Common Core Classroom Ready Guide

Firegirl
b y To ny A b b o t t
Common Core ConnectionsFifth Grade Focus

PB 978-0-316-01170-9

Many books can meet most, if not all, Common Core Standards.
However, we have found that some books speak strongly to a few
standards. These one-page applications connect a focused text and the
Common Core Standards as written for fifth gradersleaning on the
texts literary strengths.
5.RL.5
This standard asks students to explain how chapters or scenes fit together to develop the structure
of a particular story. As students read Firegirl they will want to keep track of how Toms feelings
and thoughts change. Students might find it useful to create a story map connecting key events
with Toms changing perspective. This will help students focus on concrete events as well as start
making connections to some larger themes in the story.
5.RL.1
A key standard for fifth graders is to quote accurately from the text when explaining what the
text says and when drawing inferences from the text. This is a significant development from
fourth grade, when students refer to specific details and examples in the story. Firegirl offers
many opportunities for students to notice specific language that Abbott uses. Teachers can model
noticing these quotes by writing examples on chart paper posted in the room for students to
reflect on.
5.RL.6
As they read the story, students should talk about how Tom views events in the story and how
this differs from other characters viewpoints. Thes standard asks students to describe how a
characters point of view influences his description of events. It might be interesting to look closely
at a scene and discuss how Tom and Jeff might each describe the event very differently. For
example, in chapter 7 when Jeff burns his toy Batmobile, Tom describes the scene:
The smell of burning plastic filled my nose. I arched back from it.
Its just like that girl, Jeff said carelessly.
Enough already. What a jerk. (p. 39)
5.RL.4 and 5.L.5
These standards ask students to determine the meaning of figurative language, especially similes
and metaphors. Throughout the story, Tony Abbott uses figurative language to show characters
feelings and develop themes. A teacher might create a chart for students to record different similes
and metaphors from the text. In particular, students might notice powerful images of heat and cold,
fire and ice:
Lets set it [the Batmobile] on fire and burn it up. Itll get all drippy. Like her.
I felt as if someone had just poured ice water on me. (p. 37)

Common Core Classroom Ready Guide

5.RL.3
This standard asks students to develop their understanding of a story by comparing and contrasting
two or more characters. Students can use their story maps to track how different characters react
to different events. Pairs might work together to focus on Tom and Jeff, each focusing on one
character and coming together to discuss their findings. Other students might be interested in
seeing how Jessicas perspective is slowly revealed.
5.RL.2
This standard asks students to determine a theme of a story by drawing on details in the text,
including how characters respond to challenges. As students first meet Jessica, Tom describes
her face looking like a mask. Teachers might introduce this as a potential theme, suggesting that
students look at how characters hide their emotions from one another throughout the story. Other
students might look closely at the ending, to see how Tom has changed and what message Abbott
might be conveying to readers.
One thing I know. If I ever saw her again, I think Id start saying all kinds of stuff and
probably wouldnt be able to stop. And Id want her to talk, too. A lot. Id want us both to
talk to each other deep into the night and not stop. Mostly, Id want to tell her thank you.
And Id try to say it loud enough for everyone to hear. (p. 145)
5.SL.1
Firegirl lends itself particularly well to book club discussions. This standard requires students to
engage effectively in a range of collaborative discussions, building on each others ideas and clearly
expressing their own. In order to do this, students will need to read the story closely, noticing
passages that develop their thinking about the characters and themes. Teachers can guide students
by asking them to keep reading journals, mark their books with sticky notes, or develop story maps.
5.W.1
This writing standard asks students to write an opinion piece, supporting their ideas with
reasons and information. Students might choose to develop a specific opinion about how the
class responded to Jessicas arrival, and whether they thought that the class members acted
appropriately. Other students might want to develop a piece about the problems new students
experience in schools, citing both personal and classmates experiences.
5.W.9a
Students will develop their analysis of Firegirl in a literary essay, drawing evidence from the text
to support their analysis and reflection. For example, they might compare and contrast Toms and
Jeffs reactions to Jessica. This will draw on much of the students work in other CCSS areas, in the
course of reading and discussing the novel.

Guide prepared by Mary Ann Scheuer, librarian at Emerson Elementary in Berkeley, CA.