Unit 1, Week 1: Lili Kiat

Lili Kiat
4.1.1
Genre: Historical Fiction
GR: N
Benchmark: 30
Lexile: 390
Book Summary
Learning to live in the United States is a new adventure for Lili. When she isn’t at school
or doing homework, Lili helps out at the family restaurant. Then she encourages her
father to boycott buying grapes, which they use in the signature dish of their restaurant, to
support the farm workers.
STRATEGIES AND SKILLS AT A GLANCE
Comprehension
 Strategy: Analyze Story Structure
 Skill: Make Inferences
Vocabulary
 border, boycotts, citizen, opportunities,
strikes, unions
Additional Vocabulary
 gulped, page 8, convince, page 11,
meekly, page 14
ALTERNATE SKILLS AND
STRATEGIES
The following skills can be modeled
and applied to this text.
 Character, Setting, Plot, Graphic
Organizer 22
 Sequence, Graphic Organizer 4
 Theme, Graphic Organizer 24
Vocabulary Strategy
 Dictionary/Word Origins
PHONICS/WORD STUDY FOCUS
 Short Vowels, Multisyllabic Words:
shopping, head, headed, page 2; helping,
page 5; chicken, page 10; rubbed, page
11; standing, page 13
1
Build Background
 Write the following open-ended
statement on the board: I help my
family by_______. Pair students
and have them discuss this
statement with their partner. Call
the pairs together and discuss the
various ways they help their family,
including ways other than doing
tasks around the house. Ask
students to think about how
important family can be when
moving to a new place.
 Write the words boycott, strike,
and union on the board. Ask
students what they think these
words mean.
Preview and Predict
 Give students a copy of Lili Kiat.
Have them tell whether they think
the book is fiction or nonfiction and
to explain why. Then ask what kind
of fiction they think this might be.
 Have students preview the table of
contents and ask what they think
might happen in the story.
Teach Comprehension
Use this text for explicit strategy and skill
instruction.
STRATEGY Analyze Story Structure
What? When readers analyze story structure, they
look at how the author has organized the events of
the plot using story elements, such as character
and setting.
Why? Understanding a story’s organization can
help readers sequence and summarize events. It
can also help readers understand how one event
can influence future events in a story.
When? When readers preview a book, they look
at how it is organized. They can make connections
to other books they have read that are similar. As
they read, they look for familiar structures and
features, such as characters, setting and plot.
How? Good readers look for important story
elements during reading. As we read, we will stop
at points to share what we find out about these
elements and make sure we understand them.
SKILL Make Inferences
Authors don’t always tell readers directly
everything that takes places in a story or text. A
good reader must take what details the author
does provide and make inferences, or decisions,
about events or character’s actions that are not
stated. Making inferences can help readers
understand and describe the interactions between
characters in a story, including their relationships
and the changes they undergo. As we read, we
will make inferences about what is happening,
why it is happening, and how the characters think
and feel.
2
Set a Purpose for Reading
Students may set their own purpose for
reading or use the Read to Find Out
prompt on the inside front cover of the
Leveled Reader.
Model Cueing Systems
Meaning Point to the word boycott on
page 2 and model strategies students
can use to read unfamiliar words.
Think Aloud This is an easy word to
sound out, but that doesn’t help me
understand what it means. I need
to use the context to see if I can
figure out the meaning. When I
look at the picture, it looks like a
fruit and vegetable market. When I
read that Mrs. Brock supports the
grape boycotts and she tells Lili not
to buy grapes, I infer that boycott
means “refuse to do something”
and in this case, to refuse to buy
grapes.
Guide Comprehension
Have students read the book
independently and discuss it in their
literature circles, or use the prompts to
explicitly model and teach the skill and
strategy.
Pages 2–3
Have students read to find out why this
chapter is called “Helping César
Chávez.”
When students have finished reading
the pages, ask them to tell what they
learned about Lili and what Chávez has
to do with this story. Model how you use
the text to make inferences and analyze
the story elements.
Think Aloud The author doesn’t
directly tell me who Chávez is. But
the text tells me that he has asked
people not to buy grapes until the
workers are treated fairly. So I can
infer that he is someone who is
trying to help the farm workers. Lili
learned about him in school, so I
know he must be well-known. Lili
decides not to buy the grapes for
her family’s restaurant. I think this
will be an important event in the
story. I will keep reading to see if
my prediction is right.
Pages 4-5
Have students read to find out more
about the character Lili. Model how you
analyze the character and setting.
Think Aloud I have learned much
more about Lili on these pages. I
know that she has only been in
the United States for six months
and that her family moved to the
United States so her father could
cook in the restaurant. I can infer
that the restaurant must be
important to the family since her
uncle, mother, and father work
there and Lili spends a lot of time
helping out at the restaurant.
Pages 6-7
After students have read the pages, ask
them what the text tells them about Lili.
What can they infer from the fact that
Lili has become a baseball fan?
Ask students to share any questions
they have about the text.
3
Pages 8–9
Have students read the rest of Chapter
2 to find out what happens next.
When students have finished reading,
ask them to infer how Lili’s uncle might
feel about the important customers
coming for dinner and not having the
ingredients for the special dish. Point
out that this is in the main problem in
the story: how to support the boycott
but still satisfy important customers.
Ask students to predict what Lili might
do to solve the problem.
If you are dividing the reading
into two days, this would be a
good place to stop.
Apply Have students read the rest of
the book independently and complete
the Inferences Web
4
Respond to Reading
COMPREHENSION CHECK, page 20,
Answers
 Summarize Students use their
completed Inferences Web to help
them summarize the text.
 Think and Compare (Sample
answers are given.) 1. Lili is a
thoughtful, helpful girl, concerned
about others. (Text to text) 2. I would
tell Lili to follow her heart and do
what she thinks is right. I once had to
stand up for someone who was being
picked on by my friends. It was hard
but it was the right thing to do. (Text
to self) 3. I think most people want to
do what’s right but it’s hard for them
if it involves taking a risk. (Text to
world)
Reread for Fluency
Intonation and Expression
Model Distribute the fluency
passage. Read the whole
passage, modeling fluent reading.
Guide Read aloud the passage
again and have students echoread along with you.
Apply Have students practice
repeated readings with partner.
 Apply Text Evidence How would
you describe Lili’s father? What text
evidence can you find to support
your thinking? (Lili’s father is kind
and fair. He doesn’t get mad when
Lili tells him why she didn’t buy
grapes and he listens to her reasons.
He is willing to make the dish without
grapes.)
Build Strategic Readers
Help students reflect on their use of
skills and strategies.
 What clues did you use to figure out
the meaning of the word decently on
page 10?
 Why is it important to make
inferences about characters as you
read?
 How did analyzing the story structure
help you better understand the story?
Respond Through Writing
Have students respond to the text
in a way that is meaningful to
them, such as:
 Write a letter in Lili’s voice that
expresses her feelings about
boycotting grapes.
 Write a character description of
Lili or her father.
 Write a paragraph explaining
another way that Lili could have
solved her problem.
5
Name_______________________________________
Make Inferences
Record clues about one of the characters in the story. Then make an inference using the
clues.
Possible answers are provided:
He listens to Lili
when she explains
about the boycott.
He didn’t get angry
about the grapes
Lili’s father is a kind
and caring person.
He decides not to
buy grapes, even
though it will make
things more difficult.
He laughs gently.
6
Inferences Web
Name_______________________________________
As I read, I will pay attention to intonation and expression.
Lili Kiat had found all the vegetables on her list. She was shopping
13
for her uncle’s restaurant, the Golden Lion. It was one of the nicest
26
restaurants in Chicago. Lili’s father was the head chef. Lili headed for
38
the fruit section. There she heard Mrs. Brock talking to Mr. Clark,
50
the grocer.
52
“That’s good, Mr. Clark,” Mrs. Brock was saying. “Because I support
63
the grape boycotts.”
66
Lilli said, “Excuse me, Ma’am. “What’s a boycott?”
74
“César Chávez has asked us not to buy grapes. Not until the farm owners
87
are fair to their workers,” said Mrs. Brock.
96
“César Chávez!” cried Lili. “We learned about him in school.
106
I like him.”
109
“Then you shouldn’t buy grapes,” said Mrs. Brock. 117
Comprehension Check
1. Do you think Lili might join the grape boycott? What details from the passage
support this inference? Make Inferences
2.
How does Mrs. Brock feel about the farm workers? Make Inferences
Words Read
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Numbers of
Errors
=
First Read
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=
Second Read
–
=
Fluency
Words Correct Score
8