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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL I think she probably knew a lot about dogs, and she must have researched Lewis and Clark's expedition.
Comprehension Check Critical Response
  1. She wanted to show the words exactly as Lewis wrote them in his journal.
    Target Skill Author's Purpose
  2. Responses will vary but should include details from the text that support students' thinking.
    Target Skill Author's Purpose
  3. Possible response: Seaman loves Lewis. He expresses love by doing things for him, like hunting squirrels.
    Target Skill Answer Questions
  4. Responses will vary but should include at least one word from the Words to Know list and other words from the selection.
    Target Skill Vocabulary
Test Practice Look Back and Write For test practice, assign a 10–15 minute time limit. For assessment, see the rubric on TR23. Rubric
Summarize
Have students summarize the story using their completed KWL charts.
Retell
Have students retell Lewis and Clark and Me.
SUCCESS PREDICTOR
Monitor Progress
then… use the Scoring Rubric for Retelling below to help move them toward fluent retelling.
If… students have difficulty retelling the story,
Check Retelling Rubric
Strategy Response Log
Summarize Think about the main events in Lewis and Clark and Me. Write four or five sentences summarizing the story in your own words.
ELL
Check Retelling Have students use the selection illustrations and section titles to guide their retellings. For more ideas on assessing students' retellings, see the ELL and Transition Handbook.
Tech Files ONLINE Students can search a bookseller's Web site for more books illustrated by Michael Dooling. They may also find reviews of the books.
Retelling: SUCCESS PREDICTOR
Test Practice
Look Back and Write Seaman was a dog with special qualities. Reread page 47. List some of the qualities that made him special.
Reread the parts from Meriwether Lewis's journal. Some of the words are misspelled. Why didn't the author correct them?
1.
An author's purpose can be to help readers visualize a scene. Do you think this might have been one of Laurie Myers's purposes? Explain.
2.
How does Seaman feel about Lewis? How does he express these feelings? Use examples from the story to explain your answer.
3.
What would you include in a newspaper ad for a Newfoundland like Seaman? Write an ad, using words from the Words to Know list and the selection.
4.
Open for Discussion A dog couldn't write a journal, could he? So how did the author, Laurie Myers, seem to get Seaman's words? Explain this mystery.
Reader Response
Meet the Author and the Illustrator Laurie Myers and Michael Dooling
Read more
books by Laurie
Myers and Michael Dooling.
Laurie Myers
Surviving Brick Johnson
Surviving Brick Johnson
by Laurie Myers
The Amazing Life of BENJAMIN FRANKLIN
Michael Dooling
is like Halloween!" he says. He also visits schools
to teach children about history and art. He comes
dressed in a colonial costume and takes children
through the steps of making picture books.
The Amazing Life of  Benjamin Franklin
    by James Cross
 Giblin, illustrated by      Michael Dooling
I saw in Seaman and Lewis a unique closeness that I wanted to express.”
     To prepare, Ms. Myers read a lot of books about the expedition. “I most enjoyed reading the actual journals by Lewis and Clark. They’re filled with great descriptions of wildlife and the adventures they had.”
     Laurie Myers says she got the idea for Lewis and Clark and Me after reading about Meriwether Lewis and his dog. "I've had many dogs over the years and I've been closer to some than others.
      Michael Dooling also helped research the book before doing the pictures. He often asks family  
and friends to pose in historical costumes
while he draws or paints.
 "Every day at my house
 
   
Close  
Fresh Reads for Differentiated Test Practice
Fresh Reads
with | without Answers
Fresh Reads
with | without Answers
Fresh Reads
with | without Answers
Advanced
Strategic Intervention
On-Level
Scoring Rubric    Narrative Retelling
Rubric 4 3 2 1
Connections
Makes connections and generalizes beyond the text
Makes connections to other events, stories, or experiences
Makes a limited connection to another event, story, or experience
Makes no connection to another event, story, or experience
Author's
Purpose
Elaborates on author's purpose
Tells author's purpose with some clarity
Makes some connection to author's purpose
Makes no connection to author's purpose
Characters
Describes the main character(s) and any character development
Identifies the main character(s) and gives some information about them
Inaccurately identifies some characters or gives little information about them
Inaccurately
identifies the characters or gives no information about them
Setting
Describes the time and location
Identifies the time and location
Omits details of time or location
Is unable to identify time or location
Plot
Describes the problem, goal, events, and ending using rich detail
Tells the problem, goal, events, and ending with some errors that do not affect meaning
Tells parts of the problem, goal, events, and ending with gaps that affect meaning
Retelling has no sense of story
Selection Test To assess with Lewis and Clark and Me, use Selection Tests, pp. 5–8.
Retelling Plan
  • Week 1 Assess Strategic Intervention students.
  • This week assess Advanced students.
  • Week 3 Assess Strategic Intervention students.
  • Week 4 Assess On-Level students.
  • Week 5 Assess any students you have not yet
    checked during this unit.