James and the Giant Peach Packet - Plain Local



Directions: Answer the following questions about the story

James and the Giant Peach. Always use complete sentences.

Prior to Reading

Strategy Focus: Making Predictions

Good readers will predict. Preview your book and make a prediction

about what the book is about. Your prediction should be at least 2

sentences. Your prediction must include what you think the book will

be about and also how you think the main character(s) will fit into the story.

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|Good Readers will try to find meanings from the words… |

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|Word Study |

|In order to better comprehend what they are reading, good readers will try to find the meanings of the key vocabulary in the story. |

|Please refer to the “Word Study” sheet in the back of your packet for the words. Your job will be to either use the vocabulary words in|

|a sentence or find their meanings. Some vocabulary words may have several meanings, so make sure that your definition fits the way you |

|think it would be used in the story. |

| |

|Good Readers will use context clues… |

Day 1 Reading: Chapters 1-3

How did James’ parents disappear?

Strategy Focus: Characterization

Good readers will understand the characters of the story. Describe in detail the characters below. Use pages 2-5 to help.

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|Names of James’ aunts | |

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|Words that describe them | |

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|What did they do to James? | |

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|What did they call James? | |

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|What did he have to play with? | |

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|Physical description of Aunt Sponge | |

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|Physical description of Aunt Spiker | |

Day 2 Reading: Chapters 4-7

What did the old man say about the magical bag?

What happened to the magical bag James was carrying?

How do you think James’ aunts can make money off the peach?

How would you make money off of the peach? Write your idea in the peach below.

Day 3 Reading: Chapters 8-12

Where was James when the aunts were charging admission to see the peach?

Where did James have to go when the people were gone? What did he decide to do?

Strategy Focus: Characterization

Good readers will understand the characters of the story. Describe in detail the characters below. Use pages 26-31 to help.

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|Character |Description |

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|Grasshopper | |

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|Spider | |

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|Ladybug | |

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|Centipede | |

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|Earthworm | |

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How did the creatures grow to be so big?

Why did James like the centipede? Who makes you laugh? Why?

Day 4 Reading: Chapters 13-16

Describe the glow-worm.

What is your opinion of the centipede so far? Why?

Why did the insects want the peach to move?

What happened to Aunt Sponge and Aunt Spiker? Predict where James will live next and give a reason why.

Write two sentences where you predict the peach will go next and what will happen to the peach and the creatures inside.

Day 5 Reading: Chapters 15-16

Chapter titles were not created for this book. As you read these two chapters create titles for them. You should have at least two sentences explaining why you chose the title that you did.

Chapter 15

New Chapter Name

____________________________________

Explanation:

Chapter 16

New Chapter Name

____________________________________

Explanation:

Day 6 Reading: Chapters 17-19

Describe the scene inside the peach when it began moving. Write at least three sentences.

Why did the grasshopper make a good decision as where to exit the peach?

How does the earthworm feel about being in the sea?

How does James help the creatures solve their hunger problems?

Why are all the creatures in the peach worried at the end of the chapter?

What would be your plan if you were James?

Day 7 Reading: Chapters 20-23

What was James’ plan to get away from the sharks? What did the creatures think of the plan?

What did James use for bait to get the seagulls to come by the peach?

Who went to inspect the damage from the sharks? What did that creature find out about the damage? Why?

Describe the boat captain’s reaction when he saw the peach through the telescope. What was the first mate’s reaction?

Strategy Focus: Visualizing

Good readers draw pictures in their heads as they read in order to help them comprehend the story. This is called visualizing. Try to draw a picture in your head. Then draw one of these pictures in the box below. Your picture must be colorful and contain at least two sentences that explain how your picture relates to the story.

Two sentences:

Day 8 Reading: Chapters 24-26

Strategy Focus: Characterization

Good readers will often construct descriptions about the characters in the book to help them understand the story better. Some of the characters in this book are described in more detail in this reading. Next to their shapes, write down five things you learned about each creature.

What happened with James and the centipede? What was the centipede’s reaction when he was back in the peach? What did Earthworm say to him?

Day 9 Reading: Chapters 27-30

Strategy Focus: Asking Questions

Good readers also ask questions as they read in order to help them comprehend what they are reading. As you read chapters 27-30, write down at least three discussion questions. These questions should allow discussions to take place within a group setting. “What was the name of the main character?” is not a discussion question.

1.

2.

3.

Strategy Focus: Summarize

Good readers are able to summarize what they have read. Describe in detail what happened with the “cloud men.” Write at least three sentences.

What happened to the centipede? What were grasshopper’s and ladybug’s ideas?

What would be your idea to help the centipede? Please be descriptive in your plan.

Day 10 Reading: Chapter 31-Part of Chapter 37 (pages 99-109)

Describe how the cloud men made various forms of weather below.

What did James and the creatures see in the morning?

What did the people of New York City think the peach was?

How did the peach fall from the sky? Where did it land?

What were some of the names that the people thought the creatures were? Do you have any text-to-text connections?

Strategy Focus: Visualizing

Good readers draw pictures in their heads as they read in order to help them comprehend the story. This is called visualizing. Try to draw a picture in your head. Then draw one of these pictures in the box below. Your picture must be colorful and contain at least two sentences that explain how your picture relates to the story.

Two sentences:

Day 11 Reading: Rest of Chapter 37-39 (pages110-end)

Strategy Focus: Character Description

James describes the creatures to the people of New York. Fill in the chart below with the description of each creature. Also include the new job they had in America.

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|centipede |Job: |

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|earthworm |Job: |

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|grasshopper |Job: |

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|Glow-worm |Job: |

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|spider |Job: |

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|Ladybug |Job: |

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|silkworm |Job: |

How did the people of New York City treat James and the creatures?

What happened to the peach stone?

Strategy Focus: Predicting

Remember, a good reader will always look back at their predictions to see if they were accurate- sort of like a scientist looking back at a hypothesis for an experiment. You made a prediction for the first day. Look back at this prediction to see how accurate you were. Your explanation should be at least 3 sentences in length and include what your prediction was and if this prediction was right or wrong. If it was wrong, you should include in your explanation how it was wrong.

On-Going Activity

Vocabulary Alpha Boxes

As you read James and the Giant Peach, try to find vocabulary words for each letter or box. It is all right to have more than one word in each box. Try your best to try to fill most boxes! I understand that you may find some boxes empty when you finish reading the book. If you need to do this on a separate sheet of paper, please do so.

Put the corresponding letter next to the word that you put in each alpha box.

|I= Interesting word |D= Difficult word |F= Funny word |

|N= New word |O= Other reason |C= Character |

In other words, if you put the word “shovel” in the “S” section, you must put a reason for choosing this word. Your box may look like the example below:

|A |B |C |D |

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|E |F |G |H |

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|I |J |K |L |

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|M |N |O |P |

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|Q |R |S |T |

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|U |V |W |X |

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|Y |Z |

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On-Going Activity

Character Circle

Directions: Pick one character from the story and fill in each part of the circle as it is labeled below.

On-Going Activity

Making Connections

Directions: As you read, write down any text-to-text, text-to-self, and

text-to-world connections that you have for the book.

Text-to-Text Connections: Sometimes a story will make a reader think of another book that he/she has read or heard about.

Text-to-Self Connections: Sometimes a story will remind a reader about something that happened in his/her own life such as a birthday party, a vacation, a pet, etc. Sometimes, the text-to-self connection is about an event that happened in someone else’s life such as an aunt, a friend, your pet, etc.

Text-to-World Connections: Sometimes a story will make a reader think about something that is happening in the world. Maybe the book that you are reading is taking about a class election. That may remind you that your parents have talked about the upcoming Presidential election.

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|Text-to-Text |

|Describe below some connections that can be made from |

|the book you are reading to another book or movie. |

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|Text-to-Self |

|Describe below some connections that can be made from the book you are |

|reading to an experience you or someone that you know has had. |

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|Text-to-World |

|Describe below some connections that can be made from the book you are reading to the world. |

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James and the Giant Peach

End of Novel Project Choices

The following choices will be due at the end of the novel. I will give you some time in class to complete this, but you may have to do some at home.

Interview a Character

Pretend you are a talk show host interviewing a character from the book. Your interview must include ten events that happened with this character in the book.

Song

The centipede had some creative songs in the story. Write a song about the story. Your song must contain ten events that happened in the book. You can also sing this song to the class for extra credit!

Air Flight

The peach was able to fly from England to America across the Atlantic Ocean. Recreate this scene by making a diorama of this amazing voyage. On the back of the diorama include all the events that happened to James and his fellow passengers about the peach.

Empire State Building

Design a 3D skyscraper like the Empire State Building in New York City. Your building must contain at least ten events that happened in the story of James and the Giant Peach.

Artful Artist

There were many amazing events that happened in this book. Use your artistic talents to create three scenes from the story onto white paper. Each scene should include the setting, main characters, and the problem, if there is one. Then on the back of the paper, you should include 5 sentences about each scene.

IPod Touch

Design your own IPod Touch. Your IPod Touch should include ten “Apps”. You will need to create a colorful IPod. You will also need to write two sentences for each application explaining what the application is and how it relates to the story. You will need to get the IPod sheet from your teacher.

IPod Touch

James and the Giant Peach

Word Study

Reading Strategy Focus: Word Study

In order to better comprehend what they are reading, good readers will try to find the

meanings of the key vocabulary in the story. Sometimes they may ask someone what a

word means or use context clues to figure out the meaning. Good readers will also look

up the definition.

Your Job: Your job will be to either use the vocabulary words below in a sentence or find the meanings of the words. Some vocabulary words may have several meanings, so make sure that your definition fits the way you think it would be used in the story. Please skip lines between each definition. This work must be done neatly or you will do it over. If there are more than 2-3 words per day, your teacher may have you work with a partner, discuss them in a group, or provide the meanings for you.

|Day 1 Reading |Day 4 Reading |Day 5 Reading |Chapter 23 |

|Chapter 1 |Chapter 13 |Chapter 15 |Ascent p. 67 |

|Nuisance p.2 |Shimmered p. 31 |No Words |Gaping p. 69 |

|Miserable p. 2 |Gossamer p. 31 |Chapter 16 | |

|Ramshackle p. 2 |Chapter 14 |Hurtling p. 40 |Day 9 Reading |

|Desolate p. 3 |No Words |Paddock p. 41 |Chapter 27 |

|Ancient p. 3 |Chapter 15 | |Eerie p. 81 |

|Chapter 2 |No Words |Day 6 Reading |Lurking p. 82 |

|Peculiar p. 4 |Chapter 16 |Chapter 17 |Stealthy p. 82 |

|Ghastly p. 5 |Hurtling p. 40 |Chaos p. 43 |Imbeciles p. 85 |

|Laurel p. 7 |Paddock p. 41 |Disentangle p. 45 |Loathsome p. 86 |

|Chapter 3 | |Trifle p. 46 |Chapter 28 |

|Mildewed p. 8 | |Giddy p. 46 |Enthralled p. 91 |

|Luminous p. 8 |Day 5 Reading |Amidst p. 47 |Wringing p. 92 |

| |Chapter 15 |Chapter 18 |Malevolently p. 92 |

|Day 2 Reading |No Words |Dreadfully p. 50 |Flabbergasted p. 93 |

|Chapter 4 |Chapter 16 |Primly p.51 |Pelting p. 94 |

|No Words |Hurtling p. 40 |Chapter 19 |Chapter 29 |

|Chapter 5 |Paddock p. 41 |Aghast p. 56 |No Words |

|Hideous p. 13 | |Froth p. 56 |Chapter 30 |

|Precious p. 13 |Day 6 Reading |Pandemonium p. 56 |Wretched p. 95 |

|Despair p. 13 |Chapter 17 | |Detest p. 95 |

|Chapter 6 |Chaos p. 43 |Day 7 Reading |Immense p. 97 |

|Bulging p. 16 |Disentangle p. 45 |Chapter 20 |Deluge p. 98 |

|Chapter 7 |Trifle p. 46 |No Words | |

|Cautiously p. 19 |Giddy p. 46 |Chapter 21 |Day 10 Reading |

| |Amidst p. 47 |No Words |Chapter 31-34 |

|Day 3 Reading |Chapter 18 |Chapter 22 |No words |

|Chapter 8 |Dreadfully p. 50 |Exhorting p. 62 |Chapter 35 |

|Seething p. 21 |Primly p.51 |Chapter 23 |Plummeted p. 106 |

|Chapter 9 |Chapter 19 |Ascent p. 67 |Desperately p. 106 |

|No Words |Aghast p. 56 |Gaping p. 69 |Stupor p. 106 |

|Chapter 10 |Froth p. 56 | |Chapter 36 |

|No Words |Pandemonium p. 56 |Day 8 Reading |No words |

|Chapter 11 | |Chapter 24 | |

|Behold p. 27 |Day 7 Reading |Spellbound p. 71 |Day 11 Reading |

|Famished p. 27 |Chapter 20 |Katydids p. 73 |Chapter 37 |

|Chapter 12 |No Words |Rambunctious p. 74 |Gape p. 108 |

|Slither p. 29 |Chapter 21 |Chapter 25 |Vermicious p. 110 |

|Withering p. 29 |No Words |No Words |Giddy p. 110 |

| |Chapter 22 |Chapter 26 |Chapter 38 |

| |Exhorting p. 62 |No Words |Hoisted p. 115 |

End of Story Comprehension Check

Name ___________________________ Date _________________

Project Choice: ________________________________

Student Evaluation

1. On a scale of 0-5, I would rate this book a ______.

2. My favorite part of this books was:

3. On a scale of 0-5, I would rate my effort on the final project a ______.

4. On a scale of 0-5, I would rate the neatness of my final project a _____.

5. I think my overall grade on the final project would be a ______.

Teacher Evaluation

| |5 Points |4-3 |2-1 |

| | | | |

| |Wow! Above and Beyond expectation! Your |Shows a lot of comprehension of story |Shows some or minimal |

| |project really shows that you understood |through activity chosen (main characters, |comprehension of story through activity |

|Content |the story! |setting, main events, problem, and |chosen. |

| | |solution). | |

| | | | |

| |Wow! Above and beyond expectations! Your |Worked hard, was not easily distracted. |Worked hard, was sometimes distracted. |

| |work was very neat and it seems as though |Seems like you put some effort into your |Maybe could have used more effort on final|

| |you put your best effort toward this! |final project. |project. |

|Effort | | | |

Grade: ________

Name: _________________ Date: ________________

Directions: Answer the following questions about the story

James and the Giant Peach. Always use complete sentences.

Prior to Reading

Strategy Focus: Making Predictions

Good readers will predict. Preview your book and make a prediction

about what the book is about. Your prediction should be at least 2

sentences. Your prediction must include what you think the book will

be about and also how you think the main character(s) will fit into the story.

Answers will vary.

| |

|Good Readers will try to find meanings from the words… |

| |

|Word Study |

|In order to better comprehend what they are reading, good readers will try to find the meanings of the key vocabulary in the story. |

|Please refer to the “Word Study” sheet in the back of your packet for the words. Your job will be to either use the vocabulary words in|

|a sentence or find their meanings. Some vocabulary words may have several meanings, so make sure that your definition fits the way you |

|think it would be used in the story. |

| |

|Good Readers will use context clues… |

Day 1 Reading: Chapters 1-3

How did James’ parents disappear?

They were eaten by a rhinoceros.

Character Traits: Describe in detail the characters below. Use pages 2-5 to help.

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|Names of James’ aunts |Aunt Sponge and Aunt Spiker |

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|Words that describe them |Mean, lazy, nasty, awful |

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|What did they do to James? |Never called him by his name, beat him |

| |Filthy, nuisance, disgusting little beast, miserable creature |

|What did they call James? | |

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|What did he have to play with? |nothing |

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|Physical description of Aunt Sponge |Fat, short, small, piggy eyes |

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|Physical description of Aunt Spiker |Tall, boney, steel spectacles |

Day 2 Reading: Chapters 4-7

What did the old man say about the magical bag?

Never drop the magical bag.

What happened to the magical bag James was carrying?

He dropped it and it spilled all over the ground. Tiny green things scattered and sneaked into the soil.

How do you think James’ aunts can make money off the peach?

AWV. Students should come with ways the aunts could profit from the peach.

How would you make money off of the peach? Write your idea in the peach below.

AWV. Students should write at least 3 sentences of what they would do to make money off the peach below.

Day 3 Reading: Chapters 8-12

Where was James when the aunts were charging admission to see the peach?

He was locked in his bedroom.

Where did James have to go when the people were gone? What did he decide to do?

He had to clean up the mess from the people. He climbed through the tunnel in the peach.

Characters: Describe in detail the characters below. Use pages 26-31 to help.

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|Character |Description |

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|Grasshopper |Old, green, large, musician |

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|Spider |Enormous, female |

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|Ladybug | |

| |Giant, nine black spots |

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|Centipede |Long, 42 legs, wears boots, rascal |

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|Earthworm |Slithers, long, segments |

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How did the creatures grow to be so big?

They ate the little green things in the bag.

Why did James like the centipede? Who makes you laugh? Why?

He liked his personality, he made him laugh. AWV. Students should explain who makes them laugh and a reason why.

Day 4 Reading: Chapters 13-16

Describe the glow-worm.

She is nice, friendly, colorful, odd and in her own world.

What is your opinion of the centipede so far? Why?

AWV. Some will like his humor, where others may find him rude.

Why did the insects want the peach to move?

They wanted to get away from James’ aunts.

What happened to Aunt Sponge and Aunt Spiker? Predict where James will live next and give a reason why.

They got ran over by the peach. AWV, most should predict that he will live in the peach. They should then state a reason why.

Write two sentences where you predict the peach will go next and what will happen to the peach and the creatures inside.

AWV. Students need to write two sentences where the peach will go and what will happen inside the peach to the creatures.

Day 5 Reading: Chapters 15-16

Chapter titles were not created for this book. As you read these two chapters create titles for them. You should have at least two sentences explaining why you chose the title that you did.

Chapter 15

New Chapter Name

____________________________________

Explanation:

Chapter 16

New Chapter Name

____________________________________

Explanation:

Day 6 Reading: Chapters 17-19

Describe the scene inside the peach when it began moving. Write at least three sentences.

There was chaos. It was black. The insects were scattered. James is hurt.

Why did the grasshopper make a good decision as where to exit the peach?

They must first go up to the top of the peach to have a look around instead of getting trapped going out the side or bottom.

How does the earthworm feel about being in the sea?

He thought they were all going to die.

How does James help the creatures solve their hunger problems?

He tells them to eat the peach.

Why are all the creatures in the peach worried at the end of the chapter?

There are sharks that start surrounding the peach.

What would be your plan if you were James?

AWV. Students should come up with a creative plan to get rid of the sharks.

Day 7 Reading: Chapters 20-23

What was James’ plan to get away from the sharks? What did the creatures think of the plan?

Use an earthworm to attract seagulls to the peach, attach the web to the

seagulls, and have the seagulls pull them out of the water. The earthworm

did not like the plan.

What did James use for bait to get the seagulls to come by the peach?

He used the earthworm.

Who went to inspect the damage from the sharks? What did that creature find out about the damage? Why?

Ms. Spider went to inspect and did not find much damage because the sharks were little compared to the peach and didn’t eat a lot.

Describe the boat captain’s reaction when he saw the peach through the telescope. What was the first mate’s reaction?

The captain was terrified. The first mate thought the captain was crazy.

Strategy Focus: Visualizing

Good readers draw pictures in their heads as they read in order to help them comprehend the story. This is called visualizing. Try to draw a picture in your head. Then draw one of these pictures in the box below. Your picture must be colorful and contain at least two sentences that explain how your picture relates to the story.

Two sentences:

Day 8 Reading: Chapters 24-26

Strategy Focus: Characterization

Good readers will often construct descriptions about the characters in the book to help them understand the story better. Some of the characters in this book are described in more detail in this reading. Next to their shapes, write down five things you learned about each creature.

Cheerful

Violin

Old

Wise

Nice

What happened with James and the centipede? What was the centipede’s reaction when he was back in the peach? What did Earthworm say to him?

The centipede got too close to the edge of the peach. James tied silk to the centipede. He was upset his boots got wet.

Day 9 Reading: Chapters 27-30

Strategy Focus: Asking Questions

Good readers also ask questions as they read in order to help them comprehend what they are reading. As you read chapters 27-30, write down at least three discussion questions. These questions should allow discussions to take place within a group setting. “What was the name of the main character?” is not a discussion question.

1.

AWV. Make sure students ask open-ended questions. Using why or

what would you do would be good starters.

2.

3.

Strategy Focus: Summarize

Good readers are able to summarize what they have read. Describe in detail what happened with the “cloud men.” Write at least three sentences.

The cloud men were standing in a group. They would reach out and grab handfuls of clouds and make them into big balls. Then they got shovels and started shoveling the piles off the clouds. They were making hailstones.

The centipede yelled at them because he thought they were deaf. The cloud men heard him and turned and stared motionless. The centipede continued to yell and do gestures at them. The cloud men began throwing the hailstones at the peach.

What happened to the centipede? What were grasshopper’s and ladybug’s ideas?

The paint was drying on the centipede. He couldn’t move. The ladybug wanted to remove it with sandpaper. The grasshopper wanted to peel it off like a banana.

What would be your idea to help the centipede? Please be descriptive in your plan.

AWV. Students must use description and write more than one

sentence.

Day 10 Reading: Chapter 31-Part of Chapter 37 (pages 99-109)

Describe how the cloud men made various forms of weather below.

They made hail by grabbing clouds and forming them into balls. They painted the rainbow. They had huge drums to make thunder. They had frost and wind factories where blizzards and tornadoes were made.

What did James and the creatures see in the morning?

They saw land!

What did the people of New York City think the peach was?

They thought it was a bomb. They thought another country was attacking

them.

How did the peach fall from the sky? Where did it land?

They wanted to land, so centipede chewed the strings so they would gradually land. A plane came and cut the strings. They landed on the tip of the Empire State Building.

What were some of the names that the people thought the creatures were? Do you have any text-to-text connections?

Some names were whangdoodle, prock, oinck, whompus, and sea serpent. Many students may connect this with the story The Last of the Really Great Whangdoodles or Charlie and the Chocolate Factory.

Strategy Focus: Visualizing

Good readers draw pictures in their heads as they read in order to help them comprehend the story. This is called visualizing. Try to draw a picture in your head. Then draw one of these pictures in the box below. Your picture must be colorful and contain at least two sentences that explain how your picture relates to the story.

Two sentences:

Day 11 Reading: Rest of Chapter 37-39 (pages110-end)

Character Description: James describes the creatures to the people of New York. Fill in the chart below with the description of each creature. Also include the new job they had in America.

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| |Sweet, gentle |

|centipede | |

| |Job: Vice President in charge sales in a boot and shoe manufacturing company |

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| |Digger |

|earthworm | |

| |Job: employed by a woman’s face cream company to speak commercials on TV |

| | |

| |Boon, plays music, hops when tickled |

|grasshopper | |

| |Job: member of New York Symphony Orchestra |

| | |

| |Charming, loves simplicity, lights up a room |

|Glow-worm | |

| |Job: the light inside the torch of the statue of liberty |

| |Lots of thread, nice |

| | |

|spider |Job: made rope for tight rope walkers |

| |Beautiful, kind, mother |

| | |

|Ladybug |Job: married the head of the fire department |

| |Great silk, pressed Queen of England’s dress |

| | |

|silkworm |Job: made rope for tight rope walkers |

How did the people of New York City treat James and the creatures?

They treated them as heroes.

What happened to the peach stone?

It was set up permanently in Central Park and became a monument and home to James.

Strategy Focus: Predicting

Remember, a good reader will always look back at their predictions to see if they were accurate- sort of like a scientist looking back at a hypothesis for an experiment. You made a prediction for the first day. Look back at this prediction to see how accurate you were. Your explanation should be at least 3 sentences in length and include what your prediction was and if this prediction was right or wrong. If it was wrong, you should include in your explanation how it was wrong.

On-Going Activity

Vocabulary Alpha Boxes

As you read James and the Giant Peach, try to find vocabulary words for each letter or box. It is all right to have more than one word in each box. Try your best to try to fill most boxes! I understand that you may find some boxes empty when you finish reading the book. If you need to do this on a separate sheet of paper, please do so.

Put the corresponding letter next to the word that you put in each alpha box.

|I= Interesting word |D= Difficult word |F= Funny word |

|N= New word |O= Other reason |C= Character |

In other words, if you put the word “shovel” in the “S” section, you must put a reason for choosing this word. Your box may look like the example below:

|A |B |C |D |

|aunts |Bulging |Cloud men |Desolate |

| | | | |

|E |F |G |H |

|earthworm |Famished |Grasshopper |Hideous |

| | | | |

|I |J |K |L |

|immense |James |Katydids |Ladybug |

| | | | |

|M |N |O |P |

|magic |New York |Obese |Peach |

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|Q |R |S |T |

|quiet |Ramshackle |Spider |trifle |

| | | | |

|U |V |W |X |

|ugly |Vermicious |wretched | |

| | | | |

|Y |Z |

| |zoo |

| | |

On-Going Activity

Character Circle

Answers will vary

Depending on the character

Directions: Pick one character from the story and fill in each part of the circle as it is labeled below.

Guided Reading Packet Rubric

Reader’s Name: __________________________ Date: ______________

| | | | | |

| |Level 1 |Level 2 |Level 3-4 |Above and Beyond |

| | | | | |

|Making Connections | | |Reader made connections and based |With all connections, reader |

|Text-to-Text |Reader made no connections |Reader made simple |them on background knowledge |explained in detail how their |

|Text-to-Self |between text and self/text/or|connections but did not |and/or experiences. Reader also |background experiences aided in the|

|Text-to-World |world. |explain them all in detail. |had clear explanations on most |comprehension of text. |

| | | |connections. | |

| | | | | |

| |Reader did not identify any |Reader identified some unknown |Reader identified many unknown |Reader identified the majority |

|Vocabulary |vocabulary words. Reader |words but seems to have some |words and was able to identify the|words that he/she did not |

|Word Recognition |seems to have difficulty |difficulty understanding |meaning of most words discussed. |understand. Reader seemed to gain a|

| |understanding meaning of many|meaning of some words | |vast amount of knowledge through |

| |words in the book. |in the book. | |the word study and was also willing|

| | | | |to share that with the group. |

| | | | | |

| |Reader showed little or no |Reader included some main |Reader retold the story using main|Reader retold the story effectively|

|Comprehension |awareness of what the story |details in the comprehension |ideas and supporting details in |and efficiently and was always |

|Summarizing |was about through the |questions and discussions but |the comprehension questions and |willing to share |

| |assigned comprehension |left out some very important |discussions. |with the group. |

| |questions and discussions. |events. | | |

| | | | | |

| |Reader’s predictions seemed |Reader attempted to make |Reader drew conclusions and/or |Reader’s predictions, |

|Predicting |to lack any connection to |predictions or draw conclusions|made predictions based on what |interpretations, and/or conclusions|

|Making |what previously happened in |but did not use the text to |could happen in the story. The |about the story included |

|Inferences |the story or what could |defend the statement. |reader also defended these |connections between the text and |

| |happen in the story. | |predictions by using information |the reader's background knowledge, |

| | | |found in the story. |ideas, and/or beliefs. |

| | | | | |

| |Reader’s packet was |Reader’s packet was somewhat |Reader’s packet was complete. All |Reader’s packet was complete. All |

|Packet |incomplete. Packet was messy.|complete. There were parts |questions were answered accurately|answers were complete and detailed.|

| | |missing and/or questions were |and complete. Packet was neat. |Packet is neat and easy to read. |

| | |not fully answered. | |Most spelling was accurate. |

A= 20-18 B= 17-16 C= 15-14 D= 13-12

Total Points ____ Student grade: _______

Book Title: _________________________________ Date: ____________________

| | |

|Student: |Student: |

| | |

|Connections | |

| | |

|Student: |Student: |

| | |

|Connections | |

| | |

|Student: |Student: |

| | |

|Connections | |

| | |

|Student: |Student: |

| | |

|Connections | |

Guided Reading Rubric

Back Page

| | | | | |

| |Level 1 |Level 2 |Level 3-4 |Above and Beyond |

| | | | | |

|Making Connections | | |Reader made connections and based|With all connections, reader |

|Text-to-Text |Reader made no connections |Reader made simple |them on background knowledge |explained in detail how their |

|Text-to-Self |between text and self/text/or |connections but did not |and/or experiences. Reader also |background experiences aided in the|

|Text-to-World |world. |explain them all in detail. |had clear explanations on most |comprehension of text. |

| | | |connections. | |

| | | | | |

| |Reader did not identify any |Reader identified some unknown|Reader identified many unknown |Reader identified the majority |

|Vocabulary |vocabulary words. Reader seems |words but seems to have some |words and was able to identify |words that he/she did not |

|Word Recognition |to have difficulty |difficulty understanding |the meaning of most words |understand. Reader seemed to gain a|

| |understanding meaning of many |meaning of some words |discussed. |vast amount of knowledge through |

| |words in the book. |in the book. | |the word study and was also willing|

| | | | |to share that with the group. |

| | | | | |

| |Reader showed little or no |Reader included some main |Reader retold the story using |Reader retold the story effectively|

|Comprehension |awareness of what the story was|details in the comprehension |main ideas and supporting details|and efficiently and was always |

|Summarizing |about through the assigned |questions and discussions but |in the comprehension questions |willing to share with the group. |

| |comprehension questions and |left out some very important |and discussions. | |

| |discussions. |events. | | |

| | | | | |

| |Reader’s predictions seemed to |Reader attempted to make |Reader drew conclusions and/or |Reader’s predictions, |

|Predicting |lack any connection to what |predictions or draw |made predictions based on what |interpretations, and/or conclusions|

|Making |previously happened in the |conclusions but did not use |could happen in the story. The |about the story included |

|Inferences |story or what could happen in |the text to defend the |reader also defended these |connections between the text and |

| |the story. |statement. |predictions by using information |the reader's background knowledge, |

| | | |found in the story. |ideas, and/or beliefs. |

Wise Guys Reading Comprehension Guides

Below is a listing of reading comprehension guides that can be used in your classrooms.

|Titles of Stories |Direct Web Link to Guides |

|The 39 Clues: The Maze of Bones by Rick Riordan (with| |

|Answer Key) |

|31 pages |pages |

|Al Capone Does My Shirts by Gennifer Choldenko | |

|16 pages |

| |ges |

|And Then What Happened Paul Revere by Jean Fritz | |

|(with Answer Key) |

|11 pages |Y-11-pages |

|Black Cowboy, Wild Horses by Julius Lester | |

|6 pages |

| |es |

|Bridge to Terabithia by Katherine Paterson | |

|21 pages |

|Chasing Vermeer by Blue Balliett (with Answer Key) 35| |

|pages |

| |tt |

|Earthquake Terror (with Answer Key) 8 pages | |

| |

| |nd-Key |

|Elena by Diane Stanley | |

|7 pages |

| | |

|Eye of the Storm pictures by Warren Faidley (with | |

|Answer Key) 10 pages |

| |d-Key |

|Gentle Ben by Walt Morey (with Answer Key) | |

|30 pages | |

|Hatching Magic by Ann Downer | |

|14 pages |

| |14-Pages |

|James and the Giant Peach by Roald Dahl (with Answer |

|Key) |33-pgs |

|33 pages | |

|James Forten by Walter Dean Myers (with Answer Key) | |

|11 pages |

| |y-11-pp |

|Katie’s Trunk by Ann Turner (with Answer Key) | |

|9 pages |

| |-9-pp |

|The Lightning Thief by Rick Riordan (with Answer Key)| |

|39 pages |

| |-39-pgs |

|Little House in the Big Woods by Laura Ingalls Wilder| |

|(with Answer Key) |

|27 pages |KEY-27-pgs |

| | |

|Loser by Jerry Spinelli |

|16 pages |pages |

|Mae Jemison: Space Scientist (with Answer Key) 8 | |

|pages |

| |nd-Key |

|Maniac Magee by Jerry Spinelli (with Answer Key) 37 | |

|pages |

| |-pages |

|Masterpiece by Elise Broach (with Answer Key) 58 | |

|pages | |

|Michelle Kwan: Heart of a Champion (with Answer Key) | |

|8 pages |

| |tivities |

|A Million Shades of Gray by Cynthia Kadohata (with | |

|Answer Key) 50 pages |

| |y |

|The Miraculous Journey of Edward Tulane by Kate | |

|DiCamillo (with Answer Key) |

|40 pages |de-KEY |

|The Mostly True Adventures of Homer P. Figg by Rodman| |

|Philbrick (with Answer Key) 35 pages |

| |ies-Unit |

|Mudshark by Gary Paulsen (with Answer Key) 18 pages | |

| | |

| | |

|Number the Stars by Lois Lowry (with Answer Key) 28 |

|pages |ges |

|On My Honor by Marion Dane Bauer (with Answer Key) | |

|31 pages |

| |ages |

|The Pinballs by Betsy Byars | |

|16 pages |

| |es |

|Pioneer Girl: Growing Up on the Prairie by Andrea | |

|Warren |

|7 pages |-7-pages |

|The Red Pyramid by Rick Riordan (with Answer Key) 68 | |

|pages |

| |ts |

|Rules by Cynthia Lord (with Answer Key) 37 pages | |

| |

| |bulary |

|Runaway Twin by Peg Kehret (with Answer Key) 33 pages| |

| |

| |s-Unit |

|Running Out of Time by Margaret Peterson Haddix | |

|15 pages |

| |-15-pages |

|Sarah, Plain and Tall by Patricia MacLachlan | |

|18 pages |

| |s-18-pages |

|School of Fear by Gitty Daneshvari (with Answer Key) | |

| |

| |EY |

|The Seven Wonders of Sassafras Springs by Betty G. | |

|Birney (with Answer Key) |

|27 pages |uide-KEY |

|Sideways Stories from Wayside School by Louis Sachar | |

|(with Answer Key) 68 pages |

| |8-pages |

|The Sisters Grimm: Fairytale Detectives by Michael | |

|Buckley |

|18 pages |uide-18-pp |

|Small Steps: The Year I Got Polio by Peg Kehret (with|

|Answer Key) |de-KEY |

|31 pages | |

|Swindle by Gordon Korman (with Answer Key) | |

|36 pages |

| |pages |

|Tales of a Fourth Grade Nothing by Judy Blume (with | |

|Answer Key) |

|24 pages |Y-24-pp |

|The Boy in the Striped Pajamas by John Boyne (with | |

|Answer Key) 29 pages |

| |pages |

|The Tiger Rising by Kate DiCamillo (with Answer Key) | |

|31 pages |

| |31-pages |

|Tuck Everlasting by Natalie Babbit (with Answer Key) | |

|23 pages |

| |Y-23-pages |

|Volcanoes by Seymour Simon (with Answer Key) 8 pages | |

| | |

|Walk Two Moons by Sharon Creech (with Answer Key) | |

|24 pages |

| |24-pages |

|When You Reach Me by Rebecca Stead (with Answer Key) | |

|30 pages |

| |nd-Key |

With over 800 products available and over 5,000 sold, “Wise Guys” is committed to offering teachers products that are of the highest quality, relevant to students’ lives, and fun. These products also fit right into the new Common Core Teaching Standards.

-----------------------

James and the Giant Peach

By

Roald Dahl

Comprehension Guide

Grasshopper

Ladybug

Spider

Centipede

Aunt Spiker

Aunt Sponge

James

Name:

Date:

James and the Giant Peach Comprehension Guide

By Roald Dahl

Good readers use strategies when reading…

Remember, reading is thinking…

Good readers ask questions about what they are reading…

Good readers will predict what they think will happen next…

J

James= C

Name of character and picture of character

Physical

description

Personality-What was the creature like?

New job in America and picture

Good readers will try to find the meanings of key words…

James and the Giant Peach Comprehension Guide

By Roald Dahl

Good readers use strategies when reading…

Remember, reading is thinking…

Remember, reading is thinking…

Blind, seagull bait, worried, scared, Hate centipede, soil

Nine spots, farmers love her, scarlet shell, Likes music, eats bugs

spins webs, dad flushed, doesn’t like aunts

Good readers ask questions about what they are reading…

Good readers will predict what they think will happen next…

J

James= C

Name of character and picture of character

Physical

description

Personality-What was the creature like?

New job in America and picture

Guided Reading Assessment Grid

Directions: The following tables can be used as an assessment tool for when discussing books with the group at the table. You can refer to the back for more detailed rubric.

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