Go to page
Audio CD AudioText
Monitor Progress
Word and
Selection 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.
William’s House
DAY 3
ROUTINE
William’s House
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL DRAW CONCLUSIONS Have students explain what we do
when we draw conclusions. (use details in a story along with what we
already know to make a decision about something) If necessary, review
the process and provide a model. When we draw a conclusion, we look
at story details and think about what we already know to make a decision.
For example, I read that William wanted a house just like his father’s
house in England. I know he wouldn’t want that if he had an unhappy
childhood in that home. So I can draw the conclusion that William
liked his childhood home and had a happy life there.
Ask students to draw a conclusion from this story detail and fact:
  The family dipped their fingers into
pudding and bread.
  We use spoons and forks to eat.
(Conclusion: Colonial families like William's didn't use utensils to eat.)
Read William’s House, pp. 262–265
BEFORE READING Have students retell what happened in the story so far. Ask: Why did their pork begin to spoil? Reread the last sentence on p. 258 and the first sentence on p. 259 and model how to ask questions as you read. As I read these story details, I ask myself, “Why did the pork begin to spoil and the vegetables begin to sprout?” I read on to see if I can find the answer. Read the rest of p. 259. William is putting the food down in a cool cellar, so I can draw the conclusion that food can spoil in the summer heat. Now I understand. Remind students to ask questions to guide their reading as they read the rest of William’s House. Target Skill STRATEGY Ask Questions
DURING READING Follow the Guiding Comprehension routine on
pp. 262–265. 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.
  • What problem happened when the snow fell?
  • What happened in January?
  • How did the story end?
AFTER READING How did William come up with smart solutions
to problems with his New England home? Reread with students for comprehension as needed. Tell them that tomorrow they will read “Log Cabins,” an article that describes another kind of early American house.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL DRAW CONCLUSIONS Have students give two
conclusions about William, his family, or their home that they
can draw from reading the selection so far. Ask them to
support their conclusions with details from the story.
Target Skill STRATEGY ASK QUESTIONS Have students share at least one question they asked themselves as they were reading pp. 256–261. Ask them to explain whether they found the answer by reading ahead or by drawing a conclusion. If they have not yet answered their question, discuss how they might find the answer.
Read William’s House, pp. 262–265
BEFORE READING Have students recall what has happened in the story so far. Remind them to draw conclusions and to ask questions about things that puzzle them as they read the remainder of the story.
PROBLEM SOLVING Have students read pp. 262–265 independently. Encourage them to think in terms of problems and solutions. For example, ask:
  • Do you agree with William’s solutions for making his house better? If so, why? If not, what would you have done differently?
AFTER READING Have students complete the Strategy Response Log activity (p. 264). Meet with students to discuss their reactions to the story. Then tell students to write down any additional questions they have about it and discuss how they can find the answers to those questions.