs of the fluency passage.
Write or display these on the board.
Page 16 (paragraphs 2–7)
m Remind students that partners should use the rubric to provide feedback
during fluency practice. Model this with a student if necessary.
m Tell the reading students when they should begin reading, and then time
them for one minute. Have the listening students identify where the readers
stopped, how many words they missed, and if they met their reading goal.
Also have partners share their feedback using the Fluency rubric. Have
partners switch roles, and repeat the process.
m Assign individual fluency goals as needed, monitor practice, and assign scores.
m Select two or three students to read the fluency section that they practiced for
a score.
m Award team celebration points. Remember to add individual scores to the
teacher cycle record form.
WORD POWER
Timing Goal: 10 minutes
m Pretend to take a message from Captain Read More out of the bottle. Use the
message to review the Word Power skill (contractions) and the Word Treasure
clue for reading contractions.
m Remind students that contractions are words that are made from two
words—a base word and a second word. When the words are put together,
the base word stays the same, and the second word is pushed onto it. When
the words are pushed together, one or more letters get(s) squeezed out of the
second word and replaced with an apostrophe.
Student Edition, page 1
Targeted Treasure Hunt Teacher Edition 21
CYCLE 1 / DAY 2 / Sarah, Plain and Tall
m Display a sailboat with two overlapping sails, and write the word “we’re” on
the bottom of the boat.
we’re
m Use Think‑Pair‑Share to have students discuss what is different about the
sails on this boat. Randomly select a few students to share. The sails overlap.
m Explain that the two main sails overlap because they have been pushed
together, just like contractions are two words that have been pushed together.
m Point out the apostrophe, and explain that it stands for one or more missing
letters from one of the words.
m Model and prompt students to figure out how the clues can help them read
the word and what should go on the sails. Write the word parts on the sails. If
necessary, write “_re” on the second sail to help students visualize are.
we are
we’re
m Ask students to read just the sail parts and compare those to the boat to see
if they are the same. Explain that because the a is missing when you put the
parts together, the word on the boat sounds different. Ask students to blend
the sounds on the boat, omitting the /a / sound until they pronounce we’re
correctly. Model if necessary.
m Explain to students that Captain Read More uses the scrubber to clean off the
a and uses a patch to add the apostrophe.
m Model the changes on the sails.
Blackline master provided.
tps
22 © 2014 Success for All Foundation
CYCLE 1 / DAY 2 / Sarah, Plain and Tall
we are
’
we’re
m Repeat the activity with the word I’ve.
m Use Think‑Pair‑Share to have students identify the treasure (skill).
m Confirm, or model, by reading Captain Read More’s treasure note.
Word
Treasure
When two words are pushed together to form a contraction, one or
more letters are left out, and an apostrophe is put in their place.
If you’re having trouble reading these words, try to read the parts of
the word first and then read the whole word.
m Tell students to look out for a contraction in this cycle’s story.
m Tell students that they will practice knowing the meanings of the vocabulary
words and the Word Power skill in preparation for the test.
m Explain, or have the team leaders review, as necessary, the Word Power
activity before having students begin.
Skill Practice
Write each word in your journal. Write the two words that make up each word,
draw a line through the extra letters, and draw a patch to add the apostrophe. Draw
a sailboat if you need help.
1. they’ve they + have
2. he’s he + is
3. I’ve I + have
4. can’t can + not
Student Edition, page 2
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’
’
’
Targeted Treasure Hunt Teacher Edition 23
CYCLE 1 / DAY 2 / Sarah, Plain and Tall
Building Meaning
feisty shuffling fetch lonely
plains paddock dune mound
5. Choose a word from the vocabulary list, and write a meaningful sentence for
that word.
100 points = The sentence uses the word correctly and includes details to
create a mind movie. 90 points = The sentence uses the word correctly and
includes one detail. 80 points = The sentence uses the word correctly.
6. Choose the word that best fits in the blank.
The farmer put the two horses back in the paddock so they could get
some exercise.
m Use Random Reporter to check responses on the skill‑practice items.
m Award team celebration points.
m Use Random Reporter to share meaningful sentences. Discuss how students
can improve sentences to make them more meaningful. Demonstrate with an
example if necessary.
m Award team celebration points.
m Remember to add individual scores to the teacher cycle record form.
m Use Random Reporter to check responses on the remaining item for
building meaning.
m Award team celebration points.
m Remind students to look for their vocabulary words outside of reading class
so they can add them to the Vocabulary Vault tomorrow.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
24 © 2014 Success for All Foundation
CYCLE 1 / DAY 3 / Sarah, Plain and Tall
DAY 3
ACTIVE INSTRUCTION
Timing Goal: 30 minutes
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Display and have students complete the Two‑Minute Edit to start the class.
m Use Random Reporter to check corrections.
m Award team celebration points.
m Remind students of the story, author, and reading objective.
m Point out the strategy target printed on the team score sheet.
Vocabulary
m Ask teams to have teammates make a tent with their hands when they are
ready to tell a word the entire team rated with a “+” and a word the entire
team rated with a “?.”
m Use Random Reporter to have teams share one word they know and one
word they need to study further. Award team celebration points.
m Have the teams review the vocabulary words. Ask them to use the vocabulary
words in new meaningful sentences, if possible, rather than reading the
sentences provided.
m Use Random Reporter to check the review.
m Open the Vocabulary Vault, and celebrate students’ words. Have each team
record their Vocabulary Vault words on the team score sheet.
m Award team celebration points.
Strategic Review
m Have students work in teams to retell the events in the story so far—the main
events in the plot. Use Random Reporter to review these ideas with the
class. Model this if necessary.
m If appropriate, use Think‑Pair‑Share to have students make predictions at
this point in the story. Have students give evidence from the text to support
their predictions. Model this if necessary.
tps
Targeted Treasure Hunt Teacher Edition 25
CYCLE 1 / DAY 3 / Sarah, Plain and Tall
m Ask students if they can think of a good question to ask about the story at this
point in their reading. Allow volunteers to pose their questions to the class.
Model these questions if necessary; an example follows.
Do you think Sarah will come to the family’s home? Why or why not?
Listening Comprehension
m Refer students to page 18 in the text. Read page 18 aloud.
m Use a Think Aloud to model identifying a character’s point of view and
comparing it with that of another character and/or the reader.
I see that Sarah is coming to visit. It seems like Papa is excited about
Sarah coming because the text says that he brushes his hair so it is
slick and shiny and that he wears a clean blue shirt and a belt instead
of suspenders. I think Papa is probably feeling nervous and excited. He
wants to look his best for Sarah when he meets her. I know that if I were
Papa, I would be nervous meeting Sarah for the first time. I would want to
look my best for her since she might be my wife.
m Read page 19 aloud.
m Use Think‑Pair‑Share to have students identify Caleb’s feelings, and
randomly select a few students to share.
How do you think Caleb feels about Sarah coming? How do you know?
I think Caleb feels nervous because he asks Anna if his face is clean and if it
can be too clean. The text also says that Caleb looks alarmed, so I think he is
nervous about Sarah coming.
How are Caleb’s feelings about Sarah’s visit similar to Papa’s feelings?
Explain. Caleb’s feelings are similar to Papa’s feelings because both characters
seem nervous that Sarah is coming. Caleb and Papa both clean themselves up,
and this shows that they care what Sarah thinks about them.
Preview Team Talk
m Preview the Team Talk questions with the class. Point out that the answer to
the Write‑On question, #4, must be written individually, after students discuss
it in their teams.
m Ask students to underline key words or phrases in the Write‑On question, or
model this if necessary. Ask questions to guide students’ reflection as they
determine the meaning of the question.
m Ask students to tell what key words or phrases they underlined and to state
the question in their own words.
26 © 2014 Success for All Foundation
CYCLE 1 / DAY 3 / Sarah, Plain and Tall
Team Talk
1. Caleb asks, “Will she like us?” as he and Anna wait for Sarah to arrive. How does
he answer his own question? Why do you think he asks it? |DC|
2. What does Sarah bring for Anna and Caleb? Why did she bring these? |CE|
3. How does Anna think Sarah is feeling? What makes Anna think this way? |DC|
4. How does Anna feel at the end of today’s reading? Would you feel the same as or
different from Anna? Explain. (Write‑On) |PV|
TEAMWORK
Timing Goal: 45 minutes
Partner Reading
m Explain, or review if necessary, the Partner Reading routines for strategy use
with sticky notes before having students read and restate:
pages 20 and 21 (paragraph 5) aloud with partners.
pages 21 (paragraph 6)–24 silently.
m If some partners finish reading ahead of their teammates, have them take
turns rereading the pages designated for Fluency in Five.
Team Discussion
m Ensure that students discuss the Team Talk questions thoroughly before
having students individually write answers to the Write‑On question. Have
students revise their answers after discussion if necessary.
m Explain, or have team leaders review if necessary, how to use role cards
during Team Discussion.
m Remind students that they will need to prepare each team member to
discuss the team’s strategy use, Write‑On discussion, and Think‑and‑Connect
discussion to earn team celebration points during Class Discussion.
Student Edition, page 3
Targeted Treasure Hunt Teacher Edition 27
CYCLE 1 / DAY 3 / Sarah, Plain and Tall
Team Talk
1. Caleb asks, “Will she like us?” as he and Anna wait for Sarah to arrive. How does
he answer his own question? Why do you think he asks it? |DC|
100 points = Caleb answers his own question by saying, “Of course she
will like us” and “We are nice.” I think he asks the question because he is
nervous. He is afraid she won’t like them. He wants to reassure himself that
Sarah will like their family. 90 points = Caleb answers his own question by
saying, “Of course she will like us” and “We are nice.” He asks the question
because he is nervous. 80 points = He says “Of course she will like us” and
“We are nice.” He is nervous that she won’t like them.
2. What does Sarah bring for Anna and Caleb? Why did she bring these? |CE|
100 points = Sarah brings things from the sea for Anna and Caleb. She
brings Caleb a moon snail, and she gives Anna a sea stone. I think she
brought them so Anna and Caleb would have something from the sea, since
they have never seen it. Sarah wants them to like the sea. 90 points = Sarah
brings Caleb a moon snail, and she gives Anna a sea stone. I think she
brought them so Anna and Caleb would have something from the sea.
80 points = Sarah brings Caleb a moon snail, and she gives Anna a
sea stone.
3. How does Anna think Sarah is feeling? What makes Anna think this way? |DC|
100 points = Anna thinks Sarah is feeling lonely. Anna thinks this because
when Sarah looks out over the plains, she looks sad and says that there is no
sea here. This makes Anna think that Sarah is lonely already and misses
her home. 90 points = Anna thinks Sarah is feeling lonely. Anna thinks
this because when Sarah looks out over the plains, she looks sad and says
that there is no sea here. 80 points = Anna thinks Sarah is feeling lonely.
4. How does Anna feel at the end of today’s reading? Would you feel the same as or
different from Anna? Explain. (Write‑On) |PV|
100 points = Anna feels a little nervous at the end of today’s reading. She
is afraid that Sarah already feels lonely and that she misses Maine. I think
I would feel the same as Anna. Their home is very different from Sarah’s
old home. I would be afraid that she would miss Maine too much and want
to go home. 90 points = Anna feels a little nervous at the end of today’s
reading. She is afraid that Sarah already feels lonely. I think I would
be afraid that Sarah would miss her home too much to stay with them.
80 points = She is nervous. I would also be nervous because Sarah might
miss her home too much to stay.
m If some teams finish ahead of others, have them work on their story maps.
m Award team celebration points for good discussions that demonstrate
effective teamwork and that use this lesson’s team cooperation goal.
28 © 2014 Success for All Foundation
CYCLE 1 / DAY 3 / Sarah, Plain and Tall
Class Discussion
Strategy‑Use
Discussion
– Use Random Reporter to select two or three
students to describe their team’s strategy use with
the class.
– Award team celebration points.
Think‑and‑Connect
Discussion
– Use the Team Talk questions, the Team Talk
Extenders, and other appropriate questions
(examples below) to ask students if they understood
and enjoyed the reading and to reinforce
understanding of the skill.
– Allow students time to discuss your questions.
– Use Random Reporter to select students to respond
to your questions.
Team Talk
Extenders
Have you ever felt lonely? What did you do
to make yourself feel better?
How would you feel if you were Sarah?
Do you think Sarah is brave? Why or
why not?
– Award team celebration points.
Write‑On Discussion
– Use Random Reporter to ask one or two students
to read their written answers to the class. If desired,
display student answers on the board.
– Award team celebration points.
– Construct a class answer, and display it on the
board. Refer to the sample answers given in the
Team Talk box. Discuss with students what makes
the class answer a good, complete answer or how
to improve it.
Targeted Treasure Hunt Teacher Edition 29
CYCLE 1 / DAY 3 / Sarah, Plain and Tall
FLUENCY IN FIVE
Timing Goal: 5 minutes
m Explain, or have team leaders review if necessary, the routine and rubric
for fluency.
m Tell students the page numbers and the paragraphs of the fluency passage.
Write these on the board.
Page 16 (paragraphs 2–7) or 23 (paragraphs 1–7)
m Remind students that partners should use the rubric to provide feedback
during fluency practice. Model this with a student if necessary.
m Tell the reading students when they should begin reading, and then time
them for one minute. Have the listening students identify where the readers
stopped, how many words they missed, and if they met their reading goal.
Also have partners share their feedback using the Fluency rubric. Have
partners switch roles, and repeat the process.
m Assign individual fluency goals as needed, monitor practice, and assign scores.
m Select two or three students to read the fluency section that they practiced for
a score.
m Award team celebration points. Remember to add individual scores to the
teacher cycle record form.
WORD POWER
Timing Goal: 10 minutes
m Pretend to take a message from Captain Read More out of the bottle. Use the
message to remind students of the skill they are working on (contractions).
m Use Think‑Pair‑Share to have students tell whether they found a contraction
as they read this cycle’s story. Randomly select a few students to share.
m Display a sailboat with two overlapping sails, and write “they’ve” on the boat.
Student Edition, page 1
tps
30 © 2014 Success for All Foundation
CYCLE 1 / DAY 3 / Sarah, Plain and Tall
they’ve
m Use Think‑Pair‑Share to have students identify which words should go on
the sails [they and have] and how to use the tools to change the words [scrub
out the ha, and patch in an apostrophe]. Randomly select a few students
to share.
they
have
’
they’ve
m Tell students that they will practice knowing the meanings of the vocabulary
words and the Word Power skill in preparation for the test.
m Explain, or have the team leaders review, as necessary, the Word Power
activity before having students begin.
Skill Practice
Write each word in your journal. Write the two words that make up each word,
draw a line through the extra letters, and draw a patch to add the apostrophe. Draw
a sailboat if you need help.
1. there’s there + is
2. didn’t did + not
3. couldn’t could + not
4. here’s here + is
Student Edition, page 3
’
’
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Targeted Treasure Hunt Teacher Edition 31
CYCLE 1 / DAY 3 / Sarah, Plain and Tall
Building Meaning
feisty shuffling fetch plains
paddock lonely dune mound
5. Choose a word from the vocabulary list, and write a meaningful sentence for
that word, or revise your sentence from yesterday.
100 points = The sentence uses the word correctly and includes details to
create a mind movie. 90 points = The sentence uses the word correctly and
includes one detail. 80 points = The sentence uses the word correctly.
6. “You don’t want to be late to class, so please stop shuffling,” Mrs. Taylor told
Lawrence. Shuffling means—
a. lifting your arms up.
b. running back and forth.
c. sliding your feet back and forth.
d. stretching out your legs.
m Use Random Reporter to check responses on the skill‑practice items.
m Award team celebration points.
m Use Random Reporter to share meaningful sentences. Discuss how students
can improve sentences to make them more meaningful. Demonstrate with an
example if necessary.
m Award team celebration points.
m Remember to add individual scores to the teacher cycle record form.
m Use Random Reporter to check responses on the remaining item for
building meaning.
m Award team celebration points.
m Remind students to look for their vocabulary words outside of reading class
so they can add them to the Vocabulary Vault tomorrow.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
32 © 2014 Success for All Foundation
CYCLE 1 / DAY 4 / Sarah, Plain and Tall
DAY 4
ACTIVE INSTRUCTION
Timing Goal: 30 minutes
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Display and have students complete the Two‑Minute Edit to start the class.
m Use Random Reporter to check corrections.
m Award team celebration points.
m Remind students of the story, author, and reading objective.
m Point out the strategy target printed on the team score sheet.
Vocabulary
m Ask teams to have teammates make a tent with their hands when they are
ready to tell a word the entire team rated with a “+” and a word the entire
team rated with a “?.”
m Use Random Reporter to have teams share one word they know and one
word they need to study further. Award team celebration points.
m Have the teams review the vocabulary words. Ask them to use the vocabulary
words in new meaningful sentences, if possible, rather than reading the
sentences provided.
m Use Random Reporter to check the review.
m Open the Vocabulary Vault, and celebrate students’ words. Have each team
record their Vocabulary Vault words on the team score sheet.
m Award team celebration points.
Strategic Review
m Have students work in teams to retell what has happened in the story up to
this point—the main events in the plot. Use Random Reporter to review
these ideas with the class. Model this if necessary.
m If appropriate, use Think‑Pair‑Share to have students make predictions at
this point in the story. Have students give evidence from the text to support
their predictions. Model this if necessary.
tps
Targeted Treasure Hunt Teacher Edition 33
CYCLE 1 / DAY 4 / Sarah, Plain and Tall
m Ask students if they can think of a good question to ask about the story at this
point in their reading. Allow volunteers to pose their questions to the class.
Model these questions if necessary; an example follows.
How do you think Sarah feels about coming to Anna and Caleb’s home? How
can you tell?
Listening Comprehension
m Read pages 25 and 26 aloud. Use a Think Aloud to model identifying how
Anna (the narrator) feels in this section of text and relating your own personal
experience to the feelings and experience of the character.
What can I tell about how Anna feels about Sarah from this section of
text? Well, Anna says that she is quiet and shy around Sarah, just like her
father. Maybe Anna is shy and quiet around people she doesn’t know, and
she wants Sarah to like her. I know when I am shy around people, it is
usually because I don’t know them very well, and I am concerned whether
they will like me. I bet that is how Anna is feeling too. I think if I were
Anna, I would be quiet and shy around Sarah too.
m Use Think‑Pair‑Share to have students identify how Caleb feels about
Sarah and how they would act around Sarah. Randomly select a few students
to share.
How does Caleb feel about Sarah? How do you know? Caleb really likes
Sarah. I can tell because he leans against Anna when Sarah looks sad and far
away after listening to the conch shell because he is afraid she will leave them.
Caleb also talks to Sarah all the time and wants to be around her all day long.
Do you think you would be more like Caleb or Anna around Sarah? Why?
(Answers will vary.) I think I would be more like Anna, because I am shy and
quiet around people that I don’t know very well. I think I would be like Anna
until I got to know Sarah better.
m Remind students to think about the different points’ of view of the characters
as they are reading the text and consider how they would feel if they were
that character.
Preview Team Talk
m Preview the Team Talk questions with the class. Point out that the answer to
the Write‑On question, #1, must be written individually, after students discuss
it in their teams.
m Ask students to underline key words or phrases in the Write‑On question, or
model this if necessary. Ask questions to guide students’ reflection as they
determine the meaning of the question.
m Ask students to tell what key words or phrases they underlined and to state
the question in their own words.
34 © 2014 Success for All Foundation
CYCLE 1 / DAY 4 / Sarah, Plain and Tall
Team Talk
1. What does Sarah tell Anna and Caleb about her brother and aunts? Why do you
think Sarah tells them this information? |SS|
2. When Anna looks in the mirror with Sarah, how does she think she looks
different than she used to look? |CC|
3. What does Papa do on page 30 that shows he is enjoying Sarah’s visit?
Explain. |CH|
4. How does Sarah feel at the end of today’s reading? Would you feel the same as
or different from Sarah? Explain. (Write‑On) |PV|
TEAMWORK
Timing Goal: 45 minutes
Partner Reading
m Explain, or review if necessary, the Partner Reading routines for strategy use
with sticky notes before having students read and restate:
pages 27 and 28 aloud with partners.
pages 29–31 silently.
m If some partners finish reading ahead of their teammates, have them take
turns rereading the pages designated for Fluency in Five.
Team Discussion
m Ensure that students discuss the Team Talk questions thoroughly before
having students individually write answers to the Write‑On question. Have
students revise their answers after discussion if necessary.
m Explain, or have team leaders review if necessary, how to use role cards
during Team Discussion.
m Remind students that they will need to prepare each team member to
discuss the team’s strategy use, Write‑On discussion, and Think‑and‑Connect
discussion to earn team celebration points during Class Discussion.
Student Edition, page 3
Targeted Treasure Hunt Teacher Edition 35
CYCLE 1 / DAY 4 / Sarah, Plain and Tall
Team Talk
1. What does Sarah tell Anna and Caleb about her brother and aunts? Why do you
think Sarah tells them this information? |SS|
100 points = Sarah tells them that her brother has a gray and white boat
and that he looks like her. Sarah says her three aunts wear silk dresses and
no shoes. I think Sarah tells them this because she wants them to know
about her family and her home. 90 points = Sarah tells them that her
brother has a gray and white boat and that he looks like her. Sarah says her
three aunts wear silk dresses and no shoes. 80 points = Sarah tells them
that her brother looks like her. Sarah says she has three aunts.
2. When Anna looks in the mirror with Sarah, how does she think she looks
different than she used to look? |CC|
100 points = When Anna looks in the mirror, she thinks she looks different
and more like Sarah now. She says she looks taller, fair, and thin, like
Sarah. She thinks she looks like she could be Sarah’s daughter with her hair
pulled back. 90 points = Anna thinks she looks different and more like
Sarah when she looks in the mirror. She says she looks taller, fair, and thin,
like Sarah. 80 points = She looks more like Sarah.
3. What does Papa do on page 30 that shows he is enjoying Sarah’s visit?
Explain. |CH|
100 points = I can tell Papa is enjoying Sarah’s visit because he laughs
and sings with her. That shows me that he is happy and having fun.
90 points = I can tell Papa is enjoying Sarah’s visit because he sings
with her. 80 points = He sings with her.
4. How does Sarah feel at the end of today’s reading? Would you feel the same as
or different from Sarah? Explain. (Write‑On) |PV|
100 points = In today’s reading, Sarah feels homesick. I think I might feel
the same way if I were far away from home. Sarah thinks about her family
and other things about Maine. She wishes she could touch a seal again. She
misses things she can’t have on the plains. 90 points = In today’s reading,
Sarah feels homesick. I think I might feel the same way if I were far away
from home. She misses things she can’t have on the plains. 80 points = She
feels homesick and misses things she can’t have on the plains. I would be
homesick too.
m If some teams finish ahead of others, have them work on their story maps.
m Award team celebration points for good discussions that demonstrate
effective teamwork and that use this lesson’s team cooperation goal.
36 © 2014 Success for All Foundation
CYCLE 1 / DAY 4 / Sarah, Plain and Tall
Class Discussion
Strategy‑Use
Discussion
– Use Random Reporter to select two or three students
to describe their team’s strategy use with the class.
– Award team celebration points.
Think‑and‑Connect
Discussion
– Use the Team Talk questions, the Team Talk
Extenders, and other appropriate questions
(examples below) to ask students if they understood
and enjoyed the reading and to reinforce
understanding of the skill.
– Allow students time to discuss your questions.
– Use Random Reporter to select students to respond
to your questions.
Team Talk
Extenders
What traditions do you have in
your family?
What do you enjoy doing with your family?
– Award team celebration points.
Write‑On Discussion
– Use Random Reporter to ask one or two students
to read their written answers to the class. If desired,
display student answers on the board.
– Award team celebration points.
– Construct a class answer, and display it on the
board. Refer to the sample answers given in the
Team Talk box. Discuss with students what makes
the class answer a good, complete answer or how
to improve it.
FLUENCY IN FIVE
Timing Goal: 5 minutes
m Explain, or have team leaders review if necessary, the routine and rubric
for fluency.
m Tell students the page numbers and the paragraphs of the fluency passage.
Write these on the board.
Page 16 (paragraphs 2–7), 23 (paragraphs 1–7), or 29 (paragraphs 2–8)
Student Edition, page 1
Targeted Treasure Hunt Teacher Edition 37
CYCLE 1 / DAY 4 / Sarah, Plain and Tall
m Remind students that partners should use the rubric to provide feedback
during fluency practice. Model this with a student if necessary.
m Tell the reading students when they should begin reading, and then time
them for one minute. Have the listening students identify where the readers
stopped, how many words they missed, and if they met their reading goal.
Also have partners share their feedback using the Fluency rubric. Have
partners switch roles, and repeat the process.
m Assign individual fluency goals as needed, monitor practice, and assign scores.
m Select two or three students to read the fluency section that they practiced for
a score.
m Award team celebration points. Remember to add individual scores to the
teacher cycle record form.
WORD POWER
Timing Goal: 10 minutes
m Remind students of the Word Power skill (contractions) and the Word
Treasure clue and tools that Captain Read More uses for contractions
(sailboat, scrubber, and patch).
m Display the Word Power Challenge. Tell students that they will work in teams
to read the sentences, concentrating on the underlined words.
Word Power
Challenge
Laura couldn’t find her snow boots before she left for school.
She’s going to start as goalie for her soccer team.
m Use Random Reporter to choose a student to read each sentence aloud and
identify the two words that make up each contraction. Remind students to
identify letters that get dropped.
could + not; she + is.
m Tell students that they will practice knowing the meanings of the vocabulary
words and the Word Power skill in preparation for the test.
m Explain, or have the team leaders review, as necessary, the Word Power
activity before having students begin.
Preparation: Display the
Word Power Challenge.
’ ’
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CYCLE 1 / DAY 4 / Sarah, Plain and Tall
Skill Practice
Write each word in your journal. Write the two words that make up each word,
draw a line through the extra letters, and draw a patch to add the apostrophe. Draw
a sailboat if you need help.
1. shouldn’t should + not
2. what’s what + is
3. should’ve should + have
4. wouldn’t would + not
Building Meaning
feisty shuffling fetch plains
paddock lonely dune mound
5. Choose a word from the vocabulary list, and write a meaningful sentence for
that word, or revise your sentence from yesterday.
100 points = The sentence uses the word correctly and includes details to
create a mind movie. 90 points = The sentence uses the word correctly and
includes one detail. 80 points = The sentence uses the word correctly.
6. Choose the word that best fits in the blank.
My brother and I watched as the bulldozer made several trips around the
construction site, moving the small piles of dirt into one large mound.
m Use Random Reporter to check responses on the skill‑practice items.
m Award team celebration points.
m Use Random Reporter to share meaningful sentences. Discuss how students
can improve sentences to make them more meaningful. Demonstrate with an
example if necessary.
m Award team celebration points.
m Remember to add individual scores to the teacher cycle record form.
Student Edition, page 4
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Targeted Treasure Hunt Teacher Edition 39
CYCLE 1 / DAY 4 / Sarah, Plain and Tall
m Use Random Reporter to check responses on the remaining item for
building meaning.
m Award team celebration points.
m Remind students to look for their vocabulary words outside of reading class
so they can add them to the Vocabulary Vault tomorrow.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
40 © 2014 Success for All Foundation
CYCLE 1 / DAY 5 / Sarah, Plain and Tall
DAY 5
ACTIVE INSTRUCTION
Timing Goal: 20 minutes
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Tell students that their reading test today includes comprehension questions
and Word Power items.
m Remind students that their scores on this test will contribute to their
team scores.
m Have students work in teams to review the story elements from the reading on
days 1 through 4 and to put these into a story map. Model this if necessary.
m Use Random Reporter to review these elements with the class.
m Introduce the section of the story that students will read for their test. Tell
what it is about, but do not give additional information or details.
In yesterday’s reading, Anna, Caleb, and their father spent time with
Sarah to get to know her better. They are all enjoying her visit. Today we
will read more about Sarah’s visit.
Vocabulary
m Remind students that the meanings of the vocabulary words and the
Word Power skill will be assessed on their written test.
m Have the teams review the vocabulary words. Remind them to use the
vocabulary words in new meaningful sentences.
Prepare Students for the Test
m Distribute the test, and preview it with students without providing information
about the answers. Point out that questions #1 and #5 ask about point of view.
m Ask students to underline key words or phrases in question #5.
m Make sure that students understand that the test is independent work and
that they should continue to use their strategies with sticky notes as they read
without their partners’ assistance.
m Tell students to add any relevant events from this reading to their story maps
and to do so without assistance.
m Remind students that they have 20 minutes for the test.
Targeted Treasure Hunt Teacher Edition 41
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TEST
Timing Goal: 20 minutes
m Allow students to begin.
m Help students monitor their timing by indicating once or twice how much
time remains.
m When students are finished, collect pencils or pens, but have students retain
the test.
TEAMWORK
Timing Goal: 30 minutes
Team Discussion
m Modify the procedures for Team Discussion to have students discuss
independent strategy use and answers to the test.
m Remind students that they will need to prepare each team member to discuss
the team’s strategy use during Class Discussion.
m Pass out a colored pen (e.g., red or green ink) to each student.
m Point to the skill question. Ask students to specifically discuss the
skill question.
m Ask students to state the question in their own words and tell what key words
or phrases they underlined.
m Have students read their answers to the question. Ask the teams to think
about what they like about their answers and what they wish they had
said differently. Tell them to use their colored pens to add comments to
their answers.
m Circulate during Team Discussion, and listen to discussions about
test answers.
m Use Random Reporter to have students share additions they made to the
targeted skill question.
m Award team celebration points.
m Have students share the information that they added to their story maps.
Teacher procedures
for Teamwork vary with
strategy instruction.
42 © 2014 Success for All Foundation
CYCLE 1 / DAY 5 / Sarah, Plain and Tall
Class Discussion
m Ask the class to share the comments that they wrote on their test answers.
Ask them why these comments made their answers better or more complete.
m Collect the test answers.
m Use Random Reporter to have students discuss their strategy use.
m Award team celebration points.
m Use Random Reporter to review and celebrate the team discussions,
including new information added to test answers and additions to story maps.
m Award team celebration points.
m Open the Vocabulary Vault, and celebrate students’ words. Have each team
record their Vocabulary Vault words on the team score sheet.
m Award team celebration points.
m Use information from student tests to plan modeling and/or Think Alouds
for the next lesson that will build upon the skills students need. If necessary,
add or modify questions on the next student test to address a particular skill,
quality of expression, or question format.
BOOK CLUB
Timing Goal: 20 minutes
m Have students share their reading selections through activities of
their choosing.
m Celebrate each student’s selection and activity.
m Record student completion on the teacher cycle record form.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
Targeted Treasure Hunt Teacher Edition 43
TEST
CYCLE 1 / DAY 5 / Sarah, Plain and Tall
Comprehension Questions
Read pages 32–34 of Sarah, Plain and Tall, and answer the following questions. The total score
for comprehension questions equals 100 points.
1. Caleb is excited about Sarah. Why is he excited? Would you feel the same as or
different from Caleb? Explain. |PV|
20 points = Caleb is excited because Sarah might become his new mother.
His mother died the day after Caleb was born, so he never knew her. I think
I would feel the same as Caleb. I think he feels like he is missing out on
something because his mother died. It would be exciting to get a new mom.
15 points = Caleb is excited because Sarah might become his new mother. He
never knew his own mother. I think I would feel the same as Caleb. It would be
exciting. 10 points = Sarah might become his new mother. I would probably
feel the same.
2. Why does Sarah bring things from the sea for Anna and Caleb and tell them all about
her brother and aunts? |DC|
20 points = Sarah brings things from the sea for Anna and Caleb and tells
them all about her brother and aunts because she wants them to like the sea,
and she misses her home. Sarah loves the sea and gets sad when she thinks
about her old home. By giving Anna and Caleb shells and talking about her
family, it shows that she wants them to know about where she came from, and
it makes her feel less homesick and lonely. 15 points = Sarah brings things
from the sea for Anna and Caleb and tells them all about her brother and aunts
because she wants them to like the sea, and she misses her home. Sarah loves
the sea and gets sad when she thinks about her old home. 10 points = Sarah
misses her home and wants Anna and Caleb to learn about the sea and
her family.
3. Compare and contrast the way Caleb and Anna act around Sarah. |CC|
20 points = Caleb and Anna both like Sarah, but Caleb is more open with
her. Anna is quieter and more shy, and she doesn’t talk as much as Caleb.
But they both care about Sarah. Caleb is just more outgoing than Anna.
15 points = Caleb and Anna both like Sarah, but Caleb is more open with her.
Anna is quieter and more shy, and she doesn’t talk as much as Caleb. But they
both care about Sarah. 10 points = Caleb and Anna both like Sarah, but Caleb
is more open with her.
20 points
20 points
20 points
44 © 2014 Success for All Foundation
CYCLE 1 / DAY 5 / Sarah, Plain and Tall
4. Why does Sarah draw pictures to send to Maine? How do you know? |CH|
20 points = I think Sarah draws pictures to send to Maine because she misses
it there. I think Sarah feels sad about the lamb dying, so she starts to feel
lonely and thinks about her home. 15 points = I think Sarah draws pictures
to send to Maine because she misses it there. I think she feels lonely and is
thinking about her home. 10 points = She misses it there.
5. How does Papa feel about Sarah now that she has arrived at his home? Would
you feel the same as or different from Papa? Explain. |PV|
20 points = Papa is happy now that Sarah has arrived, and I think he
likes her. He does things to make her happy, such as bury the lamb and
give Sarah a dune made from hay. I think I would feel the same if I were
Papa. I would want to make Sarah feel at home and happy because I
would want her to stay. 15 points = Papa is happy now that Sarah has
arrived, and I think he likes her. He does things to make her happy. I
think I would feel the same if I were Papa. I would want to make Sarah
feel at home. 10 points = He is happy and wants her to feel at home. I
would feel the same.
Word Power
Number your paper from 1 to 12. Write your answers next to the matching numbers on your paper.
The total possible score for Word Power questions equals 100 points.
Skill Questions
Write each word in your journal. Write the two words that make up each word, draw a line through
the extra letters, and draw a patch to add the apostrophe. Draw a sailboat if you need help.
1. don’t do + not
2. where’s where + is
3. we’ve we + have
4. they’ll they + will
20 points
20 points
5 points
’
5 points
’
5 points
’
5 points
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Building Meaning
feisty shuffling fetch plains
lonely paddock dune mound
5. Write a meaningful sentence for the word dune.
10 points = My sister and I played on the sand dune and watched the waves
crash on the beach. 5 points = My sister and I played on the sand dune and
watched the waves. 1 point = My sister and I played on the sand dune.
6. I have always wanted to visit the plains and see the flat grassy land there.
7. Shane led his horse back to the paddock after taking her for a ride.
8. The monkey at the zoo was acting very feisty because it was jumping up and down,
smiling, and acting silly for the visitors.
9. Mrs. Thompson’s throat was dry, so she asked Jason to fetch her a glass of water.
Fetch means—
a. take it away.
b. look it up.
c. bring it back.
d. put it away.
10. I was so tired that I was just shuffling slowly, without even picking my feet up off
the ground.
11. Vanessa looked through the mound of clothing, hoping to find her favorite sweater.
Mound means—
a. neat pile.
b. small pile.
c. messy pile.
d. heavy pile.
12. When I went away to camp for a week by myself, I felt very lonely and missed my
friends and family.
10 points
10 points
10 points
10 points
10 points
10 points
10 points
10 points
46 © 2014 Success for All Foundation
CYCLE 1 / DAY 6 / Sarah, Plain and Tall
DAY 6
ACTIVE INSTRUCTION
Timing Goal: 25 minutes
Set the Stage
m Introduce the writing goal.
Today you will write a friendly letter to Sarah telling her why she should
stay with Anna, Caleb, and their father. As we read in the text, Sarah
comes to stay with the family and may become Anna and Caleb’s new
mother. Why should Sarah stay with the family? Write Sarah a letter to
help her feel more comfortable about staying there.
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Build Background
m Introduce the correct format for a friendly letter.
A friendly letter should have a date, a greeting, a body, a closing, and a
signature. I’m going to show you a sample letter, and I want you to work
with your team to correctly identify each of these parts in it.
m Display the blackline master.
Targeted Treasure Hunt Teacher Edition 47
CYCLE 1 / DAY 6 / Sarah, Plain and Tall
Parts of a Friendly Letter (not in order)
Body
Closing
Date
Greeting
Signature
October 1, 2012
Dear Sarah,
My name is Sandy, and I would like to tell you about the parts of a friendly
letter. A friendly letter begins with the date at the top of the page, and
then it has a greeting such as “Dear Mary.” The body of the letter follows
the greeting. This is the part where I tell you the things that I want to
share with you. My letter ends with a closing and a signature. I hope you
find this information helpful!
Your friend,
Lisa
m Use Random Reporter to have teams identify the parts of a friendly letter
in the sample. Label the parts of the letter with a marker as each team shares
one answer.
m Use Think‑Pair‑Share to have students identify why you should include a
date when you write a letter, and randomly select a few students to share.
So the reader knows when the letter was written.
m Explain how to begin a friendly letter to someone you’ve never met.
When you write a letter to someone you do not know, the first thing you
should do in the body of your letter is introduce yourself.
m Read the first line in the body of the sample letter. Tell students that this is an
introductory sentence.
m Explain what kinds of information you would include in a friendly letter to
someone you have never met.
In a friendly letter, you might write about the fun things that Anna and
Caleb do.
You might also write about how excited they were for Sarah to come. In
your letter, you will write to Sarah and tell her why she should stay with
Anna and her family. Think about what you might say to Sarah if you
were Anna, and write the letter as if you were Anna telling Sarah why she
should stay.
m Tell students that they will begin planning their letters to Sarah.
Blackline master provided.
tps
48 © 2014 Success for All Foundation
CYCLE 1 / DAY 6 / Sarah, Plain and Tall
ADVENTURES IN WRITING
Timing Goal: 65 minutes
Planning
m Introduce the activity.
Remember that today you will write a letter to Sarah telling her why she
should stay with Anna, Caleb, and their father.
m Introduce the prompt and scoring guide. Use Think‑Pair‑Share to have
students clarify the prompt by identifying the topic, audience, purpose,
and format.
Writing Prompt
Imagine that you are Anna. What would you tell Sarah to encourage her to stay with
your family? Think about what might be important to Sarah and why she might
want to stay with Anna and her family. Begin your letter by introducing yourself
and stating the purpose of your letter. Then write at least three reasons Sarah will
be happy staying with the family. Remember to sign your name and add the date to
your letter.
Scoring Guide
The letter has an introductory paragraph and states the
purpose of the letter.
15 points
The body includes at least three reasons Sarah should
stay with the family.
20 points each
(60 points maximum)
All the parts of a friendly letter are included in the correct
order (date, greeting, body, closing, and signature).
15 points
The letter is written in complete sentences. 10 points
m Remind students of the importance of planning their writing before they
actually begin to write. Introduce the graphic organizer—the type of organizer
and how it is used.
Before we begin writing, it’s very important that we plan what we are
going to write. That way, our thoughts and ideas will be organized when
we write them down. The best way to plan for writing is to use a graphic
organizer. Today we will use a web. This will help us organize the thoughts
that we want to include in our friendly letter.
tps
Student Edition, page 4
Targeted Treasure Hunt Teacher Edition 49
CYCLE 1 / DAY 6 / Sarah, Plain and Tall
m Demonstrate how to draw the graphic organizer, modeling to the
extent necessary.
m Use Think‑Pair‑Share to have students discuss what they will include in
their writing. Randomly select a few students to share. Then have students
draw their organizers and fill them in with these ideas.
m Monitor students as they complete their plans. Give specific feedback to
reinforce good planning, and assist students as needed.
m Ask one or two students who have examples of good planning to share their
ideas with the class.
Sample Graphic Organizer
Reason 2
Reason 3
Reason 1
3 reasons Sarah
should stay with
the family
Drafting
m Tell students that they will use their plans to write a first draft.
m Explain how students will use the ideas in their graphic organizers to write
their drafts. Remind them to include all of their ideas, writing in sentences and
skipping lines to make room for revisions. Also, suggest that they include new
thoughts as they occur.
m Explain how to write an opening sentence based on the topic in the middle of
the web.
In the sample letter, the writer began by introducing herself and stating
the reason she is writing the letter. You should begin your letter in the
same way, with an introductory sentence that also states the reason you
are writing to Sarah. The middle circle on your web provides that reason,
so use it to write your introductory sentence. You can tell Sarah why you
are writing to her. You might say, “My name is Alexa, and I would like to
tell you why I think you should stay with Anna, Caleb, and their father.”
Or you could say, “My name is Alexa, and I think you will love living on
the plains with Anna’s family.”
50 © 2014 Success for All Foundation
CYCLE 1 / DAY 6 / Sarah, Plain and Tall
m Write the sample sentences on the board so students may refer to them.
m Use Think‑Pair‑Share to have students identify possible introductory
sentences for their friendly letters.
m Ask one or two students to share their ideas for introductory sentences with
the class.
m Remind students to use reasons that will appeal to Sarah and that will make
her want to stay with the family.
m Display the following web.
Sample Graphic Organizer
They like her.
Papa needs
a wife.
It’s fun there.
3 reasons Sarah
should stay with
the family
m Use a Think Aloud to model determining whether the reasons are valid
and convincing.
Looking at this first reason, I think it is a little vague. It doesn’t give
enough information. What is fun, and how is it fun? I would change this
to make it more specific, such as “There are a lot of fun activities to do
on the farm, like swimming, playing with the animals, growing a garden,
and singing.”
The second reason is also not specific. It doesn’t clarify who they are.
I would change this to “Anna and Caleb enjoy spending time with you and
would love for you to stay with them as their new mother.” This would be
more convincing to Sarah.
m Use Think‑Pair‑Share to have students add to or revise the third reason on
the web.
m Have a few students share their ideas about how to make the last reason more
convincing to Sarah.
m Remind students to think about what might convince Sarah to stay with the
family and then revise their reasons as needed.
Targeted Treasure Hunt Teacher Edition 51
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m While they have their plans in front of them, have students review their ideas
with partners and begin to write.
m Remind students to periodically check their writing against the prompt and
scoring guide to make sure they are meeting the goal for the activity.
m Monitor students as they begin working. Give specific feedback to reinforce
good drafting, and assist students as needed.
m As students complete their drafts, have them read their writing aloud to a
partner to see that it includes the intended ideas and makes sense.
m Ask one or two students to share their first drafts with the class to celebrate.
Sharing, Responding, and Revising
m Tell students that they will work with partners to improve their writing. They
will share and respond to provide feedback for each other’s drafts.
m Using the chart in the student routines, explain and model, or review if
necessary, how to share and respond with partners.
m Ask students to share and respond with their partners.
m Using the chart in the student routines, review how to make revisions.
m Tell students to be sure to include reasons that will appeal to Sarah. Explain
that while we are writing from Anna’s viewpoint, we want to think about our
audience (Sarah) and provide reasons that would convince her to stay with
the family.
m Display the following letter, and have students read it to identify whether it
gives good reasons.
October 5, 2012
Dear Sarah,
My name is Charlie, and I would like to tell you why you should stay with
Anna, Caleb, and Papa. First, Caleb likes to be around you and loves
talking to you. Secondly, you make Papa feel happy again because he
loves to sing again and do things for you, such as make hay dunes. Lastly,
the sea is really dangerous anyway, and you shouldn’t live there.
Your friend,
Charlie
m Use Think‑Pair‑Share to have students identify whether the reasons in the
letter are convincing, and randomly select a few students to share.
m Underline, or highlight, good reasons as students identify them. The first two
reasons are convincing and valid; the last reason is not. The last reason is
that the sea is really dangerous, and that is not a relevant or compelling
reason for Sarah to stay with the family.
m Remind students to use three relevant and specific reasons that will persuade
Sarah to stay with the family.
Blackline master provided.
52 © 2014 Success for All Foundation
CYCLE 1 / DAY 6 / Sarah, Plain and Tall
m Ask one or two students to share how they might revise their own work based
on their partners’ feedback. Then tell the class to make changes as suggested
to their own drafts. Monitor students as they work, giving specific feedback to
reinforce and assist as needed.
Editing
m Tell students that they will edit their work to get it ready for rewriting.
m Develop a checklist with students by asking them what kinds of errors they
should look for when they edit. Add to, or modify, students’ suggestions with
your own list of capitalization, punctuation, grammar, and spelling skills. If
necessary, go over a few examples of each kind of error.
m If helpful, have students copy the checklist in their journals as a reference.
m Remind students that it is important to write in complete sentences and to
include all the parts of a friendly letter.
m Point out that the scoring guide includes the expectations for this writing task
and that students should refer to the scoring guide to ensure that they are
meeting the writing goals.
m Have students reread their first drafts, looking for the types of errors listed
and correcting these on their drafts. If your students are familiar with
proofreading marks, encourage students to use them.
m Ask students to read their partners’ drafts to check them against the editing
list a second time. If they find additional errors, ask them to mark the errors
on their partners’ papers.
m Have students share their edits with their partners.
Rewriting
m Tell students that they will rewrite their drafts to include their revisions
and edits.
m Ask students to begin rewriting, and assist them as needed.
m When they are finished, have students read over their writing and then read it
aloud to their partners as a final check.
m Celebrate by asking one or two volunteers to share their work with the class.
m Collect and score the completed writing activities.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Help students see
their team celebration score
by using the overlay.
– What is your team celebration score?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
Targeted Treasure Hunt Teacher Edition
BLACKLINE MASTER / Sarah, Plain and Tall
© 2014 Success for All Foundation
BLACKLINE MASTER / Sarah, Plain and Tall
Point of View Clues
First person
• The text uses the words I, me, us, and we outside
of conversations (not in quotes).
• A character is telling the story.
Third person
• The text uses the words he, she, and they.
• A narrator tells the story but is not a character
in the story.
Targeted Treasure Hunt Teacher Edition
BLACKLINE MASTER / Sarah, Plain and Tall
A Day at the Park
One sunny September morning, my dad took me
to the park. “Lily,” he said, “put on your tennis
shoes, we are going to have some outside fun!”
I was so excited I could barely get my shoes on
quickly enough!
Once we were at the park, we had a blast. First,
we swung on the swings. My dad even swung
with me! Next, we went down the slides. When
we were playing in the tunnels, I lost my dad for
a few minutes, and I suddenly felt scared. Then,
he popped up behind me and yelled, “Boo!” really
loudly. I laughed and laughed at my silly dad.
That was one of the best days ever…the day we
went to the park!
© 2014 Success for All Foundation
BLACKLINE MASTER / Sarah, Plain and Tall
Good readers ask the following:
• Who is the narrator?
• Is the story told in the first or third person? What
words help you to know?
• How does the narrator feel in the story?
• How would you feel if you were the narrator?
Would you feel the same or differently?
Targeted Treasure Hunt Teacher Edition
BLACKLINE MASTER / Sarah, Plain and Tall
Parts of a Friendly Letter (not in order)
Body
Closing
Date
Greeting
Signature
October 1, 2012
Dear Sarah,
My name is Sandy, and I would like to tell you about the
parts of a friendly letter. A friendly letter begins with
the date at the top of the page, and then it has a greeting
such as “Dear Mary.” The body of the letter follows the
greeting. This is the part where I tell you the things that
I want to share with you. My letter ends with a closing
and a signature. I hope you find this information helpful!
Your friend,
Lisa
© 2014 Success for All Foundation
BLACKLINE MASTER / Sarah, Plain and Tall
October 5, 2012
Dear Sarah,
My name is Charlie, and I would like to tell you
why you should stay with Anna, Caleb, and Papa.
First, Caleb likes to be around you and loves
talking to you. Secondly, you make Papa feel happy
again because he loves to sing again and do things
for you, such as make hay dunes. Lastly, the sea
is really dangerous anyway, and you shouldn’t
live there.
Your friend,
Charlie
Targeted Treasure Hunt Teacher Edition
BLACKLINE MASTER / Sarah, Plain and Tall
Story Map
Title:
Characters: Setting:
Where:
When:
Problem:
Solution:
Event:
Event:
Event:
Event:
Event:
Sarah, Plain and Tall, cycle 1
Anna
Papa
Caleb
Sarah
A farm on a prairie.
Pioneer times
Caleb and Anna are worried that Sarah will not like their home and will leave.
Papa places an ad in the paper for a wife. Sarah, who lives in Maine, answers his ad, and they write
letters to each other.
Sarah arrives at the farm. She touches sheep for the first time and talks about her brother William and
the sea.
CYCLE 2 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 61
CYCLE 2
Instructional Objectives
Reading Word Power Writing
CYCLE 2
Literary techniques (LT) Chunking Write a paragraph.
Students will describe
how the author uses
imagery in the story.
Students will chunk
words into word parts
(syllables) to help them
read difficult words.
Students will write a
paragraph about their
favorite place.
CYCLE 2 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 63
DAY 1
ACTIVE INSTRUCTION
Timing Goal: 40 minutes
Rate New Vocabulary Words
m Display the vocabulary words.
m Have students copy the words into their journals and rate their knowledge of
each as they arrive for class.
Success Review and Keeping Score
m Hand out team score sheets and team certificates to each team.
m Point to the Team Celebration Points poster, and celebrate super teams from
the previous lesson.
m Remind students how to earn team celebration points. Remind them that team
celebration points help them to become super teams.
m Guide teams to set new goals for the cycle.
m Have one student from each team write the team improvement goal on the
team score sheet. Note each team’s improvement goal on the teacher cycle
record form.
m Explain the challenge scores using the rubrics on the team folders.
m Explain the student assessments: fluency, the Student Test, and Adventures
in Writing. Tell students there will be questions on the Student Test that are
related to the reading skill, vocabulary, and the Word Power skill.
Team Cooperation Goal
m Point out that this lesson’s team cooperation goal is explain your ideas/
tell why, or choose one based on your class’s needs. Point out the related
behavior on the team score sheet. Explain, or model, as necessary.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Introduce the story, author, and reading objective.
This cycle we will continue to read Sarah, Plain and Tall by
Patricia MacLachlan. As we read, we’ll look at how the author uses
imagery to help the reader make a mind movie as he or she reads.
Imagery is a literary technique in which an author uses images to get a
particular idea across. When an author uses imagery, he or she helps the
reader connect to the story and picture the action more clearly in his
or her mind.
CYCLE 2 / DAY 1 / Sarah, Plain and Tall
64 © 2014 Success for All Foundation
m Point out the strategy target on the team score sheet.
m Remind students that the story is literature. Review how literature differs
from informational text.
m Use the items below to build or activate background knowledge about
the story.
– Use Think‑Pair‑Share to have students summarize the story so far. What
has happened in the book? Randomly select a few students to share.
– Use Think‑Pair‑Share to have students discuss a favorite part of the
story so far. Why do they like this particular part? Randomly select a few
students to share.
– Use Think‑Pair‑Share to have students predict what will happen in the
book. Do you think Sarah will stay with Anna, Caleb, and their father?
Why or why not? Randomly select a few students to share.
Vocabulary
m Ask teams to have teammates make a tent with their hands when they are
ready to tell a word the entire team rated with a “+” and a word the entire
team rated with a “?.”
m Use Random Reporter to have teams share one word they know and one
word they need to study further. Award team celebration points.
m Introduce the vocabulary words.
m Review the routine for partner study of the vocabulary words, reminding
students to review all the vocabulary words. Assign partners for this activity.
m Use Random Reporter to follow up the team review. Model the use of
strategies, and correct pronunciations when necessary.
m Award team celebration points.
m Review the procedures for students finding words in their daily reading and
for adding words to the Vocabulary Vault.
Word and
Page Number
Identification
Strategy Definition Sentence
streaming
page 41
base word + ending:
stream + ing
flowing The water was
streaming out of
the spigot.
startled
page 41
base word + ending:
startl(e) + ed
surprised or
frightened
My brother came
up behind me and
startled me.
soil
page 47
blend top layer of dirt We planted the flowers
in the soil next to
the fence.
weary
page 53
chunk:
wear‑y
very tired I felt very weary after
our long field trip to
the zoo.
tps
Student Edition, page 5
Student Edition chart does
not contain page numbers or
identification examples.
CYCLE 2 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 65
Word and
Page Number
Identification
Strategy Definition Sentence
squall
page 53
blend a sudden and
strong storm
with wind
The weather forecaster
told the people on
boats to watch out
for the squall that
was coming.
sudden
page 57
chunk:
sud‑den
happening
without warning
There was a sudden
knock at the door, and
it made me jump.
stern
page 61
blend serious The teacher gave us
a stern look when we
were talking in class.
nudged
page 63
base word + ending:
nudg(e) + ed
touched or
pushed gently
My sister nudged me
when it was my turn to
get my picture taken.
Using the Targeted Skill (Introduction and Definition)
m Introduce the skill and its importance in literature.
Our skill for this cycle is identifying imagery in the story. Imagery is a
literary technique that an author can use to help the reader make a mind
movie while he or she reads; this helps the reader relate to the text. As a
reader, it is important to focus on how the author uses particular words to
show different feelings and moods in the text.
m Introduce imagery with the example sentence, “The bear walked in
the woods.”
m Explain to students that an author likes to make his or her writing interesting
so the reader will enjoy the text and will be able to picture what is happening
in his or her mind.
Let’s take the example sentence, “The bear walked in the woods.” That
sentence is not very interesting. I can’t picture it very well in my mind
because I don’t know how big the bear is, what color it is, or how it is
walking. To help me make a mind movie, the author should add details
that help the reader picture the scene in his or her mind.
To make this sentence more vivid for the reader, I would add details to
help the reader make a mind movie. For example, I could change the
sentence to “The heavy bear lumbered along the path between the trees,
breaking sticks and crunching leaves under his huge paws as he walked.”
Now I can imagine this scene much more vividly, like a movie in my mind.
When authors write, they look for ways to make their writing more
interesting. They make their writing funny or descriptive so the reader
will enjoy it more. Authors use important tools called literary techniques
CYCLE 2 / DAY 1 / Sarah, Plain and Tall
66 © 2014 Success for All Foundation
to make their writing more interesting. This cycle we will look at the
imagery in the story and how the author uses descriptive images to help
the reader create a movie in his or her mind.
m Use Think‑Pair‑Share to have students identify the words in the second
sentence that make the scene more vivid in their minds. Randomly select a
few students to share.
m Remind students that authors use literary techniques, such as imagery, to
help the reader better understand the text and make deeper, more meaningful
connections to the story.
Literary Technique: Imagery
imagery: Using lifelike vivid descriptions to help the reader create mind
movies about the text.
m Explain to students that authors use imagery when they want the reader to
create mind movies.
m Tell students that you will show how the author used this technique in the
portion of Sarah, Plain and Tall that they have read so far.
m Read the example of imagery on page 23 aloud to students, and have them
close their eyes and imagine it in their minds.
Example 1 (page 23)
“The sea washes over and over and around the stone, rolling it until it is round
and perfect.”
m Use a Think Aloud to model analyzing and reflecting on the author’s use of
imagery in the text.
Remember that imagery is using vivid descriptions to help the reader
picture what is happening in his or her mind. The author used imagery
in this excerpt to describe the way a sea stone is formed. She included
the words washes, rolling, round, and perfect to describe how the sea
shapes the stone. I can picture this in my mind, like a movie. The stone is
tossed around in the sea over a long period of time, and it becomes round,
smooth, and perfect. The author helps me picture how the sea forms the
stone with the words she chooses to describe the process.
m Read the example of imagery on page 31 aloud as students close their eyes
and imagine the scene in their minds.
Example 2 (page 31)
“But I’ve touched seals. Real seals. They are cool and slippery and they slide
through the water like fish. They can cry and sing. And sometimes they bark, a
little like dogs.”
Blackline master provided.
CYCLE 2 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 67
m Use a Think Aloud to model identifying the author’s use of imagery in
this example.
As I read this section, I see that the author uses imagery that helps me
picture the scene in my mind. The author does this by describing the way
the seals feel (cool and slippery) and how they move (sliding like fish).
Also, the author tells what the seals sound like, so I can picture them in
my head, barking like dogs, just as if I were watching a movie. In this way,
the author uses imagery to help the reader create mind movies.
m Use Think‑Pair‑Share to have students describe the images they saw in
their minds as you read the text. Randomly select a few students to share the
images that they pictured with the class.
Listening Comprehension
m Read page 35 aloud. Use a Think Aloud to model how to identify the author’s
use of imagery in the text.
Remember that we are reading our text to identify how the author uses
imagery in the story. On page 35, the author says the light of the lantern
made Papa’s eyes shine. I can picture that in my head, the light hitting
their father’s eyes and making them look shiny. That description helps
me imagine what Papa looks like with the lantern shining on his eyes.
Continue reading pages 35 and 36, stopping after the first sentence. The author
says the stars were shining like fireflies. This helps me imagine what
the stars looked like in the sky, like bright blinking fireflies. I can see
the image of the stars clearly in my mind. By comparing the stars with
fireflies, the author helps me create a more vivid picture in my mind.
m Continue reading page 36.
m Tell students that as they read the text, they should look for the author’s use of
imagery to help them picture what is happening and make mind movies.
Preview Team Talk
m Preview the Team Talk questions with the class. Point out that the answer to
the Write‑On question, #1, must be written individually, after students discuss
it in their teams.
m Ask students to underline key words or phrases in the Write‑On question, or
model this if necessary. Ask questions to guide students’ reflection as they
determine the meaning of the question.
m Ask students to tell what key words or phrases they underlined and to state
the question in their own words.
CYCLE 2 / DAY 1 / Sarah, Plain and Tall
68 © 2014 Success for All Foundation
Team Talk
1. What is an example of imagery from the reading? What does this example help
to describe? (Write‑On) |LT|
2. What do Caleb and Anna tell Sarah about winter on the plains? |SS|
3. Where do Caleb, Anna, and Sarah go swimming? What does this show you about
Sarah? |ST • CH|
4. How does Sarah feel at the end of the chapter? How do you know? |PV|
m Randomly assign team leaders.
TEAMWORK
Timing Goal: 45 minutes
Partner Reading
m Explain, or review if necessary, the Partner Reading routines for strategy use
with sticky notes before having students read and restate:
pages 37 and 38 (stopping at paragraph 8) aloud with partners.
pages 38 (paragraph 9)–42 silently.
m If some partners finish reading ahead of their teammates, have them begin
looking over the Team Talk questions.
Team Discussion
m Ensure that students discuss the Team Talk questions thoroughly before
having students individually write answers to the Write‑On question. Have
students revise their answers after discussion if necessary.
m Explain, or have team leaders review if necessary, how to use role cards
during Team Discussion.
m Remind students that they will need to prepare each team member to
discuss the team’s strategy use, Write‑On discussion, and Think‑and‑Connect
discussion to earn team celebration points during Class Discussion.
Student Edition, page 6
CYCLE 2 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 69
Team Talk
1. What is an example of imagery from the reading? What does this example help
to describe? (Write‑On) |LT|
100 points = An example of imagery from the reading is “ice on the
windows on winter mornings, we can draw sparkling pictures and see
our breath in the air.” This example helps the author describe what winter
is like on the prairie. The author wants the reader to picture what winter
mornings at Anna and Caleb’s house look like. 90 points = An example of
imagery from the reading is “ice on the windows on winter mornings, we
can draw sparkling pictures and see our breath in the air.” This example
helps the author describe what winter is like on the prairie. 80 points = An
example of imagery from the reading is “ice on the windows on winter
mornings, we can draw sparkling pictures and see our breath in the air.”
2. What do Caleb and Anna tell Sarah about winter on the plains? |SS|
100 points = They tell her that there is a lot of snow in the winter, that they
draw pictures on the windows, that Papa builds them fires, and that they
make snow people. 90 points = They tell her that there is a lot of snow in
the winter and that they draw pictures on the windows. 80 points = They
tell her that there is a lot of snow in the winter.
3. Where do Caleb, Anna, and Sarah go swimming? What does this show you about
Sarah? |ST • CH|
100 points = They go swimming in the cow pond, and this shows me that
Sarah likes to have fun and is adventurous. She likes to do things that are
fun, and she doesn’t care that the cows go in there. I wouldn’t swim in a
cow pond! 90 points = They go swimming in the cow pond, and this shows
me that Sarah likes to have fun and is adventurous. 80 points = They go
swimming in the cow pond.
4. How does Sarah feel at the end of the chapter? How do you know? |PV|
100 points = Sarah feels happy at the end of the chapter. I know because she
and the children had a lot of fun swimming and playing in the cow pond.
Anna says that Sarah is happy. 90 points = Sarah feels happy at the end of
the chapter. I know because they had a lot of fun swimming and playing in
the cow pond. 80 points = Sarah feels happy at the end of the chapter.
m If some teams finish ahead of others, have them work on their story maps.
m Award team celebration points for good discussions that demonstrate
effective teamwork and that use this lesson’s team cooperation goal.
CYCLE 2 / DAY 1 / Sarah, Plain and Tall
70 © 2014 Success for All Foundation
Class Discussion
m Ensure participation by calling on teams to share responses to all discussions.
m Remember to add individual scores to the teacher cycle record form.
Strategy‑Use
Discussion
– Use Random Reporter to select two or three
students to describe their team’s strategy use with
the class.
– Award team celebration points.
Think‑and‑Connect
Discussion
– Use the Team Talk questions, the Team Talk Extenders,
and other appropriate questions (examples below)
to ask students if they understood and enjoyed the
reading and to reinforce understanding of the skill.
– Allow students time to discuss your questions.
– Use Random Reporter to select students to respond
to your questions.
Team Talk
Extenders
How do your activities show other people
what you are like?
What activities do you do when you stay
home from school?
– Award team celebration points.
Write‑On Discussion
– Use Random Reporter to ask one or two students
to read their written answers to the class. If desired,
display student answers on the board.
– Award team celebration points.
– Construct a class answer, and display it on the
board. Refer to the sample answers given in the
Team Talk box. Discuss with students what makes
the class answer a good, complete answer or how
to improve it.
CYCLE 2 / DAY 1 / Sarah, Plain and Tall
Targeted Treasure Hunt Teacher Edition 71
FLUENCY IN FIVE
Timing Goal: 5 minutes
m Explain to students that when they read correctly, smoothly, and with
expression, it shows that they understand what they are reading.
m Tell students to look at the Fluency rubric as you model fluent reading.
m Explain and model reading fluently. Read a passage from the student text.
Then reread it, first incorrectly, then choppily, and finally without expression
to show a lack of fluency skills.
Page 41 (paragraphs 2 and 3)
m Ask students to use the Fluency rubric as they practice giving you feedback.
m Explain that students will practice reading fluently with partners on days 2
through 4.
m Tell students that they will receive an informal fluency score. Tell them
they may read aloud to you for their score when they feel ready on days 2
through 4.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
72 © 2014 Success for All Foundation
CYCLE 2 / DAY 2 / Sarah, Plain and Tall
DAY 2
ACTIVE INSTRUCTION
Timing Goal: 30 minutes
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Display and have students complete the Two‑Minute Edit to start the class.
m Use Random Reporter to check corrections.
m Remind students of the story, author, and reading objective.
m Point out the strategy target printed on the team score sheet.
Vocabulary
m Ask teams to have teammates make a tent with their hands when they are
ready to tell a word the entire team rated with a “+” and a word the entire
team rated with a “?.”
m Use Random Reporter to have teams share one word they know and one
word they need to study further. Award team celebration points.
m Have the teams review the vocabulary words. Ask them to use the vocabulary
words in new meaningful sentences, if possible, rather than reading the
sentences provided.
m Use Random Reporter to check the review.
m Open the Vocabulary Vault, and celebrate students’ words. Have each team
record their Vocabulary Vault words on the team score sheet.
m Award team celebration points.
Strategic Review
m Have students work in teams to retell what has happened in the story up to
this point—the main events in the plot. Use Random Reporter to review
these ideas with the class. Model this if necessary.
m If appropriate, use Think‑Pair‑Share to have students make predictions at
this point in the story. Have students give evidence from the text to support
their predictions. Model this if necessary.
tps
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CYCLE 2 / DAY 2 / Sarah, Plain and Tall
m Ask students if they can think of a good question to ask about the story at this
point in their reading. Allow volunteers to pose their questions to the class.
Model these questions if necessary; an example follows.
How do Sarah and the children feel about each other? How do you know?
Listening Comprehension
m Use Think‑Pair‑Share to have students review what happened in yesterday’s
reading of Sarah, Plain and Tall. Randomly select a few students to share.
Anna and Caleb tell Sarah what it is like on the plains in winter and what
they do at that time of year. They all go swimming in the cow pond and
have fun splashing around.
m Read pages 43–45 (stopping at paragraph 1) aloud. Use a Think Aloud to
model identifying the use of imagery in the text.
I see an example of imagery at the bottom of page 43. The author
describes Sarah’s hair, saying it “was in thick braids that circled her head,
with wild daisies tucked here and there.” I can imagine what Sarah’s hair
looks like because the author used vivid words to describe it. I can see
Sarah in my mind, as if she is in a movie. These types of descriptions help
me to imagine what the author means and allow me to see the story in
my mind.
m Remind students to look for examples of imagery as they read the text and to
use the imagery to create a mind movie.
Preview Team Talk
m Preview the Team Talk questions with the class. Point out that the answer to
the Write‑On question, #1, must be written individually, after students discuss
it in their teams.
m Ask students to underline key words or phrases in the Write‑On question, or
model this if necessary. Ask questions to guide students’ reflection as they
determine the meaning of the question.
m Ask students to tell what key words or phrases they underlined and to state
the question in their own words.
Team Talk
1. What is an example of imagery from the reading? What does this example help
to describe? (Write‑On) |LT|
2. Is Sarah lonely? How do you know? |DC|
3. How does Sarah feel about Maggie? Explain. |PV|
4. What does Anna mean when she says the chickens would not be for eating?
How do you know? |DC|
Student Edition, page 6
74 © 2014 Success for All Foundation
CYCLE 2 / DAY 2 / Sarah, Plain and Tall
TEAMWORK
Timing Goal: 45 minutes
Partner Reading
m Explain, or review if necessary, the Partner Reading routines for strategy use
with sticky notes before having students read and restate:
pages 45 (starting at paragraph 1) and 46 aloud with partners.
pages 47–49 silently.
m If some partners finish reading ahead of their teammates, have them take
turns rereading the pages designated for Fluency in Five.
Team Discussion
m Ensure that students discuss the Team Talk questions thoroughly before
having students individually write answers to the Write‑On question. Have
students revise their answers after discussion if necessary.
m Explain, or have team leaders review if necessary, how to use role cards
during Team Discussion.
m Remind students that they will need to prepare each team member to
discuss the team’s strategy use, Write‑On discussion, and Think‑and‑Connect
discussion to earn team celebration points during Class Discussion.
Team Talk
1. What is an example of imagery from the reading? What does this example help
to describe? (Write‑On) |LT|
100 points = An example of imagery from the reading is “planted
the flowers by the porch, turning over the soil and patting it around
them, and watering.” This example helps the author describe the scene
as Sarah, Anna, and Caleb plant the flowers by the porch. The author
wants the reader to picture Sarah, Anna, and Caleb planting the flowers.
90 points = An example of imagery is “planted the flowers by the porch,
turning over the soil and patting it around them, and watering.” This
example helps the author describe Sarah, Anna, and Caleb planting
flowers. 80 points = “Planted the flowers by the porch, turning over the
soil and patting it around them, and watering.” Sarah, Anna, and Caleb
plant flowers.
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CYCLE 2 / DAY 2 / Sarah, Plain and Tall
Team Talk continued
2. Is Sarah lonely? How do you know? |DC|
100 points = I can tell that Sarah is lonely because she starts to cry. Maggie
can tell that Sarah is lonely, and she takes Sarah’s hand and tries to make
her feel better. I know when I am lonely, I cry too. 90 points = I can tell that
Sarah is lonely because she starts to cry. Maggie takes her hand and tries to
make her feel better. 80 points = Yes. She starts to cry.
3. How does Sarah feel about Maggie? Explain. |PV|
100 points = I think Sarah likes Maggie and is happy to have a friend.
When Maggie comes to visit, she and Sarah talk and laugh. Sarah watches
Maggie and her family leave and stands for a long time, waving at Maggie.
I think she is glad to have a friend. 90 points = I think Sarah likes Maggie
and is happy to have a friend. When Maggie comes to visit, she and Sarah
talk and laugh. 80 points = She likes her. She is happy to have a friend.
4. What does Anna mean when she says the chickens would not be for eating?
How do you know? |DC|
100 points = Anna means that Sarah will not let them eat the chickens.
I know this because Sarah loves animals, and she cried when the
lamb died. She won’t let them eat the chickens, and Anna knows that.
90 points = Anna means that Sarah will not let them eat the chickens.
Sarah loves animals, and she cried when the lamb died. 80 points = Sarah
will not let them eat the chickens.
m If some teams finish ahead of others, have them work on their story maps.
m Award team celebration points for good discussions that demonstrate
effective teamwork and that use this lesson’s team cooperation goal.
Class Discussion
Strategy‑Use
Discussion
– Use Random Reporter to select two or three
students to describe their team’s strategy use with
the class.
– Award team celebration points.
76 © 2014 Success for All Foundation
CYCLE 2 / DAY 2 / Sarah, Plain and Tall
Think‑and‑Connect
Discussion
– Use the Team Talk questions, the Team Talk Extenders,
and other appropriate questions (examples below)
to ask students if they understood and enjoyed the
reading and to reinforce understanding of the skill.
– Allow students time to discuss your questions.
– Use Random Reporter to select students to respond
to your questions.
Team Talk
Extenders
Do you think Maggie makes Sarah feel
better? Explain.
What kinds of things do you like to do with
your friends?
– Award team celebration points.
Write‑On Discussion
– Use Random Reporter to ask one or two students
to read their written answers to the class. If desired,
display student answers on the board.
– Award team celebration points.
– Construct a class answer, and display it on the
board. Refer to the sample answers given in the
Team Talk box. Discuss with students what makes
the class answer a good, complete answer or how
to improve it.
FLUENCY IN FIVE
Timing Goal: 5 minutes
m Explain, or have team leaders review if necessary, the routine and rubric
for fluency.
m Tell students the page numbers and the paragraphs of the fluency passage.
Write or display these on the board.
Page 41 (paragraphs 2 and 3)
m Remind students that partners should use the rubric to provide feedback
during fluency practice. Model this with a student if necessary.
m Tell the reading students when they should begin reading, and then time
them for one minute. Have the listening students identify where the readers
stopped, how many words they missed, and if they met their reading goal.
Student Edition, page 5
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CYCLE 2 / DAY 2 / Sarah, Plain and Tall
Also have partners share their feedback using the Fluency rubric. Have
partners switch roles, and repeat the process.
m Assign individual fluency goals as needed, monitor practice, and assign scores.
m Select two or three students to read the fluency section that they practiced for
a score.
m Award team celebration points. Remember to add individual scores to the
teacher cycle record form.
WORD POWER
Timing Goal: 10 minutes
m Pretend to take a message from Captain Read More out of the bottle. Use the
message to introduce the Word Treasure clue for chunking.
m Display a boat without sails, and write “flatten” on the bottom of the boat.
flatten
m Use Think‑Pair‑Share to have students identify what is different about the
boat. Randomly select a few students to share. The boat doesn’t have sails.
m Explain that the boat doesn’t have sails because the word on it doesn’t have
a base word and an ending. When words are too long to blend and don’t
have a base word and an ending, Captain Read More uses paddles to chunk
the word into smaller parts. It helps to read the smaller parts first and then
the whole word.
m Explain that there are many ways to chunk a word, but there are some
patterns that appear in a lot of words. Chunk flatten after the a, and try to
read the word parts and then the whole word. Point out that chunking the
word this way is awkward.
fla/tten
m Model chunking flatten between the two t’s. Read the word parts and then
the whole word. Point out that it was easy to recognize the word when you
chunked it this way.
flat/ten
Blackline master provided.
tps
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CYCLE 2 / DAY 2 / Sarah, Plain and Tall
m Repeat this activity with the word mitten.
mi/tten
mit/ten
m Use Think‑Pair‑Share to have students identify what they notice about
where you put the paddles when chunking the words. Randomly select a few
students to share. You divided the words between two consonants.
m Explain that for many words, dividing two consonants in the middle of a word
is a good way to chunk it. This splits the word into two parts, or syllables. It
makes the word easier to read when you read the word parts first and then the
whole word.
m Use Think‑Pair‑Share to have students identify the Word Power skill.
Randomly select a few students to share.
m Confirm, or model, by reading Captain Read More’s Word Treasure clue.
Word
Treasure
When we come to a word that we can’t read, we can break it
into smaller chunks, read the small chunks, and then read the
whole word.
m Tell students to look out for a word from this cycle’s vocabulary list that they
can chunk by splitting it between two consonants.
m Tell students that they will practice knowing the meanings of the vocabulary
words and the Word Power skill in preparation for the test.
m Explain, or have the team leaders review, as necessary, the Word Power
activity before having students begin.
Skill Practice
Write each word in your journal. Then chunk each word by drawing a paddle
between the word parts.
1. filler fil/ler
2. better bet/ter
3. paddle pad/dle
4. batter bat/ter
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Targeted Treasure Hunt Teacher Edition 79
CYCLE 2 / DAY 2 / Sarah, Plain and Tall
Building Meaning
streaming startled soil weary
squall sudden stern nudged
5. Choose a word from the vocabulary list, and write a meaningful sentence for
that word.
100 points = The sentence uses the word correctly and includes details to
create a mind movie. 90 points = The sentence uses the word correctly and
includes one detail. 80 points = The sentence uses the word correctly.
6. Choose the word that best fits in the blank.
The water was streaming out of the garden hose, and we got soaking wet.
m Use Random Reporter to check responses on the skill‑practice items.
m Award team celebration points.
m Use Random Reporter to share meaningful sentences. Discuss how students
can improve sentences to make them more meaningful. Demonstrate with an
example if necessary.
m Award team celebration points.
m Remember to add individual scores to the teacher cycle record form.
m Use Random Reporter to check responses on the remaining item for
building meaning.
m Award team celebration points.
m Remind students to look for their vocabulary words outside of reading class
so they can add them to the Vocabulary Vault tomorrow.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
80 © 2014 Success for All Foundation
CYCLE 2 / DAY 3 / Sarah, Plain and Tall
DAY 3
ACTIVE INSTRUCTION
Timing Goal: 30 minutes
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Display and have students complete the Two‑Minute Edit to start the class.
m Use Random Reporter to check corrections.
m Award team celebration points.
m Remind students of the story, author, and reading objective.
m Point out the strategy target printed on the team score sheet.
Vocabulary
m Ask teams to have teammates make a tent with their hands when they are
ready to tell a word the entire team rated with a “+” and a word the entire
team rated with a “?.”
m Use Random Reporter to have teams share one word they know and one
word they need to study further. Award team celebration points.
m Have the teams review the vocabulary words. Ask them to use the vocabulary
words in new meaningful sentences, if possible, rather than reading the
sentences provided.
m Use Random Reporter to check the review.
m Open the Vocabulary Vault, and celebrate students’ words. Have each team
record their Vocabulary Vault words on the team score sheet.
m Award team celebration points.
Strategic Review
m Have students work in teams to retell what has happened in the story up to
this point—the main events in the plot. Use Random Reporter to review
these ideas with the class. Model this if necessary.
m If appropriate, use Think‑Pair‑Share to have students make predictions at
this point in the story. Have students give evidence from the text to support
their predictions. Model this if necessary.
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CYCLE 2 / DAY 3 / Sarah, Plain and Tall
m Ask students if they can think of a good question to ask about the story at this
point in their reading. Allow volunteers to pose their questions to the class.
Model these questions if necessary; an example follows.
How do you think Sarah feels about meeting Maggie? Why?
Listening Comprehension
m Read page 50 (paragraph 1) aloud. Use a Think Aloud to model identifying
and describing the author’s use of imagery.
I see that the author uses imagery in this first paragraph to help the
reader imagine the clouds. She writes that the clouds were strange, low,
black, and green. Using these vivid descriptive words helps me picture the
clouds in my mind. Continue reading page 50, paragraphs 2 and 3. The author
uses imagery to describe how Caleb is running behind Sarah. It says that
Caleb was “running along behind her like one of Sarah’s chickens.” This
helps me imagine Caleb in my mind and see him running like a chicken
behind Sarah. By using this imagery, the author wants me to imagine the
funny way that Caleb is running.
Preview Team Talk
m Preview the Team Talk questions with the class. Point out that the answer to
the Write‑On question, #1, must be written individually, after students discuss
it in their teams.
m Ask students to underline key words or phrases in the Write‑On question, or
model this if necessary. Ask questions to guide students’ reflection as they
determine the meaning of the question.
m Ask students to tell what key words or phrases they underlined and to state
the question in their own words.
Team Talk
1. What is an example of imagery from the reading? What does this example help
to describe? (Write‑On) |LT|
2. Why does Sarah go out in the squall? Should she have done that? |CE|
3. How do Papa and Sarah feel about each other? How can you tell? |DC|
4. How does Caleb feel at the end of the chapter? How can you tell? |DC|
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CYCLE 2 / DAY 3 / Sarah, Plain and Tall
TEAMWORK
Timing Goal: 45 minutes
Partner Reading
m Explain, or review if necessary, the Partner Reading routines for strategy use
with sticky notes before having students read and restate:
pages 50 (paragraph 4)–53 (paragraph 6) aloud with partners.
pages 53 (paragraph 7)–57 silently.
m If some partners finish reading ahead of their teammates, have them take
turns rereading the pages designated for Fluency in Five.
Team Discussion
m Ensure that students discuss the Team Talk questions thoroughly before
having students individually write answers to the Write‑On question. Have
students revise their answers after discussion if necessary.
m Explain, or have team leaders review if necessary, how to use role cards
during Team Discussion.
m Remind students that they will need to prepare each team member to
discuss the team’s strategy use, Write‑On discussion, and Think‑and‑Connect
discussion to earn team celebration points during Class Discussion.
Team Talk
1. What is an example of imagery from the reading? What does this example help
to describe? (Write‑On) |LT|
100 points = An example of imagery from the reading is “they climbed the
ladder to the roof, Sarah with wisps of hair around her face, her mouth full
of nails, overalls like Papa’s.” This example helps the author describe the
scene as Sarah and Papa go up to fix the roof. The author wants the reader
to picture Sarah as she helps Papa fix the roof. 90 points = An example of
imagery from the reading is “they climbed the ladder to the roof, Sarah with
wisps of hair around her face, her mouth full of nails, overalls like Papa’s.”
This example helps the author describe the scene as Sarah and Papa go up
to fix the roof. 80 points = An example of imagery from the reading is “they
climbed the ladder to the roof, Sarah with wisps of hair around her face, her
mouth full of nails, overalls like Papa’s.”
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Team Talk continued
2. Why does Sarah go out in the squall? Should she have done that? |CE|
100 points = Sarah goes out in the squall to rescue her chickens. I don’t
think she should have done that because it was dangerous. She could have
died in the storm if something hit her in the head. 90 points = Sarah goes
out in the squall to rescue her chickens. I don’t think she should have done
that because it was dangerous. 80 points = Sarah goes out in the squall to
rescue her chickens.
3. How do Papa and Sarah feel about each other? How can you tell? |DC|
100 points = Papa and Sarah like each other. I know because during the
storm, Sarah touches Papa’s shoulder and tells him it will be OK. Also,
she leans on his shoulder, and Papa puts his arm around her and his chin
on her head. 90 points = Papa and Sarah like each other. I know because
during the storm, Sarah touches Papa’s shoulder and tells him it will be OK.
80 points = Papa and Sarah like each other.
4. How does Caleb feel at the end of the chapter? How can you tell? |DC|
100 points = Caleb is happy at the end of the chapter. I can tell because he
smiles at Anna and keeps smiling until he can’t smile anymore. I smile
when I am happy, so I know that Caleb feels happy. 90 points = Caleb is
happy at the end of the chapter. I can tell because he smiles at Anna and
keeps smiling until he can’t smile anymore. 80 points = Caleb is happy at
the end of the chapter.
m If some teams finish ahead of others, have them work on their story maps.
m Award team celebration points for good discussions that demonstrate
effective teamwork and that use this lesson’s team cooperation goal.
Class Discussion
Strategy‑Use
Discussion
– Use Random Reporter to select two or three
students to describe their team’s strategy use with
the class.
– Award team celebration points.
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Think‑and‑Connect
Discussion
– Use the Team Talk questions, the Team Talk Extenders,
and other appropriate questions (examples below)
to ask students if they understood and enjoyed the
reading and to reinforce understanding of the skill.
– Allow students time to discuss your questions.
– Use Random Reporter to select students to respond
to your questions.
Team Talk
Extenders
What are some fun things to do during
a thunderstorm?
How might a thunderstorm on the
prairie be more dangerous than one in a
hilly area?
– Award team celebration points.
Write‑On Discussion
– Use Random Reporter to ask one or two students
to read their written answers to the class. If desired,
display student answers on the board.
– Award team celebration points.
– Construct a class answer, and display it on the
board. Refer to the sample answers given in the
Team Talk box. Discuss with students what makes
the class answer a good, complete answer or how
to improve it.
FLUENCY IN FIVE
Timing Goal: 5 minutes
m Explain, or have team leaders review if necessary, the routine and rubric
for fluency.
m Tell students the page numbers and the paragraphs of the fluency passage.
Write these on the board.
Page 41 (paragraphs 2 and 3) or 49 (paragraphs 1–6)
m Remind students that partners should use the rubric to provide feedback
during fluency practice. Model this with a student if necessary.
m Tell the reading students when they should begin reading, and then time
them for one minute. Have the listening students identify where the readers
stopped, how many words they missed, and if they met their reading goal.
Also have partners share their feedback using the Fluency rubric. Have
partners switch roles, and repeat the process.
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CYCLE 2 / DAY 3 / Sarah, Plain and Tall
m Assign individual fluency goals as needed, monitor practice, and assign scores.
m Select two or three students to read the fluency section that they practiced for
a score.
m Award team celebration points. Remember to add individual scores to the
teacher cycle record form.
WORD POWER
Timing Goal: 10 minutes
m Pretend to take a message from Captain Read More out of the bottle. Use the
message to remind students of the skill that they are working on (chunking).
m Point out that there is a word from this cycle’s vocabulary list that students
can chunk by splitting it between two consonants in the middle of the word.
Display a boat without sails, and write “sudden” on the bottom of the boat.
m Use Think‑Pair‑Share to have students identify where you should place the
paddle to chunk sudden. Randomly select a few students to share.
sud/den
m Confirm students’ responses by chunking sudden between the two ds. Use
Think‑Pair‑Share to have students read the word parts and then the whole
word. Randomly select a few students to share. Point out that when you
chunked the word between the two consonants in the middle of it, the word
was easier to recognize.
m Tell students that they will practice knowing the meanings of the vocabulary
words and the Word Power skill in preparation for the test.
m Explain, or have the team leaders review, as necessary, the Word Power
activity before having students begin.
Skill Practice
Write each word in your journal. Then chunk each word by drawing a paddle
between the word parts.
1. pepper pep/per
2. scissors scis/sors
3. lesson les/son
4. collect col/lect
tps
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CYCLE 2 / DAY 3 / Sarah, Plain and Tall
Building Meaning
streaming startled soil weary
squall sudden stern nudged
5. Choose a word from the vocabulary list, and write a meaningful sentence for
that word, or revise your sentence from yesterday.
100 points = The sentence uses the word correctly and includes details to
create a mind movie. 90 points = The sentence uses the word correctly and
includes one detail. 80 points = The sentence uses the word correctly.
6. Mario’s mom sounded very stern when she asked about her broken vase.
Stern means—
a. funny.
b. quiet.
c. serious.
d. hungry.
m Use Random Reporter to check responses on the skill‑practice items.
m Award team celebration points.
m Use Random Reporter to share meaningful sentences. Discuss how students
can improve sentences to make them more meaningful. Demonstrate with an
example if necessary.
m Award team celebration points.
m Remember to add individual scores to the teacher cycle record form.
m Use Random Reporter to check responses on the remaining item for
building meaning.
m Award team celebration points.
m Remind students to look for their vocabulary words outside of reading class
so they can add them to the Vocabulary Vault tomorrow.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
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CYCLE 2 / DAY 4 / Sarah, Plain and Tall
DAY 4
ACTIVE INSTRUCTION
Timing Goal: 30 minutes
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Display and have students complete the Two‑Minute Edit to start the class.
m Use Random Reporter to check corrections.
m Award team celebration points.
m Remind students of the story, author, and reading objective.
m Point out the strategy target printed on the team score sheet.
Vocabulary
m Ask teams to have teammates make a tent with their hands when they are
ready to tell a word the entire team rated with a “+” and a word the entire
team rated with a “?.”
m Use Random Reporter to have teams share one word they know and one
word they need to study further. Award team celebration points.
m Have the teams review the vocabulary words. Ask them to use the vocabulary
words in new meaningful sentences, if possible, rather than reading the
sentences provided.
m Use Random Reporter to check the review.
m Open the Vocabulary Vault, and celebrate students’ words. Have each team
record their Vocabulary Vault words on the team score sheet.
m Award team celebration points.
Strategic Review
m Have students work in teams to retell what has happened in the story up to
this point—the main events in the plot. Use Random Reporter to review
these ideas with the class. Model this if necessary.
m If appropriate, use Think‑Pair‑Share to have students make predictions at
this point in the story. Have students give evidence from the text to support
their predictions. Model this if necessary.
tps
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CYCLE 2 / DAY 4 / Sarah, Plain and Tall
m Ask students if they can think of a good question to ask about the story at this
point in their reading. Allow volunteers to pose their questions to the class.
Model these questions if necessary; an example follows.
How does the storm help Sarah and Papa become closer? Explain.
Listening Comprehension
m Read page 58. Use Think‑Pair‑Share to have students identify the author’s
comparison and how it helps them. Randomly select a few students to share.
How does the author describe the way things look outside after
the storm?
She says that a tree has blown over and that wild roses are scattered on the
ground like after a wedding.
How does this comparison help you picture the roses on the ground?
I can imagine the roses scattered all around on the ground, as if someone
took a big bundle of flowers and threw them like one does at a wedding.
m Remind students to notice how the author uses imagery to help the reader
make a mind movie as he or she reads.
Preview Team Talk
m Preview the Team Talk questions with the class. Point out that the answer to
the Write‑On question, #1, must be written individually, after students discuss
it in their teams.
m Ask students to underline key words or phrases in the Write‑On question, or
model this if necessary. Ask questions to guide students’ reflection as they
determine the meaning of the question.
m Ask students to tell what key words or phrases they underlined and to state
the question in their own words.
Team Talk
1. What is an example of imagery from the reading? What does this example help
to describe? (Write‑On) |LT|
2. Why are Caleb and Anna so worried about Sarah going to town? Explain. |CE|
3. Why doesn’t Anna ask Papa if Sarah is coming back? Explain. |CE|
4. What does Papa mean when he says that Sarah does things “her own way”?
Explain. |DC|
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CYCLE 2 / DAY 4 / Sarah, Plain and Tall
TEAMWORK
Timing Goal: 45 minutes
Partner Reading
m Explain, or review if necessary, the Partner Reading routines for strategy use
with sticky notes before having students read and restate:
pages 59 and 60 aloud with partners.
pages 61–63 silently.
m If some partners finish reading ahead of their teammates, have them take
turns rereading the pages designated for Fluency in Five.
Team Discussion
m Ensure that students discuss the Team Talk questions thoroughly before
having students individually write answers to the Write‑On question. Have
students revise their answers after discussion if necessary.
m Explain, or have team leaders review if necessary, how to use role cards
during Team Discussion.
m Remind students that they will need to prepare each team member to
discuss the team’s strategy use, Write‑On discussion, and Think‑and‑Connect
discussion to earn team celebration points during Class Discussion.
Team Talk
1. What is an example of imagery from the reading? What does this example help
to describe? (Write‑On) |LT|
100 points = An example of imagery from the reading is “I stood and
watched Sarah, the reins in her hands, Papa next to her in the wagon.” This
example helps the author describe the scene as Sarah and Papa drive the
wagon together, and Sarah is learning to do it herself. The author wants
the reader to picture Sarah and Papa as they drive the wagon together and
to see it in his or her mind. 90 points = An example of imagery from the
reading is “I stood and watched Sarah, the reins in her hands, Papa next
to her in the wagon.” This example helps the author describe the scene as
Sarah and Papa drive the wagon together, and Sarah is learning to do it
herself. 80 points = An example of imagery from the reading is “I stood
and watched Sarah, the reins in her hands, Papa next to her in the wagon.”
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CYCLE 2 / DAY 4 / Sarah, Plain and Tall
Team Talk continued
2. Why are Caleb and Anna so worried about Sarah going to town? Explain. |CE|
100 points = Caleb and Anna are worried about Sarah going to town
because they are afraid that she won’t come back. They don’t understand
why Sarah is going to town alone, and they think she is going to take the
train back home. 90 points = Caleb and Anna are worried about Sarah
going to town because they are afraid that she won’t come back. They don’t
understand why she is going alone. 80 points = They are afraid that she
won’t come back.
3. Why doesn’t Anna ask Papa if Sarah is coming back? Explain. |CE|
100 points = Anna doesn’t ask Papa if Sarah is coming back because she is
afraid to do so. Anna doesn’t want to know the answer because she thinks
Papa will say that Sarah isn’t coming back. 90 points = Anna doesn’t ask
Papa if Sarah is coming back because she is afraid he will say that Sarah
isn’t coming back. 80 points = She is afraid of what his answer might be.
4. What does Papa mean when he says that Sarah does things “her own way”?
Explain. |DC|
100 points = When Papa says this, he means that Sarah is a free spirit
and does things her own way. She goes out in squalls to rescue chickens
and swims in cow ponds. Sarah is fun and different. 90 points = Papa
means that Sarah is a free spirit and does things her own way. She goes out
in squalls to rescue chickens and swims in cow ponds. 80 points = Papa
means that Sarah does her own thing.
m If some teams finish ahead of others, have them work on their story maps.
m Award team celebration points for good discussions that demonstrate
effective teamwork and that use this lesson’s team cooperation goal.
Class Discussion
Strategy‑Use
Discussion
– Use Random Reporter to select two or three
students to describe their team’s strategy use with
the class.
– Award team celebration points.
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Think‑and‑Connect
Discussion
– Use the Team Talk questions, the Team Talk Extenders,
and other appropriate questions (examples below)
to ask students if they understood and enjoyed the
reading and to reinforce understanding of the skill.
– Allow students time to discuss your questions.
– Use Random Reporter to select students to respond
to your questions.
Team Talk
Extenders
Are you a person who does things his or
her own way? Explain.
Is it good to be independent? Why or
why not?
– Award team celebration points.
Write‑On Discussion
– Use Random Reporter to ask one or two students
to read their written answers to the class. If desired,
display student answers on the board.
– Award team celebration points.
– Construct a class answer, and display it on the
board. Refer to the sample answers given in the
Team Talk box. Discuss with students what makes
the class answer a good, complete answer or how
to improve it.
FLUENCY IN FIVE
Timing Goal: 5 minutes
m Explain, or have team leaders review if necessary, the routine and rubric
for fluency.
m Tell students the page numbers and the paragraphs of the fluency passage.
Write these on the board.
Page 41 (paragraphs 2 and 3), 49 (paragraphs 1–6), or
61 (paragraphs 3–7)
m Remind students that partners should use the rubric to provide feedback
during fluency practice. Model this with a student if necessary.
m Tell the reading students when they should begin reading, and then time
them for one minute. Have the listening students identify where the readers
stopped, how many words they missed, and if they met their reading goal.
Student Edition, page 5
92 © 2014 Success for All Foundation
CYCLE 2 / DAY 4 / Sarah, Plain and Tall
Also have partners share their feedback using the Fluency rubric. Have
partners switch roles, and repeat the process.
m Assign individual fluency goals as needed, monitor practice, and assign scores.
m Select two or three students to read the fluency section that they practiced for
a score.
m Award team celebration points. Remember to add individual scores to the
teacher cycle record form.
WORD POWER
Timing Goal: 10 minutes
m Remind students of the Word Power skill (chunking) and the Word Treasure
clues that Captain Read More uses for chunking (boat and paddles).
m Display the Word Power Challenge. Tell students that they will work in teams
to read the sentences, concentrating on the underlined words.
Word Power
Challenge
We looked at the flower blossoms on the cherry tree.
All the students gathered in the middle of the room to watch
the experiment.
m Use Random Reporter to choose a student to read each sentence aloud and
identify where to chunk the underlined words.
blos/soms; mid/dle.
m Tell students that they will practice knowing the meanings of the vocabulary
words and the Word Power skill in preparation for the test.
m Explain, or have the team leaders review, as necessary, the Word Power
activity before having students begin.
Preparation: Display the
Word Power Challenge.
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CYCLE 2 / DAY 4 / Sarah, Plain and Tall
Skill Practice
Write each word in your journal. Then chunk each word by drawing a paddle
between the word parts.
1. tattle tat/tle
2. battle bat/tle
3. waddle wad/dle
4. muddy mud/dy
Building Meaning
streaming startled soil weary
squall sudden stern nudged
5. Choose a word from the vocabulary list, and write a meaningful sentence for
that word, or revise your sentence from yesterday.
100 points = The sentence uses the word correctly and includes details to
create a mind movie. 90 points = The sentence uses the word correctly and
includes one detail. 80 points = The sentence uses the word correctly.
6. Choose the word that best fits in the blank.
After I ran the five‑mile race with my mother, I felt very weary and just lay
around on the couch for the rest of the day.
m Use Random Reporter to check responses on the skill‑practice items.
m Award team celebration points.
m Use Random Reporter to share meaningful sentences. Discuss how students
can improve sentences to make them more meaningful. Demonstrate with an
example if necessary.
m Award team celebration points.
m Remember to add individual scores to the teacher cycle record form.
m Use Random Reporter to check responses on the remaining item for
building meaning.
m Award team celebration points.
m Remind students to look for their vocabulary words outside of reading class
so they can add them to the Vocabulary Vault tomorrow.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
Student Edition, page 7
94 © 2014 Success for All Foundation
CYCLE 2 / DAY 5 / Sarah, Plain and Tall
DAY 5
ACTIVE INSTRUCTION
Timing Goal: 20 minutes
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Tell students that their reading test today includes comprehension questions
and Word Power items.
m Remind students that their scores on this test will contribute to their
team scores.
m Have students work in teams to review the story elements from the reading on
days 1 through 4 and to put these into a story map. Model this if necessary.
m Use Random Reporter to review these elements with the class.
m Introduce the section of the story that students will read for their test. Tell
what it is about, but do not give additional information or details.
In yesterday’s reading, Anna and Caleb are worried because Sarah has
gone to town on her own. They think she is going back home and will
never come back. Today we will find out if Sarah returns.
Vocabulary
m Remind students that the meanings of the vocabulary words and the
Word Power skill will be assessed on their written test.
m Have the teams review the vocabulary words. Remind them to use the
vocabulary words in new meaningful sentences.
Prepare Students for the Test
m Distribute the test, and preview it with students without providing information
about the answers. Point out that questions #1 and #4 ask about literary
techniques.
m Ask students to underline key words or phrases in question #4.
m Make sure that students understand that the test is independent work and
that they should continue to use their strategies with sticky notes as they read
without their partners’ assistance.
m Tell students to add any relevant events from this reading to their story maps
and to do so without assistance.
m Remind students that they have 20 minutes for the test.
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TEST
Timing Goal: 20 minutes
m Allow students to begin.
m Help students monitor their timing by indicating once or twice how much
time remains.
m When students are finished, collect pencils or pens, but have students retain
the test.
TEAMWORK
Timing Goal: 30 minutes
Team Discussion
m Modify the procedures for Team Discussion to have students discuss
independent strategy use and answers to the test.
m Remind students that they will need to prepare each team member to discuss
the team’s strategy use during Class Discussion.
m Pass out a colored pen (e.g., red or green ink) to each student.
m Point to the skill question. Ask students to specifically discuss the
skill question.
m Ask students to state the question in their own words and tell what key words
or phrases they underlined.
m Have students read their answers to the question. Ask the teams to think
about what they like about their answers and what they wish they had
said differently. Tell them to use their colored pens to add comments to
their answers.
m Circulate during Team Discussion, and listen to discussions about
test answers.
m Use Random Reporter to have students share additions they made to the
targeted skill question.
m Award team celebration points.
m Have students share the information that they added to their story maps.
Teacher procedures
for Teamwork vary with
strategy instruction.
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CYCLE 2 / DAY 5 / Sarah, Plain and Tall
Class Discussion
m Ask the class to share the comments that they wrote on their test answers.
Ask them why these comments made their answers better or more complete.
m Collect the test answers.
m Use Random Reporter to have students discuss their strategy use.
m Award team celebration points.
m Use Random Reporter to review and celebrate the team discussions,
including new information added to test answers and additions to story maps.
m Award team celebration points.
m Open the Vocabulary Vault, and celebrate students’ words. Have each team
record their Vocabulary Vault words on the team score sheet.
m Award team celebration points.
m Use information from student tests to plan modeling and/or Think Alouds
for the next lesson that will build upon the skills students need. If necessary,
add or modify questions on the next student test to address a particular skill,
quality of expression, or question format.
BOOK CLUB
Timing Goal: 20 minutes
m Have students share their reading selections through activities of
their choosing.
m Celebrate each student’s selection and activity.
m Record student completion on the teacher cycle record form.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
Targeted Treasure Hunt Teacher Edition 97
TEST
CYCLE 2 / DAY 5 / Sarah, Plain and Tall
Comprehension Questions
Read pages 64–67 of Sarah, Plain and Tall, and answer the following questions. The total score
for comprehension questions equals 100 points.
1. What is an example of imagery that the author has used earlier in the text? What did
this example help to describe? |LT|
20 points = On page 58, the author uses imagery when she describes the
way things look around the farm after the hailstorm. Page 58 says, “A tree
had blown over near the cow pond. And the wild roses were scattered on the
ground, as if a wedding had come and gone there.” This example helps me
to imagine what the ground looked like after the storm, and I can picture
all the flowers scattered everywhere. With this description, the author helps
me to make a mind movie of what the farm looked like after the storm.
15 points = On page 58, the author uses imagery when she describes the
way things look around the farm after the hailstorm. Page 58 says, “A tree
had blown over near the cow pond. And the wild roses were scattered on
the ground, as if a wedding had come and gone there.” The author helps
me to make a mind movie of what the farm looked like after the storm.
10 points = Page 58 says, “A tree had blown over near the cow pond. And
the wild roses were scattered on the ground, as if a wedding had come and
gone there.”
2. Why were Anna and Caleb so concerned about Sarah learning to drive the wagon
alone? |DC|
a. They thought she would leave.
b. They thought she would get lost.
c. They thought the wagon was broken.
d. They thought she would miss them.
3. Is Sarah a brave person? Why or why not? |CH|
20 points = I think Sarah is a brave person. I know Sarah is brave because
she travels all the way from Maine to the prairie alone, she goes out into the
squall to save her chickens, and she learns to drive the wagon and goes to town
by herself. I’m brave like Sarah because I am not afraid to try new things
by myself. 15 points = I think Sarah is a brave person. I know Sarah is brave
because she travels all the way from Maine to the prairie alone, and she learns
to drive the wagon and goes to town alone. 10 points = I think Sarah is a
brave person.
20 points
10 points
20 points
98 © 2014 Success for All Foundation
CYCLE 2 / DAY 5 / Sarah, Plain and Tall
4. What is an example of imagery from this reading? What does this example help
to describe? (Write‑On) |LT|
20 points = An example of imagery from the reading is “the package
was small, wrapped in brown paper with a rubber band around it.” This
example helps the author describe the package that Sarah brings for Anna
and Caleb. The author wants the reader to picture the package and to
imagine it in his or her mind. 15 points = An example of imagery from
the reading is “the package was small, wrapped in brown paper with
a rubber band around it.” This example helps the author describe the
package that Sarah brings for Anna and Caleb. 10 points = An example
of imagery from the reading is “the package was small, wrapped in
brown paper with a rubber band around it.”
5. How does the family feel at the end of the book? |PV|
a. uncomfortable
b. peaceful
c. nervous
d. lonely
Why do you think this? |DC|
20 points = I think the family feels peaceful because they are having
dinner together and enjoying one another’s company. Sarah is smiling.
She will marry Papa, and he will have a wife again. 15 points = They
are peaceful because they are eating together. Sarah is smiling. She will
marry Papa. 10 points = They are peaceful because they are enjoying one
another’s company.
Word Power
Number your paper from 1 to 12. Write your answers next to the matching numbers on your paper.
The total possible score for Word Power questions equals 100 points.
Skill Questions
Write each word on your paper. Then chunk each word by drawing a paddle between the word parts.
1. riddle rid/dle
2. ladder lad/der
3. pizza piz/za
4. wedding wed/ding
20 points
30 points
5 points
5 points
5 points
5 points
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CYCLE 2 / DAY 5 / Sarah, Plain and Tall
Building Meaning
streaming startled soil weary
squall sudden stern nudged
5. Write a meaningful sentence for the word soil.
10 points = The soil was good for planting, so Maria planted seeds for many
kinds of vegetables. 5 points = The soil was good for planting, so Maria
planted seeds. 1 point = The soil was good for planting.
6. After a long day of soccer games, I felt very weary and ready for a nap.
7. The small boat rocked back and forth when the squall hit. Squall means—
a. sudden and strong wind.
b. sudden burst of sunshine.
c. sudden drops of rain.
d. sudden sheets of ice.
8. Charlie was startled to see his friend in the hall because he thought his friend was
home sick.
9. The oil was streaming out of the geyser. Streaming means—
a. trickling.
b. gushing.
c. walking.
d. tumbling.
10. Mandy got a sudden pain in her leg as she ran and had to slow down.
11. When I was talking loudly at the movie theater, the old man gave me a stern look and
said, “Quiet!” Stern means—
a. silly.
b. joking.
c. angry.
d. sad.
12. My friend nudged me when I was talking so I would be quiet while the teacher was
watching us.
10 points
10 points
10 points
10 points
10 points
10 points
10 points
10 points
100 © 2014 Success for All Foundation
CYCLE 2 / DAY 6 / Sarah, Plain and Tall
DAY 6
ACTIVE INSTRUCTION
Timing Goal: 25 minutes
Set the Stage
m Introduce the writing goal.
Today you will write a paragraph describing your favorite place. In our
book, Sarah’s favorite place is the sea. Now you will write about your
favorite place, giving reasons this particular place is important to you.
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Build Background
m Review with students the correct structure for paragraphs.
A paragraph begins with a topic sentence that tells what the paragraph is
about. The sentences that follow the topic sentence give more details and
information about the topic. A paragraph ends with a closing sentence.
m Explain that you have two versions of the same basic paragraph to share.
Tell students that as you read, they should note similarities and differences
between the paragraphs.
m Display the blackline master. Read both versions of the paragraph aloud.
Version 1
The beach is my favorite place. When I go there, I collect shells. We swim
in the ocean and jump the waves. I like to build sand castles with my
sister. There is a lot to do there, and I love the beach.
Version 2
My favorite place to be is the beach at Ocean City, Maryland. When I go
there, I try to collect interesting shells of different colors and shapes.
My sister and I like to swim in the ocean for hours and jump the waves
together. I also like to build giant sand castles and sand sculptures with
my sister, and then we knock them down by jumping on them. There is so
much to do at the beach, and that is why it is my favorite place to be.
Blackline master provided.
Targeted Treasure Hunt Teacher Edition 101
CYCLE 2 / DAY 6 / Sarah, Plain and Tall
m Point out that the first sentence essentially says the same thing in both
versions; however, in the second version, the writer tells the location of his
favorite place.
m Use Random Reporter to have students briefly discuss other ways in which
the two paragraphs are alike and different. Alike: They are about the same
topic; the basic information is the same; the topic sentence, supporting
details, and closing sentence are very similar. Different: The second
paragraph has more details, and in the second paragraph, the writer uses
more descriptive words.
m Explain that the second version provides more information by including more
details and examples.
m Use Random Reporter to ask students which paragraph is more interesting
to read and why. (Accept supported responses.) The second paragraph is
more interesting because it tells a little more about the topic. The details
make the paragraph more meaningful.
m Explain that including details and examples is a good way to make your
writing more interesting to your audience.
m Tell students that they will begin planning their paragraphs.
ADVENTURES IN WRITING
Timing Goal: 65 minutes
Planning
m Introduce the activity.
Remember that today you will write a paragraph telling about your
favorite place.
m Introduce the prompt and scoring guide. Use Think‑Pair‑Share to have
students clarify the prompt by identifying the topic, audience, purpose,
and format.
tps
102 © 2014 Success for All Foundation
CYCLE 2 / DAY 6 / Sarah, Plain and Tall
Writing Prompt
Think about your favorite place. It might be a place you have been on vacation, a
relative’s home, or your own room. Write at least one paragraph describing this
place. Start with an introductory sentence that identifies your favorite place. Include
at least three descriptive sentences that explain why this place is your favorite. Be
sure to use imagery in your writing to help the reader picture the place in his or her
mind. Finish with a closing sentence that summarizes your thoughts. Remember to
write your ideas in complete sentences.
Scoring Guide
The paragraph has an introductory sentence that tells
your favorite place.
15 points
The paragraph includes three descriptive sentences that
use imagery and support why this place is your favorite.
20 points each
(60 points maximum)
The paragraph has a closing sentence that restates
your thoughts.
15 points
The paragraph is written in complete sentences. 10 points
m Remind students of the importance of planning their writing before they
actually begin to write. Introduce the graphic organizer—the type of organizer
and how it is used.
Before we begin writing, it’s very important that we plan what we are
going to write. That way, our thoughts and ideas will be organized when
we write them down. The best way to plan for writing is to use a graphic
organizer. Today we will use a paragraph organizer. This will help us put
our thoughts in the right order as we write our paragraphs.
m Demonstrate how to draw the graphic organizer, modeling to the
extent necessary.
m Use Think‑Pair‑Share to have students discuss what they will include in
their writing. Randomly select a few students to share. Then have students
draw their organizers and fill them in with these ideas.
m Monitor students as they complete their plans. Give specific feedback to
reinforce good planning, and assist students as needed.
Student Edition, page 8
Targeted Treasure Hunt Teacher Edition 103
CYCLE 2 / DAY 6 / Sarah, Plain and Tall
m Ask one or two students who have examples of good planning to share their
ideas with the class.
Sample Graphic Organizer
Title: My Favorite Place
Introductory Sentence: My favorite place is the lake by my house.
Detail 1: enjoying fishing there
Detail 2: my friends and I swim there
Detail 3: picnics on picnic tables next to lake
Closing: the lake is a great place to spend time
Drafting
m Tell students that they will use their plans to write a first draft.
m Explain how students will use the ideas in their graphic organizers to write
their drafts. Remind them to include all of their ideas, writing in sentences and
skipping lines to make room for revisions. Also, suggest that they include new
thoughts as they occur.
m While they have their plans in front of them, have students review their ideas
with partners and begin to write.
104 © 2014 Success for All Foundation
CYCLE 2 / DAY 6 / Sarah, Plain and Tall
m Remind students to periodically check their writing against the prompt and
scoring guide to make sure they are meeting the goal for the activity.
m Monitor students as they begin working. Give specific feedback to reinforce
good drafting, and assist students as needed.
m As students complete their drafts, have them read their writing aloud to a
partner to see that it includes the intended ideas and makes sense.
m Ask one or two students to share their first drafts with the class to celebrate.
Sharing, Responding, and Revising
m Tell students that they will work with partners to improve their writing. They
will share and respond to provide feedback for each other’s drafts.
m Using the chart in the student routines, explain and model, or review if
necessary, how to share and respond with partners.
m Ask students to share and respond with their partners.
m Using the chart in the student routines, review how to make revisions.
m Tell students to be sure to include reasons that this particular place is
important to them. This helps the audience connect with the writing and
better understand the writer’s point of view.
m Ask one or two students to share how they might revise their own work based
on their partners’ feedback. Then tell the class to make changes as suggested
to their own drafts. Monitor students as they work, giving specific feedback to
reinforce and assist as needed.
Editing
m Tell students that they will edit their work to get it ready for rewriting.
m Develop a checklist with students by asking them what kinds of errors they
should look for when they edit. Add to, or modify, students’ suggestions with
your own list of capitalization, punctuation, grammar, and spelling skills. If
necessary, go over a few examples of each kind of error.
m If helpful, have students copy the checklist in their journals as a reference.
m Have students reread their first drafts, looking for the types of errors listed
and correcting these on their drafts. If your students are familiar with
proofreading marks, encourage students to use them.
m Ask students to read their partners’ drafts to check them against the editing
list a second time. If they find additional errors, ask them to mark the errors
on their partners’ papers.
m Have students share their edits with their partners.
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CYCLE 2 / DAY 6 / Sarah, Plain and Tall
Rewriting
m Tell students that they will rewrite their drafts to include their revisions
and edits.
m Ask students to begin rewriting, and assist them as needed.
m When they are finished, have students read over their writing and then read it
aloud to their partners as a final check.
m Celebrate by asking one or two volunteers to share their work with the class.
m Collect and score the completed writing activities.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Help students see
their team celebration score
by using the overlay.
– What is your team celebration score?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
© 2014 Success for All Foundation
BLACKLINE MASTER / Sarah, Plain and Tall
Literary Technique: Imagery
imagery: Using lifelike vivid descriptions to help
the reader create mind movies about the text.
Targeted Treasure Hunt Teacher Edition
BLACKLINE MASTER / Sarah, Plain and Tall
© 2014 Success for All Foundation
BLACKLINE MASTER / Sarah, Plain and Tall
Version 1
The beach is my favorite place. When I go there,
I collect shells. We swim in the ocean and jump the
waves. I like to build sand castles with my sister.
There is a lot to do there, and I love the beach.
Version 2
My favorite place to be is the beach at Ocean
City, Maryland. When I go there, I try to collect
interesting shells of different colors and shapes. My
sister and I like to swim in the ocean for hours and
jump the waves together. I also like to build giant
sand castles and sand sculptures with my sister,
and then we knock them down by jumping on them.
There is so much to do at the beach, and that is why
it is my favorite place to be.
Targeted Treasure Hunt Teacher Edition
BLACKLINE MASTER / Sarah, Plain and Tall
Story Map
Title:
Characters: Setting:
Where:
When:
Problem:
Solution:
Event:
Event:
Event:
Event:
Event:
Sarah, Plain and Tall, cycle 2
Anna
Papa
Caleb
Sarah
A farm on a prairie.
Pioneer times
Caleb and Anna are worried that Sarah will not like their home and will leave.
Sarah tells Anna’s family that she will not leave them because she would miss them even more than the sea.
Papa places an ad in the paper for a wife. Sarah, who lives in Maine, answers his ad, and they write
letters to each other.
Sarah arrives at the farm. She touches sheep for the first time and talks about her brother William
and the sea.
Sarah meets Maggie, and they talk about what they miss from their homes.
Sarah insists that she learn to drive the wagon and help Papa with the work around the farm.
Sarah drives to town by herself and comes back with presents for Caleb and Anna.
COMMON CORE STATE STANDARDS / Sarah, Plain and Tall
110 © 2014 Success for All Foundation
Common Core State Standards
The following Common Core State Standards are addressed in this unit.
Full program alignments can be found in the Reading Wings section of the
SFAF Online Resources. Contact your SFAF coach for more information.
LEVEL 3 / Sarah, Plain and Tall
English Language Arts Standards: Reading: Literature
Craft and Structure
RL.3.6 Distinguish their own point of view from that of the narrator or those of
the characters.
English Language Arts Standards: Reading: Foundational Skills
Phonics and Word Recognition
RF.3.3 Know and apply grade‑level phonics and word analysis skills in
decoding words.
English Language Arts Standards: Writing
Text Types and Purposes
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
