Bread and Jam for Frances Guided Reading Plan

Dana DeLeon-Reading Level K

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and
relevant connections from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.

Objective: Students will read and discuss informational text to support comprehension through
connecting. Read text independently and make real-life connections to Frances through independent and
whole group instruction. Define and explain nutrition terms, balance, variety, and moderation from
Frances’ example. Use writing and drawings to relate concepts from story to real-life.

Part 1: Prepare students for reading a book:

A. Activate/Build Prior Knowledge
Develop a discussion relating to the idea of being a fussy eater and healthy eating. Discuss the idea
of eating something all the time at every meal and encourage students to share their experiences with
being fussy with food. Develop a dialogue about the consequences of eating the same thing all the
time. Discuss the importance of moderation, variety, and balance in a diet. Encourage students to
discuss why eating healthy is important for health and well-being. Examples may include: providing
the nutrients for bodies to develop and grow, may reduce risk of getting diseases, and increase
energy/activity. Use this opportunity to understand the connections between Bread and Jam for
Frances and real-life situations and personal experiences.

B. Preview/Predictions

Read the front, back, and a page or two of the story. Initiate a discussion about the main character
Frances and how she is relatable to the students in class. Like Frances, children will not eat food if it
does not look good on the plate and will not eat something new. Ask students to keep in mind this
question, “Would you eat something new on your plate?” as the book is previewed.

Reading will be previewed with the students by evaluating illustrations, text structure, and text
evidence to predict meaning. Guide students in analyzing pictures/text in the story. Have students
predict what they think Frances will do based on looking at the pictures. Guide students in making
predictions by asking questions like, “what do you see?” “what do you think is happening?” and
“what do you think will happen next?” Help students construct a graphic organizer to visually
organize how many times Frances eats bread and jam. The final picture will not be revealed so
students have the opportunity to discover the ending of the book on their own.

C. Vocabulary

CCSS.ELA-Literacy.2.4A: Use sentence-level context as a clue to the meaning of the word

or phrase.

5.4A: Distinguish real-life connections between words and their use.

As discussion is developed, students are encouraged to explore the pictures, text structure, and text
evidence, and pay attention to vocabulary words that will be encountered in the reading. Discuss the
 following words, fond (Tier 2), handsomer (Tier 2), thermos (Tier 3) doily (Tier 3) and tangerine
(Tier 3). Be sure the vocabulary words are extracted within the context of the book and meanings are
discussed authentically. Discuss how these words are used in real-life situations to help students
understand the meaning. Provide opportunity to use words on their own and visually locate them
within the text.

Academic Language Demands:

The job/function students will need to be able to perform, in terms of language, is to use context
clues to gain a better understanding of vocabulary and events in the story. Tier 2 and Tier 3
vocabulary words will be great examples to help students use context clues to understand the
meaning of words that are specific to a single subject. The use of illustrations and small group
activities will effectively support student’s ability to find out meanings of unfamiliar words.

Function: Vocabulary Discourse/Syntax

What is the function we are
performing with language?
What job are we doing with the
use of the language to support
comprehension?
Tier 2 and Tier 3 words
What are the considerations
regarding the structure of
language and/or students’
ability to use language to
discuss or write in support of
comprehension?

How is language helping us in

the process of comprehension?
Using context clues- by using
text structure and context clues
helps with meaning of the
words that are important to
comprehend and make
connections throughout the
story.
Tier 2 words: fond,
handsomer
Tier 3 words: tangerine,
doily, thermos
The implementation of writing
the vocabulary words, showing
their use and using a picture to
illustrate will help students
understand the meaning.

D. Purpose Setting Questions:

Encourage students to begin reading Bread and Jam for Frances reminding them to watch for
vocabulary words and remember the importance of balance, variety, and moderation. Ask students to
read to find out/discover if and how long Frances will eat bread and jam. Also, ask students to
discover in what ways and why Mother, Father, and Albert tried to get her to eat something else.

Part 2: Reading
Students will read the book on their own silently to comprehend the purpose of reading. As students are
reading, monitor the progression and notice strategies used to understand the story. Observe for accuracy
and difficulty and provide support as needed. As students begin to finish the book, instruct them to write
and draw important events to help support comprehension as they wait for others to finish. Write the
ways Mother tries to get Frances to eat other foods. Students will complete a QAR at the bottom of each
page.
Part 3: Support/Develop Comprehension
A. Revisit purpose setting question
Initiate a discussion regarding the purpose of reading discovered by the students. Students should
realize that Frances is a fussy eater and that having a balanced diet with a variety of foods is
essential in order to grow, play, and develop. Monitor student’s answer for accuracy and
understanding.

B. Clarify concepts and vocabulary

Continue discussion of Bread and Jam for Frances reinforcing the events in the story to clarify
concepts. Address questions and thoughts from students pertaining to the story. Discuss why Frances
becomes bored, worried about her health, and sluggish. The reason Frances was picky was that she
did not like the way food looked on her plate and did not like the taste of new foods. She likes to eat
bread and jam because it is familiar aka the same. Clarify why it is important to try new foods.
Discuss what happens to Frances when she eats bread and jam at every meal for two days.

C. Supporting comprehension

Making Connections

Make connections through text-to-world, text-to-text, and text-to-self. As students read

independently, place notes to indicate the connections throughout story. Students will get the
opportunity to discuss the connections discovered. Connections will be discussed as a whole class
and will be placed in the appropriate column on the “Making Connections” chart in front of the
classroom. Examples of text-to-self, students may attempt to answer the question, “Does it make you
think of something going on in your life?” Answers could include a relation the names of characters,
students eat bread and jam for lunch, or their siblings are picky eaters. Examples of text-to-text,
students can answer, “Does it make you think of other book you read?” An answer could be Green
Eggs and Ham, when the cat refused to try something new, but at the end he turned around. Text-to-
world, students could answer, “Does it make you think about something going on in the news or a
broader issue?” Answers could include issues about the importance of a balanced diet.

Also, text structure will be discussed. The story begins with a “problem” and then shows ways that
others try to resolve it (i.e. offering other foods). The story continues with Frances realizing she is
sluggish during recess because she is eating the same thing at every meal. Therefore, the problem is
“resolved” in terms of Frances expanding her pallet and eating other food options. This structure is
important because it also sets an opportunity for students to make connections to better understand
the story.

Activity to reinforce concept: Bring a variety of foods that students may not have tasted. Have
students use senses to describe the foods to answer the question “How are they different or the same
from foods they eat?” Allow students to taste the food. Write about the new foods in a journal
including pictures labels.

D. Refer to additional resources

 Show students additional/appropriate resources that can be used to research information on the idea
of trying new foods even it does not look good on the plate. Use magazines, newspapers, or other
books to find foods that they have never tasted to share with the class. For example, students will
look through magazines for food that they have never tried. They will cut it out, paste it on
construction paper, and write the name underneath. Students will have the opportunity to present to
the class. In newspaper, students will look at the recipe sections and choose one they have never
eaten before. Also, this will be a great introduction to the recipes they will be creating for the class
cook book at the end of the unit.

E. Additional purpose setting questions

Instruct students to continue reading the story and remind them to pay close attention to how Frances
felt after eating bread and jam all the time (i.e skipping rope). Ask them to make a connection as to
how the feelings relate to them. Students will respond in their journals from the following questions
and/or share with the class:

In what ways would you try to make Frances eat other foods?

Why does Frances make up poems/songs about her feelings about food?

Why do you think the author chose bread and jam instead of another food as the main focus of the
story?

Part 4: Literacy Skill Lesson/Reread

Deliver a teacher instructed lesson on summarizing and use chart paper and post it notes to discuss the
important events in the story. Students will reread the story either in groups or pairs and ask each group
to summarize the story in their own way by acting out a scene, drawing pictures, creating a song or
poem, making a comic strip, or any other representation to demonstrate comprehension.

Part 5: Applying the Literature/Extending Reading Across the Curriculum

Class Cookbook/Around the World Day

Foster students understanding of cultures, healthy eating, digestion, food measurements, sequencing,
timing, life skills, and writing skills by exploring different Foods. Provide guidance to students with
measurements, sequencing, and writing with various in class demonstrations. Involve families to create a
special, unique, or unusual recipe to share with the class. Students will write a reflection as to why they
chose this recipe. Will culminate into a “Class Cookbook” to be distributed to each student to take home.
Host “Around The World Day” and they make the recipe they created. Guide in understanding of the
science behind food (digestion, healthy eating). Engage understanding of cultural diversity between people
through exploring foods from different countries (social studies).