Card
111
A Day in Ancient Rome
A C T What makes the text complex?
Specific Vocabulary
The use of unfamiliar vocabulary words may be a challenge for
children.
Connection of Ideas
Children will need to make inferences and connections between
details in the text to understand the story.
Sentence Structure
Children may be unfamiliar with the use of italics and quotation
marks in complex text.
Essential Question  Where can your imagination take you?
Close Reading
Refer to the Close Reading Routine on Card B.
Chapter 1  (pages 2–6)
A C T Sentence Structure  Direct children to page
4. Explain that authors use italics for different
reasons. Sometimes, words a character is reading
are in italics. Point out the words Rome and
Ancient Rome. Sometimes italics are used to show
emphasis. Then point out the italics in the last
sentence. Ask: Why do you think the author used
italics in this sentence? Why do you think Grace
corrects herself in the middle of the lesson? On
page 3, Mrs. Palmer helps the class imagine being
in ancient Rome. I think Grace corrects herself
because she knows the events she is learning about
happened in the past.
Specific Vocabulary  Point to the word togas on
page 4. Tell children that a toga was a long robe
worn by people in ancient Rome. Ask: How do you
think the drawing of men in togas helps Grace use
her imagination? Find text evidence to support
your answer. I think the men in togas sparked
Grace’s imagination. On page 5, she wonders what
the men are talking about.
FPO
Beyond Level
Genre: Fiction
GR P • Lexile 640L
Word Count: 1203
Connection of Ideas  Remind children that pictures
can reveal details about a story. Point to the
picture on page 4. Ask: Why do you think there’s
a star next to the city of Rome on the map?
How do you think it helps Grace and the other
students? On page 4, I see that Mrs. Palmer is
pointing to the whiteboard and the map of Italy. I
think that the star helps her students know where
Rome is and that Rome is the capital city of Italy.
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Comprehension Check  How do you think Lila
feels about the lesson on ancient Rome? How
do you know? On page 2, Grace is excited about
the lesson, but Lila looks bored. I can see from the
picture on page 2 that Lila is not interested in the
lesson.
Chapter 2  (pages 7–10)
A C T Sentence Structure  Point to the paragraph
at the top of page 8. Remind children that
quotation marks signal dialogue, or the words
that characters say. Ask: To whom do you think
Grace is speaking? Why do you think she’s doing
this? Grace is talking to herself. She is daydreaming,
and she does not want it to end.
Specific Vocabulary  Point to the word gladiators
on page 9. Tell children that gladiators were
strong men who fought other men or animals.
Ask: How do you think the gladiators became part
of Grace’s adventure? On page 9, Mrs. Palmer told
about the arena. I think that’s how the gladiators
became part of Grace’s adventure.
Comprehension Check  How do you think Grace
feels about the social studies lesson? Find text
evidence to support your answer. Evidence: I think
Grace likes this lesson. On page 8, I read that Grace
wanted to stay in her daydream as long as possible.
On page 10, I think Grace likes the ancient fountain
but is glad that she is living in a time when she can
turn on a faucet.
Chapter 3  (pages 11–15)
A C T Specific Vocabulary  Point out the phrase
wolfed it down on page 14. Explain that this
means “to eat something very quickly.” Ask: Is
PAIRED READ “Lost and Found” and “My Magic Car”
Read
Have children read “Lost and Found” and “My
Magic Car” independently, taking notes as they
read.
Reread to Compare Texts
Ask partners to find evidence that
COLLABORATE shows how imagination can change
ordinary things into exciting adventures. Ask: How
are the poems similar to A Day in Ancient Rome?
Have children share their findings. Children’s
responses may vary but should include that the
poems and the story tell about what someone has
imagined.
Grace using her imagination, or is she really
eating? Find text evidence to support your answer.
I think Grace is still daydreaming. On page 14,
the plate of pasta appeared suddenly, and then
another one magically appears. I think this is all
part of Grace’s daydream.
Write About Reading
Inform  Have children write a response
to the text using the Essential Question:
Where does Grace’s imagination take her?
Have children support their ideas with text
evidence. Children’s responses may vary
but should include that Grace’s imagination
takes her to ancient Rome. She is standing
with a group of men in a large, stone arena.
Then she imagines a big, beautiful fountain
in a large square. Then she enters the Grand
Pantheon.
Write About Reading
Inform  Have children write
an analysis to compare Grace
to the child in “My Magic
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Car.” Ask: How do both children use their
imaginations? What differences do you
notice? Have children cite evidence from
the texts to support their ideas. Children’s
responses may vary but should include that
both children are using their imagination to
take them to new worlds. Grace imagines
herself in ancient Rome, surrounded by
gladiators, an arena, and an ancient temple.
The child in “My Magic Car” flies high in the
sky to look down on her town. Both children
are brought back to reality by a meal. Grace
returns in time for lunch. The child in “My
Magic Car” returns for dinner.