! Read&Aloud!Project! Handout!1! ELA!Grades!P&3!Days!4! and!5!!

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1 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1! Read&Aloud!Project! Handout!1! ELA!Grades!P&3!Days!4! and!5!! Page1of18

2 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 Title/Author:The$Spider$and$The$FlybyMaryHowitt,withillustrationsbyTonyDiTerlizzi SuggestedTime:FiveDaysfive20Iminutesessions) $ CommonCoregradeIlevelELA/LiteracyStandards:RI.1.1,RI.1.2,RI.1.4,RI.1.6,RI.1.7;W.1.2,W.1.8; SL1.1,SL.1.2,SL.1.5;L.1.4 LessonObjective: Studentswilllistentoanillustratednarrativepoemreadaloudanduseliteracyskillsreading,writing,discussion,andlistening)to understandthecentralmessageofthepoem. TeacherInstructions Before$the$Lesson:$ 1.! ReadtheKeyUnderstandingsandtheSynopsisbelow.Please&do&not&read&this&to&the&students.Thisisadescriptiontohelpyou preparetoteachthebookandbeclearaboutwhatyouwantyourchildrentotakeawayfromthework. KeyUnderstandings: HowdoestheSpidertricktheFlyintohisweb?The$Spider$uses$flattery$to$trick$the$Fly$into$his$web.$ Whatisthisstorytryingtoteachus?Don t$let$yourself$be$tricked$by$sweet,$flattering$words.$ Page2of18

3 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 Synopsis: ThisisanillustratedversionofthewellIknownpoemaboutacunningspiderandalittlefly.TheSpidertriestoluretheFly intohisweb,promisinginterestingthingstosee,acomfortablebed,andtreatsfromhispantry.atfirstthefly,whohasbeen tolditisdangeroustogointothespider sparlor,refuses.butwhenthespidercomplimentshergauzywingsandbrilliant eyes,shefindsherselfunabletoresistandwindsuptrappedinhisweb.thefinalstanzaofthepoemrevealstheauthor s intended lessonfromthistale :don tletyourselfbetrickedbysweet,flatteringwords.note:$a$full$transcript$of$the$poem$is$ included$in$the$resource$section$of$this$guide.$ 2.! Gotothelastpageofthelessonandreview WhatMakesthisReadIAloudComplex? Thiswascreatedforyouaspartofthe lessonandwillgiveyouguidanceaboutwhatthelessonwriterssawasthesourcesofcomplexityorkeyaccesspointsforthis book.youwillofcourseevaluatetextcomplexitywithyourownstudentsinmind,andmakeadjustmentstothelessonpacing andeventhesuggestedactivitiesandquestions. 3.! Readtheentirebook,addingyourowninsightstotheunderstandingsidentified.Alsonotethestoppingpointsforthe textiinspiredquestionsandactivities.note:$you$may$want$to$copy$the$questions,$vocabulary$words,$and$activities$onto$sticky$ notes$so$they$can$be$stuck$to$the$right$pages$for$each$day s$questions$and$vocabulary$work. Page3of18

4 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 TheLesson Questions,Activities,Vocabulary,andTasks Themajorityofquestions,activities,andtasksshouldbebasedonthewriting,pictures,andfeaturesuniquetoThe$Spider$and$The$ Fly.$Inotherwords,theyshouldbetextIspecific.QuestionsthataddresstextItoIselfortextItoIworldconnections ortextiinspired$ questionsoractivities shouldbehelduntilafterstudentshavereallygottentoknowthebook. Thislessonisdesignedtobeflexible.Feelfreetoinsertordeleterowsasneededforadditionalquestions,activities,ortasks. Questions,activities,vocabulary,andtasksareallalignedtothestandardsforELAandcanaddressanyofthefollowingthrough readingaloudrichselections: Academiclanguageexplorationandlearningvocabularyandsyntax) SpeakingandListeningactivities Writingactivities Languageactivitiesandquestions CreativeperformancetasksandactivitiesthataretextIspecificortextIinspired FoundationalreadingIskillsreinforcementwhereappropriate Questions,$Activities,$Vocabulary,$and$Tasks$ Session$1$ $ Pullthestudentstogetheroruseadocumentcamerasothatallcan enjoytheillustrations.readaloudtheentirebookwithminimal Expected$Outcome$or$Response$for$each)$ FIRST$READING Thegoalhereisforstudentstoenjoythebook thewords, therhythm,andthepictures,andtoexperienceitasa Page4of18

5 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 Page5of18 interruption. SincethepoemiswrittenasadialoguebetweentheSpiderandthe Fly,considerpullinginasecondreaderandtakingparts,orreading intwodistinctvoices. Afterthefirstreading,haveeachstudentcreatetwostickpuppets, oneofspiderandoneofflytouseduringsubsequentreadings. Note:$you$may$want$to$make$a$couple$of$extra$puppets$while$your$ students$work,$so$absent$students$will$have$them$to$use$in$ subsequent$lessons.$$ whole.don tbeconcernedifstudentsunderstandverylittle onthisfirstreading.theideaistogivethemsomecontext andasenseofthecharactersandstorybeforetheydive intoexaminingpartsofthebookmorecarefully. Puppetsaredownloadablefromtheauthor swebsite canbedrawnbythestudentsandattachedtopopsicle sticks. SECOND$READING Session$2$ Besureeachstudenthastwostickpuppets,oneofSpiderandone offly. Reread$page$1. Displayonadocumentcameraorprojectorifpossible.) QUESTIONS: Whoistalkinghere?Showmebyholdingupapuppet. HowdoyouknowSpideristalking? Aparlorislikealivingroominahouse.Whatmightaspider s parlor looklike? $ Studentsrespondbyholdinguptheappropriate stickpuppetbasedonwhoisspeakingatthetime.help studentstonoticecuesthatsignalacharacterisspeaking, suchasthephrase, saidthespidertothefly andthe quotationmarks. Somestudentsmaymaketheconnectionthataspider s parlorishisweb;othersmaydrawonthefanciful illustrationsinthebooktoanswer.theseideaswillbe confirmedorrevisedasyourereadtherestofthestory.

6 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 Page6of18 Reread$page$4.$ QUESTIONS: Whoistalkinghere?Showmebyholdingupapuppet. HowdoyouknowFlyistalking? Ne erisanoldifashionedword.whatworddoyouknowthat soundslikene er?whydoyouthinkthebugs ne ercomedown again? StudentsrespondbyholdinguptheFlystickpuppetand notingthewords, saidthelittlefly. Askstudentstohold uptheirpuppetstoshowwhoisspeakingforthenextfew stanzassothattheycometounderstandthepoem s structureadialoguethatalternatesbetweentwo characters). Ne ersoundslike never. Thebugsnevercomedownagain becausethespidereatsorcaptures)them. ACTIVITY$U$Acting$out$the$passages:$ Establishthefollowingpatternofactivitiestohelpstudents paraphrasethepoemrepeataftereachexchangebetweenspider andfly): 1.! RereadthetwostanzasfluentlySpider sinvitationandfly s response),clearlyshowingthechangeinspeakerswithyour voice. 2.! Choosetwostudentstoactoutthesetwostanzasby paraphrasingwhatthecharacterssayandshowingactions andreactionswiththeirbodies.rereadsectionsofthetext asneededtoensurethatthedramaticinterpretation accuratelyreflectsthewordsinthestory. 3.! Directtherestoftheclasstowatchthesceneandthen posethefollowingquestions: HowdoestheSpidertrytotricktheFlyintohisweb? Checktoseethatstudentsareabletoparaphrasethepoem andaddsupportasneeded. Samplestudentdialogue: Spider:$Come$into$my$living$room,$little$fly.$It s$right$upstairs$ and$there$are$lots$of$cool$things$to$see$there.$ Fly:$No$way!$I$know$that$when$someone$goes$into$your$living$ room,$they$never$come$out$again!$ $ Helpstudentstobetterunderstandthecharacter sactions andreactionsbyaskingtheclasstonotice,orgive suggestionsabout,theactors bodylanguageand expressions. SeesamplegraphicorganizerinTeacherNotes.Possible responses:

7 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 Page7of18 WhatdoestheFlysay? 4.! Recordaresponsetoeachquestiononaclasschartusing words,picturesfromthetext,quicksketches,orsome combinationofthethree. How$does$the$Spider$try$to$$ trick$the$fly$into$his$web?$ What$does$the$Fly$$ say$or$do?$$ Tellshertherearecoolthings toseeinhisparlor. Ohno,no! Reread$pages$5$&$7.$ QUESTIONS: Whatdoyouthink weary means? WhydoestheSpiderthinktheFlymightbeweary? WhatdoestheSpiderreallymeanwhenhesays, I llsnuglytuck youin?turnandtalktoapartneraboutyourideas. Wearymeansverytired. TheFlymightbewearybecauseshehasbeenflyingsohigh. TheSpidermeansheisgoingtowrapheruptogetreadyto eather.ifstudentshavenotlearnedaboutspidersthrough nonfictionarticlesorchapterbookslikecharlotte s$web, theteachermayneedtoprovidebriefcontextabouthow spidersliveandgettheirfood.) Act$out$the$passages:$ 1.! Rereadbothstanzasaloudfluently. 2.! Choosetwostudentstoactthemout. 3.! Posethequestions: HowdoestheSpidertrytotricktheFlyintohisweb? WhatdoestheFlysay? 4.! Recordaclassresponseonthechart. Checktoensurethatdialogueaccuratelyparaphrasesthe passage.rereadallorpartsofthepassageasneeded. Seegraphicorganizerforsampleresponsesandkey understandings. Havestudentshelpyoureadwhatisonthecharttosummarize whatyouhavereadtoday. Session$3$ ExplainthattodayyouwillcontinuetoexploreThe$Spider$and$the$ Fly.$$Rereaduptopage8withoutstopping,invitingstudentsto participatebyholdinguptheirpuppetsaseachcharacterspeaks. Then,callonafewstudentstobrieflysummarizewhatyouhave read. Ifhelpful,usetheclassnotestohelpstudentsconcisely summarize.seecompletedchartintheresourcesection forthekeyinformationstudentsshouldrememberfrom eachsection.)

8 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 Page8of18 Reread$pages$9$&$12.$ QUESTIONS: Whatisa pantry?whatcluesinthewordsandillustrationscan helpyoutofigurethisout? Lookcarefullyattheillustration.WhatdoyouthinktheFly does notwishtosee?$ Studentsshouldinferfromthepicturesofthetableand Spider sinvitationto takeaslice thatapantryisaplace wherefoodisstored. Bugspreparedtobeeaten. Act$out$the$passages$and$add$to$the$chart$using$the$established$ routine. Seegraphicorganizerforsampleresponsesandkey understandings. Reread$page$13.$ QUESTIONS: Wisemeans verysmart. WhymightSpidertellFlythatsheis wise? Usethepicturesandthewords.Whatdoyouthink lookingglass means? Repeatthesewordsfromthetextafterme: How$handsome$are$your$gauzy$wings,$pause$for$students$to$repeat)$ how$brilliant$are$your$eyes. pause$for$students$to$repeat) HowdoesFlylook? Whatmight gauzy mean? Brilliant?Usethepicturestohelpyou figurethisout. WhatdoesSpiderwantFlytoseewhenshelooksintothemirror? Tomakeherfeelsmart,ortomakeherlikehim. Lookingglass isaglassthatyoulookinto.thepictures showthatitisamirror. Flylooks handsome with gauzywings and brilliant eyes. PointoutFly s seeithrough wingsandshiningeyesinthe illustrationstodefinetheseterms. Howbeautifulsheis.

9 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 Page9of18 Reread$page$16.$ QUESTIONS: WhatisdifferentaboutthewayFlyanswershimhere? Whydoyouthinksheanswersdifferently? Shedoesn tsay, No shethankshimandsaysshe llcome back. Shelikedbeingcalledhandsomeandgettingcompliments. Act$out$the$passages$and$add$to$the$chart$using$the$established$ routine. Seegraphicorganizerforsampleresponsesandkey understandings. Reread$page$17.$ Note:$Students$should$be$at$their$desks$or$tables$with$access$to$ drawing$paper$and$crayons$during$this$part$of$the$reading.$ $ QUESTIONS: Inthelaststanza,theSpidertellstheFlythatsheiswise.What wordinthisparttellsyouthathedoesn treallythinkthatsheis wise? Whatisaspider s table?whatdoes sethistableready mean? DrawapicturetoshowwhattheSpiderdoes. WhatdoesSpiderthinkisgoingtohappen?Howdoyouknow? silly littlefly Spider stableishisweb. Sethistableready meansto makeawebtoeaton. Rereadthelasttwolinesofthestanzawhilestudentsdraw. Ifstudentsdrawarealtable,pointoutthatthereisnotable inthebook sillustration Spider swebishistable. SpiderthinkstheFlywillcomebackandhewilleather. Thewordssaythatheknowsshewill sooncomeback again, andheisspinningaweb,sohemustbeplanningto catchher. Havestudentsbrieflysharetheirdrawingswithapartnertoend thelesson. Session$4$ $ Complimentstudentsonhowcarefullytheyhavebeenreadingthe book,andexplainthattodayyouwillcontinuetoexplore Duringthisreading,usestrategicallyplacedpausesto encouragestudentstousetherhymepatterntohelpyou

10 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 Page10of18 The$Spider$and$the$Fly. Rereaduptopage18withoutstopping,invitingstudentsto participatebyholdinguptheirpuppetsaseachcharacterspeaks. Then,callonafewstudentstobrieflysummarizewhatyouhave read. finishsomeoflinesinthepoem. Ifhelpful,usetheclassnotestohelpstudentsconcisely summarize. GiveeachstudentapictureoftheFly,andbesuretheyhaveaccess tocrayons. Reread$page$19.$ Givethefollowingdirections: ListenverycarefullytothewordsSpiderusestodescribeFly. AsIreadeachline,useyourcrayonstocolorinthepicturetoshow whatflylookslike. Students coloringshouldmatchthedescriptioninthe poem:whiteandsilverwings,greenandpurplebody,bright eyes. Asstudentsdraw,helpthem unpack andvisualizeeach lineasneeded.usequestionslike: Whatcolorisapearl?WhatmightFly s robes be?why doesthepoemsayhereyesarelikediamonds? Reread$page$21.$ QUESTIONS: Whatdoesthe sillylittlefly hear? Whatdoyouthink flattering means? WhatflatteringwordsisFlythinkingofasshefliesnearhim? Spider s wily,flatteringwords Tosaynicethingsthatyoudonotmean ThewordsSpiderusestodescribehowbeautifulsheis Act$out$the$passages$and$add$to$the$chart$using$the$established$ routine. Seegraphicorganizerforsampleresponsesandkey understandings. QUESTIONS: Nowturnandtalktoaclassmate,asking: WhatdoesFlydo? Whydoyouthinkshedoesthis? Whatdoyouthink foolish means? FlyfliesnearerandnearertotheSpider sweb. Answersaboutwhyshedoesthismayincludeideaslike: Shewantstohearmoreabouthowbeautifulsheis. Sheisthinkingonlyaboutherownbeautyand forgetstobecareful. ShethinkstheSpiderisnicebecausehesaysnice things. Foolishmeans stupid.

11 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 Page11of18 WhydoestheauthorcallFlya poor,foolishthing? ShegoestooclosetotheSpider,whichisn tverysmart. Session$5$ ExplainthattodayyouwillfinishyourworkwithThe$Spider$and$the$ Fly.$Rereaduptopage21withoutstopping.Toencouragefocus, studentsshould$not$use$their$puppetsduringthislastreading. Together,reviewtheinformationontheclasschart.Thiswillserve tosummarizetheeventsinthestory.)$ $ Bythispoint,manystudentswillknowpartsofthepoemby heart.encouragethemto read alongwithyouwherever theycan. Reread$Pages$22$and$23.$ QUESTIONS: Whathappenstothe poorfoolishlittlefly? Doesthelastlineremindyouofanotherpartofthepoem?Which one? THINK: IftheFlyknowsthatshemight ne ercomeoutagain, whydoes sheflysoclosetothespider? Spidergrabsheranddragsherupthewindingstairtohis web,andshenevercomesoutagain. Whentheyfirstmeet,FlytellsSpiderthat whogoesup yourwindingstaircanne ercomedownagain. Allowasilentminutetothinkaboutthisquestionbefore directingstudentstodiscusstheirideaswithapartner. Groupstudentsinpairsanddiscussthisnextquestion: HowdoestheSpidertricktheFlyintohisweb?Explainyour thinkingtoapartner. Answerswillvarybutshouldindicatesomeconnection betweenthespider sflatteringwordsandthefly spoor decisiontoflynearhim. Reread$Pages$25$and$26.$ QUESTIONS: Thepoemtellsusto closeheartandearandeye. Showmehowyoumight closeyourears. Showmehowyoumight closeyoureyes. Ifneeded,repeatthefulllineagain,coveringyourheart, ears,andeyeswithyourhandsasthelinesareread. Explainthatsometimeswordsinastorymeansomething

12 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 Nowshowmehowyoumight closeyourheart. Pausetoallow studentstotry.)whatdoyouthink closeyourheart might mean? Whatdoyouthinktheauthorwantsustodowhenwemeet someonelikespider?$$ $ Givestudentsapieceofdrawingor picturestory paper,and explainthedirectionsfortheculminatingtaskbelow.circulateas studentswork,encouragingthemtotellyoumoreabouttheir drawingsandwriting.shareresponsesinsmallgroupsordisplayon abulletinboard. differentthantheyseemto.here, closeyourheart means don tcareabout or don tpayattentionto. Listenforanswersthatshowanunderstandingthatthe poemiswarningusnottolistentothe silly,flattering words ofpeoplelikespider. Page12of18

13 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 CulminatingTask Whatisthelessonofthistale?Whatisthisstorytryingtoteachus?Usepicturesandwordstoshowwhattheauthorwantsusto learnfromthestoryinthisbook. Vocabulary These$words$merit$less$time$and$attention$$ Theyareconcreteandeasytoexplain,ordescribeevents/ processes/ideas/concepts/experiencesthatarefamiliartoyourstudents.) Page1:parlor livingroom Page2:ne er never Page9:pantry placewherefoodisstored These$words$merit$more$time$and$attention$ Theyareabstract,havemultiplemeanings,and/orareapart ofalargefamilyofwordswithrelatedmeanings.thesewordsarelikely todescribeevents,ideas,processes,orexperiencesthatmostofyour studentwillbeunfamiliarwith.) Page3:weary tired Page14:wise smart Page21:flattering sayingnicethingsthatyoudonotmean Page21:foolish stupid FunExtensionActivitiesforthisBookandOtherUsefulResources: 1.! Theauthor swebsiteincludesdownloadablepaperpuppetstomakeandspiderandflyscreensavers: 2.! AshortvideoofTonyDiTerlizzitalkingtoaclassabouttheprocessofillustratingthebook: 3.! ABBCvideoofThe$Spider$and$The$Flybeingreadaloud: Page13of18

14 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 4.! Extension:Havestudentsexplorethefollowingquestion:Whosefaultisitthatthefly ne ercameoutagain? Include$activities$like: StandunderthepictureoftheSpiderifyouthinktheSpiderwastoblame. StandunderthepictureoftheFlyifyouthinktheFlywastoblame. Chooseapartnerwhohasadifferentopinion.Explainyourthinkingtoapartner. Writeaparagraph.Useevidencefromthepoemtoexplainyouropinionandreasoning. 5.! Givestudentsacopyofthepoemtoillustrate.Olderstudentsmaybeinterestedinpreparingachoralreading dividestudentsintogroupsandhaveeachgrouplearnonestanza)orapuppetshow.maryhowitt spoemisinthepublic domainandreproducedbelow. Page14of18

15 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 THE SPIDER AND THE FLY by Mary Howitt ) Will you step into my parlor? said the spider to the fly; Tis the prettiest little parlor that ever you did spy. The way into my parlor is up a winding stair, And I have many curious things to show when you are there. O no, no, said the little fly, to ask me is in vain, For who goes up your winding stair can ne er come down again. I m sure you must be weary, dear, with soaring up so high; Will you rest upon my little bed? said the spider to the fly. There are pretty curtains drawn around, the sheets are fine and thin, And if you like to rest awhile, I ll snugly tuck you in. O no, no, said the little fly, for I ve often heard it said, They never, never wake again, who sleep upon your bed. Said the cunning spider to the fly, Dear friend, what shall I do, To prove the warm affection I ve always felt for you? I have within my pantry good store of all that s nice; I m sure you re very welcome; will you please to take a slice? O no, no, said the little fly, kind sir, that cannot be; I ve heard what s in your pantry, and I do not wish to see. Sweet creature! said the spider, You re witty and you re wise! How handsome are your gauzy wings, how brilliant are your eyes! I have a little looking-glass upon my parlor shelf, If you ll step in one moment, dear, you shall behold yourself. Page15of18

16 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 I thank you, gentle sir, she said, for what you re pleased to say, And bidding you good-morning now, I ll call another day. The spider turned him round about, and went into his den, For well he knew the silly fly would soon be back again: So he wove a subtle web, in a little corner sly, And set his table ready to dine upon the fly. Then he came out to his door again, and merrily did sing Come hither, hither, pretty fly, with the pearl and silver wing: Your robes are green and purple; there s a crest upon your head; Your eyes are like the diamond bright, but mine are dull as lead. Alas, alas! how very soon this silly little fly, Hearing his wily flattering words, came slowly flitting by. With buzzing wings she hung aloft, then near and nearer drew Thinking only of her brilliant eyes, and green and purple hue; Thinking only of her crested head poor foolish thing! At last, Up jumped the cunning spider, and fiercely held her fast. He dragged her up his winding stair, into his dismal den, Within his little parlor; but she ne er came out again! And now, dear little children, who may this story read, To idle, silly, flattering words, I pray you ne er give heed; Unto an evil counselor close heart, and ear, and eye, And take a lesson from this tale of the Spider and the Fly. Page16of18

17 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 NotetoTeacher Belowisasampleofacompletedclasschartof publicnotes. Inthistypeofgroupnotetaking,theteacherhelpstheclasstodecide whattorecord.notesmaytaketheformofwords,illustrationsfromthebook,drawings,oranycombinationofthethree.notes maybeparaphrasedorquoted.refertoyourpublicnotesfrequently.drawingattentiontothepatternsinthechartwillhelp studentsfigureouthowthespiderisabletotrickthespiderintohisweb. How$Does$the$Spider$Trick$the$Fly$into$His$Web?$ How$does$the$Spider$try$to$trick$the$fly$into$ his$web? Inviteshertoseecoolthingsinhisparlor Saysshecanrestinacomfortablebed Offersheryummythingstoeat Tellshertolookinthemirrortoseehow prettysheis Tellsherthatherwingsandbodyandeyesare beautiful What$does$the$Fly$say$or$do?$ Ono,no Ono,no Ono,no Ithankyou,gentlesir Comesnearerandnearer Page17of18

18 StudentsAchievementPartnersSampleThe$Spider$and$The$FlyRecommendedforGrade1 *Formoreinformationonthequalitativedimensionsoftextcomplexity,visit What%Makes%This%Read.Aloud%Complex?% 1.! Quantitative%Measure% Gotohttp:// upperrightofhomepage.mosttextswillhavealexilemeasureinthisdatabase. % 2.! Qualitative%Features% Considerthefourdimensionsoftextcomplexitybelow.Foreachdimension*,notespecificexamples fromthetextthatmakeitmoreorlesscomplex. % 3.! Reader%and%Task%Considerations% What$will$challenge$my$students$most$in$this$text?$What$supports$can$I$provide?$ Thearchaicandfigurativelanguagestructuresandvocabularywillbechallenging.Supportusing repeatedreadings,questionstoclarifywordmeanings,andcarefulattentiontohowthe illustrationsandtextconnect.buildinfrequentopportunitiesfordramatoparaphrasetext,and drawingtovisualizecomplexsections. How$will$this$text$help$my$students$build$knowledge$about$the$world?$ Manylinesandimagesfromthispoemareiconic Comeintomyparlor... Hewoveasubtle web. ).Studentsfamiliarwiththisstoryanditslanguagewillhaveabasisforunderstanding expressionsandimagerytheywillencounterlater,inconversationandliterature.thebookalso teachesanimportantlesson. 4.! Grade%level%% What$grade$does$this$book$best$belong$in?$$ Grades1and2% N/A Meaning/Purpose% Structure% MostofthetextsthatwereadaloudinK 2should beinthe2 3or4 5band,morecomplexthan whatthestudentscanreadthemselves. 2 3band L 4 5band L Language% Knowledge%Demands% Thestoryhasanoverallmessage: Andtakea lessonfromthistale... :Don tletyourselfbe trickedbysweet,flatteringwords. Thepoemtakestheformofanalternating dialoguebetweenspiderandfly:...saidthe SpidertotheFly. Figurativelanguage: closeheartandearsandeyes OldHfashionedlanguage:parlor,ne er Somestudentsmayneedbackgroundonwhat spiderseatandhowtheycatchtheirfood.

Written and Compiled by Timothy Rasinski and Lorraine Griffith

Grade 4 Written and Compiled by Timothy Rasinski and Lorraine Griffith Table of Contents Foreword................................................... 5 Introduction...............................................