Hi New Baby! | 140L
- Learning Goal
- Use evidence from the text to describe how a character changes throughout a story.
- Approximately 50 minutes
- Necessary Materials
Provided: Independent Practice Worksheet
Not Provided: Hi New Baby! by Robie H. Harris, chart paper, markers
Activation & Motivation
Activate prior knowledge by asking students to describe how they have changed from Second Grade to Third Grade. What events caused their change? Are they a better, more mature person?
will begin reading aloud Hi New Baby! by Robie H. Harris. As I read, I will use clues in the text to determine how the little girl feels about her baby brother, stopping after page 6. I will list these clues in the box labeled “Beginning” on the Independent Practice worksheet. (Student Independent Practice worksheet is provided in Teacher and Student Materials below.) I will explain that oftentimes something will happen in a story that changes the way the character feels.
TIP: If your students would benefit from additional modeling of identifying character changes, use a previously read book in the Direct Teaching, before beginning Hi New Baby!
Ask: How did I describe how the character felt in the beginning of the story? Students should respond that you identified clues in the text and pictures that helped you to figure out how the character thought and felt.
will continue reading Hi New Baby! using clues in the text to determine how the little girl feels in the story stopping after page 18. We will write a new list of clues in the box labeled “Middle” on the Independent Practice worksheet and discuss if this is similar or different than how she felt at the beginning of the story. What happens in the story and does it change the way the little girl feels? How do we know?
will finish listening to Hi New Baby! and use clues from the text to determine how the little girl feels at the end of the story. You will write descriptive clues into the box labeled “End” on the Independent Practice worksheet. You will explain if this is similar or different to how she felt during the first half of the story and how you know her feelings changed.
Build Student Vocabulary rocked
|Tier 2 Word: rocked|
|Contextualize the word as it is used in the story||You rocked the baby in your arms.|
|Explain the meaning student-friendly definition)||To rock is to move gently backward and forward or from side to side. In the story, the character held the crying baby and rocked him until he fell asleep.|
|Students repeat the word||Say the word rocked with me: rocked|
|Teacher gives examples of the word in other contexts||I put the baby in the cradle and rocked the cradle until he fell asleep. My grandmother sat and read her book while she rocked back and forth in her rocking chair. The explosion rocked the building. The train rocked back and forth as it sped around the curve.|
|Students provide examples||Tell me about a time that you rocked back and forth. Start by saying, “I rocked ___________________.”|
|Students repeat the word again.||What word are we talking about? rocked|
|Additional Vocabulary Words||barely, grilled|
After reading the story, ask your students why they think babies cry. Explain that babies have not yet learned to use words to express what they need, so they cry when they are hungry, tired, need physical contact, or uncomfortable (perhaps they need a diaper change). How do babies learn to speak? At first, they assign sounds to anything they are interested in. Then, older children and adults teach the baby to assign the correct word to the people and objects around them.
Texts & Materials
(To see all of the ReadWorks lessons aligned to your standards, click here.)