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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL New England is hotter in the summer and colder and snowier in the winter than England. William had to make changes to his house in order to survive.
Comprehension Check Critical Response
  1. Responses will vary, but some details include the use of dialogue, the characters' problems, and the illustrations. Author's Purpose
  2. Possible response: They looked different from the houses in England.
    Target Skill Draw Conclusions
  3. Possible response: I asked questions about words I didn't know, so I understood the story better.
    Target Skill Ask Questions
  4. Clearing: so trees wouldn't fall on his house; pegs: hung clothes on them; cellar: stored food in it; barrels: kept food and cider in them.
    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 William's House.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and the Scoring Rubric for Retelling on p. 267 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.
Strategies to Develop Focus/Ideas
Have students
  • draw a picture of their home and discuss its features with a partner.
  • list details about the environment.
  • use specific details to describe a home.
NO:   things to raise the house
up
YES: tall stilts to keep the
house from flooding
For additional suggestions and rubric, see pp. 271g–271h.
Writer's Checklist
  • Focus Do all sentences stick to the topic?
  • Organization Are ideas in order? Do transitions, such as so, show connections between ideas?
  • Support Do details give readers information and help them picture the topic?
  • Conventions Are grammar, punctuation, and spelling correct?
Retelling: SUCCESS PREDICTOR
Retelling: SUCCESS PREDICTOR
TEST PRACTICE
Look Back and Write Look back at page 262. What did William do to keep the roof from caving in? Use details from the selection to write your answer. Draw a diagram if it will help your explanation.
Meet author Ginger Howard on page 412.
This story happened more than 300 years ago. Still, some readers may feel as if they know William, his family, and his house. How have the author and the artist helped give that feeling? Think Like an Author
1.
Knowing the changes that William made to his new house, what could you say about houses built in the new land? Draw Conclusions
2.
As you read, what questions did you ask, and how did they help you better understand the selection? Ask Questions
3.
William used a clearing, pegs, a cellar, and barrels to solve problems in his new home. Make a list. Write each word and tell how William used the item. Vocabulary
4.
Open for Discussion William's house isn't quite the way he
planned it. Tell why.
Reader Response
Write Now: Explanatory Paragraph
Prompt
In William's House, special features make a house suitable for its environment.
Think about the features that help your home fit into its environment.
Now write an explanatory paragraph about those features.
In an explanatory
paragraph, focus on
your main idea and
support it with facts.
Writing Trait
Student Model
Student Model
Main idea is stated in
first sentence.
Writer stays
focused on
main idea and uses facts to
support that
idea.
Last
sentence
sums up
main idea.
Use the model to help you write your own
explanatory paragraph.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response will use details from p. 262 to tell what William does to keep the roof from caving in.
Example of a Top-Score Response So much snow was piled on William's roof that the rafters started to sag. William cleared the snow from the roof and took the shingles off. Then he built a new roof with steep sides. The snow would fall off the slanted roof.
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 Williams House, use Selection Tests, pp. 37–40.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 55–60.
Retelling Plan
  • Week 1 Assess Strategic Intervention students.
  • Week 2 Assess Advanced students.
  • Week 3 Assess Strategic Intervention
    students.
  • Week 4 Assess On-Level students.
  • This week assess any students you have not yet checked during this unit.
Use the Retelling Chart on
p. TR16 to record retelling.