Scott Foresman Reading Street

Prudy's Problem
Group Time

for Fluency

Use Decodable Reader 8.

Word Study/Phonics

LESSON VOCABULARY Use p. 200b to review the meanings of collection, enormous, realize, scattered, shiny, and strain. Students can blend all of the words. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write valentine and model how to chunk a word to read it when there are no meaningful word parts. I see a chunk at the beginning: val. I see a chunk in the middle: en. I see a chunk at the end: tine. I say each chunk slowly: val en tine. I say the chunks fast to make the word: valentine. I know that word.

Use the Multisyllabic Word routine on p. DI•1 to help students read these other words from Prudy's Problem: fungi, souvenir, erasers, distraction, navigate, avalanche, inspiration, scrutinizing, whirring, indescribable, wonderment, orderly, and appreciated. Be sure students understand the meanings of words such as fungi, navigate, avalanche, and scrutinizing.

Prudy's Problem, pp. 202–209

BEFORE READING Yesterday we read about a boy who came up with a good idea for solving a problem. Today we will read about a big problem that a girl named Prudy has. Think about how she might solve her problem as you read.

Using the Picture Walk routine on p. DI•1, guide students through the text, asking questions such as those listed below. Then read the question on
p. 203. Together, set a purpose for reading.

p. 206 This is Prudy's room. What does it look like? (very messy, full of things) Yes, maybe it is the problem mentioned in the title.

p. 207 What is on the lawn? (pink flamingos, elves, mushrooms) Why do you think the man seems angry? (He is tripping over a flamingo.) Prudy's problem might be bigger than we realized.

DURING READING Follow the Guiding Comprehension routine on
pp. 204–209. Have students read along with you while tracking the print or do a choral reading of the selection. Stop every two pages to ask what has happened so far. Prompt as necessary.

What was Prudy's main problem?
What happened as a result of Prudy's collecting?

AFTER READING What has happened so far? What do you think will happen next? Reread passages for comprehension as needed.

Extend Vocabulary

DICTIONARY Choose and read a sentence containing a difficult word, such as this passage from p. 11 of Collecting Dreams “‘Most sellers specialize,’ Dad explained.” Suppose you break specialize into word parts and come up with the meaning “to make special.” Does that meaning make sense in the sentence? (no) What’s another way that you can find out the meaning of specialize? (look it up in the dictionary) Ask a student to look up the word, explaining the steps to take. (First go to the S section, then use guide words at the top to locate the page, then use the second letter, third letter, and so on to find specialize.) Have the volunteer read the definitions and ask students to decide which meaning fits the sentence. (to concentrate on a certain product, activity, or field of study) Remind students to use a dictionary to find out the meanings of unfamiliar words as they read Prudy’s Problem.

Prudy’s Problem, pp. 202–209

BEFORE READING In Collecting Dreams, you read how Tina and her father came up with a good idea to solve the problem of finding a birthday present. Today you will read a story in which a girl named Prudy has a problem. As you read, try to come up with your own ideas for solving Prudy’s problem.

Have students write their predictions about the story in their Strategy Response Logs (p. 202). Remind them to check their predictions as they read, and then revise their predictions or make new ones.

CRITICAL THINKING/PROBLEM SOLVING Have students read
pp. 202–209 independently. Encourage them to think critically and in
terms of problem solving. For example, ask:

Why do you think Prudy keeps saying she doesn’t have a problem?
Do you think Prudy will admit that she does have a problem? What in the story tells you this?
How would you solve her problem?

AFTER READING Meet with students to discuss the selection and their Strategy Response Log entries. Then have students write a conversation between themselves and Prudy. Encourage them to include advice they would give Prudy.