Word and Print Skills
Word Work
Parts of Speech--Adjectives and Adverbs

Synonyms
Comprehension
You will likely address a number of comprehension skills as children work to understand the text. The targeted comprehension strategy for this lesson is: Looking for a problem/solution pattern.

In Ricardo's Dilemma, there is a problem. Have children listen for the problem and its solution. Ask them to keep the character's main problem in their heads until the end of the story. If children are focused on listening for something specific, they will be able to focus on interpretation and meaning. This helps children to understand the text and to pay attention to the story instead of just hearing the words.

Visual Learning
The illustrations in the story will provide the reader with clues about how Ricardo, the main character, is feeling. Each picture relates to children something important about Ricardo and the other characters. By having children pay attention to the facial expressions of the characters, they will be able to understand the charactersÕ emotions better.

Targeted Vocabulary Words
Content Words
strangely, incredibly, tiny, enormous, exuberant, whirling, gracefully

Before Reading

Introducing the Book
Show children the front and back covers of the book. Ask students to predict what the book might be about. Ask children if they know what Ricardo’s dilemma might be. Look at the back cover. Ask: What is Ricardo doing? What does the flyer say?
Write down children’s predictions and follow up on them after reading the book.

Building Background
Ask children if they have ever been to a ballet and what they thought of it. Explain that ballet dancing is very challenging and that dancers have to practice for years and years to develop strength and proper techniques.

Ask children what a dilemma is. Ask if they have ever had a dilemma. Explain that a dilemma is not just a problem, but is an internal struggle. This means that it is something you feel, for example, when you really want to do something but you are afraid to do it. Sometimes this is because people are worried about what others might think of them. It is like going two different directions at the same time. It is not when something happens outside of you, like a tornado. Ask: What was the dilemma? How did you solve it? Did you have to do something or did the situation resolve itself? How did you feel while you were going through it? How did you feel once it was resolved?

Book Walk
As you look at each page in the book with children, have them tell you what they think is going on in the plot. Also, have them describe Ricardo’s expressions. Have children try to guess how he is feeling on each page. Discuss children’s descriptions and ask if they think Ricardo enjoys ballet.

Reading Strategies
Ask: How will the pictures help you to understand the text? Explain that the illustrations can give hints as to what the main idea is so the reader does not have to know every word to understand what is happening. Ask: What can you do if you come to a word you do not understand? Read page 10 to children. Ask what incredibly far to one side might mean. Explain that the context of the sentence can give the reader almost enough information that some words can be understood even when we have never seen them before.

During Reading

Student Reading
The purpose while reading this book is for children to understand what Ricardo’s dilemma is and why it is difficult for Ricardo to solve it. Remind children to keep this in mind for later discussion. Have children read the book aloud quietly. Make sure to monitor their reading for assessment and to be available if children get stuck and do not remember their reading strategies.

After Reading

Comprehending the Text
Ask if children’s predictions before they read the book were correct. Begin a discussion about Ricardo’s dilemma. Ask the following questions and discuss each with children:

Explain that Ricardo was a very confident boy. He wanted to do something fun, but he was worried about his reputation. Point out that when people let others make decisions for them, it can feel like a big dilemma. Explain that talking about your feelings, being honest, and doing the things that make you happy are much more important than what others think of you.

• What would you have done if you were Ricardo?
  
• Do you think you might have done anything differently?
  
• When Ricardo decided to take ballet classes, did he tell his best friend?
  
• How do his friends end up finding out about Ricardo’s dancing ability?
  
• Do you think Ricardo made good choices in this story?
  
• What do you do when you are worried about what other people might think about something you like to do?
  

Visual Learning
To get children to focus on the illustrations and their significance, ask the following questions.

• How do you think Ricardo feels on page 13?
  
• How was he feeling on page 14?
  
• How do the author’s descriptions match the illustrator’s descriptions?
  
• How can you tell what emotions the characters are having on each page? What part of the illustration do you look at to figure out how a character feels? Is that true when you want to know what a real person is feeling?
  

Building Skills

Word Work
Adjectives vs. Adverbs
Explain to children that adjectives are words that describe nouns, and adverbs are words that describe verbs. Point out that adverbs often end in the letters -ly. Write two columns on the board. Write the word Adjectives above one column and Adverbs above the other. Have children go through the book to look for describing words and write them near (but not in) the two columns. For example: intently, tiny, smart, quickly, definitely, fast, amazing, safely, wonderful. Once you have brainstormed to come up with a list, have children volunteer to write the words in the appropriate column.

Synonyms
Explain to children that synonyms are two or more words that share the same, or almost the same meaning. Give the example sets smart and intelligent, big and giant, empty and bare. Have children brainstorm some other synonyms. Explain that there are many words in the book they just read that have synonyms and that they are about to do an activity using these words. Have children complete the worksheet on synonyms.

Expand the Reading

Writing Connection
Have children write a story about a time when they had a dilemma. The story can be real or made up. Before you begin, have a brief discussion about what a dilemma is to refresh children’s memories. Make sure to stay accessible in case children need you to help them with their writing.

Social Studies Connection
Have children look up ballet either in the library or online to find out where ballet originated and what it really is. If possible, have someone from a local ballet or dance company come in to discuss the various forms of dance. If any children in the class are taking dance classes, they can share their experiences with the rest of the class as well.

Reading Independently
Have children read the book independently or with a partner. You can also encourage them to read other books of their choice at the appropriate level.

Home Connection
Have children take the book home to share with their family. They can also share their stories from the Writing Connection section with family members.

Assessment

Monitor children’s responses in the Comprehending the Text section to assess how well they understand the text or story. Monitor reading to see if children are using the effective reading strategies. Assess children’s understanding of the plot and monitor their progress as they read. Monitor children’s understanding of the story during discussions.

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