Guiding Comprehension

Author's Purpose • Critical

Why do you think the author included this Afterword?

Possible response: It lets us know that this story is based on real people and real events.

Graphic Sources
• Inferential

What do the photographs on
pp. 532–533 show?

They show the real people and the real ship on which this story is based.

Compare and Contrast

• Critical

Text to Text What other stories have you read that are like this story?

Responses will vary, but could include: This story reminds me of the Little House books by Laura Ingalls Wilder that I read last year. They were based on the life of a real family too, and they told me a lot about how people lived in the past.

STRATEGY SELF-CHECK

Confirm Predictions

Have students discuss how knowing the author's purpose helps them to predict the content of the story. Review the predictions students made before reading. Have students confirm their predictions by comparing them to what actually happens in the story. Use Practice Book p. 207.

SELF-CHECK

Students can ask themselves these questions to assess understanding of the story.

Did I use clues in the story to make predictions?
Did I think about the author's purpose to help me predict what the author might write next?
Did my predictions match what actually happens in the story?

then… use the Reteach
lesson on
p. 537b.

If… students are having difficulty using the author's purpose to make or confirm predictions,

Author's Purpose

Practice Book p. 207

with | without Answers

"Sailing Home: A Story of a Childhood at Sea"
by Gloria Rand

Student Edition
Unit 5, pp. 520–533

Historical fiction is based on real events in history to which the writer has added details from his or her imagination. As you read about a family's life at sea, think about which details are real and which are from the author's imagination.

My two sisters, brother, and I, Matilda, grew up on a huge sailing ship in the 1800s. It carried cargo everywhere in the world. The captain of the ship was our father. He had a crew of men to help him. Our part of the ship had a bathroom, bedrooms, and a huge saloon. The saloon was our dining room and living room. There was also a kitchen, or galley, and a huge storage room for our things.
Mother raised animals for the ship's meat and eggs. They stayed in pens below deck. We children took care of our cat and a dog. We even had a pig! She fell into some hot tar and died. We gave her a dignified burial at sea.
We learned to count and read from Mother. And we learned about planets, stars, and celestial navigation from Father. He even taught us to use signaling flags. He gave us our own set of flags. Sometimes we used them to send messages back and forth from the stern to Father at the bow.
Later, Miss Shipman became our governess. She lived on the ship. She was a good teacher. But we taught her geography. We had been all over the world. So we knew more than she did!
One year we were on the China Sea. It was right before Christmas. We were just starting to put up some decorations. A huge storm came down on us. We had to take the decorations down. We rushed around tying down the piano and furniture. Mother put away little things. Otherwise, when big waves hit, they would fly all over. The storm lasted for days. We had to sit on the floor when Miss Shipman conducted class. The ship rolled back and forth, and the sky stayed black.
The storm got worse. Lifeboats were torn away and broken up by the waves. The sails were ripped apart. Father put us all on the floor of the chart room. Then we got scared. He tried to get us to think about the Christmas party we would have when the storm was over. Just then the ship rolled over onto her side. It stayed there. Father said to Mother, "Mary, I think we are going to sink." Their bravery made us all feel brave. We all hugged each other for a very long time.
Suddenly the ship quivered. It slowly rolled upright! We were safe! And we had the best Christmas ever. The crew sang, and Father and Mother danced.

Afterword: What you have read is based on a real family's life. The children loved their life on the ship. When faster steamships were invented, their way of life ended. Their hearts broke when they walked off the ship for the last time. Father turned and saluted the ship and the crew.



	Close
	Context Clues Help students use context to figure out how quarters is used in the phrase quarters aboard these ships (p. 533, paragraph 2). Students can infer that quarters refers to rooms or living space since "these ships did not offer the same spacious accommodations." Confirm Predictions For the Strategy Self-Check, work with students to review purposes the author might have for writing and students' predictions about the story. Have students complete Practice Book p. 207. PRACTICE LESSON VOCABULARY As a class, complete the following sentences orally. Possible responses are given. The cargo of a ship might include (coal, grains, machinery). You need to act dignified when you (make a speech). The president conducted the (meeting, session, class). The dog quivered because he was (nervous, cold, excited). BUILD CONCEPT VOCABULARY Review previous concept words with students. Ask if students have come across any words today in their reading or elsewhere that they would like to add to The Sea Concept Web, such as gangplank and voyages.

"Sailing Home: A Story of a Childhood at Sea"by Gloria Rand

"Sailing Home: A Story of a Childhood at Sea"
by Gloria Rand