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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL Prudy's museum is getting full. What could she do? Well, she could add on to it to make it bigger. Or she could sell some of her things to make room for new things.
Comprehension Check Critical Response
  1. Possible response: The author might use lists to make it clear what kinds of objects Prudy is collecting. Author's Purpose
  2. Prudy learned the importance
    of solving her own problems.
    Target Skill Main Idea
  3. Possible response: Stopping to summarize helped me understand the story.
    Target Skill Monitor and Fix Up
  4. Prudy's enormous collection of
    things scattered all over the room.
    Target Skill Vocabulary
TEST PRACTICE Look 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 Prudy's Problem.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and the Scoring Rubric for Retelling on p. 219 to assist fluent retelling.
If… students have difficulty retelling the story,
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 problem solution paragraph.
Strategies to Develop Organization/Paragraphs
Have students
  • state their problem at the beginning of their paragraph and describe their solution.
  • use words such as so or but as transitions.
NO:   I couldn’t get up in the morning.
I started going to bed earlier.
YES: I couldn’t get up in the morning,
so I started going to bed
earlier.
For additional suggestions and rubric, see pp. 223g–223h.
Writer’s Checklist
  • Focus Are all sentences about a problem and its solution?
  • Organization Is the problem described first and then the solution? Does a transition word signal the change?
  • Support Do details help make the problem clear and the solution logical?
  • Conventions Are grammar, punctuation, and spelling correct?
Retelling: SUCCESS PREDICTOR
Retelling: SUCCESS PREDICTOR
SIDE WRAP -->
TEST PRACTICE
Look Back and Write Something shows Prudy that she has a problem. Look at page 213 to find that thing. Write about what it is
and how it changes Prudy's mind. Use details from the story in
your answer.
Meet author and illustrator Carey Armstrong-Ellis on page 414.
This author seems to like lists. Why do you think the author uses
lists? Think Like an Author
1.
At the end of the story, Prudy learned something important. What did
she learn? Main Idea and Details
2.
Did anything in this story confuse you? Did you stop to sum up? How
did that help you? Monitor and Fix Up
3.
Prudy's huge group of things flew all over the room.
Rewrite this sentence using the Words to Know list in
place of the underlined words. Vocabulary
4.
Open for Discussion The museum is getting full. Soon Prudy may need a new solution to her problem. Think of two solutions from which Prudy can choose.
Reader Response
Write Now: Problem-Solution
Prompt
Prudy’s Problem explains how a girl
solves a problem.
Think about a problem you and your
friends have.
Now write a paragraph describing the
problem and how to solve it.
Writing Trait
Organize your
paragraph by
explaining the
problem first and
then the solution.
First two sentences explain
problem.
Paragraph
has two-part
organization:
problem
followed by
solution. Word
So signals
change.
Student Model
Student Model
Use the model to help you write your own problem-solution paragraph.
Last sentence explains why solution is good idea.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response will use details from the story to identify what the problem is, what Prudy thinks, and what event changes Prudy's mind.
Example of a Top-Score Response Prudy's room is packed full of her collections. Her parents tell her she has too many things. Prudy disagrees. She does not think she has a problem. One day her room gets so full it explodes. This changes Prudy's mind, and she realizes she does have a problem.
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
Selection Test To assess with Prudy's Problem, use Selection Tests, pp. 29–32.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 97–102.
Retelling Plan
  • Week 1 Assess Strategic Intervention students.
  • Week 2 Assess Advanced students.
  • This week assess Strategic Intervention students.
  • Week 4 Assess On-Level students.
  • Week 5 Assess any students you have not yet checked during this unit.
Use the Retelling Chart on
p. TR16 to record retelling.