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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL Once I was frying an egg and grabbed the handle of the pan with my bare hand. That hurt! I learned never to grab a hot pan.
Comprehension Check Critical Response
  1. Responses should include focus on how the picture helps the author tell the story. Author's Purpose
  2. Possible response: The sequence shows that people need to have many experiences over time in order to gain knowledge.
    Target Skill Sequence
  3. Possible response: The boy brought the merchant's daughter to the carpenter. The happy carpenter gave the boy wood for a pen.
    Target Skill Summarize
  4. Students' maps will vary. Labels should be appropriate and descriptive.
    Target Skill Vocabulary
TEST PRACTICELook Back and Write For test practice, assign a 10–15 minute time limit. For assessment, see the Scoring Rubric at the right.
Retell
Have students retell What About Me?.
SUCCESS PREDICTOR
Monitor Progress
then… use
the Scoring
Rubric for
Retelling on
p. 61 to assist
fluent retelling.
If… students have difficulty retelling the selection,
Check Retelling Rubric
 
ELL
Check Retelling Have students use illustrations and other text features to guide their retellings. Let students listen to other retellings before attempting their own. See the ELL and Transition Handbook.
Write Now
Look at the Prompt Explain that each sentence in the prompt has a purpose.
  • Sentence 1 presents a topic.
  • Sentence 2 suggests students think about the topic.
  • Sentence 3 tells what to write—a song.
Strategies to Develop Voice
Have students
  • brainstorm and list experiences that would make good topics for songs.
  • write a lively phrase about their experience that can be repeated in their song.
  • think of rhyming words to describe their experience or how they felt about it.
NO: I wanted my cat to go away.
YES: I told my cat to scat.
For additional suggestions and rubric, see pp. 63g–63h.
Writer's Checklist
  • Focus Does every sentence support the purpose of the writing?
  • Organization Are details placed in an order that makes sense?
  • Support Do repeated words and rhyming words make the song lively?
  • Conventions Are grammar, punctuation, and spelling correct?
Retelling: SUCCESS PREDICTOR
Reader Response
Open for Discussion The boy in this story tells about finding knowledge. Do you have a story? Tell a story of how you found knowledge.
1.
This author makes his own pictures. Look back and find a picture that helps tell the story. Tell how it helps. What does the picture add to the story? Think Like an Author
What is important about the sequence in which this story takes place? Sequence
Summarize, or retell, what happened after the boy met the merchant. Summarize
Draw a map of the boy's journey. Label each stop with the character name plus a new name for the character he visits.
For example, instead of Grand Master, label the stop Grand Master/Teacher. Vocabulary
4.
2.
3.
Look Back and Write The merchant's daughter is important
in the story. Look back at page 56. Then explain why she is an important part of the story. Use details from the selection in your answer.
Meet author and illustrator Ed Young on page 413.
TEST PRACTICE
Write Now: Song
Writing Trait
Prompt
What About Me? tells what happens to
a boy as he searches for knowledge.
Think about something that has happened to you.
Now write a song about the experience,
using a lively voice.
Voice shows a writer's
style and personality.
Use rhyme and
repetition to give your
song a lively voice.
Writer
speaks
directly to
reader.
Repetition
and rhyme
give the
song a
suitable
voice.
The change
in the line
pattern
signals the
end of the
song.
Student Model
Use the model to help you write your
own song.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response will use details from the selection to explain why the merchant's daughter is an important part of the story.
Example of a Top-Score Response The merchant's daughter is important to the story because she loves the carpenter. The boy brings her to the carpenter and gets wood for the goat pen. Then he gets the goats, hair, and thread. The boy is soon able to get the carpet for the Grand Master.
For additional rubrics, see p. WA10.
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
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.
Selection Test To assess with What About Me?, use Selection Tests, pp. 5–8.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 7–12.
Use the Retelling Chart on
p. TR16 to record retelling.