Reflect on Reading Strategies

• Discuss how it helped students to have read other books about the Hoppers.
• Have students share any other strategies they used while reading. For example, ask students to show you a word in the book that they sounded out. Or, ask them to look at a particular word in the story, and ask them how they could figure it out if they didn’t know it. 

Applying the Comprehension    Skill: Identify and retell main events

• Guided Practice: Hand out worksheet 1. Have students return to the book and read through page 5. Ask students to name the first event that happens. Remind them that things the characters think or say are not events. The first event, as the worksheet demonstrates, is that Grandpa Grizzly gives the Hoppers fishing poles.
• Have them read page 6. Have students identify the events that take place on this page. Record the three events on the board (Hoppers carry poles into the woods; Grandpa Grizzly sets up tent; the Hoppers sit by the river and fish).
• Guide students to understand that not every event is important to the plot. Ask students to think about the rest of the story. With regard to what happens later, how can they single out one event or combine some of the listed event into one main plot point? Students can write some version of Hoppers go into the woods and start fishing in the second box.
• Independent Practice: If you feel students are able, have them complete the rest of the worksheet independently by writing (or illustrating) the main events of the story. If you feel students need more support, continue guiding them as they find major story events and list them on the worksheet.
• After they have finished, have them share their worksheets and discuss what happened in the story. What happened to Speedy Legs? What happened to Snubby Nose? Who saved him? What happened next?