Storm in the Night

Guided Reading lesson

Houghton Mifflin Weather Watch Level 3.2 Book
Storm in the Night
By Mary Stolz

Guess The Covered Word (from text selection page 164)


In the house a door creaked. A faucet leaked. Ringo scratched on his 
post, then on Grandfather's chair. He scratched behind his ear, and 
they could hear even that. In the stove the flames made a fluttering noise.
"That's funny," said Thomas. "I can hear better in the dark than I can 
when the lights are on."Houghton Mifflin Weather Watch Level 3.2 Book
Storm in the Night
By Mary Stolz

Day One
Before reading
What's for reading? (GRTFBW, page 58-61) See the part where it 
discusses 
Story or Information on pages 60-61.

During reading
Three-Ring Circus or You'se Choose (GRTFBW pages 182-185) Read pages 
158-163 (the first five pages) While you are reading today, I want you 
to find details in the text that tell what Grandfather and Thomas are 
like. Think about the relationship between the grandfather and the boy.

Hints for teachers:
Grandfather Thomas
Grandfather is bearded.
Grandfather has a big, deep voice.
Knows lots of stories. Thomas has a smooth face.
Thomas has a high voice.








After reading
Class discussion of the characters. Re-read page 160 (second page of 
text). Some students have difficulty understanding the point of the first 
three paragraphs on page 160. Reread the page slowly, talking over 
their interpretations. Guide them in understanding that the boy has a hard
time picturing his grandfather as a boy and just as hard time imagining 
himself ever getting old enough to be his grandfather.

Houghton Mifflin Weather Watch Level 3.2 Book
Storm in the Night
By Mary Stolz

Day Two
Before reading
Guess The Covered Word (from text selection page 164)
In the house a door creaked. A faucet leaked. Ringo scratched on his 
post, then on Grandfather's chair. He scratched behind his ear, and 
they could hear even that. In the stove the flames made a fluttering noise.
"That's funny," said Thomas. "I can hear better in the dark than I can 
when the lights are on."

Discuss what happened yesterday in the story. Ask the students to 
summarize the story so far. If necessary remind them that they can 
use story elements of setting, character, and plot to summarize. 
Students should notice that the plot so far has included 
only one important event -- Grandfather saying that he will tell a story. 
Remind students what are the story elements. Start a story map whole group. 
Discuss how readers can use setting, characters,  and other story
elements to remember and summarize a story.

During reading
Read pages 164
Today while you are reading, I want you to notice the story elements. 
Have the students place sticky notes in the book where they find the 
story elements. Have the students partner read to finish the story.

After reading
Use the beach ball to summarize the components (GRTFBW pages 99-101). 
Who are the main characters? What is the setting? What happened in the story? 
What is the title? Who is the author? What was your favorite part? 
What do you think will happen  next?

Houghton Mifflin Weather Watch Level 3.2 Book
Storm in the Night
By Mary Stolz

Day Three
Before reading
When authors are writing, they try to communicate their beliefs. 
Teachers should lead a discussion on evaluation. "Perhaps the 
most lasting traces you have of the multitude of things
you have read across the years are the opinions you form and the 
actions you take based on what you read. You make conclusions.
You give your personal opinion. Reading shapes the way you
look at the world. Not all the opinions or evaluations will be this 
momentous. You also form smaller opinions as you read. 
Sometimes you act on your evaluations, and sometimes you don't.
Evaluating and applying is a strategy your brain uses while you read to 
understand, enjoy, and learn. Most of you can name a book or two you 
absolutely love or that has helped you in some way. These books are 
proof that you evaluate and apply some of what you 
read. (Guided Reading the Four Blocks Way pages 46-47)."

Evaluate -- ask students why they think these paragraphs were included 
in the story. Guide them to see the relationship between the boy and 
grandfather seem to be important to the author.

Evaluate -- Grandfather was going to tell a story, but it still hasn't 
started. Why do you think the author doesn't start the story? 
What happens instead of Grandfather telling a story? Guide the
students to see that the author seems to be building a mood in which 
time slows down. Ask whether they think the author does that well,
and if they think it makes an interesting story.

Evaluate -- Help students form their own opinions about the story with 
questions such as: Is this story like most stories you've read? How is if different?
What do you think of the friendship between Thomas and his grandfather?
What do you think the author wants you to learn from this story?

During reading
While you are reading the story today, think about the what the author 
is writing. What parts of the text help you answer any of these questions.

After reading
Class discussion of the questions using the text to justify their 
answers.