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DURING READING
Guiding Comprehension
6 Cause and Effect • Inferential
Prudy's little sister starts collections of her own. Why do you think she does this?
Possible response: Prudy's little sister starts collecting things because her sister does. She might want to be like her sister.
7 Categorize • Inferential
Look through the selection so far. How many different categories can you make for the things Prudy collects?
Responses will vary; check that details in the story support the categories students have chosen.
8 Target Skill Monitor and Fix Up
• Critical
In two or three sentences, tell what the story is about so far. Make sure you include at least one detail that supports your summary.
Responses will vary; check that students have understood what the story is about and that they have identified at least one detail to support their ideas.
Target Skill STRATEGY SELF-CHECK
 Monitor/Fix Up
  • Explain to students that active
    readers stop and reread if they
    do not understand something
    they are reading.
  • Understanding what a story is about is the first step to understanding the story. If you're not sure what a story is about, look for the important details.
  • Go back through the selection
    and make a list of the important
    details. Then look at all the
    details together to see what
    they tell you about the story.
SELF-CHECK
Students can ask themselves these questions to assess ability to use the skill and strategy.
  • Do the details I have chosen
    show or tell what the story is
    about?
  • Have I included only details that
    help me understand what the
    story is about?
Monitor Progress
Monitor Progress
then…
revisit the skill lesson on
pp. 198–199
. Reteach as necessary.
If… students have difficulty identifying the main idea and supporting details,
Target Skill Main Idea and Details
Strategy Response Log
Check Predictions Provide the following prompt: Was your prediction accurate? Revise your old prediction or make a new prediction about the rest of the selection.
If you want to teach this selection in two sessions, stop here.
Prudy's Problem and How She Solved It

"Prudy's Problem and How She Solved It"
by Carey Armstrong-Ellis

Student Edition
Unit 2, pp. 202–217

A fantasy includes make-believe events. Look for situations in this Snapshot that could not really happen.

Most kids have a collection of one thing or another. They might collect coins or stamps or toy cars or even string. That's a normal kid thing to do. Prudy and her friends each collected things.
But Prudy was different in one important way. She did not collect just one thing. She collected everything, and her collections filled her bedroom. She had hundreds of stuffed toys and butterflies and other insects. She collected cards and letters and calendars and buttons. She had hats and caps and flowers and mushrooms. She had collections of every imaginable thing!
Her collections created a problem for Prudy, but she did not realize it. Prudy's room was filled with her collections. Prudy's dad was a very tidy person. He called her collections clutter. Her mom did not mind clutter, but she called them a mess. They wanted her to clean up the clutter and mess. Even Prudy had to admit that she had collections everywhere. Her room was so crowded it was hard to get to her desk to feed her hamster. But she would not admit she had a problem.
Then one day on the way home from school she found a shiny silver gum wrapper. She ran home with it, because it would be perfect for her shiny things collection. But when she got to her room, she couldn't get the door open. She tugged and tugged, but it wouldn't budge. The door seemed to be glued shut.
Then Prudy noticed something strange. There was pressure on the walls of her room. Her room was swelling up and getting bigger and bigger. The walls began to strain against the hallway and then to crack. There was a hissing noise, and suddenly the room burst like a huge balloon.
Prudy's collections flew out in all directions! They were scattered far and wide. Now Prudy had an enormous mess on her hands and a really big problem. What could she do to solve this problem?
She couldn't bear to give up any of her collections because she liked them all too much. But where could she put them? Prudy looked around for ideas. Finally she realized what she could do.
Together she and her family and friends built a huge museum. They called it The Prudy Museum of Indescribable Wonderment. In it they gathered all of Prudy's collections and put them on display.
People came from everywhere to see her wonderful collections of just about anything, from salt and pepper shakers with faces to gym socks. Soon Prudy's museum was the most popular place in town.
Now Prudy had a place to keep her collections. Everything was neat and in order. People could see what there was and enjoy it. This was a brilliant way to solve her problem. But one thing hasn't changed. Prudy is still a collector.

(Updated) from Prudy's Problem and How She Solved It by Carey Armstrong-Ellis. Published by Harry N. Abrams, Inc. Reprinted by permission.

Copyright © Pearson Education.

 
   
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PRACTICE LESSON VOCABULARY
Have students respond orally yes or no to each question.
  1. Is there more than one object in a collection? (Yes)
  2. Does Prudy realize she has a problem? (No)
BUILD CONCEPT VOCABULARY
Review previous concept words with students. Ask if students have met any words today in their reading or elsewhere that they would like to add to the Concept Web.
Develop Vocabulary
ELL
Understand Idioms Point out the idiom to (not) mind on p. 208. Another way to say to mind about something is to care about something. For example, Prudy's mother did not care about clutter. Use the idiom in another sentence. (For example, I don't mind if you have to leave the room to get a drink of water, but I do mind if you leave without asking me first.) Give each student an opportunity to use the idiom in a sentence of their own. To assess, ask them if they care or not. (For example, Do I care if you have to leave the room? Do I care if you ask me first?)