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Monitor Progress
Word and
Story Reading
If… students have difficulty reading multisyllabic words in the selection,
then… have them look for and read meaningful parts in the words or have them chunk words with no recognizable parts.
If… students have difficulty reading along with the group,
then… have them follow along as they listen to the AudioText.
Prudy's Problem and How She Solved It
DAY 3
ROUTINE
Prudy's Problem
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL MAIN IDEA AND DETAILS Have students tell what main
idea and details are. (the most important idea and small pieces of information that tell more) The main idea of a story is what the story is all about. Details are small pieces of information that tell more about the main idea. On the board draw a main idea/supporting details chart as on p. 198. Write the following details and main idea in the chart as you say them: In the story Metal Detector Detective, one detail is that Joe was bored. Another is that Ms. Choi lost her ring. A third detail is that Joe had a good time using a metal detector to find the ring. The main idea is that Joe realized the metal detector gave him something to do.
Have students complete a main idea/details chart for the first part of Prudy’s Problem. Have them decide which of the following are details and which is the main idea:
  Prudy collected everything her friends did. (detail)
Prudy had a problem because she collected
everything. (main idea)
Prudy’s mother couldn’t walk through the living room.
(detail)
Read Prudy’s Problem pp. 210–217
BEFORE READING Have students retell what happened in the story so far. Ask: Why did Prudy have a problem? Reread pp. 204–205 and model how to look for details to check your understanding of the story. As I reread, I see that each of her friends collected one thing, but Prudy collected those things and everything else. On p. 205 I read about some of the useless things Prudy collected. That helps me understand that the story is about her problem of collecting everything. Remind students to monitor their understanding and use fix-up strategies if necessary as they read the rest of Prudy’s Problem. Target Skill STRATEGY Monitor and Fix Up
DURING READING Follow the Guiding Comprehension routine on
pp. 210–217. Have students read along with you while tracking the print or do a choral reading. Stop every two pages to ask students what has happened so far. Prompt as necessary.
AFTER READING How does this story show that a good idea can solve a problem? Reread with students for comprehension as needed. Tell them that tomorrow they will read “Meeting the Challenge of Collecting,” an interview about organizing collections.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL MAIN IDEA AND DETAILS Ask students to create a graphic organizer that shows the main idea and details of the first part of the story Prudy’s Problem.
Target Skill STRATEGY MONITOR AND FIX UP Ask students what they do if they are confused about the main idea of a story. Ask:
  • What page would you reread if you realized you didn’t understand why Prudy’s mother thought she had a problem?
Read Prudy’s Problem, pp. 210–217
BEFORE READING Have students recall what has happened in the
story so far. Remind them to try to identify the main idea and details
and to use a fix-up strategy such as rereading if they realize they are
unclear about the story.
CREATIVE THINKING/CRITICAL THINKING Have students read
pp. 210–217 independently. Encourage them to think creatively.
For example, ask:
  • How would the story be different if there were no illustrations? How do the illustrations add to your understanding and enjoyment of the story?
  • What do you think of Prudy’s solution to her problem?
AFTER READING Have students complete the Strategy Response Log activity (p. 216). Then meet with students to discuss the story. Point out that the author of the story is also the illustrator. Ask: What advantage does a writer who is also an illustrator have when creating a book? Have students write a letter to the author telling how they feel about her story and her illustrations.