PREVIEW Invite students to look at the cover of the book.. STRATEGY SUPPORT: ANSWER QUESTIONS Invite students to find illustrations in the book that would help them answer questions the
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Learning to Play
the Game
SUMMARY The author tells a story about a
brother and sister who have just moved to a
new town The story focuses on their
adjust-ment to a new group of friends and a school
environment At first, things seem difficult, but
soon they become more comfortable
LESSON VOCABULARY
blunders civilization
complex envy
fleeing inspired
rustling strategy
I NTR O D U C E TH E BO O K
INTRODUCE THE TITLE AND AUTHOR Discuss with
students the title and the author of Learning
to Play the Game Ask students to think about
the title and what the book will be about
Discuss how the phrase “play the game” can
be used to mean a real game or
(metaphori-cally) to mean the “game” of life Ask: What
do you think the children in this story might
need to learn?
BUILD BACKGROUND Discuss with students
what they know about moving from one place
to another Ask: Have you moved to a new
town? What were some of the differences
between your new town and your old
commu-nity? Discuss how it is sometimes difficult at
first to make new friends
PREVIEW Invite students to look at the cover of
the book Discuss what you can tell about the
book just from looking at this illustration
Ask: What can you guess about how these
children feel? Where are they? Discuss what
students might already be able to predict
about the story they are about to read Invite
students to examine pages 10-11 Discuss
what the illustrations show Ask: What is the
bigger girl doing with the younger girl? What
do the labels mean?
R E AD TH E BO O K
SET PURPOSE Have students set a purpose for their reading that includes looking at how dif-ferent characters behave in similar situations
Suggest that they watch for, and compare, how Pete and Ella react to their new situation
STRATEGY SUPPORT: ANSWER QUESTIONS Invite students to find illustrations in the book that would help them answer questions the
teach-er might ask Discuss why some illustrations provide better clues than others about what is going on in the story
COMPREHENSION QUESTIONS
PAGES 4–5 Look at the illustrations What are some of the things Ella and Pete will see in
their new neighborhood? (They will see
unfin-ished houses and a park.)
PAGE 8 Based on the illustration, what conclu-sions can you draw about what is happening
to Pete and Ella? (They are waiting to be
cho-sen for teams to play a game.)
PAGE 23 Look at the final paragraph on the page What does this paragraph suggest
about the theme of the book? (The theme is
about adjusting to new situations.)
PAGE 24 Why do you think the author may have included a page explaining what goes on at
festivals in different towns? (The author is
try-ing to suggest a way to become more comfort-able in a new place.)
5.4.1
DRAW CONCLUSIONS ANSWER QUESTIONS
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Learning to Play the Game 73
TEACH/REVIEW VOCABULARY
Use one of the vocabulary words in a sen-tence that shows its meaning in context, such as “I felt envy when my best friend got new sneakers before I did.” Then invite students to give another sentence that uses the vocabulary word Repeat this process with each vocabulary word
TARGET SKILL AND STRATEGY
DRAW CONCLUSIONS Remind students that when we draw conclusions, we read with the idea that we will make a decision based on our reading Suggest that as they
go through this book, they try to draw con-clusions about how Ella and Pete are going
to adjust to their new home
ANSWER QUESTIONS Remind students that answering questions about their reading helps them to remember important informa-tion Suggest that as they read, they think about questions the teacher may ask about their reading and try to take notes about what their answers will be Ask: How does answering your teacher’s questions about a book help you to draw your own conclusions about what is happening in the story?
ADDITIONAL SKILL INSTRUCTION
THEME Remind students that when we read
to find the theme, we are looking for the
“big idea” of a story Discuss how some books are about the challenges that people face Other books are about getting older or learning to get along with others Suggest that as they read, students watch for clues that will help them determine the theme of the book
R E VI S IT TH E BO O K
READER RESPONSE
1 Possible response: They have a new attitude
about their move because they are making
friends
2 Questions will vary Possible response for
answers: ask Mom, read books, talk to
friends
3 Possible response: simple, easy, basic
4 Possible response: assembly and lunch
routines, location of important places in
school
EXTEND UNDERSTANDING Invite students to
examine the photograph on page 24 Discuss
what is going on in the photograph Ask: What
kind of festival is this? Why would people have
this kind of festival?
RESPONSE OPTIONS
WRITING Invite students to write a paragraph
about the first thing they would do to get
comfortable in a new place Ask: What skill or
talent do you have that could help you make
friends? What kind of club or activity could you
join to get to know new people?
Show students a picture of someone from another culture or country that they are
not familiar with Discuss how it might feel
for that person to move to the United States
Ask: What do you think would be some of
the challenges this person might face if he
or she were to come to the United States?
What information could he or she share that
Americans would not know about?
Show students a picture of Americans who
have moved to another country Discuss the
differences Americans might find Ask: What
should an American learn about before his or
her move that would make it easier?
SOCIAL STUDIES
CONNECTION
Suggest that students
go to the library to look
for books about friendship Have
them choose sections of the books
that are meaningful to them to share with
their classmates
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Name
Draw Conclusions
• When we draw conclusions, we make a decision based on what we have read We use details
and facts to help us.
Directions Reread the following excerpt from Learning to Play the Game and answer the following
questions
“Hi,” said Ella The sudden silence made her nervous “Ummm we just moved in I’m Ella, and this is my brother Pete Pete, say hello to everyone.”
“Ummm, hello?” was all Pete could say Ella could tell that her brother was as nervous as she was!
A tall girl with blond hair nodded “OK, Ella and Pete,” she said “I’m Tiffany We’re going
to play Two Bases Want to play?”
“Sure,” Ella nodded “Is it like baseball?”
1 What conclusion can you draw about how well Pete and Ella know the other children?
2 Which detail helped you reach the conclusion for question #1?
3 What conclusion can you draw about who the leader is among the group of children?
4 Which detail helped you reach the conclusion for question #3?
5 What conclusion can you draw about Ella’s knowledge of the game Two Bases?
Learning to Play
74
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Name
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Vocabulary
Directions Review the meanings of these words.
blunders mistakes
civilization society; a group of people who follow rules complex complicated; not simple
fleeing running away
inspired hopeful; interested
rustling shuffling; moving in a noisy way strategy approach
Directions Read the sentence Then write your own sentence using each vocabulary word.
1 I hope I didn’t make too many blunders on my spelling test.
2 Our civilization may end if we keep polluting.
3 Understanding how budgets work is a complex idea.
4 I felt envy when I saw their new car.
5 The mouse was fleeing as the cat chased it.
6 Hearing your new song, I became inspired to write my own song.
7 There was a rustling in the leaves as my cat came near.
8 Our team needed a new strategy if we were going to win the game.
Check the Words You Know
blunders civilization complex envy fleeing inspired rustling strategy Learning to Play